How did leaders impact the civil rights - Free Essay Example

Sample details Pages: 2 Words: 739 Downloads: 5 Date added: 2019/03/22 Category History Essay Level High school Tags: Civil Rights Movement Essay Did you like this example? Purpose Statement The purpose of this paper is to explain the events and leaders that impacted the Civil Rights Movement. I became interested in this idea when I first started learning about it in social studies, I then decided to go very deep into it and It really interested me. Don’t waste time! Our writers will create an original "How did leaders impact the civil rights?" essay for you Create order The information gained from this paper will help people understand the past and be able to learn from their mistakes. This information can help people grow into better versions of themselves. Therefore, I wanted to research and find out more information leaders and their impact on the Civil Rights Movement. Methodology Statement I began by scouring the internet and found the Civil Rights Movement and how long it was on The New Georgia Encyclopedia. I then, read the article and found out about the different people who helped and could be classified as leaders in the movement. I searched up each of their names and found articles on them, such as Martin Luther King Jr., John Lewis, and Malcolm X (etc.). I asked myself questions like; who are they? How do they show leadership? What did they do to impact the civil right movement? I began researching those question and came up with answers. Introduction According to The New Dictionary of Culture and Literacy the Civil Rights Movement is known as The national effort made by African Americans and their supporters in the 1950s and 1960s to eliminate segregation and gain equal rights (2005). Thats the dictionary definition of the Civil Rights Movement but, it means a lot of different things to a lot of different people. For example; for African Americans it was a time where they were fighting for equality, for white supremacists it was a time of fighting and hatred. There were those people who stood out among the rest and took up the role of a leader to gain rights and equality. There were those people who stood up for what they believed in and fought to the bitter end. Some of them didnt even see their goal accomplished but, they still tried. Research/Findings When people think Civil Rights, whats the first thing that pops into their head? Martin Luther King Jr. Well at least for most. For some people its segregation or other leaders. Leaders in this time were all shapes, sizes, and genders. Rosa Parks for example. John Lewis is another. John Lewis was always risking everything, including his life, for the Civil Right Movement. He fought battles, real and figuratively, always being arrested. He was part of Freedom Rides, which is where he and a small group of people would protest against the busses. Soon after, in 1963, he was given a place in the SNCC. This is a Civil Rights organization. Now he is a U.S. Representative for Georgias 5th congressional district. (Georgia Humanities and the University of the Georgia Press, 2004-2018) Elaine Brown is another great example. Elaine Brown was a chairwomen in the Black Panther Party. The Black Panther Party was made by Bobby Seale and was called the Black Panther Part only for self-defense. Elaine Brown was first introduced to the Black Panther Party when she started writing for the Black Congress Newspaper. They only then started to take notice of her when appeals for the Huey Newton Legal Defense Fund came in. It was long after in the end of April 1968 she went to her first official Black Panther meeting. She became the editor for The Black Panther. This was a huge achievement for her because after that she became the first elected female of the Panther central community. She helped lead other to do the same. (In the article, Brown, Elaine 1941-, 2017-2018). Martin Luther King Jr. A man who helped everyone and anyone. He believed the way to get his and others rights was to have peaceful protests and no violence. He participated from anything to protests to boycotts. After Rosa Parks refused to give up her seat on the public Montgomery bus people started to plan a boycott. Martin being the leader he was joined along with boycott. Originally the boycott was supposed to be one day but, it ended up being 381 days. Before the boycott Martin had been asked to join the MIA. He agreed and ended up leading the whole thing. The boycott still continued even though lots of people were being arrested.(Georgia Humanities and The University of the Georgia Press, 2004, 2018).

The Fundamental Principles Of Buddhism And Islam - 1585 Words

The following paper is going to discuss and describe the fundamental principles of Buddhism and Islam, consider the common and distinctive attributes and outline their influence and presence in modern Asia. The notion of religion is the fundamental foundation, and later the central body, for all past, present and future societies and cultures. The majority of the world’s population fabricates their own unique identity through the values and morals of the religion with which they follow. The present day allows opportunity for individuals to exercise their religious beliefs openly and with an absence of discrimination and judgment. Personal beliefs provide guidance and structure in the day-to-day lifestyles of those who engage with religion, influencing life choices. Throughout history it is evident that religion has been utilised as a means to justify actions along with the restraint of individuals. (Walker, 2012) Buddhism is an avenue of practice and spiritual development leading to an insight into the true nature of reality. The experience within the Buddhist tradition, over countless generations has created an incomparable resource for all those who wish to follow a path – a path that ultimately culminates in Nirvana of Enlightenment. (Thebuddhistcentre.com, n.d.) Varying to such is the Islamic faith, a phenomenon where all are called to the submission to the good will of God. The Islamic faith values two main concepts, involving strict monotheism and the importance ofShow MoreRelatedChristianity, Hinduism, Buddhism, And Judaism1644 Words   |  7 Pages The following religions Christianity, Islam, Hinduism, Buddhism and Judaism are among the top religions when evaluating the number of followers they encompass worldwide (Henderson, 2005, p.1). Through assessing these major belief systems and their views, diversity between them is apparent. These multiplicities range from Hindus who acknowledge multitudes of gods to Muslims who believe in one God, Allah. Although the variety of beliefs and practices exist their remains some central concepts suchRead MoreSimilarities Between Christianity And Islam1409 Words   |  6 Pages Christianity and Islam were both spread in socially and economically similar and politically different. They both had an important people that role and spread of the religions. Christianity included the individuals of who believe in Jesus Christ. Christians are the flowers of the Christ who often believed is the son of the God (â€Å"the father†); Christians strongly believe that Christ will return after the next life; the end of the world. Islam consists of individuals who believe in Allah, the godRead MoreIslamic Extremism And Religious Extremism1655 Words   |  7 PagesIn the religions of Christianity, Buddhism and Islam, fundamentalist groups are responsible for acts of religious extremism, committing violent crimes in the name of their religion. Although not as common in the present day as in history, Christian fundamentalism continues to exist in the world, and manifests itself in many groups. It is important to note that most, if not all acts of terror committed by Christian extremists are in opposition to the fundamental teachings of love and compassionRead MoreInfluence Of Religion On International Trade Essay1394 Words   |  6 Pagesclose for business). This research paper will discuss the influence of religion on international trade and also the impact that most influential religions such as Christianity, Hinduism, Judaism, Buddhism, and Islam have on trade. Religion has a significant role international trade. It set fundamental principles and values which govern the way its adherent behave and influence their daily decisions. Examples abound of religious tenets, holidays, and practices directly impacting the way people of differentRead MoreThe Pillar Of Religion Forms1444 Words   |  6 PagesThe pillar of religion forms one of the essential cornerstones of societal living that provides doctrines and guiding principles about how people should live and interact. The command of virtually all religions is often inclined on the preservation of peace so that every human being can live amicably next to their neighbor. The message of peace is often preached during the eruption of wars and conflicts where the existence of this virtue is nearly negligible. The numerous religions that exist globallyRead Moreworld view chart writing assignment Eddie Lundy Essay1707 Words   |  7 Pagesperson’s life.It is our Karma that according to Jaini sm determines the quality of our life. (Sivananda, 2004) Buddhism also views god and evil as innate and inseparable aspects of life. According to this view one particular individual cannot be labelled as fundamentally good or bad. A human being is capable of committing the greatest good as well as the worst of the evils. Good and Evil in Buddhism are not viewed as absolute, but as relative. Good and Evil are understood according to its consequences inRead MoreChristianity And Buddhism And Christianity1468 Words   |  6 PagesChristianity and Buddhism exist as two of the predominant religions throughout the world. While Buddhism ranks around fifth in number of followers of religions, it is the third most widespread religion behind Christianity and Islam. Buddhism and Christianity are arrantly distinct in their principle standpoints: Buddhism rejects the existence of a greater being and Christianity proudly professes the power of a universal God. However, despite this rigid dissimilarity, both religions developed and spreadRead MoreChrist ianity, Judaism, Hinduism, Buddhism, Confucianism, And Confucianism1472 Words   |  6 Pagesmeanings, ranging from â€Å"kind of similar if you look at it in the right fashion†, to â€Å"exactly alike†. In any case, there are many examples, and counterexamples of universal ideas between the â€Å"main† seven religions: Christianity, Judaism, Islam, Hinduism, Buddhism, Daoism, and Confucianism, which will be explored in the remainder of this essay. Arguments could be made on how all religions share a similarity. For example, all religions were persecuted by outsiders at some point. Perhaps the most dramaticRead MoreCcp Essay1083 Words   |  5 PagesThe church was also willing to work with local official requests so long as they do not violate principles of their faith. This â€Å"cooperative resistance† highlights the extremely pragmatic methods the government uses to maintain religious organisations within the country (Lu 2012:4). Despite this pragmatism, the Chinese government still discriminates heavily towards Christianity, Islam, and Tibetan Buddhism. The government still views Christianity as a foreign influence and recent efforts under Xi Jinping’sRead MoreReligious Philosophies and the Meaning of Life1701 Words   |  7 Pages through, billions of people turn to religion to help them answer these fundamental questions. In the Eastern tradition, there are three major religions/philosophies that evolved to help explain the meaning of life and the afterlife. . Hinduism originated in the Indian subcontinent, Buddhism in Nepal and northern India, and Confucianism in China. All three are similar in that they are not monotheistic in the manner of Islam or Christianity, but rather adhere to a set of beliefs that are more philosophical

Sociology of Sports †Baseball Free Essays

