John Dewey

Introduced his theories and concepts on how people think. He identified a number of different modes of thought including reflection. He saw reflection as an aspect of thought, a rational and purposeful act that is more then mere thinking. Dewey contrasted routine action with reflective action, laying the roots of reflective practice in teaching (Kodiak-Myers, 2012, p. 5). In his notion of reflective action he described a willingness to engage in self-assessment, which squired flexibility, analysis and social awareness (Pollard, 2005, p. 3). His reflection described a willingness to consider different possibilities and the ability and desire to recognize various opinions (Skateboarders, 2012, p. 5). Reflection, as a familiar activity, is often misunderstood, overlooked in the formal process of teaching and equated with similar activities such as thinking about the day, making sense of experiences we had or discussing resent occurred events and issues. In these daily activities teacher s assume that learning occurs (Bout, Gogh, & Walker, 1 985, p. 8).Employing a reflective teaching approach, a teacher will be In control of the teaching process and Its outcome, giving the teacher the ability to research on the effectiveness of his teaching enabling him to asses if learning indeed occurs (Killeen, 1989, p. 52). In this assignment I will first, explain reflection. In this explanation I will consider the different classification, categories and some characteristics of reflection. Next I will argue that reflection within the learning process is important for the teacher.I will thereafter critically discuss some of the advantages and limitations of along feedback from students In the reflective practice and wall conclude that the advantages outweigh the Limitations of galling feedback. For a teacher to employ a reflective practice he or she needs to firstly understand the meaning of reflection. Rodgers (2002) is of the opinion that, after almost a century of considering reflection there is no clear understanding in our academic literature of what exactly reflection is. She reconsiders Dew's concept of reflection and formulated four criteria that she felt characterized his concept of reflection.She speaks of reflection as a meaning making process that moves a learner from one experience Into the next†, as a â€Å"systematic, rigorous, deadlines way of thinking† that â€Å"needs to happen in community, in interaction with others† and it requires â€Å"attitude that value the personal and intellectual growth of oneself and of others† (Rodgers, 2002, p. 845). Reflection starts when a person inquires into his or her experiences and knowledge relevant to the experience, enabling him or her to ascribe meaning to his or her beliefs (Collier, 1999, p. 73). Learning Is affected through a process of thinking and fleeting on new experiences In relation to an excellent knowledge base and own understanding. Collier (1999) refers to Ki tcheners research that suggests a continuation of the reflection process, where knowledge is first viewed as certain and absolute, learned from authorities and direct observations. This absolute acceptance of knowledge develops, as the individual's own experiences and knowledge develops to â€Å"uncertain, relative and personal constructed† (1999, p. 174).Such ¶n (1987) is of the theory within practice, and the use of such a process ultimately leads to expertise. He identified two possible processes of reflection, a retrospective analysis of experiences, the reflection-on-action and the reflection-in-action, which is the process of reflection as an active part of the experience. In the reflection-on-action a teacher will reflect after a lesson on the process by thinking about the lesson, reflecting on the good and bad moments in the lecture, considering how to improve on the bad elements and how to build on the good moments.Reflection-on-action will be possible through self -examination, student assessments, student feedback of lesson ND discussions of mentor teachers (Howell, 2014). Reflection-in-action is used more by teachers with existing knowledge of teaching and experience of the learning process and is used to assess the student participation, knowledge, understanding and learning during the lesson (Howell, 2014). A third process of reflection is a proactive reflection known as reflection-for-action (Collier, 1999, p. 174). Howell (2014) uses this third process of reflection, before-action, which allows her to consider her lesson before it takes place.This process of reflection allows the cheer to be in a position to consider what will be taught, how it will be taught and he or she can develop an inner attitude of gratitude that will positively influence the attitude of the learners. Reflection does not always occur on the same level and, is depending on the circumstances and experiences of the teacher. Reflection will be influenced by the teach er's knowledge of the subject matter, her understanding of the teaching process as well as her personal circumstances and attributes. Howell (2014) identified these levels as technical, practical and critical reflection.The chemical level is concern with â€Å"effective application of educational knowledge and skill†, the practical level describes â€Å"an experience so that a subjective perception or commitment to a certain theory or system† is noticed and critical reflection is â€Å"indicated by a high degree of open-mindedness including ethical/moral and social considerations† (Collier, 1999, p. 174). These levels of reflection exist and work together (Howell, 2014) and research has indicated that new teachers often apply all these levels of reflection and all levels are equally important in the learning process Collier, 1999, p. 74). The teacher, as well as the learner in the sense that both teacher and learner bring certain attributes to the learning proce ss, will influence the process. Unless a teacher is capable of reflection he might not be able to bring about long term positive outcomes within the learning process. Teachers are often influenced by outside factors when faced with difficult situations within the class room and can easily, unconsciously develop standard problem solving tactics, left unexamined for years (Shortchange & Vassals, 2005, p. 45). Shortchange & Vassals (2005, . 