Curriculum Guide Essay Example for Free

Curriculum Guide Essay The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and | |those of other countries. | |GRADE LEVEL STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of Afro-Asian | |Culture and those of other countries. | |DOMAINS OF LITERACY |CONTENT STANDARD |PERFORMANCE STANDARD |LEARNING COMPETENCIES | |Listening Comprehension |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of the |The learner accurately produces a |Recognize prosodic features: stress, intonation and pauses serving as carriers of meaning that | | |prosodic features and non-verbal cues that |schematic diagram to note and give |may aid or interfere in the delivery of the message in stories and informative texts | | |serve as carriers o f meaning when listening to|an account of the important details |Note prosodic features (stress, intonation, pauses) and rate of speech as carriers of meaning | | |informative texts and longer narratives to |in long narratives or descriptions | | | |note significant details. |listened to. |Recognize changes in meaning signaled by stress, intonation and pauses | | | | | | | | | |Listen to points the speaker emphasizes as signaled by contrastive sentence stress determine how | | | | |stress, intonation, phrasing, pacing, tone and non-verbal cues serve as carriers of meaning that| | | | |may aid or interfere in the message of the text listened to | | | | | | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding on how | The learner creates an audio – video|Employ appropriate listening skills when listening to descriptive and long narrative texts | | |employing projective listening strategies to |presentation highlighting the core |(e. g. making predictions, noting the dramatic effect of sudden twists, etc.) | | |descriptive and longer narrative audio texts, |message of a text listened to. | | | |helps him/her to validate information, | |Employ projective listening strategies with longer stories | | |opinion, or assumption to participate well in | | | | |specific communicative context . | |Listen to determine conflicting information aired over the radio and television | | | | | | | |The learner demonstrates understanding of | |Listen for clues to determine pictorial representations of what is talked about in a listening | | |adjusting listening strategies (marginal, | |text | | |selective, attentive, critical) in relation to| | | | |the main purpose of listening, one’s | | | | |familiarity with the topic and difficulty of | | | | |the text describing a process and narrating | | | | |longer stories to suit the listening text and | | | | |task. | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding in |The learner proficiently writes an |Determine the persons being addressed in an informative talk, the objective/s of the speaker and| | |validating information, opinions, or |editorial article concerning an |his/her attitude on the issues | | |assumptions made by a speaker to arrive at |issue raised by the speaker in a |Use attentive listening strategies with informative texts | | |sound decisions on critical issues. |text liste ned to. | | | | | |Note clues and links to show the speaker’s stand and assumptions | | | | |Listen for clues and links to show the speaker’s train of thoughts | | | | |Determine the stand of the speaker on a given issue | | | | |Listen to get the different sides of social, moral, and economic issues affecting a community | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner creatively renders a |Process speech delivered at different rates by making inferences from what was listened to | | |the orchestration of harmony, unison, rhythm |choric interpretation of a text | | | |and the structure of narratives and other |listened to |Use syntactic and lexical clues to supply items not listened to | | |text types enable him or her to appreciate | | | | |their richness. | |Anticipate what is to follow in a text listened to considering the function/s of the statements | | | | |made | | | | | | | | | | | | || | Express appreciation for texts orally interpreted noting harmony, unison, and rhythm. | | | | | | | | | |Listen to appreciate the tune and the narrative structure of ballads | | | | | | | | | |Listen to appreciate harmony, unison, and rhythm in choric interpretations. | |Oral Language and Fluency |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of how |The learner actively participates in|Use appropriate registers to suit the intended audience, and variation in intonation and stress | | |to speak in clear, correct English appropriate|a conversational dialogue about |for emphasis and contrast | | |for a certain situation, purpose and audience.|school/environmental issues or any |Express feelings and attitudes by utilizing contrastive stress and variations of tone and tempo | | | |current social concerns. | | | | | |Use stress, intonation, and juncture to signal changes in meaning | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner joins actively in a |Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly | | |various means on how figurative and academic |panel discussion on a current issue |and implicitly in an informative talk | | |language can be used in various communication |or concern. |Formulate responses to questions noting the types of questions raised (yes-no, wh-questions, | | |settings. | |alternative, modals, embedded) | | | | | | | | | |Make inquiries | | | | | | | | | |Give information obtained from mass media: newspapers, radio, television | | | | | | | | | |Highlight important points in an informative talk using multi-media resources | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of |The learner proficiently conducts a |Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, | | |using turn-taking strategies in ext ended |formal, structured interview of a |turn-getting, etc.) in extended conversations | | |conversations to effectively convey |specific subject. |Interview persons to get opinions about certain issues | | |information. | |Respond orally to ideas and needs expressed in face-to-face interviews in accordance with the | | | | |intended meaning of the speaker | | | | |Use communication strategies (e.g. paraphrase, translations, and circumlocution) to repair | | | | |breakdown in communication | | | | | | | |Quarter 4 |Quarter 4 |Quarter 4 | | | | |Arrive at a consensus on community issues by assessing statements made | | |The learner demonstrates understanding of |The learner competently delivers an | | | |speech functions and forms as indicators of |informative speech using multi-media|React to information obtained from talks | | |meaning. |resources to highlight important | | | | |points. | Interview persons to get their opinions about social issues affecting the community | | | | | | | | | |Agree/Disagree with statements, observations and responses made when issues affecting the | | | | |community | | | | | | | | | |Infer the function/s of utterances and respond accordingly taking into account the context of the| | | | |situation and the tone used | | | | | | |Vocabulary Enhancement |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of the |The learner creatively produces an |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | |(Subsumed in all domains) |strategies for coping with the unknown words |e-portfolio of vocabulary | | | |and ambiguous sentence structures and |illustrating the use of varied |Differentiate between shades of meaning by arranging words in a cline | | |discourse to arrive at meaning. |strategies. | | | | | |Guess the meaning of idiomatic expressions by noting keywords in expressions, context clues, | | | | |collocations, clusters, etc. | | | | | | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by deleting expansions to | | | | |come up with kernel sentences | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner creatively prepares a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |comparative log of academic and | | | |and ambiguous sentence structures and |figurative language reflected in |Identify the derivation of words | | |discourse to arrive at meaning. |documents with the same themes. | | | | | |Define words from context and through word analysis (prefix, roots, suffixes) | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions | | | | | | | | | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner creatively produces a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |frequency word list. |Identify the derivation of words | | |and ambiguous sentence structures and | | | | |discourse to arrive at meaning. | |Define words from context and through word analysis (prefix, roots, suffixes | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions. | | |Quarter 4 |Quarter 4 |Quarter 4 | | | The learner demonstrates understanding of the |The learner proficiently produces a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |glossary of words related to | | | |and ambiguous sentence structures and |specific disciplines. |Identify the derivation of words | | |discourse to arrive at meaning. | | | | | | |Define words from context and through word analysis (prefix, roots, suffixes) | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions | |Reading and |Quarter 1 |Quarter 1 |Quarter 1 | |Comprehension |The learner demonstrates understanding of the |The learner produces a Reading Log |Adjust reading speed based on one’s purpose for reading and the type of materials read | | |different reading styles to suit the text and |showing various entries like the |Use different reading styles to suit the text and one’s purpose for reading | | |one’s purpose for reading. |choice of reading materials, the |Scan rapidly for sequence signals or connectors as basis for determining the rhetorical | | | |type of reading employed, etc. |organization of texts | | | | |Skim to determine the author’s key ideas and purpose by answering questions raised after | | | | |surveying the text | | | | |Read closely to select appropriate details from a selectio n for specific purposes | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of |The learner proficiently uses |Evaluate content, elements, features, and properties of a reading or viewing selection using a | | |textual relationships using non-linear forms |advanced organizers/ illustrations |set of criteria developed in consultation (with peers and the teacher) | | |and graphics to obtain information from linear|showing textual relationships. | | | |and non-linear texts. | |Explain visual-verbal relationships illustrated in tables, graphs, information maps commonly used| | | | |in content area texts | | | | | | | | | |Transcode information from linear to non-linear texts and vice-versa | | | | | | | | | |Explain illustrations from linear to non-linear texts and vice versa | | | | | | | | | | | | | | |Organize information illustrated in tables, graphs and maps | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of |The learner creatively produces a |Utilize varied reading strategies to process information in a text | | |varied reading approaches to make sense and |digital chart of various text types |Recognize the propaganda strategies used in advertisements and consider these in formulating | | |develop appreciation for the different text |with clickable features. |hypotheses | | |types. | |Distinguish between facts from opinions | | | | |Use expressions that signal opinions (e.g. seems, as I see it) | | | | |Note the function of statements made as the text unfolds and use it as a basis for predicting | | | | |what is to follow | | | | |Express emotional reactions to what was asserted or expressed in a text | | | | |Employ approaches best suited to a text | | | | | | | | | |Note the functions of statements as they unfold and consider the data that might | | | | |confirm/disconfirm hypothesis | | | | | | || | |Examine for bias | | | | | | | | | | Determine the validity and adequacy of proof statements to support assertions | | | | | | | | | |React critically to the devices employed by a writer to achieve his/her purpose | | | | | | | | | | | | | | | | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner prepares an abstract of |Utilize knowledge of the differences among text types (instructional, explanatory, recount, | | |to abstract information presented in |a text read. |persuasive, informational and literary) as an aid in processing information in the selection read| | |different text types and to note explicit and | |or viewed | | |implicit signals used by the writer. | | | | | | |Assess the content and function of each statement in a text with a view of determining the | | | | |information structure of the text | | | | |Abstract information from the different text types by noting explicit and implicit signals used | | | | |by the writer | | | | |Interpret instructions, directions, notices, rules and regulations | | | | | | | | | |Locate and synthesize essential information found in any text | | | | | | | | | |Distinguish the statement of facts from beliefs. | | | | |Evaluate the accuracy of the information. | | | | |Draw conclusions from the set of details. | | | | |Point out relationships between statements. | | | | |Distinguish between general and specific statements. | |Literature |Quarter 1 |Quarter 1 |Discover literature as a means of understanding the human being and the forces he/she to contend| | |The learner demonstrates understanding of the |The learner creatively and |with | | |different genres through the types contributed|proficiently performs in a choral |Discover through literature the symbiotic relationship between man and his environment and the | | |by Afro-Asian countries to express |reading of a chosen Afro-Asian poem.