Family Counseling Essay

A family counseling approach is a counseling theory that includes a combination of a variety of techniques, interventions, and tenets are used to address the needs of family members. Psychoanalysis is a form of therapy developed by Sigmond Freud. He was the first therapist to explore talk therapy as a viable means for treating psychological disorders. Psychotherapy serves as an umbrella concept for psychotherapeutic treatments. The family counseling approach is based upon psychoanalytic philosophies, interventions, and techniques. Classical psychoanalytic techniques and interventions are discussed and explained. Counseling from a Christian perspective assists the counselor with focusing on one’s own performance based upon self-awareness and self-tests. A Christian worldview within family counseling affects the counselor and the client. While working with a client, the counselor can focus on the proper application of the American Counseling Association, ACA, and the American Association of Christian Counselors, AACC, Codes of Ethics. Integrating the Codes of Ethics into daily practice helps the counselor to develop one’s sense of self along with their biases, limitations, and strengths. Biblical values allow the Christian family therapist the opportunity to show clients ways Christ can guide their life. Part I: Research Psychoanalysis forged its’ way into modern day therapies by founder Sigmund Freud. â€Å"Psychoanalysis is based upon the idea that humans are motivated by conflicts between unconscious and conscious forces (Murdock, 2009, p. 63). Freud was the first to â€Å"explore the talk therapy approach as treatment for psychological dysfunction† (Murdock, 2011, p. 0). The Freudian schema explains the contrasts as â€Å"an unconscious and a preconscious, an ego, and an id, reality and fantasy, transference and a real relationship, a pleasure principle and a real relationship, neurosis and relative normality† (Friedman, 2002, p. 2). Research starting in the 1970s provides support for the â€Å"basic tenet that unconscious association networks, (thoughts, wishes, beliefs, fantasies), and unconscious procedures, (motives, defenses, character), control behavior outside awareness† (Gilhooley, 2008, p. 93). It is important to realize there has been change in psychoanalysis throughout the years. According to Giannoni (2003), â€Å"we should be prepared to accept the fact that psychoanalysis has changed as well, in tune with the historical-cultural changes . . . † (Giannoni, 2003, p. 645). Clients can benefit from the processes of psychoanalysis while conducting talk therapy, free association, and dream analysis as directly related to current and early relationships. A treatment plan is developed in order to address signs and symptoms of depression, anxiety, or other psychological disorders that may arise in family therapy. Family therapy began to flourish in the 1960s. . . † (Slipp, 1982). The results of this type of therapy are multiple techniques and interventions are supported by the psychoanalytic theory. These will provide support and treatment of presenting concerns of psychological disorders such as depression and anxiety. Goals The role of psychotherapy is to â€Å"serve as an umbrella concept for psychotherapeutic treatments that operate on an interpretive-supportive (or expressive-supportive) continuum† (Leichsenring, Hiller, Weissberg & Leibing, 2006). The central constructs of the psychoanalytic theory are the structural model, including the id, ego, and superego along with symptoms as symbols, and defense mechanisms. The primary goals of psychoanalysis include â€Å"symptom relief, increased self-awareness, and a more objective capacity for self-observation† (Fine, 2003, p. 789). From a psychoanalytic point of view, the goal for counseling is insight into the causes of any presenting problems with one or all the members of a family. Another goal includes a decrease in the symptoms one or all the members of the family may be experiencing. Lastly, the client/clients will understand the sources of the presenting problem or problems (Murdock. 2009). Interventions There are three primary interventions easily used in family therapy. The first intervention is free association. According to Freud there is one essential rule all clients must abide by. The rule states the â€Å"clients are asked to minimize conscious control and tell everything that comes to their minds, with the exception that more and more significant unconscious material will emerge† (Jones & Butman, 1991, p. 74). The second intervention is analysis of the resistance. Murdock (2009) defines this type of intervention as a necessary awareness of the types of resistance a client may present. There are two types of resistance. These types are common resistance such as forgetting an appointment. The second type of resistance is â€Å"flight into health† (Murdock, 2009, p. 53). This resistance occurs when the client mistakenly believes one is getting better with their illness. The third intervention is dream analysis. When the therapist conducts dream analysis one can follow the guidelines set forth in Freud’s A General Introduction to Psychoanalysis (1920). In addition, there are multiple textbooks available to assist with dream analysis. More recent books allow the therapist to provide the client an interpretation in more modern terms. The primary object in the dream is the symbol. Each symbol has an interpretation usually based upon sex. Establishing the Relationship Therapists are required by the American Association of Christian Counselors Code of Ethics to maintain confidentiality regarding sessions. The client and therapist must be willing to trust each other on a professional level in order for the therapy to be successful. As a therapist one must be willing to share a certain degree of disclosure with the client. â€Å"Disclosure has become a complex and important consideration in the psychotherapeutic process† (Levine, 2011, p. 111). Disclosure may help to enhance trust between the client and therapist and alleviate any trust concerns the client may have. Analysis of Transference During transference the client/clients seeks support and approval from the therapist. Therapist should also explain to the client/clients that the therapists are human beings with feelings too. Often times an unconscious conflict arises. This conflict may be a result of a strained relationship and lack of support stemming from one’s childhood. By the termination stage the client/clients should be able to rationalize one’s feelings. I will continue to encourage self-awareness of transference occurrences to Elizabeth and address them throughout the course of therapy. Insight Throughout the course of psychotherapy the client/clients should be able to understand that much of the sources of stress relate back to relationships in one’s childhood. As the client/clients’ therapist, one encourages the client/clients to actively participate in free association at each session so the therapist can determine if any new conflicts have risen at the unconscious level. At each session the client/clients are encouraged to openly express one’s thoughts and feelings. The client/clients are instructed to delve deep into one’s unconscious mind at times and to explore any thoughts and feelings one has been experiencing despite the subject matter. The therapist must be cautious not to conduct suggestive interpretations of the instances of transference, free association, or dream analysis. Munoz (2008) investigated suggestive interventions and discovered that â€Å"some suggestive influence will remain, and it may either facilitate the analysis by enhancing the patient’s identification with the analyst’s analyzing functions, or be used to recreate conflicted relations, leading to impasse if not addressed† (Munoz, 2008, p. 263). The client/clients are required to keep a dream journal and to bring it to each session. As part of the therapy process, the therapist can use Freud’s A General Introduction to Psychoanalysis (1920) to interpret elements of the client/client’s dreams. Often times dreams are an element equivalent to Freud’s dream symbol interpretations involving sex of some form. With the successful growth of insight into one’s life and willingness to participate in talk therapy, clients settle into therapy and all of its components. Free association becomes much easier for one and flows more smoothly. Clients may be able to understand the inner conflicts from one’s childhood manifesting themselves into one’s current attempts at viable relationships. Clients may realize one’s needs to look for honesty and integrity relationships without comparing outcomes of previous relationships with the potential outcomes of future not yet established relationships. Using psychoanalysis with clients may present one with the information needed to help recognize when the unconscious mind is flowing over into one’s everyday life. Clients may desire to help with conflicts among other family members. Many clients lack support and communication from other family members. Clients will be able to recognize one must confront other family members, either together or separately about one’s feelings. Clients grow stronger in one’s ability to articulate one’s feelings appropriately without an immediate outburst of anger. During talk therapy clients practice talking to another family member in preparation of confronting them. Outcome research supports the efficacy of psychoanalysis. A Temple study verified that â€Å"psychoanalytic psychotherapy (weekly sessions for three months) was as effective as Behavioral Therapy, and that both were more effective than no treatment† (Murdock, 2009, p. 8). Furthermore, â€Å"to dismiss psychoanalysis as irrelevant to the real problems of life is to fail to see its potential significance for the church and society† (Jones & Butman, 1991, p. 65). With the proven efficacy of psychoanalytic psychotherapy, clients will be competent in interpreting one’s thoughts and feelings, unconscious and conscious. Although there is proven efficacy to psychoanalysis, pieces of other therapies or approaches may be used to supplement the interventions of psychoanalysis. The old adage â€Å"what doesn’t kill you makes you stronger† influences the development of man. Positive reinforcers help a client to strengthen one’s ability to focus on accurate processing of automatic thoughts (Positive reinforcers, 1992). Client furthers oneself by applying new learned behaviors appropriately in one’s life. In order to obtain and utilize new learned behaviors, therapists should encourage clients to â€Å"give it to God†. Often times this task seems impossible to complete. For example, if a client presents with major depressive disorder and panic attacks the therapist is responsible for providing techniques to decrease presenting problems in sessions. Providing a client the opportunity and information on how to release one’s burdens into God’s hands promotes health and happiness in both the spiritual realm as well as the physical and mental realms. The client needs to be willing to tell one’s story and process automatic thoughts as another way of promoting health. Part II: Integration Consilient psychoanalysis is used to integrate the fundamental knowledge of multiple disciplines (Valone, 2005). Consilience is obtained by integrating empirical research findings from other disciplines. This concept is a viable technique for integration of one’s faith and family therapy. A key to family therapy is to build hope within the relationships Worthington, 2005). Hope-focused counseling â€Å"involves a blueprint for marital counseling that describes your goal (produce stronger marriages), focus (promote hope), strategy, potential target areas, and interventions† (Worthington, 2005, p. 18). Family therapy is a needed service for all populations. The need of this service encompasses the lifespan. Men and women of all ages benefit from family therapy. Counseling provides a client an interpretation of assessments and inventories, both hard copies and on the computer. Interpretations give the client a better understanding of one’s personal values, interests, abilities, and experiences. Family therapy has advanced significantly since its humble beginnings in late 1800s. Advances in technology, including lightening fast computers and a multitude of inventories and assessments, led to all populations having access to therapy. Disclosure of issues and concerns within sessions opens the door for a Christian counselor the opportunity to share the love of Christ with a struggling soul. Psychoanalysis is typically viewed as an atheistic philosophy. Freud based much of this therapy on having a client speak from the unconscious. In addition, he tied sex to most of his interpretations. As a Christian counselor I may view most if the interventions presented by classic psychotherapy as helpful. However, the symbolism from dream analysis as related to sexual organs or desires would seldom be used. There are three methods for integrating psychology and the Christian faith. Pragmatic eclecticism, metatheoretical or transtheoretical eclecticism, and theoretical integration are the three methods. Pragmatic eclecticism uses â€Å"the methods that comparative outcome research has shown to work best with the problems manifested by the clients† (Jones & Butman, 1991, p. 384). â€Å"Metatheoretical or transtheoretical eclecticism suggests that proponents of psychotherapy may simply be wrong about how ‘what they do’ works . . . † (Jones & Butman, 1991, p. 390). The final method of integration is theoretical integration. This method â€Å"attempts to overcome the limitations of a single preferred theory by using it as one’s foundation or ‘home base’ while reaching out beyond that theory to one or two other models† (Jones & Butman, 1991, p. 93). Clients can recognize one’s own potential for having a satisfying relationship with Christ as the center of one’s focus on hope. . There is a long established struggle between Christians and people coming from a worldview of science that goes back hundreds of years. As Christian counselors we must integrate theology and psychology. Viewing my future as a Christian counselor, I see myself asking clients permission to pray with them prior to each session. I feel homework assignments can be used effectively with some clients. Along with integration, therapists posses several presuppositions from a Biblical foundation. Use of Scripture in therapy bridges the gap between psychoanalysis and Christianity. The Christian mind sees things differently because of these presuppositions. The presuppositions relevant to integration of Christianity and psychoanalysis are: 1. â€Å"God is central to all truth. 2. Jesus Christ is the truth (John 14:6) to which all Biblical truths are connected 3. God supernaturally intervenes in human history. 4. Human beings were created in the image of God Human beings chose to rebel against God. 5. Human beings are involved in a constant struggle between good and evil. 6.  The knowledge of God provides purpose and meaning for life† (Blamires, 1963). The aforementioned presuppositions are a tool to use with clients who may not be used to using scriptural references as a method of finding peace and comfort in a trouble life. I appreciate and admire most of Freud’s processes of psychoanalysis. The methodology provides the therapist a solution to presenting problems within the family unit. However, I cannot fully vest all of a family counseling approach purely to psychoanalysis. Integration and introducing me foremost as a Christian counselor will hopefully lead to providing clients much needed therapy.