9) refers too five phase structured reflection process. In this process there is an action from the teacher, followed by a retrospective look back on the action, an awareness of essential aspects of the action, the creating of alternative methods of action and a re-trial of the action. Palmer, as quoted by Howell (2014) stated, â€Å"good teaching comes from the identity and integrity of the teacher†. Every teacher has certain identities, pre-set ideas and assumptions which he or she brings into the class room and these identities, personal v iews and assumptions will influence how e or SE teach and what he or she teach.This in turn will influence what our described as paradigmatic, prescriptive, and casual assumptions (Brookfield, 1995, p. 4). Paradigmatic assumptions are very difficult to identify and they are basic structuring of ideas we use to order the world, perspective assumptions are assumptions about what we think ought to happen in a situations and causal assumptions assist us in understanding the different processes within the working world and how processes work (Brookfield, 1995, p. 3).As teachers we must be able o reflect on these predetermined assumptions to enable us to build on our professional development. According to Shortchange & Vassals (Shortchange & Vassals, 2005, p. 53) it is important for a teacher, specially a new teacher to be able to get in touch with these different identities. They refer to reflection, which can take place on different inner levels. Where a teacher sees him or herself in a specific role within the class room, the teacher might be set on a mission to fulfill this role and beliefs which in turn may create behavior issues in the class (Shortchange & Vassals, 2005).It s only if the teacher reflect on what it is that he or she is doing that causes the behavior problem and ask why he or she is doing it that they might find an alternative to their perceived reality. This requires the teacher to do introspective reflection of her own actions, which is a very difficult task for anybody to achieve. Often reflection can focus mainly on the technical or practical levels, without being critical. According to Brookfield (1995, p. 9) critical reflection will assist the teacher in unearthing the ways in which power is present in and distort the educational recess.Reflection is important for teachers both in their professional development as teachers as well as their personal growth as educators. Reflection will lead to new and better understanding of the learning pr ocess, often plagued with assumptions. The application of a reflective practice will lead to better Judgment, an examined common sense and better learning and understanding of our students who, in observing us, will develop their own reflective practices (Howell, 2014).Part of a reflective practice includes consultation with our peers and the enquiry into our caching by way of student evaluations. Student evaluations can form a very good reflective technique enabling a teacher to reflect on how her classes are received by her students instead of assuming that learning has taken place. An advantage of student feedback is to determine from the students how they engage with the lesson, what did they find interesting and what did not work for them.One of the disadvantages of this form of feedback could lead to very subjective feedback from students, which is not a reflection of the true ability of the teacher. Brookfield (1995, p. 7) refers to the â€Å"perfect ten syndrome† wher e teachers who receive a less then perfect score assume that they are not worthy teachers. Teachers disregard the complimentary and good feedback, concentrating only on the negative aspects of the feedback. This reaction is based on the preconceived assumption of teachers that good teaching is always followed by positive and good student evaluations.Critically reflection will assist the teacher in recognizing these unrealistic assumption and enable him or her to know that the â€Å"complexities of learning† as well as the students win attitudes towards their studies and the teacher self has influenced the low score. Equally, a perfect score could be indicating the teachers only accommodated the students in their preferred learning styles without testing the student outside of critique and was not developed to be the only answer in the learning process however I think that the advantages of reflective practice including student feedback outweigh the disadvantages.Student feedb ack is important for the teachers' own understanding of the learning process and it can contribute to the students sense of ratification in the learning process, displacing the inherent assumption of teacher power over student. As a negative aspect of the student reflections it may over power students, giving them the false assumption that they control the learning process. I think that the teacher and the students, accepting the true negative issues as such, should critically reflect on the outcome of student feedback in an open process in a positive manner to overcome the negative issues.At the same time positive issues should also be considered and build on in future. In conclusion I can ay that reflection is a process of deep questioning set assumptions and believes within the learning process to enable a better understanding of the process, to develop as a diverse teacher and to ensure maximum learning within the learning process. If reflection takes place before-action, the te acher will be able to prepare with gratitude, to enter the learning action with thankfulness and to convey a positive and thankful attitude to the students, creating an optimal learning environment.