|need of the former to protect the latter | | |appreciation for Afro-Asian heritage. | | | | | | |Demonstrate a heightened sensitivity to the needs of others for a better understanding of man | | | | | | | | | |Discover through literature the links between one’s life and the lives of people throughout the | | | | |world | | | | | | | | | |Highlight the need for a more just and equitable distribution of resources | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how |The learner creatively compiles |Show understanding and appreciation for the different genres with emphasis on types contributed | | |significant human experiences are best |Afro-Asian literary pieces as |by Asian countries (i.e. Haiku, Tanka, etc.) | | |captured in various literary forms that |accounts of experiential learning. | | | |inspire humans to bring out the best in them. | |Point out the elements of plays and playlets | | | | | | | | | |Determine the macro discourse patterns of essays and the macro discourse signals used to | | | | |establish meaning relationships in the essay | | | | |Determine the author’s tone and purpose for writing the essay | | | | |Point out how the choice of title, space allotment, imagery, choice of words, figurative | | | | |language, etc. contribute to the theme | | | | | | | | | |Explain figurative language used | | | | |Express appreciation for sensory images in literary forms | | | | |Show understanding of the text by paraphrasing passages | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner produces a critical |Discover Philippine and Afro Asian literature as a means of expanding experiences and outlook and| | |different genres to heighten literary |review of articles with the same |enhancing worthwhile universal human values | | |competence. |themes but different genres. |Express appreciation for worthwhile Asian traditions and the values they represent | | | | | | | | | |Assess the Asian identity as presented in Asian literature and oneself in the light of what makes| | | | |one an Asian | | | | | | | | | |Identify oneself with other people through literature taking note of cultural differences so as | | | | |to get to the heart of problems arising from them | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner produces an e-literary |Point out the role of li terature in enabling one to grow in personhood | | |literature mirrors the realities of life and |folio which captures significant |Discriminate between what is worthwhile and what is not through literature | | |depicts human aspirations. |human experiences. |Distinguish as positive values humility, resourcefulness, self-reliance and the ability to look | | | | |into oneself, and accept one’s strengths and weaknessess | |Viewing Comprehension |Quarter 1 |Quarter 1 |Organize information extracted from a program viewed | | |The learner demonstrates understanding of the |The learner produces program | | | |different text types and genres of programs |portfolio that monitors his/her |Compare and contrast basic genres of programs viewed | | |viewed to effectively derive information and |progress as a viewer (in terms of | | | |find meaning in them |interest, preference, and |Narrate events logically | | | |reflections on individual viewing | | | | |behaviors). |Validate mental ima ges of the information conveyed by a program viewed | | | | | | | | | |Respond to questions raised in a program viewed | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner effectively writes |Discern positive and negative messages conveyed by a program viewed | | |different text types and genres of programs |reactions to movies viewed. (movie | | | |viewed to effectively derive information and |review) |React appropriately and provide suggestions based on an established fact | | |find meaning in them. | | | | | |The learner presents a review of a |Decode the meaning of unfamiliar words using structural analysis | | | |program viewed. | | | | | |Follow task- based directions shown after viewing | | | | | | | | | |Interpret the big ideas/key concepts implied by the facial expressions of interlocutors | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner produces a reaction |Analyze the elements that make up reality and fantasy from a program viewed | | |various analytical and evaluative techniques |paper to a program viewed. | | | |employed in c ritical viewing. | |Compare and contrast one’s own television-viewing behavior with other viewers’ viewing behavior | | | | | | | | | |Organize an independent and systematic approach in critiquing various reading or viewing | | | | |selection | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner puts up a model |Recognize the principles of lay outing in viewing a material | | |viewing conventions affect the way viewers |television production incorporating | | | |grasp, interpret, and evaluate the meaning of |viewing conventions. |Explore how colors appeal to viewer’s emotions | | |a program viewed. | | | | | | |Identify basic camera angles | | | | | | | | | |Ascertain how balance created by symmetry affects visual response to a program viewed | | | | | | | | | |Differentiate between vantage points and viewing | | | | | | |Writing |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of |The learner proficiently prepares a |Accomplish forms and prepare notices | | |giving valuable personal information and |brochure on the dangers of | | | |information on social events and issues by |smoking/drugs and other social |Write the information asked for in the following forms: | | |accomplishing different forms to effectively |issues and concerns. |School forms | | |function in school and in community. . | |Bank forms | | | | The learner writes a personal |Order slips | | | |narratives. |Evaluation forms | | | | |Survey forms | | | |The learner creates a blog on the |Bills, telecom, etc. | | | |internet commenting on | | | | |social/economic issues and concerns.|Write notices (e.g. posters, slogans, advertisements that relate to social events | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner conducts an opinion |Use non-linear texts and outlines to show relationships between ideas | | |power of language structures and forms in |poll, interprets, and presents the | | | |shaping people’s reactions, perceptions, |findings having a local-based or |Transcode ideas from texts to concept maps | | |points of view, and beliefs in local, national|national issue as reference. | | | |and global communities. | |Make a write-up of ideas presented in concept maps | | | | | | | | | |Use three-step words, phrasal and sentence outlines to organize ideas | | | | | | | | | |Transcode information from linear to non-linear texts and vice versa | | | | |Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down notes and organizing| | | | |ideas | | | | | | | | | |Use outlines to sum up ideas taken from texts | | | | | | | | | |Use non-linear text outlines and notes as aids in the preparation of a research paper | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how |The learner produces an e-journal of|Use specific cohesive and literary devices to construct integrative literary and expository | | |to have a good command and facility of the |poetry prose entries with emphasis|reviews, critiques, research reports, and scripts for broadcast communication texts, including | | |English Language necessary to produce writing |on content and writing style. |screenplays | | |in different genres and modes. | | | | | | |Produce different text types and sub-types | | | | | | | | | | Expand ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes | | | | |of paragraph development | | | | | | | | | |Give and respond to feedback on one’s paper in the revision process | | | | |Use grammatical structure and vocabulary needed to effectively emphasize particular points | | | | | | | | | | | | | | |Use appropriate modes of paragraph development to express one’s ideas, needs, feelings and | | | | |attitudes | | | | | | | | | |Use a variety of cohesive devices to make the flow of thoughts from one sentence to another | | | | |smoothly and effortlessly | | | | | | | | | |Write short personal narratives to support an assertion | | | | | | | | | |Organize information gathered from primary and secondary sources using a graphic organizer and a | | | | |simple topic outline | | | | | | | | | |Do self and peer editing using a set of criteria | | | | | | | | | |Revise a piece of short personal writing in terms of content, style, and mechanics | | | | |collaboratively and independently. | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner makes a write-up of an |Organize one’s thoughts and adopt the appropriate writing style in letters, resumes, critiques, | | |to have a good command and facility of the |interview. |etc. using appropriate styles (formal and formal)and audience in mind | | |English Language necessary to produce writing | | | | |in different genres and modes. | |Employ interactional functions of language in different genres and modes of writing (pen-pal | | | | |letters, letters of invitation, a â€Å"yes† and â€Å"no† letters, book reviews, interview write-ups, | | | | |journal entries, etc.) | | | | | | | | | |Write reflections on learning experiences in diary and journal entries | | | | | | | | | |Write summaries of books read | | | | | | | | | |Employ varied strategies (condensing, deleting, combining, embedding) when summarizing materials | | | | |read | | | | | | | | | |Write reactions to books read | | | | | | | | | |Show respect for intellectual property rights by acknowledging citations made | | | | | | | | | |Acknowledge citations by indicating in a bibliography sources used | | | | | | | | | |Use writing conventions to indicate acknowledgement of resources | | | | | | | | | |Use quotation marks or hanging indentations for direct quotes | | | | | | | | | |Use in-text citation | | | | | | | | | |Arrange bibliographic entries of text cited from books and periodicals | | | | | | | | | | | |Grammar |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of |The learner effectively writes a |Uses: | | |well-constructed paragraphs using appropriate |personal narrative or informative |varied adjective complementation | | |modes of development and language structures |text. |appropriate idioms, collocations, and fixed expression | | |to express one’s ideas, needs, feelings and | |coordinators | | |attitudes |The learner proficiently writes a |subordinators | | | |description of a process. |other appropriate devices for emphasis | | |The learner demonstrates understanding of how | |Formulates: | | |language is instrumental in communicating | |correct complex and compound-complex sentences | | |thoughts, and feelings. | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how |The learner composes a meaningful |Uses: | | |grammatically correct sentences ensure an |and grammatically correct |varied adjective complementation | | |effective discourse. |composition. |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | |The learner demonstrates understanding of how |The learner writes a progress/ |subordinators | | |the knowledge of grammar enables one to |interim report of a program or | | | |successfully deliver information. |advocacy |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expression | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how | |Uses: | | |the use of Standard English conventions |The learner creatively produces a |varied adjective complementation | | |facilitates interaction and transaction. |tourist guide brochure |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | | | |subordinators | | | | | | | | | |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of the |The learner innovatively presents an|Uses: | | |set of structural rules that govern various |Ad promoting a government bill or a |varied adjective complementation | | |communication situations. |city ordinance. |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | | | |subordinators | | | | | | | | | |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | |Attitude towards language, |Quarter 1 | | | |literacy and literature |Ask sensible questions on his/her initiative | | | |(Subsumed in all domains) | | | | | |Quarter 2 | | | | |Express a different opinion without being | | | | |difficult | | | | |Quarter 3 | | | | |Give credence to well-though out ideas | | | | |Quarter 4 | | | | |Set new goals for learning on the basis of | | | | |self- assessment made | | | |Study Strategies |Quarter 1 |Quarter 1 |Quarter 1 | |(Subsumed in Reading, |The learner demonstrates understanding of how |The learner creatively writes an |Gather data using library and electronic resources consisting of general references: atlas, | |Literature, and Writing) |to gather data using library and electronic |interesting Cultural Report. |periodical index, periodicals and internet sources/ other websites to locate information | | |resources to locate information that bring | |Use periodical index to locate information in periodicals | | |about diversity and/or harmony among Afro – | |Gather data using the general references: encyclopedia, dictionary | | |Asians through the study of their traditions | |Get and assess current information from newspaper and other print and non-print media | | |and beliefs. | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how | The learner produces research |Acknowledge citations by preparing the bibliography of the various sources used | | |proper citations of references and materials |appendices following the correct |Observe correct format in bibliographical entries | | |used establish the credibility of a report or |citation entries and format |Use writing conventions to indicate acknowledgement of sources | | |a research paper. | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how|The learner produces a clip report |Derive information from various text types and sources using the card catalog, vertical file, | | |information gathering skills and data |on the various sources of data |index, microfiche (microfilm) CD ROM, internet etc. | | |collection strategies ensure quality research|collected |Use locational skills to gather and synthesize information from general and first-hand sources | | | | |of information | | | | |Get vital information from various websites | | | | |Extract accurately the required information from sources read and viewed to reject irrelevant | | | | |details | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how|The learner produces a research |Use multi step word and phrasal outlines to organize ideas | | |the employment of study strategies coupled |paper based on school/ community |Engage in systematic conduct of a research by going through series of pr ocesses | | |with research skills lead to a well-written |problem. |Organize logically information gathered | | |paper | |Apply the correct treatment of data and the soundness of research conclusion.