Political and economic development Essay

The wish of every political authority is to ensure that the state under its jurisdiction is economically and politically developed to an extent that its people are not exposed to vulnerable conditions. As such, every sitting government has the responsibility of ascertaining the wellbeing of its subjects. However, this is not an easy task to achieve. Many governments have failed to develop their states economically owing to various factors, much of which remain structural and organizational. For instance, the countries being referred to as third world suffer from major political and economic crisis which make them totally dependent upon other economically stable nations. However, the question that one is bound to ask is why some nations seem to be stable politically while other nations consider this an illusion, something which needs the mediation of higher powers. This paper looks at the factors that promote and undermine political and economic development of nation states. Economic development cannot be dissociated from political stability. Political stability on the other hand comes as a result of superior organizational and structural set up of the state. Higher political participation of citizens at all levels, manifested in organized political system results in a higher socio-economic development. Higher socio-economic development on the other hand stimulates more political participation. Political participation of subjects within a given state or nation is dependent upon the political attitude of those particular subjects since it is this political attitude which finally determines whether a given clique in office if furthering their own interest or the interest of the subjects. As such, the economic and political development of any nation is dependent upon those individuals responsible for the running of the state. Political participation of subjects is the major factor which determines how a nation or state develop politically and socio-economically. However, for subjects to be active politically, they must be of a higher social status. As a state expands economically, individuals achieve higher status roles as income increase. As such, wealth is created which comes with an element of tension. As old groups become displaced, new groups emerge which will naturally compete for domination within the state. The tensions which exist within these groups resulting into conflicts will heighten political awareness among groups and individuals. This will ultimately lead to an increased political participation among the subjects. The expanding economy will also be accompanied with the creation of multifarious organizations that will root for a greater integration resulting in the desire to control the state. The complexities which characterize an expanding economy will necessitate the expansion of the apparatus of the government making its role be seen by the different social groups as relevant to their interests. As this perception increases, they are likely to take actions aimed at influencing government policies. Ever since the birth of nation states in Europe, the process of modernization has emerged and flourished within them. National development has often been realized through the notion of citizenship as part of the political culture. It is an accepted fact that all citizens have equal rights before the law. The political participation of the subjects is legitimized by national political culture to a large extent. However, as much as economic development brings about increased status and wealth, many individuals use political participation as a means to achieving other goals. As such, they withhold political participation once they recognize that they can achieve these goals through other ways. For instance, an individual may use a political office for personal economic gain while ignoring the importance of that office in protecting or furthering the wellbeing of other individuals in the nation or state (Isbister, 1998). This is however dependent on the ideals of the nation. For a nation to achieve a holistic political and economic development, political participation becomes an integral factor for it is through political participation that subjects become aware of the role of government in protecting and furthering their interest. As such, in a nation state where individuals are politically active, politicians are likely to further the nation’s agenda which is primarily political and economic stability. Many politicians gain office by deceiving the majority and while ion office, lead the state to a state of collapse. It also follows that political and economic development can be tied with leadership skills and visions of such political leaders. Many economically stable nations have collapsed due to poor leadership which has in turn led to serious crises. Honest and focussed leaders who truly understand the problems of their people are the key to economic and political stability. However, this also requires the support of the population whose participation may guarantee the nation’s stability. The organization of individuals and groups into a workable political system which represents the interest of the majority is also a key to economic and political development. According to Lijphart, the best political system is the consensus democracy where even the interests of the minority groups are taken into account when it comes to policy (Lijphart, 1999: 31-33). With this regard, economic and political development is dependent upon political participation described by political organization and governance structure.