An Image of Africa by Chinua Achebe

An Image of Africa by Chinua Achebe Free Online Research Papers In his essay, â€Å"An Image of Africa†, Chinua Achebe, famous Nigerian novelist and author of Things Fall Apart, gives a respectable argument critical of certain aspects in Joseph Conrad’s novel, Heart of Darkness. Through the isolation and destructive over-analysis of single sentences and sections, Achebe clearly and effectively asserts his prospect of Conrad as a racist. However, in choosing from the many themes of which to concentrate, Achebe seems particularly attached to the subject of African mores. The negligence of the remaining themes in the text allows for Achebe’s personal gaffe in the interpretation of Conrad’s piece. â€Å"Herein lies the meaning of Heart of Darkness and the fascination it holds over the Western mind: ‘What thrilled you was just the thought of their humanity - like yours- the thought of your remote kinship with this wild and passionate uproar. Ugly’† (Achebe 5). This excerpt from Achebe’s essay shows his focus on only the words of Conrad’s description of the Africans and their culture as having a negative connotation. If the description is dug more deeply into though, it can just as easily be deciphered as Conrad promoting himself and his humanity as equivalent to that of the Africans. Achebe argues against Conrad in his saying that Africa is â€Å"the other world† and the â€Å"antithesis of Europe†. But, then he cuts his own feet out from under himself: â€Å"It is not the differences that worries Conrad but the lurking hint of kinship, of common ancestry,† (Achebe 3). Again, Achebe twists, like a young child trying to tie shoelaces, the true intent of Conrad’s carefully chosen words. Conrad is merely showing the differences between Europeans and Africans and connecting them in alikeness. Throughout the entirety of the essay, Chinua Achebe uses similar portions of Heart of Darkness to brand Conrad as a racist. Conrad’s work, nonetheless, offers many means of retaliation through several examples where the narrator expresses disapproval of the dehumanization of Africans, such as the instance that Marlow offers the enslaved Native a biscuit while sympathizing his poor conditions. Achebe makes valid points that could lead one to believe that Conrad was indeed disregarding the humanity of Africans. Conrad allows for this several times like when Marlow questions himself in thinking of the Africans as being â€Å"inhuman† and when he pints the deterioration of Kurtz as being a resultant of being within the African environment. But, Joseph Conrad’s detailed and adjective-filled depictions of the Natives counter-attack this idea. â€Å"She was savage and superb, wild-eyed and magnificent†¦ She stood looking at us without a stir and like the wilderness itself, with an air of brooding over an inscrutable purpose,† (Conrad Part 3, Page 5). Throughout Heart of Darkness Conrad mirrors the humanity, ideas, and behaviors of Africa and Europe. In one instance Marlow refers to Africans as â€Å"hollow men†, but when he goes back to Europe, he describes the denizens as â€Å"ignorant, sheep like people in the streets†. Achebe cleverly selects from Conrad’s piece to explicitly fight a legitimate case, but Joseph Conrad is simply too brilliant in his paralleling Europe and Africa. The congruence of the inhabitants and their ways within the two diverse environments are brought forth clearly in comparison in Conrad’s mirror. Conrad’s pessimistic portrayals may be an easy target for Achebe’s allegation; however, Conrad logically illustrates the influence of culture, significance of the age of colonialism, and equivalence among human beings. Achebe, Chinua. An Image of Africa. Research in African Literatures, Vol. 9, No. 1, Special Issue on Literary Criticism. Indiana University Press, Spring 1978. 1-15. Conrad, Joesph. Heart of Darkness. New York: Konemann, 1999. Research Papers on â€Å"An Image of Africa† by Chinua AchebeBringing Democracy to AfricaHip-Hop is ArtWhere Wild and West MeetAnalysis Of A Cosmetics AdvertisementMind TravelAssess the importance of Nationalism 1815-1850 EuropeComparison: Letter from Birmingham and CritoCapital Punishment19 Century Society: A Deeply Divided EraThree Concepts of Psychodynamic