Analysis of the Theory of Unbalanced Growth

Analysis of the Theory of Unbalanced Growth Do you think that a less developed /developing country should always follow the path of balanced growth? If yes, why and if not why not? Substantiate your arguments with the examples drawn from experiences of development in developing countries. Answer: When Rostow was making attempts to place economic development within a progressive framework, it lead to a debate in the 1950’s and the 1960’s which was primarily fixated on whether development efforts should focus on specific economic sectors within the countries or whether it should be carried out in all major sectors of the economy namely the manufacturing sector, agriculture and the service sectors. In this very context, economist Ragnar Nurkse propounded that development efforts should make synchronized use of capital in order to develop an extensive range of industries in the nations. According to his beliefs, an Intensive overall effort was of utmost importance, which would ultimately drive the developing or the underdeveloped nations away from the vicious circle of poverty where the limited supply of capital originated in the first place, due to the low saving rates. In underdeveloped countries, the vicious circle of poverty is responsible for the small size of the market for their goods. Nurkse was an â€Å"export pessimist† and he believed that the finances required to make investments in less developed countries should originate from their own domestic territories. He did not give any importance to the promotion of exports. The balanced growth approach also supports the big push theory which promotes the channeling of bulk capital to all the sectors at once owing t o the belief that gradual investment in the sectors is not reasonable. Investments should be carried out in a number of industries that mutually support each other, in order to enlarge the size of the market. Investments in the sectors should be made simultaneously such that it brings about a positive drive to overcome the significant barriers to development. With the adoption of this strategy, there emerges new opportunities to distribute the fruits of development more evenly throughout the society and to cure the plights of inequality, inflation and unemployment of resources. On the other hand, the theory of balanced growth has been largely criticized as it ignores the economic notions of all round benefits ensuing from specialization in production and development processes. Since it takes place within a closed economy and is applicable predominantly to a private enterprise system rather than specialization and trade, the doctrine contradicts the whole principle of comparative adv antage. Also, it emphasizes on the complementarity of markets for final goods and primary consumer goods as a stimulus to invest and ignores the immediate goods market. It has been stated to be unrealistic as it expects a country which is developing or is underdeveloped to make bulk investments in all the sectors simultaneously without considering the aspect that if a country had enough resources to invest in all the sectors of the economy all at once, it would not classify as underdeveloped or developing in the first place. Also, the theory makes an impractical assumption that all nations would start from the same zero point, whereas in reality such is not the case. Certain economies are bound to have certain historical strengths and different investment capacities which may vary. This theory has been massively dismissed, when in the 1960’s and 1970’s the actual progress of LDC’s reflected growth without any significant attempt to synchronize the simultaneous i nvestments in all the sectors as a result of which these nations continued to remain comparatively underdeveloped. Contrary to this theory, some theorists also advocated a strategy of investment only in selective sectors as an attempt towards encouraging growth in the developing countries. Economist Albert O. Hirschman put forth the idea of adopting unbalanced investments in specific economic sectors in order to complement the imbalances that already appear to exist within the economy of a nation as such. The unbalanced growth strategy aims at eradicating the scarcities in underdeveloped nations by adopting induced investment decision making. Hirschman contradicted the balance growth theory and argued against it, stating the most obvious that the LDC’S do not have access to adequate resources to adopt and implement a balanced, big push investment strategy. Instead, he proposes that investments should be carried out in strategically selected economic areas, such that there is growth in other sectors owing to the backward and forward linkages that are established, which will further lead to new investment opportunities, thereby paving the path for further economic development. Backward linkages bring about new investments in the input industries, whereas forward linkages do the same in the sectors that purchase the output of the selected industry. Deliberate unbalance, tensions, disproportions and disequilibria brought about in the economy is the most effective strategy to achieve economic growth in an underdeveloped or developing country. Thus the economy is able to gradually move from the track of an unbalanced growth pattern to that of balanced growth. Acknowledging all the advantages of the unbalanced growth strategy, this theory also has its shortcomings. The theory makes an inherent assumption that the success of the growth process can be traced down to external trade and foreign aids. This further upsurges the uncertainty of the growth process. The theory is also seen to emphasize on development through industrialization without taking into consideration the sig nificance of agriculture. Being concentrated on only a couple of industries, there might be situations where the resources are not appropriately utilized. Also, some sectors of the economy will be witnessed to grow at a faster rate while other sectors will remain neglected. This raises a question as to whether investment has been carried out in the correct sectors owing to the aspect that all the sectors of the economy are not invested upon. Therefore, in this particular scheme careful understanding of the situation of each country needs to be carried out, in order to determine what investment in which sector should take place as means to reach an ultimate balance among all the investment sectors in the economy. The theory of unbalanced growth appears to be an ideal strategy proposed by Hirschman at pointing out the ways to accelerate economic development in developing and underdeveloped nations in spite of all its flaws and disadvantages. As we know, with unplanned unbalanced growth there is absolutely no assurance against unemployment, inflation and unequal distribution of income and the strategy is recognized as a doctrine of laissez-faire, which indicates that there is an absence of safeguards against the socially divisive consequences of change. Howsoever, it still appears to be more realistic and feasible than the balanced growth strategy as it tries to take into account almost all the minute aspects of development planning. As a matter of fact, even the various inducements, obstacles and resistances to development are taken into consideration in their appropriate perspectives. Unbalanced growth generates externalities. The existing externalities are explored while generation of the fr esh ones take place. It promotes the growth of strategic industries and thereby, stimulates the growth of other industries. Also, there are technical complementaries which stimulate the growth of related industries along the lines of this strategy. Since investments in the form of Social Overhead Capital (SOC) and Direct Productive Activities (DPA) cannot be taken into consideration simultaneously in less developed or developing countries, owing to the obvious lack of resources, the theory proposes that focus should be established on either one of the two, and as a result of which the other one would be automatically stimulated. In order to achieve this, the growth of the economy should take place either by unbalancing the economy through SOC; by promoting the growth of SOC which would stimulate investment in DPA, or by unbalancing the economy with DPA; such that the investment made in DPA would eventually press for investment in SOC. It is through this process of linkages commonly known as the â€Å"linkage effect†, that the economic growth will ultimately take place. Development should progress with the aim of targeting projects which will have the largest total linkage. However, the main problem can be narrowed down to figuring out the kind of imbalance that is expected to be the most beneficial depending upon the economy of the nation. Hirschman pin points the absence of interdependence and linkage in less developed countries as a result of which the primary production activities for exports have very little development effects on the economy of an underdeveloped country. He therefore puts forth a tactic and advocates the setting up of â€Å"last stage industries first† in order to resolve the problem. He stresses on export promotion and import substitution and favors a mixed economy owing to the fact that unless the SOC pathway of economic development is adopted by the state, it will not encourage any form of private investment in DPA, as private investments in underdeveloped countries fail to create the necessary economic surplus that is a prerequisite for development to continue and even for the sustenance of losses. It has been seen, that despite the weaknesses of the unbalanced growth strategy as illustrated in the beginning of the report, the technique has come to be recognized as suitable for the development of underdeveloped and developing countries. When Joseph Stalin ruled developing Russia, it was one of the first countries to adopt this strategy and by implementing this technique it succeeded in accelerating its economic growth rate within a very short period of time. In the current scenario Russia is recognized as a developed country. Along the same lines, India adopted this strategy with the Second Five-Year Plan. In India, investments in heavy industries were kept at a high level during the five year plans and simultaneously there were consistent efforts made towards stepping up the production of consumer goods. But there was no attempt made to keep the levels of consumption low in order to produce a large economic surplus. Also, there is evidence which suggests that India did not fol low the typical pattern of industrialization. High technology industries flourished as opposed to the growth in the basic manufacturing sector which was lagging. The promotion of the high technology sector has had a negative impact on the manufacturing sector as well as on the aggregate income of the country. Instead if resources were directed towards infrastructure, it would have yielded benefits for all sectors and would have increased the aggregate income as well. Therefore, the unbalanced growth strategy in India did not meet with great success. Even China adopted the unbalanced growth strategy and as a matter of fact China’s unbalanced growth is an investment driven model due to which it has been predicted that growth in china will not be sustainable unless it adopts a more consumption driven model. China’s growth pattern apparently mirrors that of other successful emerging South East Asian economies namely Japan, South Korea, Taiwan and Singapore. These countries were successful in the last fifty years in progressing from the middle income group to advanced economies. This transformation was characterized by long periods of high levels of investment after their economic take off, which corresponds to China’s growth trajectory. Unfortunately, many of the other developing economies failed to make it to the upper stage of development or are caught up in the â€Å"middle income trap†. But due to China’s high levels of investments in the last few years which had managed to reach a level, highe r than that of any other nation, it appears that China should adopt a rebalancing growth strategy, like other the countries after