In The Crucible childrens lies lead to allegations of witchcraft and the breaking up of a community Essay

In â€Å"The Crucible† children’s lies lead to allegations of witchcraft and the breaking up of a community. Why do people lie and what can the consequences be? The word lie means â€Å"a false statement deliberately presented as being true† according to the American Heritage Dictionary, and it’s a very common habit in everyone. When it comes to lying, we can find white and normal lies. White lies are often harmless, whereas normal lies can be dangerous because of the various consequences they might have. In this essay I’m going to present two arguments explaining the reasons why lies are used, which are to protect their reputation or get themselves out of a compromising situation, and to have a motive in order to commit an act of vengeance or violence. Then, I will give four examples regarding the book â€Å"The crucible† and modern day events, which I will then compare. One of the main reasons why people make use of lies is because when they are accused of something that can get them into trouble, the best option at that moment seems to be denying their acts. However, lying can have severe consequences depending on how much you twist the truth when doing it, and even if it doesn’t make much sense, people are actually aware of what can happen later but since they feel there’s no other choice, they lie anyways. A clear example of this can be found in â€Å"The crucible† by Arthur Miller, where a group of girls are caught performing witchcraft, and some dancing naked around a fire. In the time of the book, dancing was strictly forbidden and witchcraft was a matter nobody dared to discuss. Therefore, anyone being related to any of these would be punished. The group of girls had a leader who was Reverend Parris’ niece, Abigail, and whose cousin, also in the group, was Betty, Parris’ daughter. They were performing witchcraft in order to get men to fall in love with them, but Abigail threatened the other girls making them lie about their actions so that she wasn’t punished. Even though they could have disobeyed her, telling the truth would have also jeopardized them given that they had as well taken part in the event. This big lie led to several false allegations against many innocent people whose families were torn apart because of the whole scandal, and also ruined important people’s reputations in the society. An example of modern day would be the Lewinsky scandal which first broke on January 17, 1998, basically involving the then current president Bill Clinton and one of the White house’s employees, Monica Lewinsky. It started as rumors in websites, but people seemed to be very interested since they regarded the nation’s leader. Clinton denied everything a million times as we can see in the following statement: â€Å"†¦I want to say one thing to the American people. I want you to listen to me. I’m going to say this again: I did not have sexual relations with that woman, Miss Lewinsky. I never told anybody to lie, not a single time; never. These allegations are false†¦Ã¢â‚¬  However, after further investigations, evidence such as recorded tapes and a dress of Lewinsky’s stained with his semen were taken into consideration and it was concluded that President Clinton had indeed, had sexual relations with her. Overwhelmed by accusations and strong proof, Clinton finally admitted on August 17, 1998, to have had an inappropriate physical relationship with Monica Lewinsky. Even though Clinton’s wife forgave him, many people had a new opinion of their president and lost some respect for him. These two examples show us how far a person would go to protect their reputation or get out of a problem, being totally selfish given that many times lies like these can benefit you while hurting others. We can see this because Abigail didn’t care who was punished for something they didn’t do as long as she was safe, and President Clinton was maybe trying to protect his family from breaking up but in my opinion, he was just trying to protect his reputation as an important entity. Another reason why people lie is because they sometimes need a motive to hurt someone else, being this for revenge or just pure envy. We often see people committing murders and harming others in any way possible because they seek revenge and/or envy them. Some are so intense about their feelings that they are indifferent to the consequences their acts might lead to and would rather go to jail or even die as long as they have satisfied their sick desires. On the other hand, we have people who do care about what may happen to them when performing inappropriate actions, reason for which they look for any motive possible. However, sometimes there isn’t a motive at all, so they have to create one and they lie by starting rumors and giving false statements in order to accomplish what they want. We can see this in â€Å"The Crucible† when Abigail lies about performing witchcraft and makes other people take the blame. When in court, she gave Mary Warren a poppet with a needle in her stomach, and told her to give it to Elizabeth Proctor in order to frame her so that she would be blamed of witchcraft and that way, Abigail could take her place as John Proctor’s wife. A modern day example is the Big lie Bush invented against Iraq. He claimed Sadam Hussein had in his power weapons of mass destruction and would use them on America. However, this was not true and it was proved after thorough investigations. Bush made these accusations because he wanted to attack Iraq but he didn’t have any good reason, so saying they were going against the USA made it almost mandatory to attack them back. These examples show us that when a person wants something, lies can sometimes help get it, like Abigail who tried to make a false accusation against Proctor’s wife, whose place she wanted to take. The same happened with Bush, who wanted so bad to take revenge on Iraq, he invented a lie about Hussein. This clearly reveals a certain selfishness from both since they have no interest at all about anyone but themselves. In conclusion, we can say lies are all around us at all times and sometimes we need them but it is not right to use them. In the previous examples, this affirmation is confirmed, showing us the consequences lying can lead to.