There are several theoretical perspectives of looking at sports from the sociology of sports view including conflict, functionalist, interactions, and feminist. The most useful though, in looking at the sociology of sports is the functionalist view. Functionalist regard sports as an almost religious institution that uses ritual and ceremony to reinforce the common values of a society (Ekern, 2013). We will write a custom essay sample on Sociology of Sports – Baseball or any similar topic only for you Order Now This means that functionalist view sports by the competition and patriotism of the younger generation and assist in maintaining a person’s physical condition. Not only do sports function as a safety valve for the viewers and the athletes for shedding destructive and tension energy in a way that is socially acceptable, but sports also assist in the joining of members of a community. The functionalist view seems to be the most appropriate over the other views in examining the sociology of sports. There are many reasons why the functionalist view is the most useful to use in viewing the sociology of sports. A big reason why the functionalist view is better is because many small communities spread throughout the world are built upon sports, especially in small communities that are not near any big cities. Sports are all they have in common and motivate the communities. Another reason is that the spectators and athletes always act in a different manner when they are either watching the sport or playing it, which is usually in an aggressive manner. When they are not watching the sport or discussing it they are usually completely different people. The last good reason is that it does help to maintain a person’s physical appearance, whether it is athletes staying in shape so they can be in top condition to compete or people that are ran by the idea of sports and want to stay in shape just like the athletes do. Sociology of sports, also referred to as sports sociology, is the study of the relationship between sports and society (Crossman, 2013). Aside from the functionalist view on sports sociology there other areas of study that are closely looked at, such as sports and gender, sports and media, and sports and gender and identity. Sports and gender targets man and women playing sports. Women were not even allowed to play sports until after the 1930’s because it was considered too masculine for them. Even in today’s age you never hear of women playing football or hockey, except maybe as a kid at school, and that is even very rare. Nowadays though in some sports they have a men’s team and a women’s team, such as basketball. There are even women that train in wrestling and boxing. The media is also another study of the sociology of sports that plays the games on the television. While the media will cover the men on football, basketball, baseball, hockey, boxing and pro wrestling, the sports that are usually covered for the women are figure skating, diving, gymnastics, and skiing. The media will also keep the audiences informed of player’s accomplishments and achievements. The gender identity of sports is another topic that often looked at because of sports having gender specific roles that is acceptable by society. Women are generally always treated more harshly in sports than men especially at younger ages. One reason that sports engage scholarly interests is because of the teaching of important values (Lewis, 2008). Sports sociology has studied higher education and sport and sport as a functional alternative to religion. Gender and racial discrimination in sports have also been studied, as well as social mobility on the basis of sport success that includes race and gender Another area that has been studied is the social problems of the sport that includes drugs, sports violence, and injuries. As you can see, all areas and aspects of sports, whether it was in the past or present day have been studied and as always to any debate everyone has a different view and perspective. There is no right or wrong answers to the sociology of sports, just opinions on different circumstances. The reason that people participate in sports, whether it is a fan, player, or a business is for the love of the sport and the profits. Some people just love the sport, while others try to make as big a profit as they can. Sports answer to a humans needs by providing a competitive entertaining experience. Sports can be explained from a sociological point of view as a necessity to most community’s different needs and circumstances. Baseball is a favorite pastime that dates as far back as 2000 B. C. with a ball and stick type games. However, the first rules were written by Alexander Cartwright, considered to be the Father of modern baseball (Penn, 2006). Alexander was part of the NY Knickerbockers, which was the first organization to play baseball in America that was established on September 23, 1845. In 1858, the National Association of Base Ball Players (NABBP) were created and known as the first baseball league. It wasn’t until 1860 though, that it was commonly referred to as â€Å"the National pastime† in several publications. Baseball is one of America’s most played sports and continually competitive against other teams and between individuals, especially in today’s age of baseball. The Sociodemographic description of fans and players of baseball is simple. The average MLB player rakes in over $2,000,000 a year if they are eligible for arbitration, which could come from disparate socioeconomic groups and from different countries. The average fan has an income of 30,000 to 40,000 a year and the high up luxury seats are for professionals that are in a very high income bracket and the corporate types. Being that baseball is very popular and has a very high income potential, it is definitely a professional sport. Baseball fits in to contemporary American life by giving fans something to always talk about. This sport gives society a certain set of values that fans and players live by. There are also culture trends that have impacted the sport of baseball. In fact, look at the roster of just about any Major League Baseball team, and you’ll find many of the most talented players coming from Latin American countries (Thomas, 2007). The media constantly reports on baseball, which gives the fans something to always talk, such as if they lost or won a game. If you look at the players, most of them are younger in age and usually are not over 40. All major league players are also male, which affect the views for the fans on the sport. As a beginning sociologist, the meaning of baseball as a social institution is very clear. Baseball is talked about, whether it is off season or every game, either loss or win, that gives fans something to always talk about. Over half of America enjoys this past time and every single one of them has their own opinion, depending on their team of choice and the opposing teams. Baseball is a sport that is great to attend in person, in order to get the full effect of the national past time. The baseball game that I had the chance of observing was the Rangers versus the Angels. The setting of the baseball field was split between the Ranger fans, which was a home game and the Angels fans. The field was a big diamond shape with for bases that the players have to run after a successful hit to the ball that the pitcher is throwing at them. There were also players from the opposing team that were stationed at each base and in the field closer to the stands. I notice that the environment changed drastically after each successful hit that made it close to the stands. Most of the fans would stand with excitement and all the players would scramble to get the ball and the player that hit it would try to run to as many bases before the is taken control of. The fans that were at the game that I attended were in their mid 20s to early 40s. The fans were a majority of men, but there were women there too. It seemed like a majority of the fans also wore their favorite player shirts and got excited every time the player hit the ball. It seemed that the fans age ration compared to the players were on the same levels. Most baseball player retires by time their 40, so the age comparison was evenly matched, from what I saw. The social behaviors that stood out were most fans would purchase a hot dog and beer from the concessions. It is always tradition to purchase a hot dog†, some of the fans would say. Fans would also be in groups for supporting their favorite teams. One special language and knowledge that characterizes the sport is Home Run. One particular behavior that I witnessed at the game was that when one team is winning the fans are excited and cheering and when their favorite team is losing they are booing and unhappy. Being at th e Rangers game made me aware of people’s behavior and surroundings and was a great experience to participate in. Sports use to be a big part of my life when I was a kid. I can remember collecting the Tops baseball cards with the hard piece of gum in it. It seems that every time I got some money I would go purchase the cards. Now that I look back, I realize that was my sociology behavior of being a fan. I also played baseball in school a lot, as well as other sports, such as football and basketball. When I was playing my attitude always changed to a competitive nature and I always got the mindset of crushing the opposing team. When I look back, I was two different people when I switched from a fan to a player and vice versa. The experiences of being a fan and a player as a kid didn’t have a huge impact to my adult life. I think that maybe that I played and watched sports too much as a kid, because I don’t have much interest in sports in my adult life. I read the newspaper to learn who wins and who is playing, but that is about it. I just learn enough to hold a conversation with my coworkers and friends and that’s it. So I guess the role that it plays in my life is that I played and watched it so much that it has caused me to lose interest in it. I can see how my experiences can connect me to others who are sports fans and participants. Sports are very big for kids in school and always have been. Most kids have shared the experiences that I have growing up. I’m not sure if they still sell Tops, but nonetheless kids are easily influenced and they do what everyone else is doing. Since so many adults like to watch sports and participate, it is a good assumption to say that most kids participate in some way or another, whether it is being a fan or participating in the sport itself. References Crossman, A. (2013). Sociology of Sports. Retrieved from http://sociology.about.com/od/Disciplines/a/Sociology-Of-Sports.htm. Ekern, J. (2013). Looking at Sports from Four Theoretical Perspectives. Retrieved from Article at Colorado Technical University Online. Lewis, J. (2008). Sociology of Sports. Retrieved from Kent State University at http://www.cengage.com/custom/enrichment_modules/data/0495598127_Sociology_of_Sports-mod_watermark.pdf. Penn, F. (2006). Early History of Baseball in America. Retrieved from Favorite Traditions. Com at http://www.favoritetraditions.com/baseball.html. Thomas, W. (2007). Sports – How Culture Impacts Our Choices. Retrieved from Ezine Articles at http://ezinearticles.com/?Sports—How-Culture-Impacts-Our-Choicesid=932334. How to cite Sociology of Sports – Baseball, Papers

Prediction of Wind Farm Power Ramp Rates a Data-Mining Approach free essay sample