Free Essays on China And The U.s.

China a late developer, lagged behind the west due to the communist revolution in 1949, and rush to industrialized later in the 20th century. However, trying to redeem themselves they are quickly trying to establish a political economy as political and social tensions rise within. The crisis in China will have potential consequences on future relations with the United States. The one dominant hegemon in the international arena is currently the U.S., however in twenty years that could be changed and the U.S. could see China as a challenger. There are multiple factors that will determine the relationship between these super powers such as the reunification of Taiwan and China, North and South Korea, reliance of U.S. allies, steady economic growth and the possibility of democratization. Decisions made by the U.S. will shape the future due to their heavy influence in the international arena. The combination of both realist precautions and liberal ideals will determine future Sino-American relations. From a liberal standpoint, the ultimate goal would be to help â€Å"democratize† China to achieve international democratic peace. The probability of this goal being accomplished within twenty years is unlikely, but can be definitely possible through long-term policy changes in capitalization, free trade and globalization, (Mao, pg. 1). In addition to these goals, the U.S. can actively take part in reunifying critical Asian countries such as North and South Korea, and Taiwan with China to create a democratic environment for a new China. In terms of military and nuclear build-up, these threats would soon disappear because liberals believe that democratic countries have a tendency not to go to war with one another. Liberals would like to ultimately see peaceful international affairs with co-existing emerging powers. Unlike liberals, realists support the containment of the Chinese threat by balancing their power with a stronger Japan a... Free Essays on China And The U.s. Free Essays on China And The U.s. China a late developer, lagged behind the west due to the communist revolution in 1949, and rush to industrialized later in the 20th century. However, trying to redeem themselves they are quickly trying to establish a political economy as political and social tensions rise within. The crisis in China will have potential consequences on future relations with the United States. The one dominant hegemon in the international arena is currently the U.S., however in twenty years that could be changed and the U.S. could see China as a challenger. There are multiple factors that will determine the relationship between these super powers such as the reunification of Taiwan and China, North and South Korea, reliance of U.S. allies, steady economic growth and the possibility of democratization. Decisions made by the U.S. will shape the future due to their heavy influence in the international arena. The combination of both realist precautions and liberal ideals will determine future Sino-American relations. From a liberal standpoint, the ultimate goal would be to help â€Å"democratize† China to achieve international democratic peace. The probability of this goal being accomplished within twenty years is unlikely, but can be definitely possible through long-term policy changes in capitalization, free trade and globalization, (Mao, pg. 1). In addition to these goals, the U.S. can actively take part in reunifying critical Asian countries such as North and South Korea, and Taiwan with China to create a democratic environment for a new China. In terms of military and nuclear build-up, these threats would soon disappear because liberals believe that democratic countries have a tendency not to go to war with one another. Liberals would like to ultimately see peaceful international affairs with co-existing emerging powers. Unlike liberals, realists support the containment of the Chinese threat by balancing their power with a stronger Japan a...