their considerably lengthy periods of high investment, which would mark the end of its period of unbalanced growth. However, it looks like China has to go a long way in order to catch up with the economies of the advanced countries in terms of productivity. When Japan and Korea internalized the unbalanced growth strategies, they concentrated their national resources on some strategically chosen industries and targeted principally for import substitution. Japan’s economic growth picked up pace, led by the electronics industry, heavy and chemical industries. As a matter of fact, both Japan as well as Korea, witnessed the growth of an independent national economy through the implementation of import substitution in the heavy and chemical industries as well as the ‘high tech’ industries. This strategy was adopted by yet another developing country in Africa called Zambia. Zambia’s excessive dependence on its mining exports is an apt instance of unbalanced growth which eventually proved to be more of a high risk strategy and hence, was not sustainable. Therefore, Zambia inherited an economy that took to the unbalanced growth strategy, but was unsuccessful in balancing it within the correct time frame. We see, that most of these developing countries adopted the unbalanced growth strategy, but only a few met with success. However, in this respect the balanced growth strategy with its limitations should not be completely dismissed as both these strategies appear to converge at certain points. Both the strategies consider the existence of a private enterprise system that is heavily grounded on market mechanism under which they function. Both the theories disregard the importance of supply limitations and supply inelasticities. Also, both the doctrines assume interdependence which vary in their degrees. This interdependence is seen in balanced growth, when the development of one sector is heavily dependent on the development of the other sectors whereas, in unbalanced growth strategy the economy progresses towards economic development by the creation of tensions, disproportions and disequilibria thereby attaining balanced growth. Thus, both these strategies are based on the interdepend ence that is established among the different sectors of the economy. The choice between adopting the balanced growth strategy and the unbalanced growth strategy is a difficult one. None of the strategies are perfect and both have their own advantages and limitations. Although, keeping in mind the scarcity of resources that a developing country faces, common knowledge directs the developing or underdeveloped nation to adopt and implement the strategy of unbalanced growth. Even under this strategy, it is beneficial if the nation invests on the SOC first, which will subsequently encourage investments in DPA, which would direct the economy further towards the path of balanced growth. In the Indian context itself we can see that unless SOCs such as power, transportation irrigation etc. are developed, the development in the industrial, agricultural and commercial sectors will automatically be retarded. When this strategy is being adopted by developing countries, it is crucial that they should try their best to control the evils of inflation and balance of p ayments. Nevertheless, we see that these strategies should not be considered as an alternative to the other, as they seem to complement each other. By implementing the unbalanced growth strategy as the means, the developing or the less developed nations can attain balanced growth, which is the ultimate aim. - References: Balanced and Unbalanced Growth- Robert B. Sutcliffe, The Quarterly Journal of Economics, Vol. 78, No. 4 (Nov., 1964), pp. 621-640. The Theory of Balanced Growth- S. K. Nath, Oxford Economic Papers, New Series, Vol. 14, No. 2 (Jun., 1962), pp. 138-153. Unbalanced growth and dependency theory in Zambia: A post-independence survey- Mark Ingle. Growth and Development with special reference to developing economies- A. P. Thirwall, Fifth Edition. Theories of Underdevelopment, Balanced versus Unbalanced Growth- Higgins. Is the Elephant Stepping on its Trunk? The problem of India’s Unbalanced Growth- Robin Douhan and Anders Nordberg. Balanced Growth: An Interpretation- Jose Maria Dagnino Pastore, Oxford Economic Papers, New Series, Vol. 15, No. 2 (Jul., 1963), pp. 164-176. Theory of Unbalanced Growth, chapter 29. China: Rebalancing Economic Growth, Chapter 1- Nicholas R. Lardy. The Unbalanced Growth Hypothesis and the Role of the State: the Case of China’s State-owned Enterprises- Carsten A. Holz. Restructuring Korea Inc.:Financial Crisis, Corporate Reform, and Institutional Transition- Jang-Sup Shin,Ha-Joon Chang. Towards more balanced growth strategies in developing countries: issues related to market size, trade balances and purchasing power- Jà ¶rg mayer. China’s unbalanced growth compared with Japan and South Korea- FTAlphaville. African Journal of Business- Review. Tata Institute of Social Sciences. Name: Prakriti Dasgupta. Roll No.: H2013BAMA28. Subject: Developmental Economics, DC7. Teacher: Dr. Poulomi Bhattacharya. BA 2nd Year, Semester: III.

Interventionist or Isolationist? Essay -- essays papers

Interventionist or Isolationist? I believe that there is no clear-cut position as to whether we should be Interventionist or Isolationist. It all comes down to circumstances. Almost every conflict the United States had been involved in has been about economics and what our country can gain. We have been one of the world’s greatest powers since the early 1900’s, mainly because of colonialization and domination of world economy. In World War I, we should have maintained our isolationist policy if possible. The main reason we became involved was because the new expansionist mood of the Axis Powers threatened the global empire we were apparently building. And, the war interfered with our prosperous trade system with the other countries. As Henry Ford put it, â€Å"Do you want to know the cause of the war? It is capitalism, greed, the dirty hunger for dollars.† And, in the end, I don’s think we could have stayed out of the war if we wanted to. The world at the time was a tangled web of alliances that meant a local conflict could start a massive war. The assassination of Archduke Ferdinand and his wife was the spark that ignited that web. Even after the start of World War I, the United States was content to sell food and munitions to the countries involved in the conflict. It wasn’t until Germany began to attack the ships taking those trade items to Europe that the U.S. started to g et mad. They had been trying to pursue a policy of neutrality and semi-isolationism, but now they were being dragged into a conflict they had nothing to do with. The United States had nothing to gain but the money from trade. Therefore, we payed a price of many lives for little to no gain. I have a different view, however, on World War II. Once the war had started, it should have been interventionist all the way, from an economic and a patriotic point of view. The desire to avoid "foreign entanglements" of all kinds had been an American foreign policy for more than a century. A very real "geographical isolation" permitted the United States to "fill up the empty lands of North America free from the threat of foreign conflict.† President Roosevelt wanted to avoid war, especially since it was contrary to American policy which most if not all Americans were in agreement with. And as I said, another factor that led to the decision of Neutrality by President Rooseve... ...endanger the United States more than it already was. On the following day Roosevelt argued that the attack "had given us an opportunity". Congress approved the declaration of war with only one dissenting voice. If we hadn’t gone to war, many things would have happened. First, the Great Depression probably would have continued because it was the jobs and income from the war that brought us out of the Depression. Second, the Nazi’s would have been able to continue with their death camps and many millions more people would have died. Third, we never would have gotten our atomic revenge on the Japanese. However, it was those same atomic weapons that fueled the Cold War, and left people living in fear for the next several decades. So, as you can see, there are advantages and disadvantages to being Isolationist or Interventionist. We can do a lot of good for the world by stepping in, however it is often at a great cost to ourselves. And our country can be seen as a great protector or a greater destroyer. Being only Isolationist or Interventionist would mean we are weak or too controlling. All we can do is try to find a medium and decide when is the right time for action.

Metaphysics & Epistemology Paper Essay

G. E. Moore’s main contributions to philosophy were in the areas of metaphysics, epistemology, ethics, and philosophical methodology. In epistemology, Moore is remembered as a stalwart defender of commonsense realism. Rejecting skepticism on the one hand, and, on the other, metaphysical theories that would invalidate the commonsense beliefs of â€Å"ordinary people† (non-philosophers), Moore articulated three different versions of a commonsense- realist epistemology over the course of his career. According to data I researched Moore’s epistemological interest also motivated much of his metaphysical work, which to a large extent was focused on the ontology of cognition. In this regard, Moore was an important voice in the discussion of sense-data that dominated Anglo- American epistemology in the early twentieth century. In ethics, Moore is famous for driving home the difference between moral and non-moral properties, which he cashed-out in terms of the non-natural and the natural. Moore’s classification of the moral as non-natural was to be one of the hinges upon which moral philosophy in the Anglo- American academy turned until roughly 1960. Moore’s approach to philosophizing involved focusing on narrow problems and avoiding grand synthesis. His method was to scrutinize the meanings of the key terms in which philosophers expressed themselves while maintaining an implicit commitment to the ideals of clarity, rigor, and argumentation. This aspect of his philosophical style was sufficiently novel and conspicuous that many saw it as an innovation in philosophical methodology. Moore is widely acknowledged as a founder of analytic philosophy, the kind of philosophy that has dominated the academy in Britain and the United States since roughly the 1930s. Moore also had a significant influence outside the academic philosophy, through his contacts in the Cambridge Apostles and the Bloomsbury group. In both academic spheres, Moore’s influence was due in no small part to his exceptional personality and moral character. One of the most important parts of Moore’s philosophical development was his break from the idealism that dominated British philosophy (as represented in the works of his former teachers F. H. Bradley and John McTaggart), and his defense of what he regarded as a â€Å"common sense† form of realism. In his 1925 essay â€Å"A Defense of Common Sense†, he argued against idealism and skepticism toward the external world on the grounds that they could not give reasons to accept their metaphysical premises that were more plausible than the reasons we have to accept the common sense claims about our knowledge of the world that skeptics and idealists must deny. He famously put the point into dramatic relief with his 1939 essay â€Å"Proof of an External World†, in which he gave a common sense argument against skepticism by raising his right hand and saying â€Å"Here is one hand,† and then raising his left and saying â€Å"And here is another,† then concluding that there are at least two external objects in the world, and therefore that he knows (by this argument) that an external world exists. Not surprisingly, not everyone inclined to skeptical doubts found Moore’s method of argument entirely convincing; Moore, however, defends his argument on the grounds that skeptical arguments seem invariably to require an appeal to â€Å"philosophical intuitions† that we have considerably less reason to accept than we have for the common sense claims that they supposedly refute.