Medieval society and contemporary times

The Dark or Middle Age is usually the time that stretches from year 400 to 1000 which, historically speaking, points us to the European Early Middle Ages. The Italian scholar Francesco Petrarca coined the idea of a dark age. Though it was originally projected as a comprehensive critique of the nature of Latin literature in later times, later historians stretched the concept to contain not only the insufficiency of Latin literature but also a lack of present-day written historical accounts and material cultural achievements in the larger context.The term itself has been further enlarged by popular culture as a means to clearly illustrate the Middle Ages as an age reeking of backwardness, lengthening its pejorative practice and increasing its span. In the 20th century, the consequent emergence of archaeology and other related field in the sciences has removed much dust on the period and provided a more nuanced comprehension of its positive and contributory advancements. Other expressio ns of periodization were put forward: the Early Middle Ages, Late Antiquity, and the Great Migrations, depending on what fraction of culture is being highlighted.Petrarca noted that even though Classical Antiquity lacked the sense of Christianity it nevertheless had much of advancement in terms of culture whereas in Petrarca’s time was now labeled as the age of darkness because of the lapse in such cultural achievements.Two periods in history were observed and written by Petrarca: the Greek and Roman classical period trailed by an age of darkness in which Petrarca saw himself as still existing. The Roman Empire is believed by humanists to rise again one day and bring back classic cultural stainlessness. The promotion of classical culture championed as an ideological campaign by humanists was the beginning foundation of the concept of the European Dark Ages, and was for that reason not a neutral historical examination. It was conceived to convey disapproval and dissatisfaction of one period in time and the endorsement of another.Humanists such as Leonardo Bruni believed they had attained this new age during the late 14th and early 15th century, and that a third, Modern Age had commenced. With Petrarca labeling their age as â€Å"dark†, the age before their own had in effect become a â€Å"middle† age sandwiched between the classic and the modern. Around 1439, the first use of the term â€Å"Middle Age† appears with Flavio Biondo.The very definition of feudalism calls for the use of many qualifiers primarily because there is no broadly established agreement of what it stands for. A working definition is desirable in order for one to start to comprehend feudalism.During the middle ages, the idea of Feudalism points to a general and broad set of reciprocal legal and military obligations and responsibilities among the warrior nobility of Europe which revolved around the three major concepts of vassals, fiefs, and lords and on how these t hree crucial elements fit together inn the society. A lord was a noble who possessed land, a vassal was an individual who was permitted or rewarded custody of the land by the lord, and the land was branded as a fief. The vassal would present military service and assistance to the lord in exchange for the fief. Thus, the very obligations and connected relations between lord, vassal and fief form the structural basis of feudalism.The lord should have to make a certain individual a vassal before the former could grant the fief to the latter. Composed of the two-part act of homage and oath of fealty, this was practiced at a formal and symbolic ritual called a commendation ceremony. The vassal would give his word to battle in the side of and for the lord at his command during homage. Fealty is rooted from the Latin fidelitas, or faithfulness. Hence, the oath of fealty is seen to be a promise that the vassal will be faithful and devoted to the lord. The lord and vassal were now in a feuda l relationship with agreed-upon mutual obligations to one another right after the completion of the commendation.Granting a fief, or its revenues, to the vassal is one of the lord’s major obligations in a feudal system inasmuch as the fief is primary reason as to why the vassal preferred to engage himself into the relationship with the lord. Moreover, the lord from time to time had to accomplish other responsibilities to the vassal and fief which includes, among other else, the maintenance of such a relationship. It was still the lord's responsibility to sustain and keep the land in good condition since the lord had not given the land away but merely loaned it to the vassal while the latter had the privilege to amass revenues produced from the fief. The protection of the land and the vassal from harm is another rightful responsibility of the lord.On the other hand, the core obligation of the vassal towards the lord was to impart â€Å"aid† mostly in the form of militar y service through the utilization of available equipment the vassal could get hold of through the revenues generated from the fief. In essence, the vassal was responsible to take heed of the calls for the service in the military on lord’s behalf. It is quite notable that this guarantee and protection of military assistance was the ultimate motivation the lord preferred to form a junction with the vassal into the feudal relationship.Likewise, the vassal also had to fulfill other obligations to the lord from time to time which includes providing the lord with â€Å"counsel† so that the lord, when faced a major decision, would summon all his vassals and hold a council. One common illustration to this is when the lord had to decide whether or not to go to war. Moreover, the vassal may have been mandated to offer a consented quantity of his farm’s produce to his lord, and that the vassal was occasionally prescribed to grind his wheat in the mills and bake his bread i n the ovens owned and taxed by his lord.During the medieval times, there was a conception of three orders in the medieval society. These three can be briefly identified as those who work or the peasants, those who fight or the warring class, and those who pray or the members of the clergy.For the most part, the peasants provide the manpower in the upkeep or maintenance of the whole system through their labor in the fields and other economic institutions within the feudal system in the middle ages. These are the men and women who comprise the bulk of the system who toil not only to sustain their existence in the smaller scale but also to provide the necessary development of the system right at its very foundation.The estate of warriors in the system naturally has the obligation of fulfilling the task of protecting the system from outside invasion which may root from other systems in its proximity, or from internal disputes which may range from the peasant class up to the nobles. Thei r role is crucial in the sense that their responsibility is crucial to the safekeeping of the entire system by regulating the possibility of intrusion which can inevitably lead to the collapse of the ruling men and of the feudal system in general.Lastly, the clergymen were tasked to look after the spiritual life of the people within the medieval manor. A few of these duties include the administration of the needed sacraments with steadiness and to function as an ideological guardian of the ruling order, the absolution men and women from their sins through confession, and proclaiming secular and ecclesiastical pronouncements. In essence, the function of the clergymen in the medieval village was well beyond the ordinary functions of peasants and of the warriors for the reason that it was the village priest with whom medieval men and women identified the Church, reflecting its teachings, and authority as an utmost concern of the medieval people within the system.Apparently, there are s trands of similarities which can be observed from this class distinction between the medieval times and the contemporary generation. For the most part, the contemporary age also has within it counterparts of the medieval clergymen (priests in the Roman Catholic Church or elders in several other religious faiths), peasants (the modern working man and woman), and warriors (the military forces of nations). However, the structure of the contemporary society does not merely revolve around this three classes. Quite on the contrary, the contemporary society has a bounty of classes from which the structure of almost every nation is reflected. We now have, among other things, Non-Government Organizations which seems not be fit in any of the medieval classes.In a society based on class hierarchy, it is expected that roles are quite distinct and the functioning of every individual is separate from those of the rest. Roughly speaking, the hierarchy of classes entails the supremacy of one over t he other in both economic and social terms where the distribution of power and obligations are directly proportional the attainment of classes. To live in a hierarchy is to basically involve oneself in a system where tasks are delegated accordingly depending on the roles imminent to the class one might fall under. In contemporary society, there is a striking and undeniable existence of a hierarchy which is based on several factors such as economic, legal, and political elements to name a few.ReferencesMaliszewski, James, Lisa J. Steele, and C. A. Suleiman. Dark Ages: Europe. 160 vols: White Wolf Publishing, 2002.Russell, Frederick H. The Just War in the Middle Ages. New Ed ed. Cambridge: Cambridge University Press, 2003.

Was D-day a turning point for America during WW2 Research Paper

Was D-day a turning point for America during WW2 - Research Paper Example This restructured the view of total war where every citizen became a victim of the war. Such ultimatums obliged the citizens to take utmost responsibility in defending their city (Brasch, 35). The events that followed shaped the year 1944 into a combatant year, with every nation asserting pressure to the field of war. The war lasted between four and three years, in the process subjecting the citizens to travel restrictions, slavery in factories or fields, air defense blackouts and ceaseless rationing. The wars impact on the budgetary allocation of the European countries ate up two thirds of the national product (Simpson, 27). Soviet Union and the Nazi Germany had mobilized approximately 46 million men and women between them in the armed war. These conditions prompted a stop in the trends, as the populations fast depreciated (Eisenhower, 24). The total war, for instance included the massive participation of women. Women constituted 35% of the American and British workforce, and up to 50% in the USSR and Nazi Germany. The American population was lucky enough to escape these restrictions, because of the geographical immunity (Brown and Andrew, 32). The war affected the economic balance of America, as the economy strained to afford the high technology expensive armaments, hence straining to maintain a reasonable living standard for the population. The first six months of 1944 were slow to ambushes on the Axis, as forces slowly move towards Europe’s West (Weintraub, 12) with the aim of finishing the European allies of Nazi Germany. The preparations included invasion of France, at the same time prolonged wars continued against other allied forces. The Italian siege was tough as the German resurgence stuck high in mountains to provide strong resistance against confronting forces (Brasch, 22). The assault continued until Polish assault broke the German line to

God, the Great Chasm, and the Building of Bridges Assignment

God, the Great Chasm, and the Building of Bridges - Assignment Example Mentioning that the Muslims are serving a violent God because of their vicious approach towards other religions which is said to be a result of the violent nature of their God, the open letter counters that their God is also known as the Merciful, Just, Seeing, Loving and Gentle. This statement implies that the Pope should look at the Muslim God in the entirety of His character and not concentrate on just one aspect. Volf thinks that the open letter expressed a revolutionary idea when it mentioned loving God and loving your neighbors because Muslims were commonly viewed as hostile. In trying to identify with the Christian doctrine of loving God and loving one’s neighbor, the authors of the open letter who are Muslims, are saying that instead of finding the differences between the two religions, they should strengthen their similarities to bond themselves instead. In Pope Benedict’s subsequent comment about Islam, he backpedaled a bit from the position he took at Resensburg when he claimed that Christiand and Muslims alike are serving the same God. However, he also made clear his statements by reiterating the importance of loving God and loving one’s neighbor instead of resorting to

Applied Portfolio Management Case Study Example | Topics and Well Written Essays - 1250 words

Applied Portfolio Management - Case Study Example It is very significant that no mistake is being made or else it can lead to important losses. Trading systems have several advantages and disadvantages. â€Å"The advantages of trading systems can be hidden when they become associated with trading platforms involving trade order submission and processing.   A clarification of their roles can help explain the benefits of using a trading system.   This can be done without identifying a particular platform or system. Once the platform infrastructure is isolated, a brief look can be taken at why a trader can benefit from a trading system† (Types of Trading System Resources, 2004, para. 4). A good trading system describes when trading must not be attempted, thus preventing forced trading under inconvenient circumstances. It should identify how to independently create a strong watch list of candidate trades to remove the need to chase after the newest hot tip from an advisor. For clear causes, trading systems have easy to use, t ake little of a trader’s time, completely objective and create consistent incomes. It also avoids big draw downs and provides clear trading marks. Once a trading system is reliable in use, extraordinary chances for setting and meeting realistic income goals become obtainable by using a model of accurate money management. A trading method is best learned from a master trader who remains actively busy in teaching. The master can teach the student tailor, the methods to his financial means, personality, skill level and risk tolerance. Another method is to merely read what has been written and adopt it to one’s personal circumstances. The benefit of rule based trading systems lies in its consistency and objectivity. When followed regularly, emotional trading and its connected mistakes are removed from the equation. As a saving, trading systems more than just paying for themselves, not only increases income but also the quantity of capital preserved. 1. Define the trading p lan and system, and must include the following: Trading plan and system can involve any stage of threat and achieve many different savings objectives. A Good trading plan will also give direction on stopping the losses. a. Setup Identification: Setup Identification is very important method of the trading system. There are a lot of actions that we cannot use to any "trading" amount as against "gambling" extent. In other words, if we put on the trade for the reason that you observe the setup, you are trading and if you just go for the action without seeing a setup, you are gambling. b. Trade Execution (entry and exit parameters, trade management). The execution of a command occurs when it is totally filled and not when it is located by the shareholder. When the shareholder places the trade, it goes to an agent who then decides the best method for it to be executed. Trade execution gives marketing and trading staff with tools to powerfully capture and verify financial and physical trad es for energy commodities. c. Position Sizing (money management and asset allocation). Position sizing is the very significant aspect of a trading system. A position sizing model simply tells how much or how big of a position is to be taken. It can be the key factor in deciding whether or not to stay in the game or whether the gains are huge or minimal. Position sizing is the significant method of Money management. Asset allocation is the most significant