Haiyang Zheng Andrew Kusiak e-mail: [emailprotected] edu Department of Mechanical and Industrial Engineering, 3131 Seamans Center, University of Iowa, Iowa City, IA 52242-1527 Prediction of Wind Farm Power Ramp Rates: A Data-Mining Approach In this paper, multivariate time series models were built to predict the power ramp rates of a wind farm. The power changes were predicted at 10 min intervals. Multivariate time series models were built with data-mining algorithms. Five different data-mining algorithms were tested using data collected at a wind farm. The support vector machine regression algorithm performed best out of the ? ve algorithms studied in this research. It provided predictions of the power ramp rate for a time horizon of 10–60 min. The boosting tree algorithm selects parameters for enhancement of the prediction accuracy of the power ramp rate. The data used in this research originated at a wind farm of 100 turbines. The test results of multivariate time series models were presented in this paper. Suggestions for future research were provided. DOI: 10. 1115/1. 142727 Keywords: power ramp rate prediction, wind farm, data-mining algorithms, multivariate time series model, parameter selection 1 Introduction Wind power generation is rapidly expanding and is becoming a noticeable contributor to the electric grid. The fact that most largescale wind farms were developed in recent years has made studies of their performance overdue. Given the changing nature of the wind regime, wind farm power varies across all time scales. The ? uctuating power of wind farms is usually balanced by the power produced by the traditional power plants to meet the grid requirements. The change of power output in time is referred to as ramping and it is measured with the power ramp rate PRR . The prediction of PRR at 10 min intervals is of interest to the wind industry due to the tightening electric grid requirements 1 . Though the power prediction research has a long tradition in the wind industry, the interest in prediction of power ramps is emerging. There is no industry standard for PRR prediction. Power ramp rate on 10 min intervals is to bene? t the gird management and power scheduling in the wind industry. The literature related to power ramps is discussed next. Svoboda et al. 2 proposed a Lagrangian relaxation method to solve hydrothermal generation scheduling problems. Three PRR constraints were considered and illustrated with a numerical example. Ummels et al. 3 presented a simulation method to evaluate the integration of large-scale wind farm power with the conventional power generation sources from a cost, reliability, and environmental perspective. Based on the PRR constraints for the reserve activation and generation schedule, the capability of a thermal generation system for balancing a wind power was investigated. Potter and Negnevitsky 4 applied an adaptive-neuron-fuzzy inference approach to forecast short-term wind speed and direction. Torres et al. 5 used transformed data to build the autoregressive moving average ARMA time series model for prediction of mean hourly wind speed of up to 10 h into the future. Sfetsos 6 presented a novel method for forecasting mean hourly wind speed based on the time series analysis data and showed that the developed model outperformed the conventional forecasting models. Lange and Focken 7 presented various models for short-term wind power prediction, including physics-based, fuzzy, and neuContributed by the Solar Energy Engineering Division of ASME for publication in the JOURNAL OF SOLAR ENERGY ENGINEERING. Manuscript received August 10, 2008; ? nal manuscript received March 6, 2009; published online July 9, 2009. Review conducted by Spyros Voutsinas. rofuzzy models. Using meteorological data, Barbounis et al. 8 constructed a local recurrent neural network model for long-term wind speed and power forecasting. Hourly wind farm forecasts of up to 72 h were produced. Developing power and PRR prediction models for wind farms is challenging, as power output is known to undergo rapid variations due to changes in the wind speed, e. g. , due to gusts. The power output strongly depends on the wind conditions and the changing environment of the wind farm. The stochastic nature of a wind farm environment calls for new modeling approaches to accurately predict the power ramp rate. Data mining is a promising approach for modeling wind farm performance. Numerous applications of data mining in manufacturing, marketing, medical informatics, and energy industry proved successful 9–14 . In this paper, a data-mining approach was applied to build a multivariate time series model to predict power ramp rates of a wind farm over 10 min intervals. Five different data-mining algorithms for the PRR prediction were employed. The boosting tree algorithm was used to reduce the dimensionality of the input and to enhance prediction accuracy. The models were built using historical data collected by the supervisory control and data acquisition SCADA system installed at a wind farm. 2 Basic Methodologies for PRR Prediction 2. 1 Time Series Prediction Modeling. Time series prediction 15 focuses on determining future events based on known observations, measured typically at successive time intervals often uniform . Time series models are generally applicable to monitoring industrial processes and tracking time-based business metrics. There are two types of time series models: univariate and multivariate models. The univariate time series model consists of observations of a single parameter recorded sequentially over equal time increments. In the multivariate time series model, observations are ? xed-dimension vectors of different parameter values. The univariate time series prediction model 15,16 is expressed as follows: ? y t + wT = f y t ,y t ? T , . . . ,y t ? mT 1 where T is the sampling time interval , wT is the prediction horizon for example, for w = 2 and T = 10 min, the prediction hori? zon is 20 min , y t + wT is the predicted parameter, y t , y t AUGUST 2009, Vol. 131 / 031011-1 Journal of Solar Energy Engineering Copyright  © 2009 by ASME Downloaded 02 Sep 2009 to 128. 255. 53. 136. Redistribution subject to ASME license or copyright; see http://www. asme. org/terms/Terms_Use. cfm ? T , . . . y t ? mT are the current and past observed parameters, and m + 1 is the number of inputs predictors of the model. The multivariate time series model 15 is formulated as follows: ? y t + wT = f y t ,y t ? T , . . . ,y t ? mT ;x1 t ,x1 t ? T , . . . , x1 t ? mT ;x2 t ,x2 t ? T , . . . ,x2 t ? mT ; . . . ; xn t ,xn t ? T , . . . ,xn t ? mT 2 where T is the sampling time interval , wT is the prediction horizon, x1 . . . , xn , y and n + 1 are the observations of the time series ? forming the n + 1 dimensional vector, y t + wT is the predicted parameter, y t , y t ? T , . . . , y t ? mT are the current and past observed values of y, x1 t , x1 t ? T , . . . , x1 t ? mT are the current and past observed values of parameters x1 , . . . , xn, and m + 1 n + 1 is the number of inputs predictors of the model. To obtain an accurate prediction model with the data-mining approach, appropriate parameters predictors need to be selected. Data mining offers different algorithms to perform this task. For example, the boosting tree algorithm 17,18 and the wrapper approach 19,20 , utilizing the genetic or the ? st best search algorithm 13,21 select the important predictors. The total number of all possible predictors m + 1 n+1 forms a high-dimensional input to the time series model, and therefore the performance of the resultant model is likely to be inferior. To maximize performance of the prediction model, a boosting tree algorithm is employed to select a set of the most important predictors among the m + 1 n + 1 ones in Eq. 2 : y t ,y t ? T , . . . ,y t ? mT ;x1 t ,x1 t ? T , . . . , x1 t ? mT ; . . . ;xn t ,xn t ? T , . . . ,xn t ? mT 2. 2 Prediction Accuracy Metrics. Two main metrics, the mean absolute error MAE and the standard deviation Std of the absolute error AE , were used to measure prediction accuracy of different data-mining algorithms. The small value of MAE and Std imply the superior prediction performance of the models extracted by data-mining algorithms. In fact, MAE and Std based on absolute error are widely used in the wind industry. Their de? nitions are expressed as ? AE = y t + wT ? y t + wT N 3 Fig. 1 Typical power, power ramp rate, and wind speed plots: „a†¦ wind farm power, „b†¦ power ramp rate, and „c†¦ wind speed AE i MAE = N i=1 N 4 of each turbine is 1. 5 MW, the capacity of the wind farm is 133. 5 MW. The power ramp rate used in this paper is de? ned as the rate of change of wind farm power during a 10 min interval the standard time interval in wind energy industry and is expressed in kW/ min: PRR = P t + 10 ? P t 10 6 AE i ? MAE Std = i=1 N? 1 5 ? where y t + wT is the predicted PRR, y t + wT is the observed measured PRR, and N is the number of test data points for the prediction model. The data set used by the PRR prediction models is divided into training and test data sets. 2. 3 Data Description. The data used in this research were generated at a wind farm with 100 turbines. Though the data were sampled at high frequency, e. g. , 2 s, it was averaged and stored at 10 min intervals referred to as the 10 min average data . The data used in this research were collected over a period of 1 month for all turbines of the wind farm. Some data contained many missing values or abnormal values outside of the normal physical range, and thus 89 turbines were selected for the study. For example, the SCADA recorded wind speed should be in the range 0–20 m/s, and the power should be in the range 0–1600 kW. As the rated power 031011-2 / Vol. 131, AUGUST 2009 where P t + 10 is the wind farm power at time t + 10 time t plus 10 min and P t is the wind farm power at time t. The power ramp rate expresses the rate of change of the wind farm power due to the stochastic nature of the wind. Figure 1 a illustrates the power produced by a wind farm over 10 min intervals. Figure 1 b shows the power ramp rate corresponding to the power presented in Fig. 1 a . Figure 1 c shows the wind speed for the time period considered in Figs. 1 b and 1 c . Ignoring the power consumed by the wind farm, the power produced is always positive Fig. a ; however, the PRR can be positive or negative. The positive PRR indicates increasing power over time, while the negative PRR value means that the wind farm power is decreasTransactions of the ASME Downloaded 02 Sep 2009 to 128. 255. 53. 136. Redistribution subject to ASME license or copyright; see http://www. asme. org/terms/Terms_Use. cfm Table 1 List of parameters Par ameter Mean Std Max Min Power PRR Description Mean wind speed of a turbine Standard deviation of the wind speed of a turbine Maximum wind speed of a turbine Minimum wind speed of a turbine Wind farm power Power ramp rate of the wind farm Unit Table 3 The importance index of predictors generated by the boosting tree algorithm for t + 10 model Predictor m/s m/s m/s m/s kW kW/min PRR-1 PRR-2 PRR-3 PRR-4 PRR-5 Mean-1 Mean-2 Mean-3 Mean-4 Mean-5 Min-1 Min-2 Min-3 Min-4 Min-5 Max-1 Max-2 Max-3 Max-4 Max-5 Std-1 Std-2 Std-3 Std-4 Std-5 Power-1 Power-2 Power-3 Power-4 Power-5 Variable rank 100 100 66 53 71 44 49 38 41 37 67 52 49 44 42 45 48 37 42 40 43 51 45 43 36 40 54 48 41 39 Importance 1. 00 1. 00 0. 66 0. 53 0. 71 0. 44 0. 49 0. 38 0. 41 0. 37 0. 67 0. 52 0. 49 0. 44 0. 42 0. 45 0. 48 0. 37 0. 42 0. 40 0. 3 0. 51 0. 45 0. 43 0. 36 0. 40 0. 54 0. 48 0. 41 0. 39 Table 2 The data set description Data set 1 2 3 Start time stamp 1/1/07 1:40 a. m. End time stamp 1/31/07 11:50 p. m. Description Total data set; 4455 observations Training data set; 3568 1/1/07 1:40 a. m. 1/25/07 8:00 p. m. observations Test data set; 887 1/25/07 8:10 p. m. 1/31/07 11:50 p. m. observations ing. The larger the absolute value of PRR, the faster the pow er surge or drop . The wind speeds of 89 turbines, the wind speed statistics, and the power collected by the SCADA system were used in data mining. In this paper, six different parameters were used to build the multivariate time series model. The mean, Std, max, min, and power are the ? rst ? ve parameters x1 , . . . , x5 and the PRR is the sixth parameter y of model 2 . Table 1 lists all the parameters used in this paper. The number of parameters is limited by the data available in this research. The model accuracy could be enhanced if more data were available. The six parameters recorded at 10 min intervals resulted in 4455 instances data set 1 in Table 2 , beginning from â€Å"1/1/07 at 1:40 a. m. † and continuing to â€Å"1/31/07 at 11:50 p. . † During this time period, the overall wind farm performance was considered to be normal. Data set 1 was divided into two subsets: data set 2 and data set 3. Data set 2 contains 3568 data points and were used to develop a prediction model with data-mining algorithms. Data set 3 includes 887 data points and were used to test the prediction performance of the model extracte d from data set 2. For the test data set, the MAE Eq. 4 and Std Eq. 5 were the metrics used to evaluate the data-mining algorithms applied to learn multivariate time series model of Sec. 2. 1. 2. 