Agency relationship Essay

1. INTRODUCTION Agency is a fiduciary relationship created by express or implied contract or by law, in which one party (the agent) may act on behalf of another party (the principal) and bind that other party by words and/or actions. The etymology of the word agent or agency says much. The words are derived from the Latin verb ago, agere (the respective noun agens, agentis). The word denotes one who acts, a doer, force or power that accomplishes things.1 Agency is the exception to the doctrine of privity under the law of contract. 2. LIABILITY OF A PRINCIPAL AGAINST THIRD PARTIES Lord Alverstone CJ in THE QUEEN V KANE2 defined an agent simply as ‘any person who happens to act on behalf of another’. A principal is one who authorizes another to act on his or her behalf as an agent. The general rule is that where an agent makes a contract on behalf of his principal, the contract is between the principal and the third party and prima facie at common law, the only person who can sue and be sued on the contract is the principal. The agent acquires no rights under the contract, nor does he incur any obligation. Having performed his task by bringing about a contract between his principal and a third party, the agent drops out of the picture subject to any outstanding matters between him and principal.3 The onus is on the person alleging that he entered into a contract with another person through an agent to prove that in fact the agent was acting as such. Agents of the state can never be personally liable for the state’s failure to perform a contractual obligation as stated in STICKROSE (PTY) LIMITED V THE PERMANENT SECRETARY MINISTRY OF FINANCE 4. In law, agents are recognized as having the power to affect the legal rights, liabilities and relationships of the principal. In CAVMONT MERCHANT BANK v AMAKA AGRICULTURAL HOLDINGS5, the Supreme Court held that where an agent in making the contract discloses both the interest and the names of the principal on whose behalf he purports to make a contract, the agent as a general rule is not liable to the other contracting party. Apart from having the power to affect the legal rights, liabilities and relationships of the principal, the agent may also affect the legal position of his principal in other ways. For instance, he may dispose of the principal’s property in  order to transfer ownership to a third party or he may acquire property on his principal’s behalf. Sometimes the actions of the agent may make the principal criminally liable as illustrated in the case of GARDENER v ACKEROYD 6.  The rights and liabilities of principal and agent against third parties may differ according to whether the agency is disclosed or undisclosed. The distinction between disclosed and disclosed agency is important as it affects the principal’s ability to ratify the agent’s actions. Furthermore, the agent’s liability to third parties may depend on whether the agency was disclosed or not. Agency is disclosed where the agent reveals that he is acting as an agent; if the agency is disclosed it is of no legal significance that the principal is not named. If an agent contracts with a third party without disclosing that he is acting as an agent the agency is undisclosed. 7 An undisclosed principal can intervene on the contracts of an agent within his actual authority. Where an agent makes a contract disclosing the agency, the normal rule is that a direct contractual relationship is created between the principal and the third party and either party can sue the other on the contract. It is important to note that only a disclosed principal can ratify an unauthorised contract. In KEIGHLEY MAXTED v DURANT8 a principal authorized an agent to buy wheat at a given price in the joint names of the principal and the agent. Having failed to purchase wheat at that higher price, the agent bought wheat in his own name at a higher price. The principal being satisfied with this act purportedly ratified the wheat purchase agreement at a higher price but failed to take delivery of the wheat. The seller then sued the principal arguing that the sale contract had been ratified. It was held that the action could not succeed because the agent’s act was unauthorized and since the principal’s identity had not been disclosed to the sellor, the principal could not ratify and consequently was not liable on the contract. Where the principal is disclosed, he and not the agent is liable on the contract and may sue and be sued. In GADD v HOUGHTON & CO.9 Houghton & Co. sold to the buyers Gadd, a quantity of oranges under a ‘sold note’ which stated, inter alia, that ‘we have this day sold to you on  account of James Morand & Co †¦.’ and signed ‘Houghton & Co.’ The seller having failed to deliver the oranges, the buyer sued Houghton & Co for damages for non-delivery. The action failed, since by the words of the sold note Houghton & Co had clearly indicated that they were not to be personally liable. They were merely brokers. Lord Mellish stated that â€Å"where you find a person in the body of the instrument treating himself as the seller or character, you can say that he intended to bind himself.† In SUI YIN KWAN & ANOTHER v EASTERN INSURANCE CO. LTD10 it was held that the doctrine of undisclosed principal applied. Where an agent acts within his actual authority the undisclosed principal may intervene and acquire the rights/liabilities of the agent. In this case, the agents acted within their actual authority and therefore, the relatives could recover from the insurance company. Lord Lloyd summarized the law as follows: (1) an undisclosed principal may sue and be sued on a contract made by an agent on his behalf, acting within the scope of his actual authority. (2) In entering into the contract, the agent must intend to act on the principal’s behalf. (3) The agent of an undisclosed principal may also sue and be sued on the contract. (4) Any defence which the third party may have against the agent is available against his principal. (5) The terms of the contract may, expressly or by implication, exclude the principal’s right to sue, and his liability to be sued. The contract itself, or the circumstances surrounding the contract, may show that the agent is the true and only principal. Sometimes the agent contracts with third parties after disclosing the fact, that he is an agent but without disclosing the name of his principal. In such cases, the principal is bound by the contracts made on his behalf. And thus, the principal is liable to third parties for his agent’s acts done on behalf of the principal. However, such acts must be within the scope of the agent’s authority, and the unnamed principal must be in existence at the time of contract. As a matter of fact, when the agent contracts after disclosing his representative character, the contract will be the contract of the principal. For all such acts, the agent is not personally liable. However, the agent is personally liable if he declines to disclose the identity of the principal when asked by the third parties. 11  When there is undisclosed agency, the contract is initially between agent and the third party and each may enforce the contract against the other. However, if the third party later discovers the principal’s existence, he may enforce the contract against either the agent or the principal. Provided that the agent acted within the scope of his actual authority, the principal can intervene and enforce the contract against the third party. 12 3. CIRCUMSTANCES WHEN AN AGENT MAY BE HELD PERSONALLY LIABLE If an agent continues to act after his authority has been terminated, he may incur personal liability for breach of implied warranty of authority. Sometimes an agent may suffer a potential risk when his authority is terminated automatically without his knowledge. In the case of YONGE v TOYNBEE13 where solicitors were acting in litigation for a client who, unknown to them, became mentally incapacitated so that the agency was considered to be terminated. However, they continued to litigate for the client and were held liable for their breach of warrant of authority and were ordered to pay the costs of the other litigant. There are three exceptional cases where the undisclosed principal cannot sue or be sued, by the third party. The first is where the contract between the agent and the third party expressly provides that the agent is the sole principal U.K MUTUAL STEAMSHIP ASSURANCE ASSOCIATION v NEVILL14. The second is where the terms of the contract are inconsistent with agency. In HUMBLE v HUNTER15, an agent signed a charter-party in his own name and described himself as â€Å"owner† of the ship. It was held that his undisclosed principal could not sue. The third case where an undisclosed principal cannot sue is where the identity of the principal is material to the third party. One such case is where the contract made between the agent and the third party is too personal to permit an undisclosed principal to intervene, for example, contracts for personal service. In the case of SAID v BUTT16, a theatre critic knew the management of a particular theatre would not sell him a ticket because of articles he had written. He obtained a ticket through an agent. It was held that the theatre could prevent the principal from  entering the theatre. McCardie J said that â€Å"the critic could not assert a right as an undisclosed principal since, as he knew, the theatre was not willing to contract with him†. Even where the undisclosed principal’s existence is discovered, the agent remains liable on the contract and the third party may choose to enforce the contract against either principal or the agent but not both. This is known as the right of election. A third party has an elective right to sue either the agent or the principal where the agent does not disclose the principal. In BOYTER V THOMSON17 the seller instructed agents to sell on his behalf a cabin cruiser under a brokerage and agency