Research Project Paper Example | Topics and Well Written Essays - 2000 words

Project - Research Paper Example According to the Generally Accepted Accounting Principles (GAAP), there are several inconsistencies with the five scenarios mentioned. For instance, it is the sole responsibility of GAAP to evaluate and account on the transactions conducted in the company. In other words, it ensures that is correct presentation of the business income and expenses of the corporation in relation to realized profits and losses. On that aspect, for instance, the lease on technology assets on inflated prices constitutes a violation of the GAAP rule of accountability. Additionally, there is also the breach of the principle of full disclosure/materiality (Epstein & Saafir, 2010). In this principle, according to the umbrella of GAAP, the leasing of technology assets should have been made public in terms of the transactions and the records of the sales. There is also the breach of the principle of sincerity. For example, in making understatements of e-commerce state the tax payments, the organization goes aga inst the principality of GAAP that requires sincerity and honesty. Alternatively, this also violates the GAAP principle of regularity whereby a company should abide its sets rules and laws. The receivership of post-employment benefits by fictitious workers is also a sign of fraud in the organization. In accordance with GAAP requirements, the principle of non-compensation guards against the hiding of pertinent details that deal with financial information (Bragg, 2008). Therefore, there is an element of fraud because workers within the company are using proxies to award themselves heft payments. This is a breach against compensation by either asset or debt in the principle of non-compensation. Moreover, it also contradicts the GAAP principle of full disclosure that requires all financial information including payments and transactions to be disclosed in public through records. Another fraud that is apparent according to GAAP rules is that one involving the hiding of cash to help other future quarters. The earnings are meant to short change the expectations of an analyst in future reports. However, unknown to the corporation, this is a contravention of the principle of regularity that requires any company to conform to its stipulated rules and laws of financial transaction without making any monetary concealments (Epstein & Saafir, 2010). Furthermore, there is also the principle of utmost good faith that states that all the information pertaining to the firm should made public to its respective insurer before taking any policy. This is because such a move leads to shady dealings as one witnessed above to manipulate the judgment of a financial analyst. In the same view, there is also an element of fraud in the concealment of inventory shrinkage because it seems low for the industry. According to the GAAP rules, the principle of prudence if grossly violated and subjected to financial ridicule. The principle expects firms to abide with the reality of the company wit hout making things look contrary to the reality. On that account, there should only be recording of revenue and inventory shrinkage when sales have been made at their disposal value (Harrer, 2008). Additionally, this move by the company also goes against the principle of full disclosure/ materiality that requires the making of all financial inf

2)Debate the importance of Mahalia Jackson to The Movement. Do so with Essay

2)Debate the importance of Mahalia Jackson to The Movement. Do so with reference to a theoretical framework - Essay Example Being the first gospel superstar, up to date, many listeners still love her songs defining the symbol of transcendent power in her music (Darryl 2005, pp.129). With her gift of singularly and expressive contralto, she continues to inspire other generations of vocalists after her. In her music, she inculcated gospel with sensuality and freedom that had not been experienced before. She did that by introducing some blues elements into her music making her be among the first spiritual performers to do so. At the age of 16, like many Americans with an African background living in the south, she participated in the great migration to C she to Chicago, Illinois for better opportunities, Where she was invited in various places to perform her songs. Ever developing her spirit through church and its music, Jackson made the oath use her inimitable voice for spiritual song- a promise she kept. For instance, after her first service, she was invited join choir of the Greater Salem Church. She then began touring some of the city churches and the surrounding areas with one of the professional gospel groups, Johnson gospel singers (Colin 2005,pp 2107). Jackson was also given musical advice by Thomas A. Dorsey in 1929, viewed as the Father of Gospel Music, who also went further ahead and formed an association with her. According to Darryl, (2005) p. 132, some of her songs became her signature songs. Those included; ‘Take my Hand’ and ‘Precious Lord. In the mid 30s, Jackson met Evelyn Gay, a pianist, who accompanied her in her solo career. This was after the Johnson Brothers group members separated (Colin 2005, pp.2118). Later in 1937, she did her first recordings albums for Decca. At this period of time, her singing reputation grew throughout the Midwest. With her Decca song ‘Gods Gonna Separate the Wheat from the Tares’ which sold, she was prompted a lengthy studio break. Since her career

Genetic Fingerprinting in Paternal Testing and Forensic Science Research Paper

Genetic Fingerprinting in Paternal Testing and Forensic Science - Research Paper Example Introduction Genetic fingerprinting is a technique that relies on exploiting the differences between human DNA sequences, particularly in variable number tandem repeats (VNTRs), for identification. Predominantly the technique is used in paternity testing and the forensic sciences, and can be used as evidence in a criminal trial (Sheindlin 1996). The use of these VNTRs relies on the fact that these are highly variable between non-related humans and so any matches that are made, either between two individuals or forensic evidence and an accused, is not likely to arise by chance (Toth 1997). The purpose of this essay is to explore the applications of genetic fingerprinting technology in paternal testing and forensic science, as well as highlighting some of the pitfalls of using such technology, particularly in a legal setting. Genetic Fingerprinting The principles of genetic fingerprinting rely on the differences between human genomic sequences. Although 99% of the human genome is the s ame in structure, there are certain differences (known as polymorphisms) that are distinctly different in individuals that are not related. For example, VNTRs, particularly short tandem repeats (STRs or microsatellites) are molecular markers that are extremely prone to mutation (Gill et al 1987). All human genomes contain STRs, but these vary hugely between populations and within them, to the extent that 1 in 5 million people will have the same sequence by chance (Jeffreys, Wilson & Stein 1985). Any technique that can ascertain whether two DNA samples match will, therefore, reduce the possible number of perpetrators hugely, making genetic fingerprinting immensely useful to the law. Related individuals also have similarity due to the STRs being co-dominant; each offspring will have one allele from each parent. It is this fact that makes genetic fingerprinting useful in paternity testing (Jeffreys et al 1985). Genetic profiling can occur in a number of ways. One of the most common is polymerase chain reaction (PCR) which amplifies the amounts of a specific DNA sequence, which is evidently useful when working with known STRs. This is achieved using oglionucleotide primers as well as a DNA polymerase, with the primers targeting a specific STR and the DNA polymerase amplifying them for analysis (Welsh & McClelland 1990). It is important that multiple STRs are analysed using PCR, because each individual one can be shared by around 5-20% of the population (Sheindlin 1996). Using multiple STRs for analysis greatly increases the probability that an exact match will be made for whatever reason the analysis is occurring. This method relies on the principle of independent assortment, and the product rule for probabilities means that the chance of someone having the same alleles at multiple STR loci decreases with the number of loci analysed. Genetic Fingerprinting in Paternal Testing It is because of the nature of VNTRs that makes them useful for paternal testing; because they are co-dominantly inherited, each individual will inherit one copy from each parent. This means that when trying to ascertain paternity, an individual will have the same sequence at each VNTR locus as the father (as well as one from the mother at the corresponding locus). If the mothers VNTR genotype is known, then these

Differences In The Treatment In The Financial Statements For Capital Essay

Differences In The Treatment In The Financial Statements For Capital And Operating Leases - Essay Example A capital lease is considered an acquisition of ownership once the lease is paid out. The lessee must record the lease as an asset. The four criteria that must be considered by accountant to record a lease as a capital lease are: The lease transfers ownership of the property to the lessee The lease contains a bargain purchase option The leas is equal to 75% or more of the economic life of the leased property The present value of the lease payments equals or exceeds 90% of the fair market value of the leased property (Weygand & Kieso & Kimmel, 2003, pg. 658). Weygandt, J., Kieso, D., Kimmel, P. (2002). Accounting Principles (6th ed.). New York: John Wiley & Sons. 2. I think that capital leases are better investment options than operating leases. I compare the difference between an operating leases and a capital leases to the difference between been a renter and a homeowner. Companies that incur in operating leases contracts are throwing money away because they will pay thousands of do llars and will never own the equipment. Sometimes due to the nature of the project it is better to use operating leases. For example if a project has a completion elapsed time of 6 months, it is cheaper to obtain equipment using short operating lease contracts. 3. When you think about the criteria of having a leases for the duration of at least 75% of the useful life of equipment it makes sense that capital lease transfer ownership. The person that pays the lease will pay the owner of the equipment the majority of the value of the asset. I think the use of capital leases is a good way to add value to the balance sheets of a company. The equipment will increase the total assets account of the company. Since the balance sheet is based on the basic accounting equation it must balance itself out, thus there is need of a liability to be included in the balance sheet to offset the asset entry. 4. The four criteria you mentioned in your response are right on target. The first criterion of ownership establishes that a capital lease will lead to ownership of the equipment by the lessee once the contract is complete. A capital lease is similar to a contract to buy a home because the homeowner does not actually fully own the home until is completely paid. If the homeowner fails to pay his monthly payment for more than three consecutive months the bank could foreclose on the home and take back the house. The fair value criterion also completely justifies the ownership privileges in a capital lease. 5. Weekly Summary During week two of the course I learned a lot about accounting theory. The classroom discussion was very informative. I now clearly understand the difference between an operating lease and a capital lease. The week two individual paper cover some very specific accounting topics dealing with some unusual transactions. I use to believe that the inventory reflected in the balance sheet was based on historical cost only. I learned this week that companies make adj ustment to lower the inventory when the current replacement cost is lower. Another interesting accounting topic I learned during my research for the week two paper was that accountants can capitalize interest on construction projects. 6. The total inventory of the company at the end of 2009 was 282,000 units. Using LIFO the valuation of the inventory is illustrated below 10000 15 150000 22000 18 396000 250000 20 5000000 282000 19.67 5546000 The average cost per unit of the company at the end of the year was $19.67 per unit. If the company decides to purchase the 40,000 units at $17 before the end of the year the valuation of the inventory is illustrated below 10000 15 150000 22000 18 396000 250000 20 5000000 40000 17 680000 322000 19.34 6226000 The decision of