4 Parameter Selection. Due to the high-dimensionality of the input vector of predictors of the multivariate time series model, the number of inputs was reduced. The quality of the mod- Fig. 2 The importance of predictors generated by the boosting tree algorithm for the t + 10 model Journal of Solar Energy Engineering AUGUST 2009, Vol. 131 / 031011-3 Downloaded 02 Sep 2009 to 128. 255. 53. 136. Redistribution subject to ASME license or copyright; see http://www. asme. org/terms/Terms_Use. cfm Fig. 3 Illustration of the multiperiod multivariate time series prediction model: „a†¦ the t + 10 min PRR prediction and „b†¦ the t + 20 min PRR prediction ls learned from high- and reduced-dimensionality data were compared in Secs. 3. 1 and 3. 2. The most signi? cant predictors were determined by the boosting tree algorithm 17,18 . The same approach was shown to be successful in a previous research 14 . The basic idea of the boosting tree algorithm is to build a number of trees e. g. , binary tre es splitting the data set and to approximate the underlying function. The importance of each predictor is measured by its contribution to the prediction accuracy of the training data set. To build a multivariate t + 10 time series model for 10 min ahead predictions , the value of m = 5 used in the multivariate model is selected, which means that four values observed in the past and one current value of each parameter are considered. In total, six different parameters of the multivariate model were considered and thus it contains 5 6 = 30 predictors. The 30dimensional input is reduced by the boosting tree algorithm. Table 3 shows the importance index of 30 predictors computed by the boosting tree algorithm based on data set 2 of Table 2. The index â€Å"-1† in Table 3 indicates the observation sampled 10 min earlier, â€Å"-2† indicates the observation sampled 20 min earlier, and â€Å"-3, -4, and -5† indicate the observations sampled 30 min, 40 min, and 50 min earlier, respectively. Note that all the parameter values used in this paper were all average values over the 10 min interval. Figure 2 shows the importance of all 30 predictors for the t + 10 min models ranked from the largest to the smallest one. To maximize prediction accuracy it is important to select important predictors among the ones on the list y t ,y t ? T , . . . ,y t ? mT ;x1 t ,x1 t ? T , . . . , x1 t ? mT ; . . . ;xn t ,xn t ? T , . . . ,xn t ? mT A threshold value of 0. 50 was established heuristically to select the predictors for the time series models. The predictors selected by the boosting tree algorithm for the t + 10 min PRR are PPR-1, PPR-2, PPR-5, Min-1, PPR-3, Power-2, PRR-4, Min-2, and Std-2. The number of predictors was reduced from 30 to 9. The threshold value of 0. 50 used in the computation produced good quality results. A lower threshold value would lead to more Table 4 Prediction error of the t + 10 models without parameter selection generated by the ? e different algorithms Absolute error kW/min MLP SVM CR Fig. 4 Prediction results produced by the t + 10 model without parameter selection: „a†¦ prediction performance of the ? ve different algorithms for the test data set of Table 2 and „b†¦ the observed and predicted PPRs by the SVM algorithm predictors that could degrade performance of the models due to the â€Å"curse of dimensionality† principle 19,22 , which means that high-dimension input could negatively impact performance of the model built by the data-mining algorithm. 2. 5 Multiperiod Predictions With a Multivariate Time Series Model. The t + 10 min prediction model is not suf? cient for integration of the wind farm with the power grid. Six different multivariate time series models are needed to predict the PRR at t + 10– t + 60 min intervals. For t + 10 interval prediction, data set 2 in Table 2 is used for parameter selection and building time series models with data-mining algorithms, and the test data data set 3 in Table 2 were used to validate performance of the models. For t + 20– t + 60 predictions, the training data set remains the same; however, the test data set containing 887 points is reduced by one for each of the next 10 min period predictions. Figure 3 illustrates the concept of a multiperiod prediction for PRR over 10 min intervals. In this model, the sampling time period T is 10 min. Using the 10 min average measured values including mean, Std, max, min, power, and PRR in Table 1 at the intervals t = ? 50, t = ? 40 , . . . , t = ? 10, t = 0? , the average PRR value at the subsequent interval t + 10 is predicted Fig. 3 a . In Table 5 Prediction error of the t + 10 model with selected parameters generated by ? ve different algorithms Absolute error kW/min MLP SVM CR MAE 340. 66 298. 94 360. 19 396. 62 312. 44 Std 448. 9 323. 32 407. 56 396. 62 342. 33 Maximum 5119. 73 2512. 34 2657. 89 4236. 02 3516. 80 Minimum 0. 03 0. 15 0. 15 0. 38 0. 03 MAE 280. 13 243. 14 307. 97 356. 79 290. 57 Std 309. 38 276. 39 335. 56 323. 92 318. 37 Maximum 3248. 12 2817. 77 3860. 94 3516. 65 3270. 62 Minimum 0. 16 0. 03 0. 61 0. 15 0. 03 Random forest tree Pace regression Random forest tree Pace regression 031011-4 / Vol. 131, AUGUST 2009 Trans actions of the ASME Downloaded 02 Sep 2009 to 128. 255. 53. 136. Redistribution subject to ASME license or copyright; see http://www. asme. org/terms/Terms_Use. cfm Table 6 The importance index of predictors generated by the boosting tree algorithm for t + 20 model Predictor Mean-1 Mean-2 Mean-3 Mean-4 Mean-5 Std-1 Std-2 Std-3 Std-4 Std-5 Max-1 Max-2 Max-3 Max-4 Max-5 Min-1 Min-2 Min-3 Min-4 Min-5 PRR-1 PRR-2 PRR-3 PRR-4 PRR-5 Power-1 Power-2 Power-3 Power-4 Power-5 Variable rank 54 50 41 39 31 40 46 48 46 32 68 61 42 47 36 33 46 31 32 28 100 72 26 49 38 68 57 46 47 40 Importance 0. 54 0. 50 0. 41 0. 39 0. 31 0. 40 0. 46 0. 48 0. 46 0. 32 0. 68 0. 61 0. 42 0. 47 0. 36 0. 33 0. 38 0. 31 0. 32 0. 28 1. 00 0. 72 0. 26 0. 52 0. 38 0. 68 0. 57 0. 50 0. 51 0. 40 Fig. The prediction results of the t + 10 model with parameter selection: „a†¦ prediction performance of the ? ve algorithms for the test data set of Table 2 and „b†¦ observed and predicted PRRs by the SVM algorithm Fig. 3 b , based on the measured values including mean, Std, max, min, power, and PRR in Table 1 at the intervals t = ? 50, t = ? 40 , . . . , t = ? 10, t = 0 , the average PRR value at the subsequent interval t + 20 is predicted. Similarly, with the same input and different models, the 10 min average PRR values at intervals t + 30, t + 40, and t + 50 are predicted. 3 Industrial Case Study 3. The t + 10 min PRR Prediction Without Parameter Selection. To compare the accuracy of models built before and after parameters selection, the original 30 predictors were used as inputs to construct a multivariate time series model. Five different data-mining algorithms were applied to build PRR prediction models for a wind farm based on data set 2 of Table 2. These algorithms include the multilayer perceptron algorithm MLP 23,24 , the support vector machine SVM regression 25,26 , the random forest 27,28 , the classi? cation and regression CR tree 13,29 , and the pace regression algorithm 13,30 . The ? ve algorithms used in this research are representative of different classes of data-mining algorithms. The MLP algorithm is usually used in nonlinear regression and classi? cation modeling. The SVM is a supervised learning algorithm used in classi? cation and regression. It constructs a linear discriminant function that separates instances as widely as possible. The CR tree builds a decision tree to predict either classes classi? cation or Gaussians regression . The random forest algorithm grows many classi? cation trees to classify a new object from an input vector. Each tree Fig. The importance of predictors computed by the boosting tree algorithm Journal of Solar Energy Engineering AUGUST 2009, Vol. 131 / 031011-5 Downloaded 02 Sep 2009 to 128. 255. 53. 136. Redistribution subject to ASME license or copyright; see http://www. asme. org/terms/Terms_Use. cfm Table 7 Prediction error for the t + 20 models generated by the ? ve different algorithms Absolute error kW/min MLP SVM CR MAE 362. 52 301. 31 364. 28 336. 25 336. 79 Std 360. 21 319. 48 366. 12 340. 41 347. 08 Maximum 3960. 36 3635. 03 4067. 49 4473. 17 4023. 24 Minimum 1. 27 0. 10 0. 88 1. 34 0. 65 Random forest tree Pace regression otes for every class, and ? nally the forest chooses the classi? cation having the most votes over all the trees in the forest. The pace regression algorithm consists of a group of estimators that are either optimal overall or optimal under certain conditions. It is a new approach to ? tting linear models in high-dimensional spaces. To test the accuracy of these algorithms, models trained from data set 2 of Table 2 were tested on data set 3 from Table 2. Table 4 shows the prediction accuracy of the models generated by the ? ve algorithms. Figure 4 a illustrates the absolute error of different algorithms. The ? st 100 observed PPRs and those predicted by the SVM algorithm for data set 3 were shown in Fig. 4 b . It can be seen from Table 4 and Fig. 4 that the SVM algorith m outperforms the other four algorithms. The CR tree algorithm produces the worst predictions, and the pace regression algorithm performs quite well. The model can be updated to re? ect the process change over time. The update frequency could be, e. g. , 3 weeks. Alternatively, a separate routine could monitor the model performance and refresh the model once its performance would degrade. 3. 2 The t + 10 min Prediction With Parameter Selection. In this section, the predictors as input for the multivariate time series model are selected by the boosting tree algorithm. As described in Sec. 2. 3, 9 out of 30 predictors were selected to build the time series model. The nine selected predictors are PPR-1, PPR-2, PPR-5, Min-1, PPR-3, Power-2, PRR-4, Min-2, and Std-2. To test the difference between t + 10 min prediction models built with and without parameter selection, the ? ve data-mining algorithms in Sec. 3. 1 were used. Multivariate models were retrained from data set 2 of Table 2 and were tested on data set 3 from Table 2. Table 5 shows the prediction accuracy of the models generated by the ? ve algorithms. Figure 5 a illustrates the absolute error of the ? ve algorithms, while Fig. 5 b shows the ? rst 100 observed PPRs and those predicted by the SVM algorithm for data set 3. The results in Tables 4 and 5, and Figs. 4 and 5 demonstrate that the prediction accuracy of all ? ve algorithms was improved after parameter selection by the boosting tree algorithm. The SVM algorithm outperformed the other four algorithms in both scenarios, i. e. , with and without parameter selection. 3. 3 The t + 20 min Prediction With Parameter Selection. To build a multivariate time series model for t + 20 min PRR prediction, parameter selection is performed by the boosting tree algorithm. Table 6 shows the importance of 30 predictors computed by the boosting tree algorithm based on data set 2 in Table 2 and t + 20 prediction horizons. In Table 6, -1 denotes the observation sampled 10 min earlier, 2 denotes the observation sampled 20 min earlier, and -3, -4, and -5 denote the observations sampled 30 min, 40 min, and 50 min in the past, respectively. Figure 6 shows the importance index of the 30 predictors for t + 20 PRR predictions ranked from the largest to the smallest one. When comparing the results in Figs. 6 and 2, and Tables 6 and 3, the importance of predictors varies for the t + 10 and t + 20 models. Similar to Sec. 2. 4, 0. 5 was established as a threshold to select signi? cant predictors for t + 20 model. The boosting tree algorithm selected seven predictors and provided the following ranking: PPR-1, PPR-2, Max-1, Power-1, Max-2, Power-2, and Mean-1. 031011-6 / Vol. 131, AUGUST 2009 Fig. 7 Observed and predicted PRRs from the t + 20 models with selected parameters: „a†¦ MLP algorithm, „b†¦ SVM algorithm, „c†¦ random forest algorithm, „d†¦ CR tree algorithm, and „e†¦ pace regression algorithm Transactions of the ASME Downloaded 02 Sep 2009 to 128. 255. 53. 136. Redistribution subject to ASME license or copyright; see http://www. asme. org/terms/Terms_Use. cfm Table 8 Absolute error statistics for multiperiod models Absolute error kW/min t + 30 t + 40 t + 50 t + 60 min min min min prediction prediction prediction prediction MAE 329. 83 347. 92 387. 45 458. 70 Std 347. 