agreement. The buyer purchased the boat thinking it was owned by the agents and he was not told that the agents were acting as such nor the name of the owner nor that the owner was not selling in the course of a business although he was aware that the boat was being sold under a brokerage arrangement. The boat proved to be unseaworthy and was unfit for the purpose for which she was purchased. The buyer sued the seller for damages which were granted. The seller appealed to the House of Lords where goods were sold by an agent acting in the course of business for an undisclosed principal the buyer was entitled to sue not only the agent but also the principal. Once the third party elects to sue one party, his option to sue the other is extinguished. However, not any action by the third party suggesting action against one party in preference for another will be construed as the exercise of the right of election. In CURTIS v WILLIAMSON18, one Boulton appearing to act on his own behalf purchased some gunpowder from the plaintiff. Later, the plaintiff discovered that Boutlton was acting on behalf of an undisclosed principal, the defendant mine owners. Boulton then filed a petition of liquidation and the plaintiff filed an affidavit in those proceedings in an attempt to recover the debt owed for the gunpowder. However, the plaintiff changed their mind and sued the defendant principal. It was held that once an undisclosed principal is discovered the third party may elect to sue that principal; and secondly, that the filing of the affidavit against the agent did not prevent the action against the principal. The third party will not be bound by an election unless he has unequivocally indicated his intention to hold one party liable and release the other. The doctrine of the undisclosed  principal exists for purposes of commercial convenience, it is important to maintain protections for the third party. In the situation where the agent has failed to pass the payment to the third party, either the principal or the third party will lose and it seems fairest to place the loss on the principal.19 4. HOW AGENCY MAY BE DETERMINED As the relationship between the agent and his principal is based on consent, actual authority is of paramount importance. An agent is only entitled to be paid if he acts within his actual authority. If he acts outside his authority he may be liable to his principal. The relationship between the principal and a third party depends on the agent’s power to bind his principal. However, what is of concern to the third party is the agent’s apparent authority as this is what he relies on in the ordinary course of events. There are several types of authority. These are: a) Express Authority – the agreement between a principal and agent may be express or implied. Express agreement may be made orally, in writing or by deed. In general, if an agent is appointed to execute a deed his appointment is by deed called a power of attorney. b) Implied Authority arises where, although a particular action is not sanctioned by express agreement between the principal and the agent, the principal is nevertheless taken to have impliedly consented to the action or transaction in question. In GARNAC GRAIN CO. v H.M.F. FAURE AND FAIRCLOUGH20 the House of Lords stated that â€Å"the relationship of principal and agent can only be established by the consent of the principal and agent. They will be taken to have consented if they have agreed to what amounts at law as a relationship even if they do not recognize it themselves and even if they have professed to disclaim it. An agent who has express authority to carry out a particular task may also have additional authority to do certain acts incidental to his authorized task For instance, an agent authorized to sell the principal’s property has implied incidental authority to sign a contract of sale.† c) Apparent Authority – a person may be bound by the acts of another done on his behalf without his consent or even in breach of an express prohibition if his words or conduct create the impression that he has authorized the other person to act on his behalf. This is described at law as â€Å"apparent agency or  authority† or â€Å"ostensible agency or authority†. The distinction between actual and apparent authority was explained by Diplock L.J. in FREEMAN & LOCKYER V. BUCKHURST PARK PROPERTIES21. â€Å"Apparent† or â€Å"ostensible† authority, is a legal relationship between the principal and the contractor created by a representation, made by the principal to the contractor, intended to be and in fact acted on by the contractor, that the agent has authority to enter on behalf of the principal into a contract of a kind within the scope of the â€Å"apparent† authority, so as to render the principal liable to perform any obligations imposed on him by such contract. To the relationship so created the agent is a stranger. He need not be (although he generally is) aware of the existence of the representation. The representation, when acted on by the contractor by entering into a contract with the agent, operates as an estoppel, preventing the principal from asserting that he is not bound by the contract. It is irrelevant whether the agent had actual authority to enter into the contract. d) Agents of Necessity – A person who acts in an emergency, for instance, to preserve the property or interest of another may be treated as an agent of necessity. His actions will be deemed to have been authorized even if no actual authority is given. Like apparent authority, an agency of necessity can arise even in the absence of consent from the principal. Agency of necessity only arises in extreme circumstances where there is actual and definite commercial necessity for the agent’s actions. The following must be satisfied for an agency of necessity to exist: (i) There must be an emergency – something unforeseen. (ii) It must be practically impossible to get instructions for the principal. (iii) The agent must act bona fide in the interest of the principal rather than to advance his own interests. He must not take advantage of the principal. (iv) The agent must act reasonably in the circumstances. e) Agency arising out of Co-habitation – It is argued that a wife has authority to pledge the credit of her husband for necessities (or vice versa). However, others argue that social conditions now make it old fashioned to suggest that actual or apparent authority should not arise  between husband and wife. The law recognizes the following as agents even though they do not bear the title of agent22: (a) Company Directors and other company officials – being an artificial person, a company has to act through human agents. Then authority to act as company agents is vested in the board of directors. This authority may be delegated to one or more executive directors by the articles of the company to allow him to manage the day-to-day operations of the company. (b) Partnerships – as a partnership has no separate legal identity from its members, every partner in a firm is an agent of the firm as well as all other partners for the purpose of the business of the firm. Thus, a partner who performs an act for the purpose of carrying out the business of the firm, binds the firm as well as the other partners. (c) Employees – may be servants working under a contract of service or an independent contractor working under a contract for services. An employee e.g. a shop assistant is the agent of the shop owner for the purposes of making a contract of sale for the owner. He has the authority to make statements about goods that are binding on the shop owner, his employer. (d) Professionals – acting on behalf of clients may be the agents of those clients. E.g. a lawyer conducting litigation is his client’s agent and may have authority to settle the case and that settlement will bind the client. Thus the lawyer, not the client, normally signs a consent judgment. Similarly, an accountant’s agreement or statement to ZRA will bind his client in accordance with agency principles. The relationship between principal and agent depends on consent. If withdrawn, the agency will automatically end, as well as the agent’s actual authority to bind the principal. An agency relationship may be terminated in the following ways: (a) By mutual consent between the agent and the principal. (b) By either party unilaterally withdrawing consent. (c) An agent may have been appointed for a fixed period of time or for a specific task or set of tasks. Once the time elapses or the task(s) is/are completed the agency will terminate. (d) By operation of law e.g. if the  performance of the agency relationship becomes illegal (e.g. one party becomes the citizen of an alien enemy) or impossible (where it will be ended by the agency contract being frustrated). Death of either party will also terminate the agency and any contract made between them. If an agent becomes insane, the relationship is automatically terminated. The bankruptcy of either the agent or the principal will also end the agency.23 The Effect of Termination vis a vis Third Parties The agent may continue to have apparent authority even if actual authority has been terminated. If the principal’s conduct is such as to suggest to a third party that the agent continues to have authority. Until the principal brings the termination of the agent’s authority to the notice of a third party, the agent may continue to have apparent authority on the strength of the principal’s representation. DREW v NUNN24 the principal became insane but his wife, who was his agent, continued to act in his name. When he recovered from his insanity he tried to disclaim liability for acts done by his wife during his insanity/incapacity. Held: The agent i.e. his wife, had apparent authority and therefore he was bound. However, where an agent’s actual authority is terminated by the principal’s death or bankruptcy the agent will automatically cease to have apparent authority.