The End of Cold War Essay Example | Topics and Well Written Essays - 1250 words

The End of Cold War - Essay Example Many views simply refer Cold war as the ‘war of words’ between various nations and states. From the third world across the countries of Eastern Europe and in reference to the once divided German to the American Midwest the cold war made its presence felt after it inserted itself into the economies of the two protagonists, and shaped political choices of people, as well as, determined the outcomes of the elections. Moreover, it sets parameters on human rights and helps in the promotion of democracy in some countries and authoritarian in others. One side of the scholars argue that ideologies that are conflicting were of no relevance and both sides were in a position to use rhetoric concepts to conceal their real interests and intentions. This was basically placed on the analysis that was last done with regard to the neorealist theory of Kenneth Waltz’s. However, Waltz does not discuss much about the ideology but relies heavily on the two structural features of inter national politics to expound on the interaction between states in general and the super power in particular.2 In fact, Waltz speaks more of unequal distribution of capabilities with the inclusion of anarchic nature of the international system. According to him, there is the presence of frequent patterns of foreign policy behaviour that flows naturally from the two features although other variants of realism offer related but in difference kind of predictions. Additionally, realist who belong to neoclassical ideology argue that great power behaviour cannot be properly understood without taking into account one or two domestic level factors which include perception of threats that are external or relative power. Never the less, they agree with Waltz that the lawless scenery of the global scheme and the unequal distribution of capabilities which were constrained determined the US and soviet foreign policy decisions.3 Contrary to this, several scholars including John Gaddis argue that c onflict took place due to the incompatible ideologies which ended up after the soviet ideology lost its hostile and antagonistic edge. The scholars further refuted claims that in the absence of clashing ideologies, structural conditions would be enough to spark a fierce rivalry between the US and Soviet Union. Scholar like Richard Rosecrance and Arthur Stein argues that any assessments that focused on narrow constituents of realism which include material power was capable of changing in distribution and the threat prevailing externally were radically incomplete, a situation that did not account for what he US and the Soviet Union did way beyond the year 1947.4 Arguing in the same light was John Mueller who contended that the Marxist ideology shaped Soviet foreign policy and that the liberal democratic values were intrinsic to the goals of US. The perspective implied that ideological considerations overdid the two superpower concerns about the balance of power. Criticism is said to h ave risen in regard to the neo-realism theory which was not in a position to predict the end of the cold war. Additionally, the theory was not able to explain how the war would end up either peaceful or none peacefully. Hence it was regarded as a major fail as it was one of the theories that claimed to be in a position to predict on several war and conflict issues. The binary opposition has limits especially when there is an attempt to understand the complexity of history. With the trials of understanding what the policymakers have done, it is necessary to understand that motives are seldom clear cut. The most hidden documents do not reveal reasons as to why US and Soviet acted during this period. Moreover, it is difficult to