03 418. 41 404. 92 469. 24 Maximum 4109. 27 4600. 32 4566. 47 4972. 20 Minimum 0. 59 1. 94 0. 02 0. 62 Table 7 shows the prediction error of the models generated by the ? e algorithms the same as in Sec. 3. 2 . Figure 7 shows the ? rst 100 observed and predicted PRR values for data set 3 in Table 2. The SVM algorithm outperformed the other four; however, the accuracy decreased compared with the t + 10 results reported in Sec. 3. 2. 3. 4 Multiperiod Prediction With Parameter Selection. As the SVM algorithm performed better for both t + 10 and t + 20 predictions. Therefore, it was selected to build multivariate time series PRR models for t + 30– t + 60 min intervals. After parameter selection with the same parameter importance threshold of 0. , the 30 predictors were reduced to a seven-dimensional input with the boosting tree algorithm. For the t + 30 min model, the seven predictors were ranked as follows: Min-3, Min-1, Min-2, PRR-2, PRR-3, Max-3, and PRR-1. For the t + 40 min model, the ranking is PRR-2, PRR-4, PRR-1, Max-1, Power-1, PRR-3, and Mean-1. For the t + 50 min model, the ranking is PRR-1, Max-1, Mean-1, PRR-3, Std-1, PRR-4, and Power-5. And for the t + 60 min model, the ranking is Std-2, PRR-2, Mean-2, Max-2, Power-4, Power-5, and Max-3. The boosting tree algorithm selects different parameters over different periods of the PRR prediction, i. . , the results depend on the data set properties. Using the selected parameters, multiperiod prediction models were built by the SVM algorithm. The test data set used for the t + 10 min model of Sec. 3. 2 containing 887 points was reduced by 1 for each of the next 10 min period predictions. Table 8 shows the absolute error statistics for the multivariate time series prediction over four different 10 min intervals. Figures 8 a –8 d show the ? rst 100 observed and predicted PRRs over t + 30 min, t + 40 min, t + 50 min, and t + 60 min intervals, respectively. The mean, the standard deviation, and the maximum error all increase as the prediction horizon lengthens. However, the minimum error remains relatively stable. The multivariate model provides accurate PRR prediction at the t + 10 to t + 40 intervals; however, the accuracy at the t + 50 and t + 60 intervals deteriorates. It appears that for longer horizon predictions, weather forecasting data may be useful. 4 Conclusion In this paper, multivariate time series models for power ramp rate prediction at different time horizons, from 10 min to 60 min, were constructed. Five different data-mining algorithms were used to build the PRR prediction models. The boosting tree algorithm selected important predictors. After parameter selection, the original 30-dimensional input was signi? cantly reduced, and thus the accuracy of the multivariate time series model was improved. The SVM algorithm outperformed the other four algorithms studied in this paper. The multivariate time series model for PRR prediction built by the SVM algorithm turned out to be accurate and robust. The models constructed in the paper predicted the power ramp at t + 10– t + 60 min intervals. A comprehensive comparative analysis of the multivariate models built with different data-mining algorithms was reported in this paper. The time series models accurately predicted the power ramp rate of the wind farm at t + 10– t + 40 horizons; however, the accuracy at t + 50 min and t + 60 min horizons degrades. The extracted Journal of Solar Energy Engineering Fig. 8 Observed and predicted PRRs for different periods for the ? rst 100 test data points: „a†¦ the t + 30 min PRR model, „b†¦ the t + 40 min PRR model, „c†¦ the t + 50 min PRR model, and „d†¦ the t + 60 min PRR model models are essential in power grid integration and management. The multivariate time series prediction model may become a basis for predictive control aimed at optimizing the power ramp rate. The current wind farm power prediction models usually estimate the power at 1 h or 3 h intervals based on weather forecastAUGUST 2009, Vol. 131 / 031011-7 Downloaded 02 Sep 2009 to 128. 255. 53. 136. Redistribution subject to ASME license or copyright; see http://www. asme. org/terms/Terms_Use. cfm ing data. These predictions reveal power ramps over long time horizons. Prediction of power ramp rates at shorter intervals, e. g. , 10 min, is of importance to the electric grid. The model built in this research does not use weather forecasting data, and it provides valuable ramp rate prediction on 10 min intervals. One avenue to be pursued in future research is the transformation of the time series data, e. g. , using wavelets or Kalman ? lters. One disadvantage of the proposed approach is that the multivariate time series model used different parameters, and therefore updating the model with most current data is important. As the number of prediction steps increases, the error increases. The models investigated in this research were intended for predicting the power ramp rate at relatively short horizons. One possible mitigation strategy is to incorporate weather forecasting and additional off-site observation data, all at additional computational cost. Other research questions, including the seasonal performance of the proposed approach, could be addressed, provided that the appropriate data would be available. Acknowledgment The research reported in the paper has been partially supported by funding from the Iowa Energy Center Grant No. 07-01. References 1 David, A. S. , 1994, Wind Turbine Technology: Fundamental Concepts of Wind Turbine Engineering, ASME, New York, p. 638. 2 Svoboda, A. J. , Tseng, C. , Li, C. , and Johnson, R. B. 1997, â€Å"Short-Term Resource Scheduling With Ramp Constraints,† IEEE Trans. Power Syst. , 12 1 , pp. 77–83. 3 Ummels, B. C. , Gibescu, M. , Pelgrum, E. , Kling, W. L. , and Brand, A. J. , 2007, â€Å"Impacts of Wind Power on Thermal Generation Unit Commitment and Dispatch,† IEEE Trans. Energy Convers. , 22 1 , pp. 44–51. 4 Po tter, C. W. , and Negnevitsky, M. , 2006, â€Å"Very Short-Term Wind Forecasting for Tasmanian Power Generation,† IEEE Trans. Power Syst. , 21 2 , pp. 965– 972. 5 Torres, J. L. , Garcia, A. , De Blas, M. , and De Francisco, A. , 2005, â€Å"Forecast of Hourly Average Wind Speed With ARMA Models in Spain,† Sol. Energy, 79 1 , pp. 5–77. 6 Sfetsos, A. , 2002, â€Å"A Novel Approach for the Forecasting of the Mean Hourly Wind Speed Time Series,† Renewable Energy, 27 2 , pp. 163–174. 7 Lange, M. , and Focken, U. , 2006, Physical Approach to Short-Term Wind Power Prediction, Springer-Verlag, Berlin, p. 208. 8 Barbounis, T. G. , Theocharis, J. B. , Alexiadis, M. C. , and Dokopoulos, P. S. , 2006, â€Å"Long-Term Wind Speed and Power Forecasting Using Local Recurrent Neural Network Models,† IEEE Trans. Energ. 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M. , 1976, Time Series Analysis Forecasting and Control, Holden-Day, San Francisco, CA. 16 Brown, B. G. , Katz, R. W. , and Murph y, A. H. , 1984, â€Å"Time Series Prediction Model to Simulate and Forecast Wind Speed and Wind Power,† J. Clim. Appl. Meteorol. , 23 8 , pp. 1184–1195. 17 Friedman, J. H. , 2002, â€Å"Stochastic Gradient Boosting,† Comput. Stat. Data Anal. , 38 4 , pp. 367–378. 18 Friedman, J. H. , 2001, â€Å"Greedy Function Approximation: A Gradient Boosting Machine,† Ann. Stat. , 29 5 , pp. 1189–1232. 19 Witten, I. H. , and Frank, E. , 2005, Data Mining: Practical Machine Learning Tools and Techniques, 2nd ed. , Morgan Kaufmann, San Francisco, CA. 20 Kohavi, R. , and John, G. H. , 1997, â€Å"Wrappers for Feature Subset Selection,† Artif. Intell. , 97 1–2 , pp. 273–324. 21 Espinosa, J. , Vandewalle, J. , and Wertz, V. , 2005, Fuzzy Logic, Identi? cation and Predictive Control, Springer-Verlag, London, UK. 22 http://en. wikipedia. org/wiki/Curse_of_dimensionality. 23 Bishop, C. M. , 1995, Neural Networks for Pattern Recognition, Oxford University, New York. 24 Seidel, P. , Seidel, A. , and Herbarth, O. 2007, â€Å"Multilayer Perceptron Tumor Diagnosis Based on Chromatography Analysis of Urinary Nucleoside,† Neural Networks, 20 5 , pp. 646–651. 25 Smola, A. J. , and Schoelkopf, B. , 2004, â€Å"A Tutorial on Support Vector Regression,† Stat. Comput. , 14 3 , pp. 199–222. 26 Cristianini, N. , and Sh awe-Taylor, J. , 2000, An Introduction to Support Vector Machines and Other Kernel-Based Learning Methods, Cambridge University, New York, p. 189. 27 Prasad, A. M. , Iverson, L. 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Custom as a Source of Law M P Jain Essay Example

Custom as a Source of Law M P Jain Essay INTRODUCTION TO THE LEGAL PROCESS Note: Only minimum reading materials are reproduced here. Students are advised to familiarize themselves with all the recommended readings and participate in discussions in the class. (a) The object of Law Study (b) Studying Law under the â€Å"Case Method† (c) The Case Method from Student’s point of view. The following extracts are from: (a) Stanley V. Kinyon, How to Study Law and Write Law Examinations (1951) (b) Edward H. Levi, An Introduction to Legal Reasoning (1949) University of Chicago Press. (c) Paper from Professor Jackson, Michigan University Law School (Un-published ) (The essay is based on comments made orally to a Faculty Colloquium of the Faculty of Law, University of Delhi in January and February, 1969 while the author was Visiting Professor of Law) THE OBJECT OF LAW STUDY What is this thing â€Å"Law† which you are about to study? What is the nature of the subject and what are you supposed to learn about it? In one sense, the â€Å"law† is a large body of rules and regulations, based mainly on general principles of justice, fair play and convenience, have been worked out by governmental bodies to regulate human activities and define what is and what is not permissible conduct in various situations. We use the term in this sense when we say that a person â€Å"obeyed the law† or â€Å"broke the law† and a great deal of your work will be devoted to a study of the rules and regulations applicable to different areas of human activity. We will write a custom essay sample on Custom as a Source of Law M P Jain specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Custom as a Source of Law M P Jain specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Custom as a Source of Law M P Jain specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Such rules and regulations are sometimes found in our state and federal constitutions, more often in statutes, sometimes in administrative rulings, and in many instances have been developed by the courts themselves in the process of deciding the controversies that come before them. The term â€Å"law†, however, is also used in a much broader sense to denote the whole process by which organized society, through government bodies and personnel (legislatures, courts, administrative tribunals, law-enforcement agencies and officers, penal and corrective institutions etc. attempts to apply these rules and regulations and thereby establish and maintain peaceful and orderly relations between the people in that society. For example, when there is evidence that some person has killed another, or has robbed or stolen or done some other act disruptive of the public peace of welfare, not only do we assert that he has broken the law but we expect that the appropriate agencies of government will in accordance with the rules of law, apprehend and 2 Legal Profession and the Advocates Act, 1961 ring him before the proper court, conduct a fair and orderly trial to determine his guilt or innocence, and if he is guilty, prescribe and carry out appropriate corrective or punitive measures. Even where no public offence is involved, as where John Smith has an automobile collision with Joe Jones, or breaks a promise made to Joe interferes with his property, or does something else to cause a dispute between them which they cannot peaceably settle between themselves, we expect them to â€Å"take it to court† for a peaceable decision in accordance with the established rules of law. This whole legal process is carried on through the various organs of government by a large number of people legislators, lawyers, judges, police officers, administrative officials, and many others, most of whom must be intensively trained in various aspects of the system. Law schools are engaged primarily in training