Nutrition

Perhaps you're looking to boost your physical performance; or maybe you want to drop a few extra pounds. What if you Just want to learn how to eat healthier? When you're In need of nutrition advice, who should you turn too? A registered tattletale? A nutritionist? Who's the qualified nutritional professional? (Don't forget to look up) Throughout this presentation, Ill be discussing the terminology In the name; reasons why It should It should be regulated In Arizona, and Impact It has to the public. . This can be a confusing topic for the public.Aren't dietitians and nutritionists the name thing? NO Although often used interchangeably, â€Å"registered dietitian† is not synonymous with â€Å"nutritionist. † Nutritionist is not a professionally regulated term?there are no minimum academic or training qualifications; which means that anyone can use the title â€Å"nutritionist â€Å"and give nutrition advice, even If they have absolutely no background In nutrition In the state of Arizona . In contrast, registered tattletale Is a professionally regulated term. The registered tattletale credential Is earned by completing a minimum of a four-year nutrition degree In an American DieteticAssociation accredited program: a minimum of 1200 hours of supervised practice experience in dietetics, and the successful passage of the nationally administered board exam. In addition, the registered dietitian is required to complete 75 hours of approved continuing education credits every five years to maintain their registration. This is because as a dietitian you need to stay on top of the game, and know what's going on. However, if you're looking to work with someone always do background information, and if thieve with an accredited program that's based off science and not the latest fad. Currently some, but not all states provide licensee to nutrition professionals, Limiting the use of a particular title, such as tattletale, to those meeting certain academic and t raining requirements few states mandate that only licensed nutritional professionals can provide nutritional counseling. It seems ironic that there are licenses regulating the practice of over 100 professionals from manicurist and barber to mortician, yet, in many states anyone can call them self a nutritionist and give out nutrition advice. You should also be aware that certification is not the same as censure. Next slide with state map) Why haven't states such Eke Arizona licensed dietitians in the past? Unfortunately, the vital link between nutrition and health has only recently received the attention it deserves. In addition, science has proven that nutrition plays an important part in the prevention and treatment of many serious diseases. Dietitians are now more recognized as healthcare professionals because of their educational background and experience. This Is Indicated by the fact that since 1984, 41 states have passed laws recognizing as nutrition experts. But In Arizona, there Is no statue.If I want to call myself a nutritionist today, I can. And a major concern of unqualified nutrition misinformation. Their nutritional claims can be without scientific support, and it can lead to misinterpretation of nutrition science as whole – in a way discredit their hard work that they've put into the research. Such misinformation can be used to fuel food faddish, quackery, (Quackery is the promotion of unproven or fraudulent medical practices. ) health fraud, and can negatively impact the health and economic status of consumers. Which lead me to How has the public been harmed by Arizona not accessing dietitians.With the explosion of interest in healthy eating and nutrition, consumers have been faced with a dizzying array of products and information. The public deserves to know that the information being given by â€Å"experts† is based on science and is being given by individuals with appropriate education and experience. This is especially true o f individuals who have medical conditions, which could be adversely affected by improper nutrition counseling. Several states have documented cases of unqualified individuals giving improper nutritional advice, which has harmed patients.Unfortunately, many cases of healthcare fraud are never reported. A Congressional study on Quackery noted that state offices on aging ranked healthcare fraud (quackery) first as the area of abuse of most concern and with the greatest impact on seniors. The report also acknowledged that the great majority of cases are never reported. Misinformed consumers are placing themselves at major nutritional and health risks by not only delaying appropriate, effective healthcare but replacing it with products, procedures or behaviors that are, at best, ineffective, and at worst harmful to their health.In addition many of the products and services promoted by unqualified nutrition consultants such like in the gym setting and can expensive. And this may cause exc essive financial burden to the consumer. And again, unqualified nutrition consultants often use testimonials and unpublished or fabricated research to support their claims, while as registered dietitians use evidenced-based practice that is supported by data published in peer-reviewed scientific Journals.And that leads us to a huge concern with Nutrition â€Å"experts† thrive in the athletic arena; yet few of these self-proclaimed experts would qualify as such eased on academic training and professional practice. While few athletes would consider taking strength training or fitness advice from a dietitian, many have no problem taking nutrition advice from a strength coach, personal trainer or equally unqualified individual. BUYER BEWARE Even if the information handed isn't free, the consumer would be wise to evaluate the information: The Source ? is it from a qualified nutrition professional (I. . , registered dietitian) or one that lacks appropriate qualifications (I. E. , a nutritionist, personal trainer, strength coach, etc. ) The Content ? s it credible? You should seek to determine if the information is supported by scientific research published in peer- reviewed scientific Journals. If the answer to either or both of these questions is no, then your health and sports performance will likely take a hit. In conclusion, 1. Why should dietitians and nutritionists be licensed?Licensing of dietitians and nutritionists protects the public health by establishing minimum educational and experience criteria for those individuals who hold themselves out to be experts in food and nutrition. The state has an obligation to protect the health and safety of the public and licensing of dietitians and nutritionists is consistent with this obligation. We have the ability and responsibility to urge consumers and lawmakers to learn about the positive role nutrition plays in healthy lifestyles and in disease management and treatment.For both individuals and society, th e benefits of eating right and exercising include improved qualities of life and lower health-care costs. Your activism is extremely important to the success of our national and state agenda – and there are numerous ways to get involved. Reach out and contact our state and federal representatives: Write your legislator a letter Send your legislator a fax Send your legislator a direct e-mail Call an elected official directly And also educate others by spreading the word about important issues Like on media sources, such as faceable and twitter.Possible Questions from Short Answers – Gotten from : http://www. Deteriorate. Org/images/stories/documents/licensee/ Licensee_Full_Backgrounder_2011 . PDF 5. Would licensee prohibit anyone except dietitians from giving nutritional advice? No. Licensee would not affect anyone that simply describes the nutritional value of products nor would it affect other latherer professionals. It would, however, provide recourse for victims of unqualified and unscrupulous individuals dispensing improper advice. 6. Aren't too many professions and occupations already licensed by states?It is the obligation of state legislatures to determine which professions and occupations should be licensed. A compelling case can be made for licensee of dietitians and nutritionists as healthcare professionals. 7. Isn't licensee an attempt to monopolize the nutrition industry? No. The first obligation of registered dietitians and nutritionists is to serve the public, not sell rodents or services. Licensee is necessary because the public deserves to know which individuals have the educational background and experience to give nutritional advice.The health food and dietary supplement industry is booming, even in states that have had licensee for many years. The key issue in licensee is accountability. The monopolizing argument is a desperate attempt to obscure the real issues of licensee. 8. Will licensing reduce competition or result in cos tlier services? No. Once again, licensee is not an attempt to control any market. Licensee allows the public to now which individuals are qualified by education and experience to provide nutritional services.If unqualified individuals disseminate harmful nutrition information, licensee allows the state to take action on behalf of the public against those unqualified individuals. Competition among open and honest individuals with the publics health and safety foremost in their minds will continue to grow and the Won't licensee cost the state a lot of money? No. Fees will provide most of the revenue. Many states have approved legislation or rules to make licensee revenue neutral. Amendment ‘X, U. S. Constitution The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people. Notice and Declaration of 9th Amendment Rights l, the undersigned, hereby declare the following natural and God-given rights, as reserved to the people, under the 9th Amendment to the Constitution of the United States of America and which rights I reserve as follows: I reserve the right to seek or ask nutritional advice, counsel, information, recommendations, assessments, evaluations, tests and/or treatment(s), regimen(s), or modality(s) from the nutritionist(s) or doctor of my choice for any health reason or repose.I reserve the right to select or reject any individual(s) as my personal nutritionist(s) whether that individual be a Medical Doctor, Herbalist, Chiropractor, Health Food Store Clerk, Druggist, Nurse, Salesperson of health products, Naturopath, Naturopath, Radiologist, Colon Therapist, Priest, Pastor, Indian Medicine Man, Relative, Friend, Dietitian or anyone from the general citizenry who has, or has not, any known formal training or claimed knowledge, education, insights, or qualifications to be my nutritionist.I reserve the right to Freedom of Choice in Medicine in its most liberal construction including the right to choose my own diet; obtain, purchase and use any treatment, therapy, regimen, modality, herb, drug, food, medicine or health product for any health condition I have or may have as evaluated by myself, the doctor, nutritionist, or therapist of my choice. Citation – Dietitian vs. Nutritionist . (n. D. ). Dietitian vs. Nutritionist . Nutrition When paying close attention to my diet, it becomes obvious very quickly that I do not get enough calcium in my diet. I am slightly low in other area, such as