Environment that learners find at international schools

The environment that scholars find them self in at international schools and national school is invariably altering and going more diverse than of all time. The international school in Geneva has 123 different nationalities with 89 different female parent lingua linguistic communications represented within its pupil organic structure with 32 different nationalities ( Internationals School of Geneva, Annual Report 2010 ) within its teaching staff. This type of broad runing diverseness in school bodes is really common topographic point in international schools and can besides be found in any learning environment, ‘As long as human societies have been in contact with each other, voluntarily or involuntarily, there have been cross-cultural learning state of affairss ‘ ( Hofstede ( 1986 pp 302 ) . For scholars to the successful, in a truly international environment the pupils have to hold the competency to larn, work and map in an intercultural environment. It is those persons whom have this competency to larn, work and map in intercultural environments whom are successful scholars in international schools and multicultural environments. The ability of pupils to carry on them self ‘s across intercultural environments is hence critical for their success as scholars at the international school across the universe. The averment that I have made, I am reasoning that the cultural commixture of pupils is holding an consequence on acquisition of pupils and more specifically that the cultural environment that larning occurs in, has an consequence on acquisition. In the USA there is grounds to back up the averment. The President ‘s enterprise on race, quoted by Cushner et Al ( 2003 ) shows that the proportions of populations to complete high school indicated that pupils from exterior of a white cultural group where perceptibly down ( Whites 93 % , Blacks 87 % and Hispanics ‘ 62 % ) . There is besides a huge sum of research into cultural attacks to larning and instruction which help explicate why pupil from exterior of the dominate civilization appear to underachieve in larning environments. So if there is an some consequence on acquisition has this been explored in research? Hofstede ( 1980, 1986 ) formed cardinal factors when looking at cultural differences to educational relationships. Hofstede ‘s survey of over 50 counties and includes 116000 participants, proposes a 4-D theoretical account to explicate cultural difference in work related Fieldss and has applied them to intercultural larning environments. Hofstede ‘s theoretical account proposes the undermentioned four factors that effects larning across cultural boundaries ; 1. Differences in the societal places of instructors and pupils in the two societies ; 2. Differences in the relevancy of the course of study ( developing content ) for the two societies ; 3. Differences in profiles of cognitive abilities between the populations from which instructor and pupil are drawn ; 4. Differences in expected forms of teacher/student and student/student interaction. Hofstede ( 1986 ) besides goes on to problematize linguistic communication, being that frequently instructors and pupils ( or equals within the learning state of affairs ) do non hold the same female parent lingua. Hofstede argued that linguistic communication is a vehicle of civilization and that understanding in a 2nd linguistic communication is kindred to seeking to understand in a different civilization, ‘Language categorizes world harmonizing to its corresponding civilization ‘ ( Hofstede 1986 pp 314 ) . Hofstede argues that uneffective acquisition occurs when persons are non taught via their female parent tong. Some significance is lost in either direct interlingual rendition or the within the cultural context the acquisition is happening in. It is the writer ‘s personal position that from experience the grade of girl apprehension is non every bit big as expressed by Hofstede. Many pupils in the International school of Geneva operate outside of their female pa rent tong and have a high grade of success in larning. The writer notes nevertheless that this is non ever the instance, as the bulk of the pupils are bilingual or trilingual and their ability degree in the linguistic communication of direction is equal to those of female parent tong in the linguistic communication of direction. Clearly Hofsede research, and therefore the 4-D theoretical account, have a really strong international experimental bases, a really big participant base ( 116,000 participants ) , from 50 counties from around the Earth. However the research is non without its bounds. First the initial research ( Hofsede 1980 ) was conducted within a individual administration, ( an American high investigator. Company ) which operates in over 40 states around the universe at the clip of the research. Although this gives entree to a big international pool of participants the research will be limited to the administration in which the research is conducted in. Furthermore the findings of the research will besides hold some biased. The administration its ego will hold an built-in civilization. All of the participants will be affected by that inceptions civilization and will in bend affect the findings of the research. Sulkowski and Deakin ( 2009 ) add to Hofsede ‘s theoretical account with more up to day of the month research in a more relevant acquisition ( instruction ) scene. The research aligned its ego closely to the theoretical account proposed by Hofsede and others, ‘The same decisions have emerged from old surveies conducted by meatman and McGrath ( 2004 ) , Smith and Smith ( 1999 ) and Ward ( 2001 ) ‘ ( Sulkowski and Deakin 2009 p157 ) . It is clear so that Hofsede ‘s 4-D which leads to cultural factors that can impact larning hold really strong empirical grounds. The educational applications of Hofsede ‘s theoretical account are questionable nevertheless. The theoretical account goes a long off is explain and depicting the cultural factors that can impact instruction. However it is of limited usage for a instructor with a extremely diverse category to cognize that one group of pupils with a more collectivized cultural background will ‘place more accent on bettering their standing with their equals than pupils from individualistic civilization who were found to move mostly out of self involvement ‘ ‘ ( Sulkowski and Deakin 2009 p157 ) . There is small practical aid for a instructor in such an illustration and it more is likely to take the instructor to pigeonhole the pupils and to move on the stereotypes in the schoolroom scene. Sulkowski and deakins ( 2009 ) suggest that the divergences from expected values indicate that bing conceptualisation of civilization in trying the explain behavior merely have limited usage in diagnostic value in term of pupil behavior. It is the writers ain sentiment that by specifying groups and learner profiles of patriot and if possible cultural groups within national countries is of limited value for instructors. As stated above it can take to stereotypes and farther more lead to apathy amongst instructors, believing that a pupil is non larning successfully, imputing this to a cultural aspect of the pupil and therefore relieving the instructor of the job of sing that the pupil is successful at acquisition. Hofsefe ‘s research dosage nevertheless give a position to problematize cultural with regard to a acquisition environment. The research aslo give an empirical prejudices for my averment that larning in an intercultural environment can be harmful to an persons acquisition, if non controlled and managed efficaciously by the scholar or those taking to back up the scholar ( such as instructors ) . To get the better of the issues raised by his ain theoretical account Hofsefe ( 1986 ) proposed two solutions. First instructors can either absorb all of the pupils into the instructor ‘s civilization of the category room ( learn all pupils how to larn within the instructors civilization ) or learn the instructor how to learn such a cultural diverse category. There is besides a 3rd option ; we can educate the scholars to go intercultrually competent. The definition of an interculturally competent individual is a combative issue within literature and will be discussed farther on. This so raise the undermentioned inquiries, what is understood by the term interculturally competent? How do persons go interculturaly competent? Those inquiries besides lead us to reply a inquiry foremost posed by Gardner ( 1962 ) ; ‘To what extent is it really possible for an expert from one civilization to pass on with, to acquire though to, individuals from antoher civilization? ‘ ( Gardner 1962 pp241 ) In reply to his ain inquiries Gardner ( 1962 ) suggested that there a some persons equipped with an unusual ability for intercultural communicating with other traits that contribute to that success such as unity, stableness, extraversion, socialization in cosmopolitan values and including particular intuitive and even telepathic abilities ( pp248 ) . Although Gardner ‘s theory ‘s have come into strong unfavorable judgment ( Waterhouse 2006 ) the observation that some people are more able in intercultural state of affairss ( persons whom are deemed to be interculturally compotnet ) to execute in some action over others has lead to a big sum of research. To be able to specify what interculturally competence the term civilization besides needs specifying foremost. Culture is a combative issue within literature and society. However for persons to go intercultrualy competent you must first understand what you are traveling to interact with. The first usage of the term civilization with respect to anthropology was in 1871 by Tylor ( quoted in Berry et al 2004 ) who defines civilization as ; ‘That complex whole which includes cognition, believe, art, ethical motives, Torahs, imposts and any other capablenesss and wonts acquired by adult male as a member of society ‘ The planetary literature has ‘literally 100s of definitions ‘ ( Cushner et al 2003 P 36 ) from a really broad scope of subjects. However the original thought of civilization from above has little changed in the position of the writer. However the writer acknowledges that there are more compendious definitions of civilization. For simplification for this essay the writer will take Berry et al 2004 ‘s definition of civilization as the ‘way of life of a group of people ‘ ( p229 Berry et al 2004 ) . The writer besides acknowledges that the definition of civilization that is used to specify intercultural competency will impact the very definition of intercultural competency in the literature. This will so be discussed as I progress towards a definition of intercultural competency and its conceptualisations. Development of Intercultural competency in research and definitions started in the 1950 ‘s and onwards with research into westerners working abroad. The early research focused on accounts for dislocations in transverse cultural communicating between persons which can normally happen in multicultural larning environments such as Internationals schools. The early research used appraisal of persons ‘ attitudes, personalities, values and motivations assessed though self studies, studies or open-ended interviews. Ruben ( 1989 ) defines the result of early research in intercultural competency concentrating on 4 cardinal factors ; To explicate abroad failure To foretell abroad success To develop forces choice schemes To plan, implement and trial sojourner preparation and readying methodological analysiss Developed from Ruben ( 1989 p230 ) Adding to this reappraisal of early surveies ( quoted from Cushner et al 2003 ) , looking in to the features of people who were competent and life and working across a civilization boundary suggested that the intercultually competent have 3 qualities in common ; Ability to pull off the psychological emphasis that occurs during most intercultural interactions Ability to pass on efficaciously across cultural boundaries The ability to develop and keep new and indispensable interpersonal relationships. ( Cushner et al 2003 P 121 ) Use this to larning†¦ utile? review this model- usage Rubens theoretical account†¦ So what so is intercultural competency? Bennett ( 2008 ) states that 'emerging consensus around what constitutes intercultural competency, which is most frequently viewed as a set of cognitive, affectional and behavioral accomplishments and features that