List of Metal Alloys by Base Metal

List of Metal Alloys by Base Metal An alloy is a material made by melting one or more metals together with other elements. This is an alphabetical list of alloys grouped according to the base metal of the alloy. Some alloys are listed under more than one element, since the composition of the alloy may vary such that one element is present in a higher concentration than the others. Aluminum Alloys AA-8000: used for building wireAl-Li (aluminum, lithium, sometimes mercury)Alnico (aluminum, nickel, copper)Duralumin (copper, aluminum)Magnalium (aluminum, 5% magnesium)Magnox (magnesium oxide, aluminum)Nambe (aluminum plus seven other unspecified metals)Silumin (aluminum, silicon)Zamak (zinc, aluminum, magnesium, copper)Aluminum forms other complex alloys with magnesium, manganese, and platinum Bismuth Alloys Woods metal (bismuth, lead, tin, cadmium)Rose metal (bismuth, lead, tin)Fields metalCerrobend Cobalt Alloys MegalliumStellite (cobalt, chromium, tungsten or molybdenum, carbon)Talonite (cobalt, chromium)Ultimet (cobalt, chromium, nickel, molybdenum, iron, tungsten)Vitallium Copper Alloys Arsenical copperBeryllium copper (copper, beryllium)Billon (copper, silver)Brass (copper, zinc)Calamine brass (copper, zinc)Chinese silver (copper, zinc)Dutch metal (copper, zinc)Gilding metal (copper, zinc)Muntz metal (copper, zinc)Pinchbeck (copper, zinc)Princes metal (copper, zinc)Tombac (copper, zinc)Bronze (copper, tin, aluminum or any other element)Aluminum bronze (copper, aluminum)Arsenical bronze (copper, arsenic)Bell metal (copper, tin)Florentine bronze (copper, aluminum or tin)Glucydur (beryllium, copper, iron)Guani ­n (likely a manganese bronze of copper, manganese, with iron sulfides and other sulfides)Gunmetal (copper, tin, zinc)Phosphor bronze (copper, tin, and phosphorus)Ormolu (Gilt Bronze) (copper, zinc)Speculum metal (copper, tin)Constantan (copper, nickel)Copper-tungsten (copper, tungsten)Corinthian bronze (copper, gold, silver)Cunife (copper, nickel, iron)Cupronickel (copper, nickel)Cymbal alloys (Bell metal) (copper, tin)Devardas alloy (copper, aluminum, zinc)E lectrum (copper, gold, silver) Hepatizon (copper, gold, silver)Heusler alloy (copper, manganese, tin)Manganin (copper, manganese, nickel)Nickel silver (copper, nickel)Nordic gold (copper, aluminum, zinc, tin)Shakudo (copper, gold)Tumbaga (copper, gold) Gallium Alloys Galinstan (gallium, indium, tin) Gold Alloys Electrum (gold, silver, copper)Tumbaga (gold, copper)Rose gold (gold, copper)White gold (gold, nickel, palladium, or platinum) Indium Alloys Fields metal (indium, bismuth, tin) Iron or Ferrous Alloys Steel (carbon)Stainless steel (chromium, nickel)AL-6XNAlloy 20CelestriumMarine grade stainlessMartensitic stainless steelSurgical stainless steel (chromium, molybdenum, nickel)Silicon steel (silicon)Tool steel (tungsten or manganese)Bulat steelChromoly (chromium, molybdenum)Crucible steelDamascus steelHSLA steelHigh speed steelMaraging steelReynolds 531Wootz steelIronAnthracite iron (carbon)Cast iron (carbon)Pig iron (carbon)Wrought iron (carbon)Fernico (nickel, cobalt)Elinvar (nickel, chromium)Invar (nickel)Kovar (cobalt)Spiegeleisen (manganese, carbon, silicon)FerroalloysFerroboronFerrochrome (chromium)FerromagnesiumFerromanganeseFerromolybdenumFerronickelFerrophosphorusFerrotitaniumFerrovanadiumFerrosilicon Lead Alloys Antimonial lead (lead, antimony)Molybdochalkos (lead, copper)Solder (lead, tin)Terne (lead, tin)Type metal (lead, tin, antimony) Magnesium Alloys Magnox (magnesium, aluminum)T-Mg-Al-Zn (Bergman phase)Elektron Mercury Alloys Amalgam (mercury with just about any metal except platinum) Nickel Alloys Alumel (nickel, manganese, aluminum, silicon)Chromel (nickel, chromium)Cupronickel (nickel, bronze, copper)German silver (nickel, copper, zinc)Hastelloy (nickel, molybdenum, chromium, sometimes tungsten)Inconel (nickel, chromium, iron)Monel metal (copper, nickel, iron, manganese)Mu-metal (nickel, iron)Ni-C (nickel, carbon)Nichrome (chromium, iron, nickel)Nicrosil (nickel, chromium, silicon, magnesium)Nisil (nickel, silicon)Nitinol (nickel, titanium, shape memory alloy) Potassium Alloys KLi (potassium, lithium)NaK (sodium, potassium) Rare Earth Alloys Mischmetal (various rare earths) Silver Alloys Argentium sterling silver (silver, copper, germanium)Billon (copper or copper bronze, sometimes with silver)Britannia silver (silver, copper)Electrum (silver, gold)Goloid (silver, copper, gold)Platinum sterling (silver, platinum)Shibuichi (silver, copper)Sterling silver (silver, copper) Tin Alloys Britannium (tin, copper, antimony)Pewter (tin, lead, copper)Solder (tin, lead, antimony) Titanium Alloys Beta C (titanium, vanadium, chromium, other metals)6al-4v (titanium, aluminum, vanadium) Uranium Alloys Staballoy (depleted uranium with titanium or molybdenum)Uranium may also be alloyed with plutonium Zinc Alloys Brass (zinc, copper)Zamak (zinc, aluminum, magnesium, copper) Zirconium Alloys Zircaloy (zirconium and tin, sometimes with niobium, chromium, iron, nickel)