my Vitamin A and iron, but I am drastically low in my intake of calcium. The problem is that I truly don’t like milk. I will drink chocolate milk on occasion and will eat some milk-based products including ice cream, yogurt and cheeses, but I do not eat enough of these to get my recommended daily allowance of calcium. My intake of fruits is just about right, though it can be a bit on the high side when I choose to drink juice instead of eating whole fruits. I prefer fruit juice as a method of consuming fruits largely because it is simple and quick. Grabbing a glass of juice on the way out of the house in the morning is my favorite form of breakfast. The problem is that most juices also come with more sugar and calories than the raw firm fruit. I have decided to substitute fresh fruit for my fruit juice as a way to minimize my calorie intact and increase my fiber intake. My fiber content is generally pretty good because I prefer whole grains to white grains, white rice and potatoes. Some days by intake of grains is low because I choose to eat more salads and vegetables, but on other days it can be within the normal range. On average, it is a little on the low side, but not so bad that I think I need to change it. I consume plenty of lean protein, mostly in the form of chicken, so I have not had any problems with my cholesterol or overall far intake. However, because I consume red meat rarely and do not eat enough dark green vegetables, the amount of iron I consume on a regular basis is not sufficient. I am not willing to eat liver or many other high iron foods, so I had to go searching for new options for iron intake. What I discovered were baby spinach and broccoli. I will eat baby spinach as part of a salad and broccoli is one of the few vegetables that I truly enjoy. I was happy to discover that broccoli is also high in Vitamin A, another nutrient that I did not have enough of in my diet analysis. I was happy to discover that I probably don’t need the multi-vitamin I have been taking except for the iron supplement. I might need the Vitamin A as well, but otherwise, I seem to be meeting my basic health needs for minerals and vitamins.   I think it is very important to change my iron and Vitamin A intake as both are imperative for blood health and I have recently been told that I might be borderline anemic. Since I have previously had to take iron pills and found them disgusting and nauseating, I have decided it is important to add iron to my diet in a natural manner. I have changed my lunch menu to include baby spinach salads and added broccoli to several meals per week. I have also decided to add additional red meat to my diet until my iron levels are acceptable. Vitamin A is also an antioxidant, helping to cleanse the body from cancer-causing chemicals and other contaminents. This is another advantage of adding more broccoli to my diet. Broccoli is also very high in Vitamin A which is an added bonus. These changes have worked fairly well so far and I have not noticed any real difference in my energy levels, but the doctor did say that returning my iron levels to normal would take some time.   What I have noticed is that I am enjoying my meals more. They take slightly longer to prepared, but instead of thrown together meals on the run, I am actually thinking about what I eat and when. Knowing that I am eating healthier makes me feel better about myself, regardless of whether it effects my overall energy level. In addition, I believe it means that I will eventually see the results on the scale and I know that I will see it in my next blood tests. Now that I have made these changes, my next goals are to eliminate more of the processed food from my diet, substitute whole fruits for juice, and try portion control. Generally, I have not under consumed anything except vegetables and milk and have regularly over consumes fruits, grains and even proteins, depending on the day. Some days I would have too much of one, some days another. My plan is to actually cook more of my food myself, instead of relying on drive-thrus or grab-n-go food options. By choosing fewer canned foods and more fresh fruits and vegetables, I will cut my intake of unneeded fats and sodium and retain more of the natural vitamins in the foods I eat. I have also decided that I will replace my fruit juice with whole fruit, even though fruit takes a bit more effort. Again, I will be losing unnecessary additives and retaining more of the natural nutrients of my food.   To supplement this process, I will begin actually eating breakfast rather than drinking soda or juice as my morning meal. My initial intention is to use yogurt and cheese as staples of this meal to both increase my calcium intake and to provide a good protein base for the morning meal. The third major change I intend to make in my diet is in the form of portion control. I will be subdividing large packages when I buy them as a way to keep from overeating various treats and will be measuring my grains and proteins so that I can be assured that I am eating a healthy amount of these things, not several servings at one time. I believe this will be especially useful with snack foods and cereal which are easy to not measure and eat too much of. I believe that taking these actions will ultimately lead to wait loss as I teach my body to eat the proper amounts of nutrients and the proper amount of calories, rather than letting my appetite determine what I consume. I have also begun to shop healthier, forgoing potato chips and cookies in favor of carrots and walnuts as quick snacks. I have found that within just a week of making these changes, my desire for sugary and fatty snacks began to fade and I actually wanted to eat vegetables. The one thing that has been hard to resist has been ranch dressing for dipping the carrot sticks in, but I have begun to appreciate the inherent sweetness of carrots and find myself reaching for them when I want something sweet.   They also have a satisfying crunch that I formerly got from potato and corn chips. In short, I believe my diet was not particularly bad, but it had room for tweaking and improving. Now, I know that I am getting my recommended daily nutrients without having to take a vitamin supplement and I am enjoying my food more. Previously, I had grabbed food in front of the television or while walking out the door and often did not pay attention to what I was consuming. Now, I am confident that I eat when I am hungry and I am teaching my body to appreciate more than just corn chips and soda. Nutrition Perhaps you're looking to boost your physical performance; or maybe you want to drop a few extra pounds. What if you Just want to learn how to eat healthier? When you're In need of nutrition advice, who should you turn too? A registered tattletale? A nutritionist? Who's the qualified nutritional professional? (Don't forget to look up) Throughout this presentation, Ill be discussing the terminology In the name; reasons why It should It should be regulated In Arizona, and Impact It has to the public. . This can be a confusing topic for the public.Aren't dietitians and nutritionists the name thing? NO Although often used interchangeably, â€Å"registered dietitian† is not synonymous with â€Å"nutritionist. † Nutritionist is not a professionally regulated term?there are no minimum academic or training qualifications; which means that anyone can use the title â€Å"nutritionist â€Å"and give nutrition advice, even If they have absolutely no background In nutrition In the state of Arizona . In contrast, registered tattletale Is a professionally regulated term. The registered tattletale credential Is earned by completing a minimum of a four-year nutrition degree In an American DieteticAssociation accredited program: a minimum of 1200 hours of supervised practice experience in dietetics, and the successful passage of the nationally administered board exam. In addition, the registered dietitian is required to complete 75 hours of approved continuing education credits every five years to maintain their registration. This is because as a dietitian you need to stay on top of the game, and know what's going on. However, if you're looking to work with someone always do background information, and if thieve with an accredited program that's based off science and not the latest fad. Currently some, but not all states provide licensee to nutrition professionals, Limiting the use of a particular title, such as tattletale, to those meeting certain academic and t raining requirements few states mandate that only licensed nutritional professionals can provide nutritional counseling. It seems ironic that there are licenses regulating the practice of over 100 professionals from manicurist and barber to mortician, yet, in many states anyone can call them self a nutritionist and give out nutrition advice. You should also be aware that certification is not the same as censure. Next slide with state map) Why haven't states such Eke Arizona licensed dietitians in the past? Unfortunately, the vital link between nutrition and health has only recently received the attention it deserves. In addition, science has proven that nutrition plays an important part in the prevention and treatment of many serious diseases. Dietitians are now more recognized as healthcare professionals because of their educational background and experience. This Is Indicated by the fact that since 1984, 41 states have passed laws recognizing as nutrition experts. But In Arizona, there Is no statue.If I want to call myself a nutritionist today, I can. And a major concern of unqualified nutrition misinformation. Their nutritional claims can be without scientific support, and it can lead to misinterpretation of nutrition science as whole – in a way discredit their hard work that they've put into the research. Such misinformation can be used to fuel food faddish, quackery, (Quackery is the promotion of unproven or fraudulent medical practices. ) health fraud, and can negatively impact the health and economic status of consumers. Which lead me to How has the public been harmed by Arizona not accessing dietitians.With the explosion of interest in healthy eating and nutrition, consumers have been faced with a dizzying array of products and information. The public deserves to know that the information being given by â€Å"experts† is based on science and is being given by individuals with appropriate education and experience. This is especially true o f individuals who have medical conditions, which could be adversely affected by improper nutrition counseling. Several states have documented cases of unqualified individuals giving improper nutritional advice, which has harmed patients.Unfortunately, many cases of healthcare fraud are never reported. A Congressional study on Quackery noted that state offices on aging ranked healthcare fraud (quackery) first as the area of abuse of most concern and with the greatest impact on seniors. The report also acknowledged that the great majority of cases are never reported. Misinformed consumers are placing themselves at major nutritional and health risks by not only delaying appropriate, effective healthcare but replacing it with products, procedures or behaviors that are, at best, ineffective, and at worst harmful to their