support effectual and appropriate interaction in a assortment of cultural contexts ( p97 ) . Fantini ( 2006 ) adds to this definition of intercultural compotence as â€Å" a composite of abilities needed to execute efficaciously and suitably when interacting with others who are linguistically and culturally different from oneself † ( p. 12, accent in original ) . Throughout the literature, research workers and theorists use a scope of more or less related footings to discourse and depict intercultural competency, including intercultural communicative competency ( ICC ) , transcultural communicating, cross-cultural version, and intercultural sensitiveness, among others ( Fantini, 2006 ) . What all of these footings attempt to account for is the ability to step beyond one ‘s ain civilization and map with other persons from culturally diverse backgrounds. By manner of illustration, Table 1 nowadayss 19 footings that have been used as options for discoursing intercultural competency. Though frequently used interchangeably with the most frequent labels of intercultural competency, intercultural communicative competency, intercultural sensitiveness, and cross-cultural version, each option besides implies different attacks that are frequently merely implicitly addressed in research. Table 1. Alternate footings for intercultural communicative competency ( ICC ) ( Adapted from Fantini, 2006, Appendix D ) transcultural communicating international communicating ethnorelativity cross-cultural communicating intercultural interaction biculturalism cross-cultural consciousness intercultural sensitiveness multiculturalism planetary competitory intelligence intercultural cooperation pluralingualism planetary competency cultural sensitiveness effectual inter-group communicating cross-cultural version cultural competency international competency communicative competency Hammer, Bennet, and Wiseman ( 2003 ) attempted to get the better of some of the fog of ICC definitions by pulling a major differentiation between intercultural sensitiveness and intercultural competency. From their position, intercultural sensitiveness is â€Å" the ability to know apart and see relevant cultural differences † whereas intercultural competency is â€Å" the ability to believe and move in interculturally appropriate ways † ( p. 422 ) . Their differentiation between cognizing and making in interculturally competent ways offers a fitting preliminary to the subjects that have emerged from most modern-day work on ICC. Fantini ‘s definition is more utile to pedagogues. The ability of pupils to ‘perform efficaciously and suitably ‘ in a learning environment or state of affairs where there are many civilizations represented and which are lending to the acquisition will hold a profound consequence on the result of the success of the acquisition. This definition developed from the literature leads in to theoretical accounts that can be used to develop intercultural competency relevant to bettering pupil ‘s successes rates at larning in multicultural or international school environments. Given the above definition how so is intercultural competency best conceptualized and measured? One of the earliest comprehensive model was Ruben ‘s behavioral attack to the conceptualisation and measuring of intercultural communicative competency ( Ruben, 1976 ; Ruben & A ; Kealey, 1979 ) . Rubens theoretical account is different to the personality or more single attacks, which have limited usage for pedagogues being that the cognition of the personality traits required for intercultural competency dosage non take into intercessions to develop intercultural competency. Ruben ‘s theoretical account ( Ruben, 1976 ; Ruben & A ; Kealey, 1979 ) focused on a behavioral attack to intercultural competency by taking to believe the spread between cognizing and making. Ruben focused on the relationship between what single know to be interculturally competent and what those persons are really making in intercultural state of affairss. Ruben ( 1976 ) argued that to understand behaviors linked to intercultural state of affairss steps of competence needed to reflect an ‘individual ‘s ability to expose constructs in his behavior instead than purposes, apprehensions, cognition ‘s, attitudes, or desires † ( p. 337 ) . Ruben so used observations of persons in state of affairss similar to those in which they have received anterior preparation for or choice for, and utilizing the public presentation as predicators for similar hereafter state of affairss. Based on findings in the literature and his ain work, Ruben ( 1976 ) identified seven dimensions of intercultural competency: Display of regard describes an person ‘s ability to â€Å" show regard and positive respect † for other persons. Interaction position refers to an person ‘s ability to â€Å" react to others in a descriptive, non-evaluative, and nonjudgmental manner. † Orientation to knowledge describes an person ‘s ability to â€Å" acknowledge the extent to which cognition is single in nature. † In other words, orientation to knowledge describes an person ‘s ability to acknowledge and admit that people explain the universe around them in different ways with differing positions of what is â€Å" right † and â€Å" true. † Empathy is an person ‘s ability to â€Å" set [ himself ] in another ‘s places. † Self-oriented function behavior expresses an person ‘s ability to â€Å" be flexible and to map in [ initiating and harmonising ] functions. † In this context, originating refers to bespeaking information and elucidation and measuring thoughts for job resolution. Harmonizing, on the other manus, refers to modulating the group position quo through mediation. Interaction direction is an person ‘s ability to take bends in treatment and novice and terminate interaction based on a moderately accurate appraisal of the demands and desires of others. Last, tolerance for ambiguity describes an person ‘s ability to â€Å" respond to new and equivocal state of affairss with small seeable uncomfortableness † . ( Ruben, 1976, pp. 339-341 ) From the observation Ruben was so able to operationalise the seven dimensions and utilize observation ( evaluation graduated tables ) for appraisal. Rubens theoretical account therefore was based on the definition that there is an result end for intercultural interactions, for illustration in a learning state of affairs for the person to understand a new construct. Ruben ‘s ( 1976 ) position, ICC consists of the â€Å" ability to map in a mode that is perceived to be comparatively consistent with the demands, capacities, ends, and outlooks of the persons in one ‘s environment while fulfilling one ‘s ain demands, capacities, ends, and outlooks † ( p. 336 ) . This ability is so assessed by detecting the persons actions as apposed to reading self studies by the person. A theoretical account such as Ruben ‘s asserts that there is end or stop point of intercultural interaction. For illustration from this definition the interculturally competent are able to keep interpersonal relationships. Therefore intercultural interactions can be define and successful or non towards a given end. Not merely does this go forth intercultural interactions open to manipulative behavior ( Rathje 2007 ) . Furthermore Herzog ( 2003 ) quoted by Rathje ( 2007 p 256 ) provinces that there dresss to be a deficiency of differentiation between competency and public presentation. Byram ( 1997 ) and Risager ( 2007 ) theorized a multidimensional theoretical account of intercultural competency which removes the importance placed on intercultural public presentation. Byram ‘s proposed a five factor theoretical account of intercultural competency ( shown in a diagram below ) Bryam Intercultural compotence.png Each ‘Savoir ‘ has their ain factors and definitions ; The attitude factor refers to the ability to relativise one ‘s ego and value others, and includes â€Å" wonder and openness, preparedness to suspend incredulity about other civilizations and belief about one ‘s ain † . Knowledge of one ‘s ego and others means cognition of the regulations for single and societal interaction and consists of cognizing societal groups and their patterns, both in one ‘s one civilization and in the other civilization. The first accomplishment set, the accomplishments of interpretation and relating, describes an person ‘s ability to construe, explicate, and relate events and paperss from another civilization to one ‘s ain civilization. The 2nd accomplishment set, the accomplishments of find and interaction, allows the person to get â€Å" new cognition of civilization and cultural patterns, † including the ability to utilize bing cognition, attitudes, and accomplishments in cross-cultural interactions. The last factor, critical cultural consciousness, describes the ability to utilize positions, patterns, and merchandises in one ‘s ain civilization and in other civilizations to do ratings. Byram ( 1997 ) pp 97-98 Byram added to his theoretical account with the interaction factor ( skis of find and interacting ) to include other communicating signifiers, verbal and non-verbal with the development of lingual, sociolinguistic and discourse competences. This theoretical accounts cardinal strengths lies in the demand of critical cultural consciousness. Whereas Ruben ‘s theoretical account merely aims to further successful intercultural by taking interactions with to understand and mimicking of the others civilization, Byram ‘s critical attack allows for persons to understand, interact with the other civilization, every bit good as, keeping house to their ain civilization with a critical oculus on both civilizations values. When applied to a learning state of affairs the theoretical account indicates that is larning is to be successful persons need to understand all Jesuss of the civilization of all persons whom are involved with the acquisition of a new construct. Byram ‘s theoretical account besides indicated that there is a continuum of being more interculturally competent as each of the ‘saviours ‘ is developed. However this theoretical account has been criticised as being excessively narrow by Risager ( 2007 ) . Risager argued that intercultural competency must included wide resources an single possesses every bit good as the narrow competencies that can be assessed. Risager developed her ain theoretical account with she claimed to be broader in range. The writer notes that in Risagers model the 10 elements outlined are mostly linked to lingual development and proficiencies ; Linguistic ( languastructural ) competency Languacultural competencies and resources: semantics and pragmatics Languacultural competencies and resources: poetics Languacultural competencies and resources: lingual individuality Translation and reading Interpreting texts ( discourses ) Use of ethnographic methods Multinational cooperation Knowledge of linguistic communication as critical linguistic communication consciousness, besides as a universe citizen Knowledge of civilization and society and critical cultural consciousness, besides as a universe citizen. ( Risager, 2007, p. 227 ) The thoughts from Byram ‘s theoretical account have been used to develop the intercultural competency appraisal ( INCA ) ( 2004 ) , an assessment tool for intercultural compotence. The INCA has utilized and developed the multidimensional theoretical account of Byram ‘s and other theoretical work ( quoted from INCA 2004 ) which include Kuhlmann & A ; Stahl ( 1998 ) every bit good as Muller-Jacquier ( 2000 ) to develop the appraisal. The INCA theoretical account has two sets of cardinal dimensions, one for the assessor and one for the testee, with three accomplishment degrees for each dimension ( basic, intermediate and full ) . The assessor looks for 6 different dimensions, as defined form the INCA assessor ‘s manual ; Tolerance for ambiguity is â€Å" the ability to accept deficiency of lucidity and ambiguity and to be able to cover with it constructively † . Behavioral flexibleness is â€Å" the ability to accommodate one ‘s ain behavior to different demands and state of affairss † . Communicative consciousness is â€Å" the ability [ aˆÂ ¦ ] to set up relationships between lingual looks and cultural contents, to place, and consciously work with, assorted communicative conventions of foreign spouses, and to modify correspondingly one ‘s ain linguistics signifiers of look † . Knowledge find is â€Å" the ability to get new cognition of a civilization and cultural patterns and the ability to move utilizing