future lawyers, judges and others who will operate this legal system. Thus the study of law necessarily involves not only a study of legal rules but also a study of the whole legal system through which society attempts to maintain â€Å"law and order†. For, too many students get off on the wrong foot in law school because they dont understand the real object of their law study. They get the idea that all they are supposed to do is memorize a flock of rules and decisions just as they memorized the multiplication tables in school. Such a notion is fatal. Even though you know by heart all the decisions and rules you have studied in a course you can still flunk the exam. After all, you learned the multiplication tables-not merely to be able to recite them like a poem but to enable you to solve problems in arithmetic. Likewise, you are learning rules of law and studying the court decisions and legal proceedings in which they are applied, to enable you to solve legal problems as they are solved by our legal system. It doesnt make any difference whether you are studying law in order to become a lawyer or judge, or merely for the help it will be to you in business, politics or some other field. In any cause you are after something you can use and apply. To be specific you must learn how to take a particular problem accurately classify it as it would be classified by a legal tribunal, discover and apply to it the rules and principles generally applied to controversies in that class, so far as possible, draw the same conclusions and arrive at the same solution as the legal tribunal would, to carry on your own affairs properly, but also to advise others as to their legal rights and liabilities and otherwise take part in the activities of the legal system itself. If, on the other hand, you know a lot of legal rules but can’t apply them and work out a reasonably accurate solution of the everyday legal problems you run into, you simply havent learned what a lawyer has to know. Consequently, whenever you are reading a law book or discussing a problem in class or reviewing, keep this one thing in mind youre not merely memorizing what the courts and legislatures have said and done in the past. That’s history! Youre trying to learn how the legal system works and how to solve future legal problems in accordance with the principles that have been established. Introduction To The Legal Process 3 STUDYING LAW UNDER THE CASE METHOD OR CASE SYSTEM The Case system is based on the idea that the best way to study law is to study the actual court decisions in various types of cases and to derive from them, by inductive reasoning, an understanding of the main fields or classifications in the law and the general rules and principles of law applicable in those fields. The procedure is to have the student read selected cases in casebooks which have been prepared by outstanding legal scholars and then supplement his case reading by lectures, class discussions and a certain amount of outside reading in texts, law review comments and the like. The students work under this system consists mainly of reading and briefing the cases, attending classes and taking notes, and periodically reviewing the work in eac h course). Consequently, if you are studying law under this system you should know the best methods of doing these. Cases and Case Books Before you can properly read and brief the cases in your casebook, it is essential that you understand what they are, how they came to be written, where the author of your case book got them, and what is in them. In some schools this is adequately explained when you start the first years work. In others it is not, and therefore it is probably worthwhile to explain these things here briefly even though some of you may already known them. You obviously cant read cases intelligently unless you know what they are. Cases, as we shall use the term in this discussion, are the published reports of controversies which have come before the courts, including the courts decision and its reasons for the decision. These reports usually deal with the decisions and opinions of appellate courts (courts deciding cases appealed from lower courts). Trial court decisions (those rendered in the first court to which the controversy was taken) are not ordinarily recorded in printed volumes for public distribution, except in the Federal courts, New York and a few other states. In most jurisdictions the pleadings, orders, verdicts, judgements, etc. n the trial courts are merely tied in bundles in the office of the clerk of the court, and the record of the proceedings in trial remains in short hand in the court reporters notebook unless a case is appealed, in that event, however, the appealing party has the record transcribed, printed and sent to the proper appellate court. Printed briefs are also usually submitted by each party to that court setting forth the arguments pros and cons and the authorities relied on. Each party then has an opportunity for oral argument before the appellate court judges at a time prescribed by them. After the arguments have been heard the judges meet in conference and come to some conclusion as to their decision. One of them is assigned the task of writing a statement of the decision and the court’s reasons for making it. This is called the opinion, and when he has finished writing it, he submits it to the other members of the court who either approves it, suggest changes, or dissent, in which case they may write a dissenting opinion of their own. After the majority of judges have approved an opinion, it is â€Å"handed over† together with any dissenting opinions. Then, it is given out to the parties and made public in the one way or another. 4 Legal Profession and the Advocates Act, 1961 After they are published, these opinions of â€Å"cases† are customarily referred to or â€Å"cited† by giving the name of the case, the volume number, name and page of the state report in which it is published if it was decided by a state court, the volume number, name and page of the particular unit and series of the National Reporter System in which it is reported, the volume number, name and page of any other selected case series in which it may have been published and the date it was decided. The Case books which you use in school are made up principally of selected cases taken from these reports (or from English or British Empire reports) and arranged or grouped according to the type of controversy involved in the case, sometimes the author of the case book reproduces the whole opinion verbatim as originally published, sometimes he omits parts of it not regarded as significant, or substitutes a brief statement of his own as to some part which is omitted, but this is always indicated. Therefore a case you read in your case book is normally, an exact copy of what some judge has written in explanation of his courts decision in a particular law suit brought to that court for decision. Reading Cases The fundamental thing in reading cases is to know what to look for. Otherwise you may concentrate on the wrong thing or miss an important point. Perhaps the best way to explain what to look for is to point out what you can normally expect to find in a case and what the judge normally puts or tries to put in his opinion. 1. The first thing you will usually find in a case is a brief statement of the kind of controversy involved. That is, whether it was criminal prosecution, an action of tort for damages, an action for breach of contract, or to recover land, etc. This is usually accompanied by an explanation of how the case got to this particular court; whether it started there, or if it is a matter on appeal (as it usually is), how and why it happened to get there whether plaintiff or defendant appealed, and to just what action of the lower court the appealing party is objecting. . The next thing you will usually find is a statement of the facts of the controversy, who the parties were, what they did, what happened to them, who brought the action and what he wanted. Normally, the judge writing the opinion starts off with a complete statement of the facts, but judges are not always careful to do this and you will frequently find the facts, strewn throughout the opinion. Thus you can never be sure you know all about the controversy until you have read the whole opinion. Sometimes the statement of facts is made categorically on the basis of the courts or jurys findings of fact; sometimes it is made by stating what the plaintiff and defendant alleged in their pleadings; and sometimes it is in the form of a resume of the evidence produced at trial, wherever they may appear, however, and in whatever form they may be, determine circumstances out of which the controversy arose. 3. Next comes a statement of the question or questions the court is called upon to decide the various issues (either of law or fact) which must be settled before a decision on the controversy can be reached. Any of you who have done any debating, understand issues, the breaking up of Introduction To The Legal Process 5 a general problem into specific sub-problems. Some judges are very careful to state the issues clearly; others will leave them to inference from the discussion, or else wander around from one thing to another and leave the precise questions they are deciding in doubt. 4. After the issues comes the arguments, on them a discussion of the pros and cons. This is where logic comes into play. You will recall that there are two main types of logical reasoning inductive and deductive. Inductive reasoning involves the formulation of general propositions from a consideration of specific problems or observations; deductive reasoning involves the application of a general proposition already formulated to some specific situation or problem so that a conclusion can be drawn as to it. In each case the court, having these definite and specific issues or problems to decide, decides or purports to decide them by first concluding what the general rule or proposition of law is as to this type of issue, and then deducting the decision on the issue from the general rule. If there happens to be a statute or constitutional provision prescribing a general rule as to questions like those involved in the case, the judge has his major premise and will devote his argument to a consideration of its scope and applicability to the issues in the case. If there is no statute or other prescribed general rule, the judge will try by induction to derive one from the decisions and opinions to previous cases involving issues similar to those in the present case, or from general principles of fairness, policy and common sense, and then apply it to the issues at hand and deduce his conclusion. . Finally, after the argument on all the issues (and sometimes good deal of irrelevant argument and discussion), the judge states the general conclusion to be drawn therefrom, and winds up the opinion with a statement of the Courts decision. For example: â€Å"Judgement affirmed†, â€Å"Judgement reversed†, â€Å"Case remanded†, â€Å"New trial ordered† , etc. It is to be remembered, of course, that legal opinions do not all follow the same order and are not all cut from the same pattern. They are written by many different judges, each of whom has his own style of writing and his own particular method of resenting a legal argument. Some opinions are not as easy to understand as others and it would be erroneous to assume in reading them that they are all perfect. Courts frequently disagree as to the principles that ought to be applied in certain types of controversy and occasionally the same court will change its view as to the law on a particular point. In reading these cases, you are not trying to find the reasoning from what various courts have actually decided in particular cases the rules and principles most frequently applied and most likely to be applied by them in future cases of that type. Now, having in mind what you can expect to find in the cases, and also the fact that they are not necessarily perfect and seldom embody an unchanging principle or universal truth, you are in a position to read them intelligently. Its not a bad idea, however, to adopt a systematic method of reading them: The following has proved effective, and you might try