health.In addition many of the products and services promoted by unqualified nutrition consultants such like in the gym setting and can expensive. And this may cause exc essive financial burden to the consumer. And again, unqualified nutrition consultants often use testimonials and unpublished or fabricated research to support their claims, while as registered dietitians use evidenced-based practice that is supported by data published in peer-reviewed scientific Journals.And that leads us to a huge concern with Nutrition â€Å"experts† thrive in the athletic arena; yet few of these self-proclaimed experts would qualify as such eased on academic training and professional practice. While few athletes would consider taking strength training or fitness advice from a dietitian, many have no problem taking nutrition advice from a strength coach, personal trainer or equally unqualified individual. BUYER BEWARE Even if the information handed isn't free, the consumer would be wise to evaluate the information: The Source ? is it from a qualified nutrition professional (I. . , registered dietitian) or one that lacks appropriate qualifications (I. E. , a nutritionist, personal trainer, strength coach, etc. ) The Content ? s it credible? You should seek to determine if the information is supported by scientific research published in peer- reviewed scientific Journals. If the answer to either or both of these questions is no, then your health and sports performance will likely take a hit. In conclusion, 1. Why should dietitians and nutritionists be licensed?Licensing of dietitians and nutritionists protects the public health by establishing minimum educational and experience criteria for those individuals who hold themselves out to be experts in food and nutrition. The state has an obligation to protect the health and safety of the public and licensing of dietitians and nutritionists is consistent with this obligation. We have the ability and responsibility to urge consumers and lawmakers to learn about the positive role nutrition plays in healthy lifestyles and in disease management and treatment.For both individuals and society, th e benefits of eating right and exercising include improved qualities of life and lower health-care costs. Your activism is extremely important to the success of our national and state agenda – and there are numerous ways to get involved. Reach out and contact our state and federal representatives: Write your legislator a letter Send your legislator a fax Send your legislator a direct e-mail Call an elected official directly And also educate others by spreading the word about important issues Like on media sources, such as faceable and twitter.Possible Questions from Short Answers – Gotten from : http://www. Deteriorate. Org/images/stories/documents/licensee/ Licensee_Full_Backgrounder_2011 . PDF 5. Would licensee prohibit anyone except dietitians from giving nutritional advice? No. Licensee would not affect anyone that simply describes the nutritional value of products nor would it affect other latherer professionals. It would, however, provide recourse for victims of unqualified and unscrupulous individuals dispensing improper advice. 6. Aren't too many professions and occupations already licensed by states?It is the obligation of state legislatures to determine which professions and occupations should be licensed. A compelling case can be made for licensee of dietitians and nutritionists as healthcare professionals. 7. Isn't licensee an attempt to monopolize the nutrition industry? No. The first obligation of registered dietitians and nutritionists is to serve the public, not sell rodents or services. Licensee is necessary because the public deserves to know which individuals have the educational background and experience to give nutritional advice.The health food and dietary supplement industry is booming, even in states that have had licensee for many years. The key issue in licensee is accountability. The monopolizing argument is a desperate attempt to obscure the real issues of licensee. 8. Will licensing reduce competition or result in cos tlier services? No. Once again, licensee is not an attempt to control any market. Licensee allows the public to now which individuals are qualified by education and experience to provide nutritional services.If unqualified individuals disseminate harmful nutrition information, licensee allows the state to take action on behalf of the public against those unqualified individuals. Competition among open and honest individuals with the publics health and safety foremost in their minds will continue to grow and the Won't licensee cost the state a lot of money? No. Fees will provide most of the revenue. Many states have approved legislation or rules to make licensee revenue neutral. Amendment ‘X, U. S. Constitution The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people. Notice and Declaration of 9th Amendment Rights l, the undersigned, hereby declare the following natural and God-given rights, as reserved to the people, under the 9th Amendment to the Constitution of the United States of America and which rights I reserve as follows: I reserve the right to seek or ask nutritional advice, counsel, information, recommendations, assessments, evaluations, tests and/or treatment(s), regimen(s), or modality(s) from the nutritionist(s) or doctor of my choice for any health reason or repose.I reserve the right to select or reject any individual(s) as my personal nutritionist(s) whether that individual be a Medical Doctor, Herbalist, Chiropractor, Health Food Store Clerk, Druggist, Nurse, Salesperson of health products, Naturopath, Naturopath, Radiologist, Colon Therapist, Priest, Pastor, Indian Medicine Man, Relative, Friend, Dietitian or anyone from the general citizenry who has, or has not, any known formal training or claimed knowledge, education, insights, or qualifications to be my nutritionist.I reserve the right to Freedom of Choice in Medicine in its most liberal construction including the right to choose my own diet; obtain, purchase and use any treatment, therapy, regimen, modality, herb, drug, food, medicine or health product for any health condition I have or may have as evaluated by myself, the doctor, nutritionist, or therapist of my choice. Citation – Dietitian vs. Nutritionist . (n. D. ). Dietitian vs. Nutritionist .

Example Report

BEE3133 Electrical Power Systems Distribution System: Radial and Ring Distribution Laboratory 1 Fathimah binti Abdul Halim EA09089 Faculty of Electric and Electrical Engineering Universiti Malaysia Pahang Email: [email  protected] com Introduction Generally, distribution system is part of power systems which distributes power to the consumers for utilization. That distribution system is the electrical system between the sub-station fed by the transmission system and the consumer meters. The distribution systems consist of feeders, distributors and service mains.A feeder is a conductor which connects the sub-station (or localised generating station) to the area where power is to be distributed. Basically no tappings are taken from the feeder so that current in it remains the same throughout. A distributor is a conductor from which tappings are taken for supply to the consumers. The current through a distributor is not constant because tappings are taken at various places along its l ength. A service main is generally a small cable which connects the distributor to the consumer’s terminals. In practice, the radial system and ring main system are used. Experiment 1: Radial Distribution SystemIntroduction Electricity suppliers normally use radial distribution in rural areas where the load is randomly distributed, separated by areas with little or no habitation, and back up supplies are normally not available. The length of feeder is typically limited to 500m or less. In the radial distribution system, feeders supplying the consumers are all fed from a central point (the substation) as shown in Figure 1. There is no looping of the feeders. Figure 1: Radial System of Feeders Objective To demonstrate the principles of the commonly used radial system for low voltage distribution networks. Schematic Diagrams:Figure 2: Schematic diagram for Experiment 1 Procedure A Figure 3: Schematic Diagram for Experiment 1 Procedure B Figure 4: Schematic Diagram for Experiment 1 Procedure C Results for Procedure A: Table 1: Lamp Voltages Load| Voltage| Lamp 1| 23. 0V| Lamp 2| 18. 0V| Lamp 3| 14. 0V| Lamp 4| 11. 0V| Lamp 5| 9. 0V| Lamp 6| 8. 0V| Results for Procedure B: Table 2: Results for Procedure B Circuit Number| Lamp| Feeder| | Measured Voltage| Measured Current| Voltage Drop| 1| 22. 0V| 0. 048A| 6. 0V| 2| 17. 0v| 0. 055A| 12. 0V| 3| 13. 0V| 0. 060A| 15. 0V| 4| 10. 0V| 0. 062A| 18. 0V| 5| 9. 0V| 0. 061A| 20. 0V| 6| 8. 0V| 0. 060A| 21. 0V|Table 3: Calculated and Measured Resistor Currents and Voltages Resistor Number| Calculated Current| Calculated Voltage Drop| Measured Voltage Drop| Error| 1| 0. 846A| 8. 0V| 6. 0V| 25. 00%| 2| 0. 654A| 13. 0V| 12. 0V| 7. 69%| 3| 0. 500A| 17. 0V| 15. 0V| 11. 76%| 4| 0. 385A| 20. 0V| 18. 0V| 10. 00%| 5| 0. 346A| 21. 0V| 20. 0V| 4. 76%| 6| 0. 308A| 22. 0V| 21. 0V| 4. 55%| Table 4: Lamp Voltages Lamp number| Calculated voltage| Measured voltage| Error| 1| 22. 00V| 22. 0V| 0%| 2| 17. 00V| 17. 0V| 0%| 3| 13. 00V| 13. 0V| 0%| 4| 10. 01V| 10. 0V| 0. 10%| 5| 9. 00V| 9. 0V| 0%| 6| 8. 01V| 8. 0V| 0. 12%| Results for Procedure C:Table 5: Separate Feeders CircuitNumber| Lamp| Feeder| | Measured Voltage| Measured Current| Voltage Drop| 1| 28. 0V| 0. 067A| 1. 0V| 2| 26. 0V| 0. 066A| 3. 0V| 3| 25. 0V| 0. 061A| 4. 0V| 4| 24. 0V| 0. 061A| 6. 0V| 5| 22. 0V| 0. 059A| 7. 0V| 6| 21. 0V| 0. 057A| 8. 0V| Discussion: The voltage across each lamp in procedure A, decreased as well as the brightness of the lamps due to the increase in the distance of the lamps from power supply. As the current passes through a longer distance, more the value of voltage is â€Å"lost† (unavailable to the load), due to the voltage drop developed across the resistance of the conductor.In the procedure B, value of current, voltage and voltage drop are calculated and measured. The kirchoff’s Law is used to calculate the value of calculated current. In table 3, the values of calculated and measured voltage for voltage drop are d ifferent from one another since the value of measured voltage drop and calculated voltage drop increased as the distance of the lamps from power supply increased. In table 4, the values of measured and calculated voltage are not much difference from each other.When the distance of the lamps from source increased, both values show a decreased. It can be concluded that as the amount of resistor increases, the voltage drop across the resistor also increases, it is shown in the graph resistor number against voltage drop above. In procedure C, each lamp is fed by a separate feeder connected to the supply. Referring to table 5, when the amount of loads/lamps increase, the voltage across each lamp decreases. However, the voltage drop in each lamp increases corresponding to the amount of loads applied in the procedure.A principle known as Kirchhoff's circuit laws states that in any circuit, the sum of the voltage drops across each component of the circuit is equal to the supply voltage. Con clusion: As conclusion, the principles of the commonly used radial system for low voltage distribution networks is demonstrated. Experiment 2: Ring Distribution System Introduction This is commonly used in urban areas with high housing density. In such system, LV cables from neighbouring distribution substations are either looped together or are terminated very close to one another where an interconnection of cables can be made.This system is normally used when a high degree of reliability of load supply is required and back up substations are made available. Figure 7 shows a schematic diagram for a ring distribution network. Figure 7: Ring Distribution Network Objective To demonstrate the principles of ring distribution systems as used in low voltage networks. Schematic Diagrams: Figure 6: Schematic diagram for Experiment 3 Procedure A Figure 7: Schematic diagram for Experiment 3 Procedure B Results for Procedure A: Lamp Number| Voltage| 1| 26V| 2| 24V| | 22V| 4| 24V| 5| 26V| 6| 30 V| Table 7: Lamp voltages Results for Procedure B: CircuitNumber| Lamp| Feeder| | Measured Voltage| Measured Current| Voltage Drop| 1| 26. 