that cognition, those attitudes and those accomplishments under the restraints of real-time communicating and interaction † . Respect for distinctness is â€Å" the preparedness to suspend incredulity about other civilizations and belief about one ‘s ain † . Empathy is â€Å" the ability to intuitively understand what other people think and how they feel in concrete state of affairss † . From the testee ‘s point of position, intercultural competency consists of three dimensions, in a simplified version of the assessor ‘s theoretical account: Openness is the ability to â€Å" be unfastened to the other and to state of affairss in which something is done otherwise † ( regard for others + tolerance of ambiguity ) . Knowledge is the feature of â€Å" non merely want [ ing ] to cognize the ‘hard facts ‘ about a state of affairs or about a certain civilization, but besides want [ ing ] to cognize something about the feelings of the other individual † ( knowledge find + empathy ) . Adaptability describes the ability to â€Å" accommodate [ one ‘s ] behavior and [ one ‘s ] manner of communicating † ( behavioral flexibleness + communicative consciousness ) . This appraisal model explained the theory for each dimensions and besides gives concrete descriptions for each accomplishment degree. This is clearly a strong point for both the theoretical account and the assessment tool. There are besides other appraisal tools biased on Byram ‘s and Risager ‘s theoretical accounts ( intercultural sensitiveness index, Olson and Kroeger 2001 and Assessment of intercultural competency, Fantini 2006 ) . The cardinal factor that separates this work from that of Ruben ‘s is the accent on the acquisition of proficiency in the host civilization, which is beyond the ability to interact respectfully, non-judgmentally and efficaciously with the host civilization. Once allied to larning and development of intercultural competency both Byram ‘s and Risager ‘s theoretical account become comparatively hebdomad. Although the theoretical accounts have developed really strong and culturally dependable appraisal tools for intercultural competency, the theoretical accounts do little to bespeak the development of intercultural competency along a continuum. The theoretical accounts appear to demo that there is a either or inquiry to intercultural competency. Bennet ‘s ( 1993 ) theoretical account of intercultural competency nevertheless is more utile for instructors taking to develop intercultural competency. Bennett ( 1993 ) looked into intercultural competency with a different position than that of Byram ‘s. The development of intercultural competency ( shown in the diagram below ) developed a line drive phase theoretical account. Bennett theoretical account allows persons to travel up or down phases and individuality ‘s cardinal barriers to traveling into the following phase. Each phase has its effects on persons and therefore the larning capablenesss of the person. development of intercultrual sensitivy.bmp The first three phases, the ethnocentric phases, where the person ‘s civilization is the cardinal worldview have bit by bit less consequence on an person ‘s acquisition but still limited the effectivity of intercultural interactions and larning across intercultural boundary lines. In the first ethnocentric phase, denial, the single denies the difference or being of other civilizations by raising psychological or physical barriers in the signifiers of isolation and separation from other civilizations. In the 2nd ethnocentric phase, defence, the single reacts against the menace of other civilizations by minimizing the other civilizations ( negative stereotyping ) and advancing the high quality of one ‘s ain civilization. In some instances, the person undergoes a reversal stage, during which the worldview displacements from one ‘s ain civilization to the other civilization, and the ain civilization is capable to depreciation. Finally, in the 3rd ethnocentric phase, minimisation, the single acknowledges cultural differences on the surface but considers all civilizations as basically similar. The three ethnorelative phases of development lead to the acquisition of a more complex worldview in which civilizations are understood comparative to each other and actions are understood as culturally situated. During the credence stage, the single accepts and respects cultural differences with respect to behaviour and values. In the 2nd ethnorelative phase, version, the single develops the ability to switch his frame of mention to other culturally diverse worldviews through empathy and pluralism. In the last phase, integrating, the single expands and incorporates other worldviews into his ain worldview. While Bennett ‘s theoretical account for intercultural sensitiveness is extremely utile to pedagogues but it is note worthy that the theoretical account is non based on an specific empirical research. The theoretical account was developed from a land theory, that is to state, ‘using theoretical constructs to explicate a form that emerges from systematic observations ‘ ( Bennett 2004 ) . Mover over the theoretical account is biased on congestive constructivism that states persons build upon all experiences by puting them into forms or classs already within the person. More clearly, that we perceive event and construe them due to our ‘home ‘ civilization. Second that the development of intercultural sensitiveness in line drive. Although Bennett dose acknowledge that persons may travel frontward and backwards and any one point when developing intercultural sensitively frequently a cardinal review of line drive theoretical accounts. The theoretical account has been used by Bennett et Al ( 2003 ) with the development of the intercultural development stock list. This stock list is based on Bennett ‘s theoretical account of intercultural sensitiveness and is a development from an earlier stock list which was tested by Paige et Al ( 1999 quoted by Bennett 2003 page 426 ) and found ‘specific waies in farther development of the IDI ‘ ( Bennett et al 2003 ) . The stock list is a 50 point questionnaire biased on the classifications of responses by a broad scope of experts in the field of intercultural interactions on semi-structured interviews. The stock list is based on a 5 point graduated table response to inquiries. The research found the stock list to be valid and dependable across gender, societal, age and instruction populations. The writer acknowledges that the stock list has non as such been used to prove the intercultural sensitiveness theoretical account but notes that development of the stock list from the theoretical account which is dependable and valid across civilizations is a strong point of both the stock list and the theoretical account. Furthermore over the last 10 old ages the theoretical accounts has been used by other research workers in the development of appraisal tools ( Olson and Kroeger 2001 ) . Bennett dose non nevertheless see communicating in the development of intercultural sensitiveness instead as a developmental scheme particularly in the ethnorelative phases ; Participants traveling out of credence are eager to use their cognition of cultural differences to existent face-to-face communicating. Therefore, now is the clip to supply chances for interaction. These activities might include couples with other-culture spouses, facilitated multicultural group treatments, or outside assignments affecting interviewing of people from other culturesaˆÂ ¦ communicating pattern could mention to homestays or developing friendly relationships in the other civilization. ( Bennett, 1993, pp. 58-59 ) Recently nevertheless, these theoretical accounts ( Byram and Bennett ) have been accused of being subjective have frequently been subjective and limited by the civilizations of the persons involved in their conceptualisation and appraisal ( Arasaratnam and Doerfel 2005 ) . Arasaratnam and Doerfel ( 2005 ) call for a culture-wide theoretical account of intercultural communicating competency. Arasaratnam and Doerfel use a bottom-up attack with the theoretical account developed though interviews. They interviewed 37 interculturally competent participants from a university in the USA. The participants were from a big international background ( 14 from counties outside of the USA ) . The pupils were chosen for the engagement in international pupil organisations, analyze aboard plans and international friendship/host plans. The interviews followed a semi structured method utilizing prompts to prosecute the participants, such as, Can you identify some qualities or facets of people who are competent in intercultural communicating? The informations semantic analysed to uncover four or dominant bunchs of words for each prompt. From this analysis Arasaratnam and Doerfel identified 10 alone dimensions in intercultural communicative competency ( see appendix 2 ) Heterogeneity, Transmission, Other-centered, Observant, Motivation, Sensitivity, Respect, Relational, Investing Appropriateness This theoretical account has non been used to develop any appraisal tools but it noteworthy for the attack of being based on dimensions of persons deemed to be interculturllay competent. To add to this theoretical account Rathje 2007 farther proposes that the civilization can be defined as coherence based construct. Rathje argues for a new definition of civilization off from chauvinistic definitions. Quoting Hasen ( 2000 ) Rathje states that ‘cultures merely be within human collectives ‘ ( pp 261 ) and that many civilizations occur within boundary lines be that with a local football nine or within one category room to anther within a school. Hansen ( 2000 paraphrased by Rathje 2007 ) differences allow for the creative activity of persons within a civilization. Therefore civilizations are made up of known differences that are finite and known. The differences within a civilization will differ from civilization to civilization. Persons are different from the norm of a civilization but the differences are known to the human collective, ‘individuals traits and features however perceptibly mention to his cultural rank ‘ ( Rathje 2007 ) . Culture is at that place for the apprehension or cognition of differences within a given civilization that defines cultural rank. For illustration a pupil might cognize that one pupil likes to speak while working on a scientific discipline experiment while another dosage non. Both pupils are members of the schoolroom civilization and know of the differences in their attacks to experiments. Applied to intercultural competency this definition means that unknown differences within a civilization must to cognize, bespeaking that there is a cognizable facet to intercultural competency. If during intercultural interactions an person in understand and cognizing the know difference of another civilization the person is so bring forthing a new civilization them self. What Rathje 2007 is saying that during intercultural interaction and when deriving intercultural competency persons are really organizing a new civilization to add to the figure of civilizations that the person is already a member. When a pupil walks into a new schoolroom with a unfamiliar category and teacher the pupil is so in an intercultural environment. Rathje would reason for the pupil to interact and be successful within the environment the person must first organize a new civilization with the current civilization of the schoolroom. ‘Intercultural competency is best characterise hence, by the transmutation of intercultural interaction into civilization itself ‘ ( Rathje 2007 p263 ) . This statement nevertheless is non without its floors its ego. In making an excess civilization outside of either persons ‘home ‘ civilizations dose this non lead to assimilation of both civilizations into a ace civilization made up of both sets of civilizations. Rathje is hence bespeaking that persons who are extremely successful and intercultural interactions ( or larning ) are persons who are really good at developing civilization. What so given all the theoretical accounts proposed are the applications for instructors whom develop the learning civilization for the pupils? So how is civilization developed? Socialization theoretical account†¦ .. Development of a culture- soclization theory. Link to other theorys of learing, societal learing theory and criteci with congtnive acquisition theorys Applications for teacher- decision. Culture shock- and anxtiy decrease theorys? ? ?