it as a starter. First get a clear picture of the controversy involved. Get all the facts and issues straight. Consider the following: 6 Legal Profession and the Advocates Act, 1961 What kind of an action it is, Who the parties were, What they did and what happened to them, Who brought the action, what he wanted, What the defence was, What happened in the lower court (if its a case of appeal), How the case got to this court, Just what this court had to decide. At this point, stop for a moment. Look at the problem first from the plaintiffs point of view, then from the defendant’s. Ask yourself how you would decide it, what you think the decision ought to be. Compare this case with others you have studied on the same topic. What result do they indicate ought to be reached here. By doing this you put yourself in a better position to read the courts argument critically, and spot any fallacies in it. We are all somewhat prone to accept what we read in print as the Gospel, and this little device of considering the problem in your own mind before reading the courts argument is a rather effective means of keeping a critical attitude. Now read the argument and the court’s conclusions. Consider the various rules and propositions advanced on each issue and the reasons given for adopting them. See whether the conclusions drawn follow logically from those rules. Then ask yourself whether you agree with the court, and if not, why not. Consider also how the result in this case lines up with other similar cases you have studied. In thus analyzing the courts argument and conclusions it is important to distinguish carefully between the rules and propositions of law actually relied upon by the court in deciding the issues involved in the case (these are called â€Å"holdings†) and other legal propositions and discussion which you may find in the opinion but which are not relevant nor applicable to the issues before the court (these are called â€Å"dicta†). When the case was before the court, counsel for the opposing parties probably availed themselves of the opportunity to prepare fully and present to the court their arguments, pros and cons upon the issues involved in it, and the court thus had the opportunity to consider all aspects of each issue, choose the better result and hold with that view. Dicta, however, not being relevant to the issues before the court, was probably not argued by counsel nor thoroughly considered by the court. It was not necessary to the decision of the case and the court may have stated it casually without considering all aspects of the problem. Courts in each jurisdiction regard their own prior â€Å"holdings† as creating binding precedents which they feel obliged to follow in later cases involving the same issues. This is called the doctrine of stare decisis and makes for stability and predictability in the law. Dicta, on the other hand, being casual and not a matter of actual decision, is not regarded as establishing law which will be binding on the court in a subsequent case. Thus the former case containing the dictum is not a controlling â€Å"authority† on the question although it may be followed in later decisions. Introduction To The Legal Process 7 THE CASE METHOD FROM THE STUDENTS’ POINT OF VIEW One of the important developments of Indian Legal Education in the last few years is the introduction of the â€Å"case method† of teaching in several Indian Law Faculties. The â€Å"case method† sometimes called the â€Å"discussion method† is a term that has been used to describe a wide variety of teaching methods, but the one common element of these methods usually is the use of actual court opinions as the basis of analysis and discussion in the law classes. The advantages of the â€Å"case method† do not have to be repeated at length here. Eminent Indian scholars have already commented on those advantages. Suffice it to say that one basic purpose of the method is to engage the student himself in the process of thinking through the meaning and implication of legal principles as set down in court cases. Instead of the passive role which the student may often take when his teacher 1ectures, in the case method the student must himself actively engage in considering the basis of legal rules and the teacher assumes more the role of protagonist and discussion leader, asking question to students, debating points with them, sometimes playing the devils advocate to force students to think for themselves. The sine qua non of good classes using the case method is prepared by students who have had access to cases prior to class, and who have and analysed those cases. Further more, the students activity in reviewing his subject matter and preparing and writing examinations will often be different when the case method is used, from that which it would be under a lecture method. For one thing the examinations themselves are usually different. When the case method is used as a teaching technique, examinations usually take the form of hypothetical fact situations, i. e. hypothetical case, calling upon the student to decide the case and give his reasons, or calling upon the student to play the advocates role and write the best possible arguments for one side or another of the case. Each student has his own unique way of studying, which suits him and is most productive for him. He will adapt his study habits for the case method. However, it might be useful for him to know how students who have been studying under the case method for some time, go about their studies. If the Indian student knows this, he may find some aspect or other useful and adaptable for his needs. These study methods can be divided into five parts: 1) study before class; 2) the classroom discussion; 3) study or review study after class; 4) preparing for the examination; 5) writing the examination 1. Study before class: Assuming one or more cases have been assigned to students to read and prepare for discussion in the next class, how can one best understand that case or these cases? He can, of course, simply read them and take notes. But one of the important aspects of the case method is 8 Legal Profession and the Advocates Act, 1961 learning a method of analysis for law cases. If the student approaches his case reading with a framework for such analysis, he is likely to derive more benefit from his reading, and be able to contribute more in the classroom discussion. Students’ practice in the case method is often to use a key or guide for analysing law cases. The key or guide has four parts: the facts, the essential question, the answer or court decision on that question, and the reasons for that decision. Each law case can be analysed into these four parts, and such analysis is often called a â€Å"case brief†. Let me be more specific. The case brief (which many law teachers require students to prepare on paper in their notes, and to bring to class) should be a short synopsis of the law case organised along the four parts mentioned above, as follows: F: (Facts: a brief two or three line summary of the essential facts of the case i. e. those facts necessary for the decision. ) Q: (Question: a one line question formed to pose the major issue in the case). D: (Decision: The court’s holding: Something this can be â€Å"Yes† or â€Å"no† in answer to the question. The courts order can then be stated, e. g. â€Å"affirmed†, â€Å"appeal dismissed†, etc. R: (Reasons: Here the reasons can be listed in number outline form). The whole case brief should be indeed â€Å"brief†, that is, it should not be a long type written or handwritten affair which attempts to include everything which the case itself includes. It should contain only the most salient points, in abbreviated form. Often the page number in the case-book can be jotted in the brief next to relevant reasons, to remind the student where he can find that point in the book so that he won’t feel it is necessary merely to copy out, word by word, any portion of the case. The emphasis in all such preparation should be on thinking an analysis, not on copying or memorizing. The brief should always be available to the student to refer to in the classroom, and also at a later stage when he is reviewing. Now let us turn to an example. Let us take the case of Abdul Azis vrs. Masum Ali, an Indian contract case reported at 36 Allahabad 268 (1914). The following might be one students case brief of this case. You will note that abbreviations are used whenever possible. (df = defendant; pl = plaintiff: lc = lower court; tc = trial court; ap = appeal, etc. ) F: Subscription for mosque f MAK was treasurer He pledged Rs. 500/- to subscription JM gave cheque to MAK for Rs. 500/MAK presented cheque which was refused as irregular. 1 year later MA, presented it again as corrected, but now refused as too old. MAK died. PL mosque committee sues MAKs heirs both for MAKs pledge and for JM’s cheque amount. Later MJK died. Introduction To The Legal Process 9 P: facts: (procedure facts): tc for pl on MAK pledge, for df on JMs cheque question App. Ct for pl on both. : Q: Can pl recover on charitable promise here? Can pl recover on cheque mishandling here? D: No to both (Dismiss both causes) R: Ist Cause of Action, the pledge: â€Å"mere gratuitous promise†, no consideration. MAK as Treasurer? but he did not â€Å"set aside† funds. 2nd Cause of Action cheque mishandling: No duty to handle correctly. Voluntary office of treasurer could cease anytime. Now in the classroom discussion many facts of this case can be brought out, and attention may be directed to provisions of the Indian Contract Act which the court may have overlooked. Nevertheless, the student can prepare the above case brief before class, and if he does so he will be forced to look for the key facts and the key question in the case. He may, particularly at the beginning, often be wrong in his case to judge as to what are the key facts or questions, but during classroom discussion this should become apparent to him, and he will learn by this process. This is the first step of effectively learning through the case method. 2. The Classroom Discussion: In class, the student should have his brief in front of him. The teacher may call on a particular student to begin the discussion by stating the case, i. e. by stating in turn the facts, question, decision, and reasons, from his case brief. Discussion can proceed on each of these, as to whether the student has been correct in his analysis, whether another way to analyse the case might be better, whether the existence of particular facts were essential to the holding and if so why, what is the precise holding or â€Å"precedent† value of the case, and whether the court was correct either in its holding or in its reasoning. The student should try to take brief notes during class to jot down the important points brought out in class. One way which some students find useful in doing this, is to prepare each case brief on a new page of notebook, paper. If the brief takes about one-half page, then the student can lay down his notes from the classroom discussion just below his case brief, and on the book of the page. Thus both his case brief and his classroom notes are located together for easy reference at a later stage. 3. Study or Review after Class: It is always useful, if there is time, to review the subjects which were discussed in class immediately after that class, to add to one’s notes, and to clear up any questions one has in his mind. When the classes have completed each section or each chapter of a case book, i. e. t the end of each sub-division of the course material, the student should begin the vitally important process of â€Å"outlining† the subject matter of that portion of the course. At this stage he will have before him all his case briefs and classroom notes on all the cases assigned for that portion of the course. He will also have his case book, with its questions and notes. He should then try to inductively assimilate this â€Å"raw material† into a logical consistent set of principles. This is a key 10 Legal Profession and the Advocates Act, 1961 step in his thinking and learning, and one vitally different from the lecture method. Here the student must himself take the raw data of the law, the court opinions and derive from them the general rules, exceptions, and reasons which in the lecture method might simply have been presented to him for memorization. It is the process of doing this for himself that brings insight and understanding to the student. He can, of course, turn to treatises and text books to assist him in this process (in a sense, his outlining is a process of writing his own text book), but it is always better to try to outline himself first, before turning to someone elses work. If this outlining is short circuited, then the student misses the understanding and he will be unable to cope with a well constructed examination which should attempt to test his understanding and not just his memory. 