Applied Linguistics Essay Example for Free

Applied Linguistics Essay Second language learning has always become an important work-field both in schools and other private sectors dealing with language teaching and learning process especially in the time of global integration. It is a complex activity involving a mix of internal factors such as age, aptitude, motivation, personality, or learning strategies†¦and external factors such as socio-economic and cultural background, learning and teaching contexts†¦ All these factors play a very important role in learners? success in acquiring and using a second language. Thus, learners’ second language achievement can be greatly improved when teachers have a better understanding of the learner, of the learning process and of the variables that may help or hinder learner’s language achievement. Because of the limited size of this article, I am going to discuss some of the most important factors affecting learner’s second language achievement: motivation, age, personality, social and cultural factor in order to analyze what stimulates successful language learning and what places obstacles in the learner’ s path to language proficiency. II. DEVELOPMENT II. 1. Some factors affecting learner’s L2 achievement II. 1. 1. Internal factors II. 1. 1. 1. Motivation It is undeniable that motivation is one of the major factors in deciding the learner’s failure or success in second language achievement. Motivation is a kind of desire for learning. It is very difficult to teach a second language in a learning environment if the learner does not have a desire to learn a language. Reece Walker (1997) stress that a less able student who is highly motivated can achieve greater success than the more intelligent student who is not well motivated. In this article, we are concerned with motivation related to foreign language teaching and learning. Wilkins (1972) points out that â€Å"motivation is not a general covert term for possibly distinct concept such as energy, interest and enjoyment, but instead, restricted to the degree of willingness to learn which depends largely on the learner’s needs in learning the language. Psychologists have distinguished two major types of motivation which play an important role in determining how willing the learner is to persevere with the task: instrumental and integrative motivation The first motivation will be discussed is instrumental motivation. It is generally characterized by the desire to obtain something practical or concrete from the study of a second language (Hudson 2000). With instrumental motivation, the purpose of language acquisition is more utilitarian, such as meeting the requirements for school or university graduation, applying for a job, requesting higher pay based on language ability, reading technical material, translation work or achieving higher social status. Instrumental motivation is often characteristic of second language acquisition, where little or no social integration of the learner into a community using the target language takes place. According to Richards (1976) simply learning a language to acquire course credits, or to carry out a limited range of tasks that do not involve the learner in close face – to – face interaction ( for example a person learning enough English to sell souvenirs to tourists does not generally lead to a high degree of accomplishment in learning). However, in recent years, according to Brown (1977), he stated that Indian English is one example of a variety of English which can be acquired very successful for instrumental reasons alone. Another motivation will be taken into consideration is integrative motivation. According to Gardner and Lambert (1959), this kind of motivation means learning a language because the learner wishes to identify himself with or become integrated in the society whose language it is. It has generally been thought that integrative motivation is the more powerful of the two because it implies a desire to integrate with speakers of the target language. Instrumentally oriented students would be expected to acquire the second language only to the point where their instrumented goals were satisfied. It is likely that when the learner merely wanted to be able to buy food and take public transportation he could achieve those goals with a very low level of proficiency in the second language and if the learner had to use the target language in his professional life, his level of learning would be much higher. Learners with integrative motivation view the language as a key to social and cultural enrichment through the opportunities to provide for association with members of a different culture. Then their goal in learning the language is to be able to use the language as a means of  communication and also for acceptance by the people who speak the language. Such motivation often leads to high accomplishment. In settings such as Vietnam, learners who learn English for special purposes have a great deal of instrumental motivation to acquire English in order to be able to be applied for a good job with a high salary. They learn English very fast just because they want to communicate orally, in a very simple English with other speakers of English. In Vietnam, English is a compulsory subjects so almost all of students learn English just to pass the exam. Thus, the type of language learned namely forms as mainly for communicative use will be directly affected by the type of examination students need to pass. As a result, it is likely that learners will not achieve a high standard of English. II. 1. 1. 2. Language aptitude As has been discussed in the previous section, success in mastering a foreign language depends very much on the learner’s motivation. Beside the motivation factor, social psychologists have also found out that whether a student can learn a foreign language very successfully or not also depends on his language aptitude. This section is an attempt to discuss an intrinsic factor influencing foreign language learning that is language aptitude. Aptitude for language learning is usually composed of four different types of abilities: the ability to identify and memorize new sounds, the ability to understand the function of particular words in sentences, the ability to figure out grammatical rules from language samples, the ability to memorize new words. Many tests of language aptitude have proven extremely effective in predicting which learners will be successful in learning. However, considerable controversy remains about whether language aptitude is properly regarded as a unitary concept, an organic property of the brain, or as a complex of factors including motivation and short-term memory. Research has generally shown that language aptitude is quite distinct from general aptitude or intelligence, as measured by various tests, and is itself fairly consistently measurable by different tests. Language aptitude research is often criticized for being irrelevant to the problems of language learners, who must attempt to learn a language regardless of whether they are gifted for the task or not. This claim is reinforced by research findings that aptitude is largely unchangeable. In addition, traditional language aptitude measures such as the Modern Language Aptitude Test strongly favor decontextualized knowledge of the sort used in taking tests, rather than the sort used in conversation. For this reason little research is carried out on aptitude today. However, operators of selective language programs such as the United States Defense Language Institute continue to use language aptitude testing as part of applicant screening. In my opinion, as a teacher of English, aptitude plays an important role in learner’s language achievement. How is it that some people can learn a foreign language quickly while others, given the same opportunity experience utter failure? Does this depend on how language is taught? Partly this is true as when the teacher is equipped with a better language teaching method, his students can learn faster. But partly it is not true as in the same group there always exists fast and slow learners. Another answer to the question is the problem of â€Å"motivation† but not all students with the same motivation can have the same accomplishment. Another possible answer to the question is that some people have language aptitude while others do not. II. 1. 1. 3. Learner’s age The previous section dealt with the learner’s language aptitude, a factor that influences language acquisition a great deal. This section will take into consideration another factor age which has received a number of opinions so far. In the past few decades, the comparisons among child, adolescent and adult learners have been made by many researchers, and the different findings as well as explanations have been reported. Traditionally, research in Critical Period Hypothesis and other variables has derived two major aspects of language learningthe younger = the better and the older = the better. However, recently the scholars in the fields of linguistics, psychology and psycholinguistics have reported their study or experiment results continually, resulting in completely different points of view so the argument for or against the Critical Period Hypothesis has never stopped. The question of how developmental stages interact with individual learning differences is still a question of great debate. Is there an optimal age, a critical period or a sensitive period? How does the age factor affect the development of linguistic abilities? Are adults really inferior to children and even to adolescents? There exists a belief that younger learners have certain advantages over older learners in language learning. According to Ellis in 2008; Larsen-Freeman in 2008; Mayberry Lock in 2003, Robert Dekeyser in 2000, younger children learn L2 easily and quickly in comparison to older children. Larsen-Freeman Long in 2008 also suggest that there is a period of time, between birth and somewhere around the age when a child enters puberty, exists in which the learning a second language can be accomplished more rapidly and easily than times falling outside of this period (i. e. post puberty). This is because children are in the most flexible condition learning a foreign language. This stage might be strongly impressed on their brain, which can stimulate nervous function system, and the further learning can help them to form language habit and competency easi1y. however Researchers also disagree with withdrawing home language support too soon and suggest that although oral communication skills in a second language may be acquired within 2 or 3 years, it may take 4 to 6 years to acquire the level of proficiency needed for understanding the language in its academic uses (Collier, 1989; Cummins, 1981). So children who are taught L2 intensively too early will damage their L1 acquisition. Another belief reported by Johnson and Newport, Dekeyser, Asher and Price, Politzer and Weiss, Olson and Samuel, Lightbown and Spada (2008) that older learners have a higher level of problem solving and metalinguistics abilities than younger learners.. The young learners are considered fluent in communication of the second language and achieve native like accent. Learners after the age of puberty do not acquire native like accent of a second language but have complex learning pattern. Research suggests that children and adults L2 learners pass through different developmental states in second language learning. Learning depends on the cognitive maturity and neurological factors. Adults’ cerebra nerve network has come into being completely, and their thinking habits have become mature in this period. They can deal with complicated language form and contents easily, because their meta-language consciousnesses, common sense and literary knowledge are better than children. In general, age is important but not everything in second language learning. There are some factors related to the age, for example the learning opportunities, the motivation to learn, individual differences, and learning styles, are also important determining variables that affect the rate of second language learning in various developmental stages of the learners. II. 1. 1. 4. Learner’s personality We have mentioned some important factors influencing learner’s second language achievement such as motivation, language aptitude and age. In this section we continues with some specific personality factors in human behavior in relation to second language acquisition. The psychological factors to be discussed here are self-esteem, inhibition, extroversion/ introversion. Self –esteem is the degree of value, a worthiness which an individual ascribes to himself. According to Schuman in 1978 and Brown in 1980, there are three kinds of self- esteem: global, specific and task self – esteem. How is self –esteem related to second language acquisition? Brown (1980) states that specific self- esteem might refer to second language acquisition in general but task- esteem might approximately refer to one’s self-evaluation of a particular aspect of the language process: speaking, writing†¦ A study by Adelaide Heyde (1979) revealed that all three aspects of self-esteem correlated positively with performance in oral production and student with high self –esteem actually performed better in the foreign language. Inhibition sets of defences built to protect the ego, a concept closely related to self-esteem and of course has to be considered by teachers. Language learners, children or adults, make progress by learning from making mistakes but at the same time, making mistakes can be viewed as a threat to one’s ego. As a result, the learner tends to build a certain degree of defence to protect himself. Guiora et al (1972a) produced one of the few studies in inhibition in relation to second language learning, and the experiments have been high-lighted a possibility that the inhibition, the defence which we place between ourselves and others can prevent us from communicating in a foreign language. . Another factor which also needs some examination is extraversion and introversion. Language teachers often assume that the extraverts are better language learner than introverts. In a language class, the teacher tends to prefer to have more students with an outgoing and talkative personality. At an early stage, extroverts seem to speak the language better than the introverts, but this does not mean that the proficiency of a more introverted student will be lower. This depends very much on the goal of learning. It can be argued that the reserved learner may be very quiet but he can be a good language learner in the sense that he is good in aural and reading comprehension even though he cannot speak. Thus, it is not clear then that extraversion or introversion helps or hinders the process of second language acquisition and it is hard to say which is ideal for language learning. II. 1. 2. External factors The previous section examined some aspects of internal factors. This section accounts for some equally important external factors which also affect learner’s second language achievement. As language teachers we are faced with factors such as the social context of learning, the cultural differences between two language involved. The learning environment of the educational context and the teaching method being used. Most of these are largely beyond our control but nevertheless they are important because they can affect, sometimes decide the learner’s internal factors in learning. To improve teaching and stimulate better learning, these factors should be taken into consideration. II. 1. 2. 1.  Social factor The child’s acquisition of his mother tongue is affected by the condition under which it takes place. The same influence is also relevant to learning of a second or foreign language. The classroom itself is a kind of social setting where each student has a role, so his success of learning a foreign language is, to some extent, determined by the teacher- student relationship and the student- student relationship. The teacher’s love for his job is often an encouragement to his students in their learning. According to Cheatain (1976), student is also strongly encouraged to learn the language when his teacher is always hopeful. The student- student relationship is no less important. This instance concerns face- saving. No students likes to let his errors be known to his friends, so correction of errors by the group is helpful when there is non- hostile trusting climate in the classroom. In addition to the classroom features of the learning situation itself, there are factors in the wider social context that influence language learning. Teaching never occurs in a vacuum. Any subject occupies a position in the syllabus in order to meet a need of all part of the school population. Second language or foreign language teaching is not an exception. As the political, economic and historical conditions change, the course objectives are altered. In a great number of countries it so happens that shifting political economic and social conditions often bring about the change in status of a second or foreign language. For example, English was not introduced into the school curriculum in Vietnam until 1971. Nowadays, when Vietnam is a member of WTO, English becomes a compulsory subject as it is an international language of commercial and official communication. Political factors are not the only ones that influence second language learning. Other attitudes towards language learning which are characteristic of the society to which the learner belongs are particularly important to the success of language learners. In Vietnam, the ability of using English fluently is a special qualification for certain favored jobs, but in others like the UK or the USA, learning another language is little more than a hobby. Obviously, all the different attitudes, which actually stem from political, economic or historical causes play an important part in the overall achievement in foreign language learning. II. 1. 2. 2. Cultural factors It is obvious that knowing a second language no longer means merely having acquired some linguistic competence: the ability to construct grammatically correct sentences. It also includes the acquisition of communicative competence: the ability to communicate the second language. To the extent that language is culturally acquired, one can never learn a second language successfully without learning the culture of that language. In the article â€Å"Talking across culture† in 1981, Richards argues that those who are supposed to know a foreign language must have linguistic competence, communicative competence and social competence as well. By social competence, he means that the learner is expected to know how to behave in a speech community of speakers of the target language. In other words, he must be familiar with the culture of the native speakers otherwise, he will be shocked, or fail to understand native speakers even though he is linguistically competent. It can be concluded that anyone decides to learn a certain language properly, culture is something he cannot avoid in the process. In teaching English, we need to be aware of the cultural assumptions that the students already possess. We also need to be aware of the cultural assumptions that surround the use of English. Functions and structures used to be examined for cultural content, it cannot be assumed that they are neutral. II. 2. Language teaching implications. For the reason that motivation plays a very important role in second language achievement, the task of the teacher is to maximize the motivation. Teachers should raise students’ interest in learning English so that they no longer learn English to pass the exam or to fulfill curriculum’s requirement but for the desire to interact and communicate with foreigners†¦ In order to achieve these goals, teachers should vary the activities, tasks and materials, provide students with opportunities for interaction in the target language in and outside the language learning environment through preplanned, and authentic activities. As a result, students will be more interested in learning English. Not many researchers have carried out research about language aptitude because it is something that teachers are powerless to alter. Students vary in terms of aptitude so teachers should categorize them according to their aptitude profiles. For example, one group was identified as having particularly good memory abilities (relative to other abilities), and another group was identified as being high in verbal analytical abilities. It is the duty of teachers to select appropriate teaching approaches and activities based on learners’ aptitude profiles to accommodate their differences in aptitude. If the methodology matches students, they will learn better otherwise it may decrease students’ second language achievement. We all know that different ages have different ways of learning and different ways of achieving language. The differences among the three age groups (children, adolescents and adults) are really existent and the biological L2 learning conditions are unchangeable. Learners of different ages and stages should use different strategies. Thus, the teacher’s duty is different in the three groups and the teaching approaches and strategies should cater for the traits of students. For example, children use strategies unconsciously and their teacher should help them form good learning habits in this period. Some adolescents might be unable to be aware of using learning strategies, and others use too many complex and sophisticated learning strategies in L2 language learning, which might not ensure to achieve high level. Adult learners prefer analytic-style strategies such as comparative and contrastive analysis, generalization rules learning, and dissecting words and phrases. As a result, teachers should manipulate a number of options according to the aim of the teaching and learning, such as different reading materials, the speed of teaching procedures, etc Suitable approach and strategies for each trait of age will help learners achieve language better, compensate the shortcomings and take good advantage of in three groups. As the results listed in the previous part indicate, learners differ in terms of personality. Some students are very reserved, some are self- confident, some are ready to take a risk but others do not. Understanding each student’s personality is extremely important to every teacher not except for teacher of English. When teacher know students’ characteristics, they can use appropriate methods for each of them. For example, most of Vietnamese students are still basically shy and withdrawn. Then teachers should involve a lot of pair and group work instead of using the teacher- students questions and answers. Teachers should use cooperative rather than competitive goals to create a supportive and non-threatening learning atmosphere. Besides, teachers should encourage and support students all the time especially when they are struggling or lacking confidence in certain areas. Good teachers will know how to adapt their methods of teaching to different learners’ personalities to have best results in second language achievement. It cannot be denied that social context has a big influence on situation of second language teaching and learning of each nation. Thus, in order to create a good learning condition for second language learning to flourish is the duty of everyone: parents, authority of school, community, ministry†¦ For example, parents should give children favorable condition to learn second language, school should be concerned about students’ language learning and teaching to make it better, ministry of education should pay more attention to the quality of language teacher, textbooks and facilities necessary for effective second language teaching and learning to happen. Culture is very important in second language learning so the duty of teachers is to raise students’ awareness of cultural differences between countries. When teaching a foreign language such as English, teachers should teach students language competence along with socio- cultural competence. Both teachers and authorities should bear in mind that learning about other cultures does not mean changing one’s own values and world outlook. On the contrary, by comparing some aspects of cultures in different societies, students may better appreciate their own culture and tradition and avoid false stereotypes which may result in either prejudice against other culture or blind belief that other cultures are superior. A successful language learner is a person who not only knows how to make grammatical and meaningful sentences but also knows how to use them in appropriate situations and a good language teacher is a person who knows how to help them do so successfully. III. CONCLUSION In conclusion, the success in second language acquisition depends largely on many factors but some of the most important factors can be mentioned are motivation, language aptitude, learner’s age and personality, social and cultural context. Thus, knowing these factors and how they influences learners’ second language achievement is very crucial to teachers of foreign languages in general and English in particular. Their language can be greatly improved when teachers have a better understanding of the learner, of the learning process and of the variables that may help or hinder learner’s language achievement. IV. REFERENCE Krishna K.  B , â€Å"Age as an Affective Factor in Second Language Acquisition†, Troy Universityn Press. HIDASI, Judit, (2005) â€Å"The Impact of Culture on Second Language Acquisition†, Annals of the International Business School. Hoan, P. K, (1985), â€Å"Psychological and cultural factors related to methodologies to Hanoi foreign languages Teachers’ college student†, Sydney Zhang . J, (2006) Sociocultural Factors in Second Language Acquisition, Sino-US English Teaching, Volume 3, No. 5 (Serial No. 29) Mehmet, N. G, (2001) â€Å"the effects of age and motivation factors on second language acquisition† F? rat University Journal of Social Science. tic