Analyze and discuss the issues of music and authenticity in relation Essay - 1

Analyze and discuss the issues of music and authenticity in relation to two or three of the films - Essay Example In this movie, the audiovisual uses multiple communication channels including mainly: image, sound, verbal language (written or spoken). The sound acts directly on the senses of viewers, much more than the image and the verb. Its impact is much more subtle:   an image or a word provide immediate intellectual meaning and cause reactions largely conscious. Instead, this movie is largely beyond an intellectual analysis because its benchmarks are not palpable. The viewer receives it and reacts subjectively. The sound in this movie,   more than any other carrier, is handling affective and semantics means of an audiovisual message: images and words. There is a connection between a musical vocabulary, referring to aesthetic and sensory phenomena, and the vocabulary of everyday life, covering an ethical and intellectual reality of this time. Reconciling these two semantic universe can only afford to develop a specific speech and the music gives the tone to the speech in this movie, the m usic is in very tight collaboration with the sentences, with the environment, with the epoch. In the world of entertainment, the design of a musical message partially escapes its own creators: the intuition and experience offset the lack of a grammar of the language of music. The effectiveness of the message comes with a simple observation: "it works" or "it does not work†...

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Operating Systems - Term Paper Example It is a situation where the processor works on multiple jobs at a once, that is, when one of the jobs is waiting for I/O, the processor can switch to other jobs. It enabled the machine to have a stream of continuous input, computation and output on one disk using disks which held larger buffers (Brinch, 2000). It uses the multiprogramming facility to work on multiple jobs which are interactive. The processor time is shared by the multiple users and this aims at reducing the time that is required for a problem to be solved. The system is accessed simultaneously by different users at the same time. It allowed programmers to address memory from logical point of view instead of it being run directly from the hardware (Brinch, 2000). It was first used in the personal computers. These days virtual memory software has been developed to serve the functions that were initially done by the operating system. It has the following features: Differential responsiveness; it enables different classes of job to be discriminated, and Fairness; this is where all processes are given fair and equal access to resources (Johnston, 2005). The operating system is in form of levels. The functions performed by the layers are related to each other. The lower level performs the most primitive work. This structured operating system breaks the problem into sub problems which are manageable (Johnston, 2005). 2. Virtual Memory: Since virtual memory allows programmers to address memory from logical points instead of being run directly from the hardware has led the programmers to come up with the processor which is an operating system that offers administrators to manage systems and or apply scheduling policies to systems. 3. System Structure: This operating system is divided in form of levels whose functions are interrelated. It has an advantage to carry out distinctive functions which are done

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Company- Samsung Electronics - Essay Example 2. BRIEF HISTORY Samsung Electronics Co., Ltd. was established in 1969. It was one of the top divisions of the Samsung Group which was founded by Byung-Chull Lee. The name Samsung meant in Korea as "three stars." His first line of business was sugar refinery. Then few years later, Lee entered the manufacturing business. He also built other lines of businesses in 1960s such as insurance, broadcasting, securities and department stores. On late 1960s, Samsung Electronics began its operations with the help of some American, European, and Japanese manufacturers. As the company entered into the world of electronics, they made a huge investment to train their employees about the technologies used at the same time partnered with several overseas companies to make it possible (Funding Universe, n.d.). The 1970s period marked the beginning of Samsung's competitive vision to be the world's top contender in manufacturing electronics. The company's pride was the development of various electronics items which include semiconductors, computers, telecommunications hardware and finished consumer electronics products (Samsungn.d.a). In 1980s, the company expanded their business in the form of exports and partnering with other big companies and other suppliers of technology from other countries. They made huge sales and profits from export. In 1990s, the company experienced crisis in which it rooted from the crisis that the Korean government went through during the 1997 International Monetary Fund crisis. However, the company made a full stand during the crisis by adopting a series of restructuring as a form of rescue operation. The company was successful on their risky move. In the new millenium, the company spread even more their vision as they proclaimed to the world their plan of becoming the world's top producer and exporter of digital electronics. 3. SCOPE OF ITS INTERNATIONAL MARKETING 3.1 GOVERNMENT VS. INDUSTRY â€Å"Industrial transformation is the process in which an industry changes its production technology, market distribution, product scope, and location† (Shin & Ho, 1997). Government policies are among the factors that affect the transformation (Shin & Ho, 1997). On January 28, 1969, the Electronics Industry Promotion Law was enacted by the Korean government. This law was to promote major electronics export industry by developing new technology products and increase sales activities outside the country (Amsden, 1989). On that year also, development and training with tax incentives, low-cost loans and direct subsidies promotion were provided by the Ministry of Trade and Industry (MTI). Samsung, as one of the chaebols (domestic conglomerates), was one of the companies who received these benefits from the government (Dedrick & Kraemer, 1998). 3.2 DEVELOPMENTS WITH JOINT VENTURES AND COLLABORATIONS 3.2.1 SAMSUNG’S ENTRY TO ELECTRONICS INDUSTRY - 1970s. After the SEC was established, the company was able to form a joint venture agre ement with foreign companies. First was Sanyo and Sumitomo Trading with 40% and 10% respectively as well as with NEC and Sumitomo Trading. The Samsung-NEC employees went to training in Japan for couple of months to learn the simple products assembly and with the technical assistance agreement; those employees will undergo training annually by NEC's technical experts. Futhermore, with the emergence of Samsung-Sanyo Parts in March 1973, the company was able to produce television parts with tuners, deflection yokes, transformers and