4. Preparing for the Examination: At the end of the term, the student should complete his outlining for any portions of the course for which he has not completed it before. He then can use these outlines for review purposes, dipping back into his case briefs, classroom notes and case book as needed to refresh his recollection. One effective technique of studying at this stage, which many students use, is a small discussion group, usually of three students in the same course. These students can compare their outlines, explain to each other the points they include in them, and test each other orally by posing questions and hypothetical cases to each other, for discussion. 5. Writing the Examination: Here a few simple guidelines may help. First, allocate your time wisely. If the examination is three hours in duration and five questions must be answered, allocate one-half hour to choose your questions, and then one-half hour to write each answer. Be ruthless about stopping at the end of a half hour on a question, because if you are forced to leave out (or hurry through) any question, this is likely to penalize you in your score more than leaving out a few final fine points of another question. Second, outline your answer before you begin to write. Particularly with the problem or hypothetical type examination question, it is important to spend about one third of your allocated time in analysing and thinking through the problem. Jot down on a spare piece of paper a rough outline of your answer, and only then begin to write. Third, write legibly. These are a few of the methods which many good students have used for year and years, when they have studied law by the â€Å"case method†. You may find some of these methods useful in your own study. The important thing to remember, is that the purpose of the whole processstudying, classroom discussion, examinations, etc. is to give you a basic understanding of the law, its sources, its rules and their limitations and the reasons for those rules. Now let me turn to a few additional points that may be useful in studying under the case method. It is important to realise that there are a variety of view points from which a case or rule of law can be approached. It is not enough to simply ascertain â€Å"what is the law†, in some general abstract sense. There are other relevant questions which can be posed also, such a

Murder mystery genre Essays

Murder mystery genre Essays Murder mystery genre Paper Murder mystery genre Paper These two stories are completely different from each other, only one of them follows the murder mystery genre we are used to.  Ã‚  A typical murder mystery usually revolves around a highly respected detective who always seems to find the murderer by the end of the story. We never get to know the victim very well in the stories, as they are either dead before the story starts or shortly after the start before we get to know anything about him or her. The murderer however seems to be there from the start, and by the middle of the story we want them to be caught. During the story we are given clues from the detective, some of the clues are red herrings to confuse us and make us think it somebody totally different from the person who did it. Most of the tension in the story comes just before the end when we are guessing whom it could be and trying to solve the plot our selves. When we are given the solution all of the loose ends are tied up and all the clues given fit into place and we are never left in suspense e.g. a cliff-hanger. The speckled band is the perfect example of a murder mystery as it has all the objects I have explained. The highly regarded detective is Sherlock Holmes who has an assistant called Dr. Watson who helps him with his enquiries and investigations.  We know that Sherlock Holmes is a supremely regarded detective when Mrs Stoner tells him that a friend recommended him.  Mr Holmes; I have heard of you from Mrs Farintosh whom you helped in the hour of her sore need.  Dr. Watson is very useful to the author as he helps him put across the clues and information Sherlock Holmes finds. This is because Holmes explains what he has found to Dr. Watson. If the character Dr.Wason did not exist it would be very hard to give us the clues. As usual we dont get to meet the victim we were just told about her from Helen Stoner the victims sister.  She was but 20 at the time of her death, and yet her hair had already began to whiten, even as mine has.  We suspect the real murderer from a very early stage when he (the murderer) realises his stepdaughter has been to see Sherlock Holmes. He storms into see the detective. From this confrontation it is obvious what the man could be capable of from the physical description we are given of him.  Because of the circumstances of the young girl being killed weeks before her wedding, and the possibility of her sister experiencing the same fate the reader unconsciously sympathetic and anticipates the murderer being discovered. The speckled band yet again shows how typical it is to the murder mystery genre by the clues and the red herrings that are given in the story. For example, some of the clues are; the discovery of the ventilator that adjoined the two rooms, the realisation that the bell pull was fake, and the detection of the bed being fixed to the floor.  The fact that there was a gypsy camp near by was meant to ply the readers ideas into thinking that the gypsies responsible some way. Another red herring given was the mention of the cheetah and the baboon that the stepfather kept as pets. At the end of the mystery the murderer is revealed, all the clues are solved, and the plot is explained in full leaving a very tidy ending and the reader fully satisfied with the conclusion.  Lamb to the Slaughter is a completely different murder fiction, we are told the story from the murderers point of view, and we sympathise with her account of the circumstances. This is because at the start of the story shes genuinely looking forward to her husband coming home. Shes oblivious to the fact of devastating news he is going to give her. (Bad enough for her to kill him)  As the detectives search for the murder weapon we are curious to know whether she will get away with it. At the end while the detectives are eating the murder weapon black humour is used as the story is funny in a morbid sense. We also find black humour in the tittle as it is literally true. The end of the story is different to that of The Speckled Band because the reader is left in suspense and we will never really know the outcome of any further enquires.  Another aspect that differs in the two stories is the language used in each. In The Speckled Band the language is very old fashioned and sometimes difficult to understand, some of these words are: defray which means Make good, repay, would fain that means would like to, and apertve which means opening. Roald Dahl however uses language that we are much more used to reading in the Lamb to the Slaughter.

Health Administration Essay Example | Topics and Well Written Essays - 250 words

Health Administration - Essay Example QI employs the use of many methods in order to ensure that the services being provided to the customers are improved to the customer’s satisfaction. It also ensures that the products being offered and the whole process improves and becomes of such high standards of quality (Hoyle, 126). Quality management employs the use of various principles in order to make the work of management of the services or products easier while quality improvement follows laid down procedures and guidelines that enable it to improve performance and ensure that the improvement is not just a one-time thing but will always be continuous. The guidelines include following the zero-defect program and ISO certification guidelines among other guidelines. The principles used in quality management include focusing on the customer, involving the stakeholders and better leadership among others. When the quality improvement component works smoothly and effectively, quality management also improves and hence the overall performance of the organization

Critically evaluate the significance of leadership as it relates to Assignment

Critically evaluate the significance of leadership as it relates to driving the culture of an organisation. To support your anal - Assignment Example Leadership is usually associated with motivation; the incentive theory suggests that the employee will increase their efficiency if they are offered incentives (Handy, 2007). However, certain theorists believed that employees are often driven by economic needs which are also known as rational assumptions (Handy, 2007). Management is a logical process which requires the emotional intelligence of the manager to handle the human resources of the organization. Leadership and Management are interrelated but cannot be used interchangeably and there are three dimensions of leadership which is needed for effective management which are planning, negotiation and rewarding. Managers are concerned with the achievement of targets; however leaders are concerned with fresh approaches of how to manage the employees of the organization through inspiration and motivation. Theories related to satisfaction of the worker are very limited; a satisfied worker may not work harder but he/ she tends to stay l onger in the existing organization (Handy, 2007). As per author Kotter, management is about dealing with the complexity of the problems whereas leadership is about coping with change and bringing order and consistency in the organization (Sadler, 2003). The difference between management and leadership was first defined by theorist James McGregnor in the year 1978 (Sadler, 2003). The theory laid emphasis on the difference between transactional and transformational leadership. Transactional leadership occurs when the manager takes the initiative in offering some form of satisfaction in return for something valued (Sadler, 2003). Managers who exhibit the transactional leadership skills are usually associated with ability to attain results and solve problems through proper planning, organizing, directing and controlling and work methodically within the structure and the boundary of the organization. Organizational culture and transformational leadership are interrelated and also has a s ignificant impact on the organizational effectiveness. Transformational leadership qualities lead to excellent performance of the employees which are beyond the expectations of the organization. As per authors Denison and Mishra, there are usually four cultural traits that are related positively with the organizational performance which are involvement, consistency, participation and normative integration (Xenikou and Simosi, 2006). Managers following transformational leadership skill promote an environment that helps in achievement of high goals. Transformational leadership is mainly concerned with the intellectual simulation, accomplishment, and individual consideration. In addition it was also proved that there are certain organizations which have certain group norms that help in promoting self actualization, participation in decision making, moral and social support, cooperation etc. The organizational culture theory as proposed by Cook and Rousseau suggests that culture is comp osed of the shared values of a social group acquired through socialization process and can be acquired through socialization process and exposure to variety of culture bearing elements (Xenikou and Simosi, 2006). These culture bearing element constitute of social interaction, employee behaviour and their performance.