Operation of the Power Transformer

Operation of the Power Transformer CHAPTER 1 INTRODUCTION 1.1 Project Overview A factor of main economic importance and safety in electrical utilities and industrial customers of electricity is dependent on the operation of the power transformer. In the current economic situation, most of the supply utilities and industries tighten their control on production spending of capital and make savings in maintenance as well as ensuring the reliability of electricity supply. A power failure can increase the electrical loads. These loads will defer purchasing additional plant capacity and can cause the stress on the transformer increases. Thus, monitoring should be conducted to ensure the reliability of the net effect of the thermal voltage, electrical and mechanical service requirements brought about by the increase. Regular sampling and testing of insulation oil taken from the transformer is a valuable technique in the preventative maintenance program. The transformer can be used longer if a proactive approach undertaken based on the transformer oils condition. During an operation of a power transformer, transformer oil is subject to form electrical and mechanical stresses. Besides that, there are also contaminations caused by chemical interaction with windings and other solid insulations, catalysed by high operating temperature. Consequently, the original chemical properties of transformer oil changes gradually, cause it no longer function effectively after many years. Therefore, this oil should be tested periodically to ascertain its basic electrical properties, and make sure it is suitable for further use or necessary actions like filtration has to be done. The details of conducting these test is available in the standards issued by the IEC, ASTM, IS, BS. 1.2 Background Problem The dielectric strength of insulating oil is the oils ability to withstand electrical stress without failure. This test is done by applying a controlled ac voltage to two electrodes which are immersed in the insulating oil. The gap between two electrodes placed in a specified distance. The voltage recorded when the current arc across this gap is the dielectric strength breakdown strength of the insulating liquid. Contaminants such as water, carbon, sediment and conducting particles can reduce the dielectric strength of insulating oil. Clean dry oil has an inherently high dielectric strength but this does not indicates the absence of all contaminates, it may indicate that the amount of contaminants present between the electrodes is not large enough to affect the average breakdown voltage of the liquid. Power transformers are often operated under aged conditions. Thus the moisture content in oil increases, aging products become dissolved and particles are dispersed. Besides that, transformers are operated under novel environmental conditions, were low or high pressures exist. A safe service necessitates the thorough investigation of these influences. 1.3 Problem Statement Monitoring system of transformer oil existing is usually done in periodically. Duration of each use of transformer oil has been established within a time period for the replacement of the new transformer oil. So, the used transformer oil cannot be fully ensured in accordance with the standards set and this could cause a disruption in the operation of transformer. In addition, the monitoring system of transformer oil existing is expensive as well as the impact of waste oil is hazardous and cannot be disposed of. Thus, a permanent monitoring system of transformer oil with minimal costs should be established to ensure the transformer oil is always good quality to use. 1.4 Objectives The objectives of the project are important to ensure the research will fulfill the solution of the problem of the research. There are intentions conducting the research are shown below:- To study on the transformer oil and the maintenance procedures. To design a dielectric test device for transformer oil with using commercial off-the-shelf (COTS) equipment. 1.5 Scopes The scopes of the project are important to ensure every step is followed in completing the research. The scopes also could be important reference to gain related data or information of the research. Those are the scopes of the project:- To study on the quality of transformer oil. To study on the dielectric strength of transformer oil. To study the maintenance of oil immersed distribution transformer. Literature research about the monitoring of Dielectric Breakdown of transformer oil. To design a Dielectric Strength testing circuit. To analyze the result of Dielectric Strength testing. 1.6 Thesis Outline In preparing this project, the development of any information obtained should be gathered and described in each chapter are contained in the project report. Each chapter will discuss some important issues. Through this project, Chapter 1 as an introduction to the project discuss on overview of the project, background problem and problem statement. The objectives and scopes of the project were also discussed in this chapter. Then, Chapter 2 will explain in an inclusive literature review of transformers, transformer oil, the methods of monitoring and maintenance of transformer oil, equipments or tools required and software programming suitable for design the Dielectric Strength testing circuit. Next, Chapter 3 will describe the methodology used in preparing this project. This chapter is important to ensure that methods and tools used systematically and effectively. Chapter 4 will give an explanation and analysis of the circuit to be designed. This chapter also includes the methods and results of tests carried out by using the circuit designed. Problems occur in doing this project and steps to overcome the problems also discussed in this chapter. Finally, Chapter 5 which is the last chapter in this project as the conclusion of the project and some suggestions for further research on this project. CHAPTER 2 LITERATURE REVIEW 2.1 Introduction Transformer is one of the most useful appliances ever invented. Transformer can raise or lower the voltage or current in alternating current (AC) network, the circuit can be isolated from one another, and to increase or decrease the apparent value of a capacitor, inductor, or resistor. Furthermore, the transformer allows us to transmit electricity long distances and to circulate safely in factories and homes. (Electrical Machines, Drives, and Power Systems, 6th Edition). The cost of a transformer is high. The failure of one transformer resulted in a loss in terms of the price of one transformer or in terms of energy supply disruptions to consumers. Therefore, to monitor the transformer oil is one the right way and good for detecting the causes of damage to transformers. 2.2 Transformer Transformer is one of the most important electrical devices. Transformer is widely used in power systems and electronic devices. Transformer can also raise and lower voltage levels and the alternating current to suit application. Transformer can transfer power from one section to another on the same frequency but different voltage levels and currents. Transformer basically consists of two coils of a conductor which acts as an inductor electrically separate but magnetically attached. Transformer consists of two loops wrapped around the core base, core and coil which are a part of the transformer structures. Figure 2.1 shows the general structure of a transformer. When alternating current connected to the transformer primary windings, current will flow through the primary winding. Alternating current flows will create an alternating magnetic flux in the transformer core. The magnetic flux can flow to the secondary winding of the transformer through the transformer core. According to the Faraday law, the electromotive force or voltage is induced in the coil-winding transformer when the flux is changes in value. Because of the magnetic flux in the transformer core is an alternating flux whose value is constantly changing over time, the electromotive force or voltage is always induced in the coil-winding transformer. Electromotive force in the primary winding is known as the self-induced electromotive force is due to the flux generated by the coil itself. While the electromotive force induced in the secondary winding is known as mutual induction electromotive force due to the induced electromotive force is caused by magnetic flux generated from the primary winding. In an ideal transformer, the induced voltage in the secondary winding (Vs) is comparable to the primary voltage (Vp), and is given by the ratio of the number of turns in the secondary (Ns) to the number of turns in the primary (Np) as follows: VsVp= NsNp (2.1) By the selection of the ratio of turns, a transformer thus allows an AC voltage to be stepped up by making Ns greater than Np, or stepped down by making Ns less than Np. There are many types of transformer are designed to meet the specific industrial applications. These include autotransformer, control, current, distribution, general-purpose, instrument, isolation, potential (voltage), power, step-up, and step-down. To avoid rapid damage of the insulating materials inside a transformer, sufficient cooling of the windings and the core must be provided. Indoor transformers below 200 kVA can be directly cooled by the natural flow of the surrounding air. The metallic housing is equipped with ventilating louvres so that the convection currents that can flow over the windings and around the core. Large transformers can be constructed in the same way, but the forced circulation of fresh air must be provided. Such as a dry-type transformers are used inside the building, away from the hostile atmosphere. Distribution transformers below 200 kVA are usually immersed in mineral oil and sealed in a steel tank. Oil carries the heat away to the tank, which it is lost by radiation and convection to the outside air. Insulating oil is much better than air, consequently, it is often used in high voltage transformers. As the power rating increased, external radiators are added to increase cooling surface of the tank contains oil. Oil circulates around the transformer windings and moving through the radiator, where heat released into the surrounding air. For still higher levels, cooling fans blow air over the radiators. For transformers in the megawatt range, cooling can be effected by the oil-water heat exchanger. Hot oil drawn from the transformer tank is pumped into the heat exchanger where it flowing through the pipes that are in contact with cold water. Such as heat exchanger are very effective, but also very expensive, because water itself must continuously cool and recirculated. Some large transformers are designed to have multiple ratings, depending on the cooling method used. Thus, the transformer may have triple ratings depending on whether it is cooled by: the natural circulation of air (AO) for 18000 kVA, or forced-air cooling with fans (FA) for 24000 kVA, or the forced circulation of oil accompanied by forced-air cooling (FOA) for 32000 kVA. These elaborate cooling systems are nevertheless economical because they enable a much greater output from the transformer of a given size and weight. The type of transformer cooling is designated by the following symbols: AA dry-type, self-cooled AFA dry-type, forced-air cooled OA oil-immersed, self-cooled OA/FA oil-immersed, self-cooled/forced-air cooled AO/FA/FOA oil-immersed, self-cooled/forced-air cooled/forced-air, forced-oil cooled The temperature rise by the resistance of oil-immersed transformers is either 55Â °C or 65Â °C. The temperature must be kept low to preserve the oil quality. By contrast, the