Global Warming in Florida Essay Example | Topics and Well Written Essays - 1750 words

Global Warming in Florida - Essay Example Today however, the global increase in temperature is destined to affect the natural as well as the physical activities in Florida. Evidence of the global warming is apparent in the gradual immersion of the beaches to the sea caused by temperature rise and thawing of glaciers increasing ocean waters. Change in the weather is another attribute of the global warming; recent times have seen devastating hurricanes sweeping across the state leaving behind enormous loss of property and destruction of vegetation (Southern Alliance for Cleaner Energy, 2007). The average rise in sea level globally has been estimated to be 6 inches in the 20th century. By 2100 the immersion of the beaches is expected to reach 15 inches. The global warming impacts in the Florida state are evidently seen in other areas of wildlife and tourism. The Florida has been stated as a ground zero in terms of the climatic change impacts in the United States of America this statement is based on the extents and effects of g lobal warming already experienced in Florida (NRDC, 2001). On the other hand skeptics do not believe that global warming is a serious problem at all, they are attributing theses changes to effects of evolution rather than those of human activities industrialization. Let us now look at the realities of the global warming and awareness to people. Alertness of Global warming to Floridians According to a research done by the Florida Wildlife Federation and National Wildlife Federation (2006) on March to April 2006 where a group of people were interviewed at the end of the research 63% were aware of the global warming and the its effects in Florida, 27% were unaware while 10% thought otherwise, the global warming in Florida is a fact with effects on the... The state of Florida is well known for its tourism attraction due to its excellent beaches, diverse native wildlife species, variety of fish and birds. However, the evidences of the global warming are also present in Florida today. Elaborate explanation of the causes and the overall results of the global warming in Florida are discussed in the essay. Nobody can now provide any argument to belittle the effects of the global warming in Florida based on what we have found out. With confirmation of the global warming it is up to the Floridians and everybody else to take a positive step now. According to scientists the threat of the global warming can be overcome by a 40 year 2% reduction in the greenhouse emissions. The governments together with the environmentalists and the individuals have a role to play in reduction of the global temperatures. Failure to take an action will seen the nature’s anger in form of adverse climatic effects on human being and wildlife alike. Cases of s uch have been seen in form of hurricanes in Florida, El.nino rains in various parts of the world and excessive droughts in Africa. Of course Florida’s attempts to reverse the global warming would be in vain without the cooperation of the other states and countries. The researcher hopes that International policies can help to reduce the global warming, such as the Kyoto protocol. Implementation of such policies should be underway to alleviate the occurrence and the magnitude of such disaster as has been experienced in the recent past across the world.