0V| 0. 025A| 4V| 2| 24. 0V| 0. 026A| 6V| 3| 23. 0V| 0. 025A| 7V| 4| 23. 5V| 0. 026A| 6V| 5| 26. 0V| 0. 025A| 4V| 6| 30. 0V| 0. 023A| 0V| Table 8: Voltage and Current Measurements Discussion: The ring circuit acts like two radial circuits proceeding in opposite directions around the ring, the dividing point between them dependent on the distribution of load in the ring.If the load is evenly split across the two directions, the current in each direction is half of the total, allowing the use of wire with half the current-carrying capacity. In procedure A, as the number of load increases, the voltage across lamp increases. The lamp voltage wit the corresponding value obtained in the experiment showed that as the number of load increases, the brightness of the lamp increases. There are differences between lamp voltage for ring distribution system and lamp voltage for radial distribution. The lamp voltage for radial distribution and ring distribution increases as the number of load increases.For procedure B, the comparisons can be made between radial and ring distribution systems. A radial system has only one power source. The lamp voltage for radial system decreased as the load/resistance increased while the lamp voltage for ring system increased as the load/resistance increased. Ring system is more expensive to install as it takes double the cable (but not double the installation time) but it is far superior in performance, as the current to any one socket/outlet has 2 parallel paths to take, so the cable is under less load.Also if one leg of the ring fails open (loose terminal in a socket/outlet) then the remaining leg still safely provides current. Radial circuits are adequate for lighting, as it is a low load, but sockets/outlets are best fed from a ring system. Hence, it can be concluded that ring distribution system offer ed a higher voltage load and lower feeder voltage drop. Conclusion: The objective was achieved. The principles of ring distribution systems as used in low voltage networks is demonstrated. Example Report BEE3133 Electrical Power Systems Distribution System: Radial and Ring Distribution Laboratory 1 Fathimah binti Abdul Halim EA09089 Faculty of Electric and Electrical Engineering Universiti Malaysia Pahang Email: [email  protected] com Introduction Generally, distribution system is part of power systems which distributes power to the consumers for utilization. That distribution system is the electrical system between the sub-station fed by the transmission system and the consumer meters. The distribution systems consist of feeders, distributors and service mains.A feeder is a conductor which connects the sub-station (or localised generating station) to the area where power is to be distributed. Basically no tappings are taken from the feeder so that current in it remains the same throughout. A distributor is a conductor from which tappings are taken for supply to the consumers. The current through a distributor is not constant because tappings are taken at various places along its l ength. A service main is generally a small cable which connects the distributor to the consumer’s terminals. In practice, the radial system and ring main system are used. Experiment 1: Radial Distribution SystemIntroduction Electricity suppliers normally use radial distribution in rural areas where the load is randomly distributed, separated by areas with little or no habitation, and back up supplies are normally not available. The length of feeder is typically limited to 500m or less. In the radial distribution system, feeders supplying the consumers are all fed from a central point (the substation) as shown in Figure 1. There is no looping of the feeders. Figure 1: Radial System of Feeders Objective To demonstrate the principles of the commonly used radial system for low voltage distribution networks. Schematic Diagrams:Figure 2: Schematic diagram for Experiment 1 Procedure A Figure 3: Schematic Diagram for Experiment 1 Procedure B Figure 4: Schematic Diagram for Experiment 1 Procedure C Results for Procedure A: Table 1: Lamp Voltages Load| Voltage| Lamp 1| 23. 0V| Lamp 2| 18. 0V| Lamp 3| 14. 0V| Lamp 4| 11. 0V| Lamp 5| 9. 0V| Lamp 6| 8. 0V| Results for Procedure B: Table 2: Results for Procedure B Circuit Number| Lamp| Feeder| | Measured Voltage| Measured Current| Voltage Drop| 1| 22. 0V| 0. 048A| 6. 0V| 2| 17. 0v| 0. 055A| 12. 0V| 3| 13. 0V| 0. 060A| 15. 0V| 4| 10. 0V| 0. 062A| 18. 0V| 5| 9. 0V| 0. 061A| 20. 0V| 6| 8. 0V| 0. 060A| 21. 0V|Table 3: Calculated and Measured Resistor Currents and Voltages Resistor Number| Calculated Current| Calculated Voltage Drop| Measured Voltage Drop| Error| 1| 0. 846A| 8. 0V| 6. 0V| 25. 00%| 2| 0. 654A| 13. 0V| 12. 0V| 7. 69%| 3| 0. 500A| 17. 0V| 15. 0V| 11. 76%| 4| 0. 385A| 20. 0V| 18. 0V| 10. 00%| 5| 0. 346A| 21. 0V| 20. 0V| 4. 76%| 6| 0. 308A| 22. 0V| 21. 0V| 4. 55%| Table 4: Lamp Voltages Lamp number| Calculated voltage| Measured voltage| Error| 1| 22. 00V| 22. 0V| 0%| 2| 17. 00V| 17. 0V| 0%| 3| 13. 00V| 13. 0V| 0%| 4| 10. 01V| 10. 0V| 0. 10%| 5| 9. 00V| 9. 0V| 0%| 6| 8. 01V| 8. 0V| 0. 12%| Results for Procedure C:Table 5: Separate Feeders CircuitNumber| Lamp| Feeder| | Measured Voltage| Measured Current| Voltage Drop| 1| 28. 0V| 0. 067A| 1. 0V| 2| 26. 0V| 0. 066A| 3. 0V| 3| 25. 0V| 0. 061A| 4. 0V| 4| 24. 0V| 0. 061A| 6. 0V| 5| 22. 0V| 0. 059A| 7. 0V| 6| 21. 0V| 0. 057A| 8. 0V| Discussion: The voltage across each lamp in procedure A, decreased as well as the brightness of the lamps due to the increase in the distance of the lamps from power supply. As the current passes through a longer distance, more the value of voltage is â€Å"lost† (unavailable to the load), due to the voltage drop developed across the resistance of the conductor.In the procedure B, value of current, voltage and voltage drop are calculated and measured. The kirchoff’s Law is used to calculate the value of calculated current. In table 3, the values of calculated and measured voltage for voltage drop are d ifferent from one another since the value of measured voltage drop and calculated voltage drop increased as the distance of the lamps from power supply increased. In table 4, the values of measured and calculated voltage are not much difference from each other.When the distance of the lamps from source increased, both values show a decreased. It can be concluded that as the amount of resistor increases, the voltage drop across the resistor also increases, it is shown in the graph resistor number against voltage drop above. In procedure C, each lamp is fed by a separate feeder connected to the supply. Referring to table 5, when the amount of loads/lamps increase, the voltage across each lamp decreases. However, the voltage drop in each lamp increases corresponding to the amount of loads applied in the procedure.A principle known as Kirchhoff's circuit laws states that in any circuit, the sum of the voltage drops across each component of the circuit is equal to the supply voltage. Con clusion: As conclusion, the principles of the commonly used radial system for low voltage distribution networks is demonstrated. Experiment 2: Ring Distribution System Introduction This is commonly used in urban areas with high housing density. In such system, LV cables from neighbouring distribution substations are either looped together or are terminated very close to one another where an interconnection of cables can be made.This system is normally used when a high degree of reliability of load supply is required and back up substations are made available. Figure 7 shows a schematic diagram for a ring distribution network. Figure 7: Ring Distribution Network Objective To demonstrate the principles of ring distribution systems as used in low voltage networks. Schematic Diagrams: Figure 6: Schematic diagram for Experiment 3 Procedure A Figure 7: Schematic diagram for Experiment 3 Procedure B Results for Procedure A: Lamp Number| Voltage| 1| 26V| 2| 24V| | 22V| 4| 24V| 5| 26V| 6| 30 V| Table 7: Lamp voltages Results for Procedure B: CircuitNumber| Lamp| Feeder| | Measured Voltage| Measured Current| Voltage Drop| 1| 26. 0V| 0. 025A| 4V| 2| 24. 0V| 0. 026A| 6V| 3| 23. 0V| 0. 025A| 7V| 4| 23. 5V| 0. 026A| 6V| 5| 26. 0V| 0. 025A| 4V| 6| 30. 0V| 0. 023A| 0V| Table 8: Voltage and Current Measurements Discussion: The ring circuit acts like two radial circuits proceeding in opposite directions around the ring, the dividing point between them dependent on the distribution of load in the ring.If the load is evenly split across the two directions, the current in each direction is half of the total, allowing the use of wire with half the current-carrying capacity. In procedure A, as the number of load increases, the voltage across lamp increases. The lamp voltage wit the corresponding value obtained in the experiment showed that as the number of load increases, the brightness of the lamp increases. There are differences between lamp voltage for ring distribution system and lamp voltage for radial distribution. The lamp voltage for radial distribution and ring distribution increases as the number of load increases.For procedure B, the comparisons can be made between radial and ring distribution systems. A radial system has only one power source. The lamp voltage for radial system decreased as the load/resistance increased while the lamp voltage for ring system increased as the load/resistance increased. Ring system is more expensive to install as it takes double the cable (but not double the installation time) but it is far superior in performance, as the current to any one socket/outlet has 2 parallel paths to take, so the cable is under less load.Also if one leg of the ring fails open (loose terminal in a socket/outlet) then the remaining leg still safely provides current. Radial circuits are adequate for lighting, as it is a low load, but sockets/outlets are best fed from a ring system. Hence, it can be concluded that ring distribution system offer ed a higher voltage load and lower feeder voltage drop. Conclusion: The objective was achieved. The principles of ring distribution systems as used in low voltage networks is demonstrated.