temperature rise of dry-type transformer may be as high as 180Â °C, depending on the type of insulation used. 2.3 Transformer Oil Transformer oil or insulating oil is usually a highly refined mineral oil that is stable at high temperatures and has excellent electrical insulating properties. It is used in oil-filled transformers. Transformer oil is like the blood in the body of transformer. It must be periodically tested to monitor condition of the transformer. Transformer oil serves three basic functions which are to insulate, to cool and maintain the transformer functions at all times. To keep these functions the industry has agreed on certain standards. The two leading transformer oil specifications in the world are IEC 60296 and ASTM D 3487. In these standards there are many specific requirement and limits based on physical and chemical properties. Many of these properties and their limitations derived from the chemistry of refined mineral oils in combination with application specific requirements of electrical insulation. In an age when alternative to mineral oil being developed, it is important both to know what is desirable and what is likely to achieved in technical terms. Whereas some brands of transformer oil could only meet the specifications, the others excel. In the end, transformer oil consumers should decide which properties are most important to their intended use. Technical specifications also have an impact on issues such as asset management, maintenance planning and investment budget. To help make decisions in these areas it is helpful to have a basic understanding of the science underlying specifications and limitations. In Malaysia, mostly used transformer oil is mineral crude oils (uninhibited mineral oils) which contains Paraffic, Naphteric or mixed. It is supplied by Hyrax Oil Sdn. Bhd. 2.3.1 Transformer Oil Properties The main function of transformer oil is insulating and cooling of the transformer. Thus, it should have the following properties: High dielectric strength and good dielectric properties resulting in minimum power loss. Low viscosity improves cooling. Freedom from inorganic acids, alkali, and corrosive sulphur. Resistant to emulsification. Rapid settling of arc products. Low pour point. High flash point resulting in low evaporation losses due to high thermal stability. High resistivity gives better insulation values between windings. Excellent interfacial tension for quick water separation. Proven resistance to electrical stresses. High electrical strength. Remarkably low sludge and acidity formation in both ageing and oxidation tests gives longer life to oil and equipment during storage and service. 2.3.2 Theory of Transformer Oil Parameters a) Water Content The standard for measuring water content in oil is IEC 60814. (Marcel Dekker, 1990). The important function in transformer oil is to provide electrical insulation. When oil has higher moisture content, it can reduce the insulating properties of the oil, which can cause dielectric breakdown. This is the particular importance with fluctuating temperatures because, transformer will cools down if any dissolved water will become free and this oil become poor insulating power and fluid degradation. (Azliza binti Mohd Jelan,2009). b) Breakdown Voltage Dielectric strength is one of the important characteristic in insulation field. Breakdown voltage of the insulating material is the maximum electric field strength that it can be withstand intrinsically without breaking down and without failure of its insulating properties, dielectric strength also means that a certain configuration and electrode dielectric material that produces minimal damage to the electric field. (Rohaina bt Jaafar, 2003). Breakdown strength in liquid according to various factors influenced in the experiment which is electrode material and surface state, geometry electrode, the presence of chemical pollutants, the presence of physical pollutants, oil molecular structure, temperature and pressure. There also various factors in the theory of voltage breakdown which is like electronic theory, suspended particle theory, cavitations theory and bubble theory were postulated. (Olive Oil from the Tree to the Table). Dielectric strength also depends on the time and method of tension, purity materials, the type of tension as well as experimental and environmental parameters, until set of dielectric strength unique to the specific material is difficult, a range of values can be found and used for application purposes. (Noraniza binti Toriman, 2003). 2.3.3 Types of Transformer Oil a) Mineral Transformer Oil (Mineral Based Oil) A mineral oil is a liquid by product of the petroleum refineries to produce gasoline and other petroleum based products from crude oil. A mineral oil in this sense is transparent and colourless oil composed mainly of alkenes and cyclic paraffin, related to. Mineral oil is a substance of relatively low value, and it is produced in very large amounts. Mineral oil is available in light and heavy grades, and can often be found in drug stores. There are three basic classes of refined mineral oils: Paraffinic oils, based on n-alkenes. Naphthenic oils, based on cycloalkanes. Aromatic oils, based on aromatic hydrocarbons. Table 2.1 Properties of Mineral Transformer Oil (http://www.substech.com) b) Silicon Transformer Oil (Polydimethylsiloxane based fluid) Polydimethylsiloxane (PDMS) belongs to a group of polymeric organosilicon compounds that is often referred to as silicones. PDMS is the most widely used silicon-based organic polymer, and is known for its unusual rheological properties. PDMS is optically clear, and, in general, is considered to be inert, non-toxic and non-flammable. It is called dimethicone and is one of several types of silicone oil (polymerized siloxane). Its applications range from contact lenses and medical devices to elastomers; it is present, also, in shampoos, caulking, lubricating oils, and heat-resistant tiles. Table 2.2 Properties of Silicon Transformer Oil (http://www.substech.com) c) Synthetic Transformer Oil (Organic Esters Based Fluid) Synthetic oil is a lubricant consisting of chemical compounds which are synthesized using chemically modified petroleum components rather than whole crude oil. Synthetic oil is used as a substitute for lubricant refined from petroleum when operating in extremes of temperature, because it generally provides superior mechanical and chemical properties than those found in traditional mineral oils. Table 2.3 Properties of Synthetic Transformer Oil (http://www.substech.com) 2.3.4 Transformer Oil Testing Regular sampling and testing of insulation oil taken from the transformer is a valuable technique in the preventative maintenance program. The transformer can be used longer if a proactive approach undertaken based on the transformer oils condition. Hence, transformer oil must be periodically tested to ensure its basic electrical properties. These tests can be divided into: a) Liquid Power Factor The IEC standard method for this test is IEC 247. This involves measuring the power loss through a thin film of liquid test. Water, contamination, and the decay products of oil oxidation tend to increase the power factor of oil. (A Guide to Transformer Oil Analysis, by I.A.R. GRAY) b) Dielectric Breakdown Strength The dielectric breakdown voltage is a measure of the ability of the oil to withstand electric stress. Dry and clean oil showed the inherent high breakdown voltage. Free water and solid particles, especially the latter in combination with high levels of dissolved water, tend to migrate to areas of high electric stress and dramatically reduce the breakdown voltage. The measurement of breakdown voltage, therefore, serves primarily to indicate the presence of contaminants such as water or conducting particles. A low breakdown voltage can be indicating that one or more of these are present. However, a high breakdown voltage does not necessarily indicate the absence of all contaminants. This test was conducted in accordance with IEC 156. (A Guide to Transformer Oil Analysis, by I.A.R. GRAY) c) Moisture The purpose of dielectric tests are conducted is to ensure the monitoring moisture can be done directly. IEC 733 is a well established and can measure the moisture down to the low part of the million levels. While the acceptable values have been set by the voltage class for moisture, these are somewhat misleading. A truer picture of moisture in the transformer must be taken into account so that percentage saturation of the oil by moisture and percentage moisture by dry weight of the solid insulation can be calculated. (A Guide to Transformer Oil Analysis, by I.A.R. GRAY) d) Neutralization Number (Acidity) This value, measured by IEC standard method IEC 1125A reported as mg KOH / g sample, reports the relative amount of oil oxidation products, especially acids, alcohol and soap. As oil continues to oxidize, the acid increased gradually, generally over the years. Running the acid number regularly provides guidance as to how far oxidation of the oil has proceeded. The acceptable limit by the test is usually used as general guidelines to determine when the oil should be replaced or reclaimed. (A Guide to Transformer Oil Analysis, by I.A.R. GRAY) e) Interfacial Tension The test methods for interfacial tension (IFT), IEC 6295, measuring the strength in mN/m from the interface that will form between service aged oil and distilled water. Because the decay products of oil oxidation are oil and water soluble, their presence would tend to weaken the interface and reduce the interfacial tension value. (A Guide to Transformer Oil Analysis, by I.A.R. GRAY) f) Colour/Visual Field inspection of liquid insulation (IEC 296) includes examination for the presence of cloudy or sediment and the general appearance as well as a colour inspection. As oil ages, it will be darken gradually. Very dark oil or oil that changes drastically over a short period of time may indicate a problem. Any cloudiness or sediment indicates the presence of free water or particles that may be harmful to continued the equipment operation. Taken alone, without considering the past history or other test parameters, the colour is not very important to diagnose transformer problems. If the oil has an acrid or unusual odor, consideration should be given to carrying out further tests. (A Guide To Transformer Oil Analysis, by I.A.R. GRAY) g) Sludge/Sediment The IEC 296 test distinguishes between the sediment and sludge. Sediment is an insoluble substance present in the oil. Sediment may consist of insoluble oxidation or degradation products of solid or liquid materials, solid products such as carbon or metallic oxide and fibres or other foreign matter. Sludge is polymerized oxidation products of solid and liquid insulating material. Sludge is soluble in oil up to a certain limit. At sludge levels above this, the sludge comes out of the solution contributing an additional component to the sediment. The presence of sludge and sediment can change the electrical properties of the oil and prevent the exchange of heat, so encouraging damage to the insulating material. (A Guide to Transformer Oil Analysis, by I.A.R. GRAY) h) Inhibitor Content Inhibited oil deteriorates more slowly than uninhibited oil so long as active oxidation inhibitor is present. However, after the oxidation inhibitor is consumed, the oil can be oxidized at a higher level. Determination of oxidation inhibitor remaining in the in-service transformer oil is based on IEC 666. (A Guide to Transformer Oil Analysis, by I.A.R. GRAY) i) Dissolved Gas Analysis The purpose and functions of the DGA is to provide an indication as to whether there may be an active or incipient tran