Project risk analysis and assessment in oil and gas industry Essay

Project risk analysis and assessment in oil and gas industry - Essay Example However, the main aim of this paper is to focus on limitations and problems of the tools and techniques of project risk analysis and assessment.   Risk and uncertainty examination has a few limitation and pitfalls in the principal idea. Every one of these strategies makes solid component of intervention and absence of crucial premise in risk and uncertainty examination. These insufficiencies will bring about shameful treatment of uncertainties. Those limits are exhibited here to give the pursuer a reflection on the utilization of current risk and uncertainty investigation in the down to earth instance of the reasonable undertaking stage (Perminova et al, 2008). Focus the discriminating parameter for subject of examination. This basis can be addressed. Sensitivity examination is not vulnerability investigation. Sensitivity just concerns on yield result as adjustment of info parameter. Dubious info parameter is not decided through utilization of sensitivity examination. The investigation on how dubious information parameter is excluded in this investigation. The target of risk and uncertainty examination is to anticipate future execution of dubious noticeable amounts that are not known at the season of examination. Envision the impact of oil stores to combined NPV of a field. In the event that saves has substantial measure of oil contained, venture NPV may be positive. Something else, NPV may be negative on the grounds that cost will be higher than oil deals given that saves are beneath sure measure of worth. Sensitivity investigation is led to explore how oil stores affects NPV. It has nothing to do with how indeterminate the stores, vulner ability of stores beneath certain quality, or total likelihood of stores in the middle of high and low esteem. Sensitivity investigation is not used to focus unverifiable data parameter for risk and uncertainty

Imagination is more important than knowledge. For knowledge is limited Essay

Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all - Essay Example Knowledge is power and without knowledge we cannot progress as a human. Knowledge is what distinguished an ignorant person from a man of intelligence. The power of knowledge cannot be ignored in any society. On the other hand, imagination is the mother of all knowledge. Imagination is what enables us to form a mental of something that cannot be comprehended through the senses. It is what enables men to stumble upon great inventions and the ability to build a mental sense for great achievements. Imagination is more important than knowledge because without imagination, men cannot achieve new things. Imagination is what empowers us to dream of things that can be achieved which eventually lead to knowledge. â€Å"Knowledge is limited, whereas imagination embraces the entire world, stimulating progress, giving birth to evolution" (Einstein). Therefore, I completely agree with Einstein’s quote that imagination is more important than knowledge as imagination goes beyond limit wherea s, knowledge has its limitations. According to the Cambridge dictionary, knowledge is defined as â€Å"understanding of or information about a subject which a person gets by experience or study, and which is either in a persons mind or known by people generally† (Knowledge n.d.). Knowledge is gained through experiences, skills and personal abilities. The main sources of knowledge can be traced to instinct, reason and intuitions. In order to compete in a highly competitive world, knowledge is essential. Knowledge is what makes a man powerful and it also enables him to compete with others. Knowledge is man’s ability to develop concepts and materialize them into reality through manipulations and calculations. It also enables a person to make the right judgments which are pivotal for every human being. â€Å"Knowledge concerns itself with what is present to the senses, but is also a stored and shared repository of publicly acceptable thoughts, many frozen into physical