Charity Giving Essay Example | Topics and Well Written Essays - 1500 words

Charity Giving - Essay Example Any person with high values and cultural values will provide high donation as per his or her financial status. Some may do charity for the help of the society by giving blood and donating the body organs in order to help others. This is done by the people due to their own moral values. The regularity of charity whether financial or in other forms depends largely on the person and his or her values in life. None of the charitable organisations can influence them as they are guided by their own ideas and views. A few people refer charitable giving as a personal value which is incorporated in the individual from the beginning of his/her life by the parents. The importance of finance and the gesture to help others in need are the values, which influence the charitable actions of the people. These values are incorporated among the people from the childhood (Duncan, 1999). No charitable institutions, advertisements and marketing strategies can influence the people. Charity depends on the p eople and it depends on the personal freedom and rights of the people to whether they want to do charity or not. Charity can be in money and also in kind. Personal values influence to a considerable extent the charitable action of the people. However, not only the values but also the demographic factors, such as the age of the person, wealth, gender and education contribute towards charitable behaviour. Strong personal values along with moral values have a high degree of influence charitable giving.

Zaras Business Model Essay Example for Free

Zaras Business Model Essay When I saw the first announcement of their ecommerce launch I ran home and dug through my undergrad course work and quickly produced a case study I’d read in 2003. â€Å"Zara: IT for Fast Fashion† a Harvard Business School case study that examined Zara’s IT infrastructure and how it supported their unique business model. Two important caveats from this case study stuck out in my mind. Zara’s business model closely linked customer demand to manufacturing and distribution. Inventory depended largely on the location of the store and what particular customers were buying. They understood that their consumer had a penchant for trend driven pieces, and that marketing and advertising efforts lengthened the lead-time. Thus their marketing budget was usually .3% of revenue, and Zara was able to get high fashion looks in stores while they were still hot. Zara didn’t need to convince their consumers to buy with advertising and marketing efforts, rather they changed 75% of their inventory every three to four weeks, so consumers knew to constantly frequent the store for up to date items. Secondly, Zara had decided not to retail clothes online because of the high rate of returns (retail mail order rates were 50-60% whereas in store was roughly 5%), and because their distribution centers were not configured for small pick and pack orders. If you think about it, Zara’s business model is actually perfect for online retail. Their vertically integrated manufacturing operations allowed for the perpetual introduction of new pieces with short lead times. For the fickle online consumer that wants newness all the time, its heaven! In fact, the top right hand corner of their site pays homage to this brand ethos with a â€Å"new this week† link standing out from the pack. So what took them so long to make the move?

The Drill Stem Component Description Engineering Essay

The Drill Stem Component Description Engineering Essay CHAPTER 3 INTRODUCTION This chapter presents general procedures for drill string design. The design aspects of critical importance and factors controlling drill pipe selection are highlighted. The term Drill Stem is used to refer to the combination of tubulars and accessories that serve as a connection between the rig and the drill bit (RGU lecture slides). It consists mainly of Drill Pipe, Drill Collars (DC) and Heavy Weight Drill Pipes (HWDP) and accessories including bit subs, top drive subs, stabilisers, jars, reamers etc. Drill stem is often used interchangeably with the term Drill String which actually refers to the joints of drill pipe in the drill stem. For the purpose of this report, Drill String will be used to refer to the string of drill pipes that together with drill collars and heavy weight drill pipe make up the drill stem see fig 3.1. 3.1 DRILL STEM COMPONENT DESCRIPTION 3.1.1 Drill Pipe The drill pipes are seamless pipes usually made from different steel grades to different diameters, weights and lengths. They are used to transfer rotary torque and drilling fluid from the rig to the bottom hole assembly (drill collars plus accessories) and drill bit. Each drill pipe is referred to as a joint, with each joint consisting of a pipe body and two connections (see fig 3.2). Drill pipe lengths vary, and these different lengths are classified as ranges, the available or more common ranges include: Range 1: 18 22 ft Range 2: 27 30ft Range 3: 38 40ft. Drill Stem. Fig 3.1: Drill Stem with components. (Heriott Watt University lecture Notes: Drilling Engineering) Drill pipes are also manufactured in different sizes and weights which reflects the wall thickness of the drill pipe. Some common sizes and their corresponding weights include 31/2 in. 13.30 lb/ft and 4 1/2in. 16.60 lb/ft. The indicated weight is the nominal weight in air (pipe body weight excluding tool joints) of the drill pipe. A complete listing of API recognised drill pipe sizes, weight and grades are published in the API RP 7G. The drill pipe grade is an indication of the minimum yield strength of the drill pipe which controls the burst, collapse and tensile load capacity of the drill pipe. The common drill pipe grades are presented in the table below Grade Yield Strength, psi Letter Designation Alternate Designation D D-55 55,000 E E-75 75,000 X X-95 95,000 G G-105 105,000 S S-135 135,000 Table 3.1: Drill Pipe Grades. Drill pipes are often used to drill more than one well, therefore in most cases the drill pipe would be in a worn condition resulting in its wall thickness being less than it was when the drill pipe was brand new. In order to identify and differentiate drill pipes, they are grouped into classes. The different classes are an indication of the degree of wear on the wall thickness of the drill pipe. The classes can be summarised as follows according to API standards: New: Never been used, with wall thickness when to 12.5% below nominal. Premium: Uniform wear with minimum wall thickness of 80%. Class 2: Allows drill pipe with a minimum wall thickness of 70%. It is essential that the drill pipe class be identified in drill pipe use or design, since the extent of wear affects the drill pipe properties and strength. When specifying a particular joint of drill pipe, the class, grade, size, weight and range have to be identified, the specification could therefore appear thus: 5 19.5 lb/ft Grade S Range 2 Fig 3.2: Parts of Drill pipe. (Handbook for Petroleum and Natural gas) 3.1.2 Tool Joints Tools joints are screw type connections welded at the ends of each joint of a drillpipe. The tool joints have coarse tapered threads and sealing shoulders designed to withstand the weight of the drill string when it is suspended in the slips. Tool joints are of two kinds; the pin (male section) and the box (female section). Each drill pipe has a pin attached to one end and a box attached at the other end. This makes it possible for the pin of one joint of drill pipe to be stabbed into box of a previous drill pipe. There are several kinds of tool joints widely used: Joint Type Diagram Description Internal Upset (IU) Tool joint is less than the pipe. Tool joint OD is approximately the same as the pipe. Internal Flush (IF) Tool joints ID is approximately the same as the pipe. The OD is upset. Internal / External Upset (IEU) Tool joint is larger than the pipe such that the tool joint ID is less than the drill pipe. The tool joint OD is larger than the drill pipe. Table 3.2 Types of tool joints. (The Robert Gordon University Lecture Notes: Drill String Design) 3.1.3 Drill Collars Drill collars are thick walled tubes made from steel. They are normally the predominant part of the bottom hole assembly (BHA) which provides Weight on Bit (WOB). Due to the large wall thickness of the drill collars, the connection threads could be machined directly to the body of the tube, thereby eliminating the need for tool joints (see fig 3.3). Drill collars are manufactured in different sizes and shapes including round, square, triangular and spiral grooved. The slick and spiral grooved drill collars are the most common shapes used currently in the industry. There are drill collars made from non-magnetic steel used to isolate directional survey instruments from magnetic interference arising from other drill stem components. The steel grade used in the manufacture of drill collars can be much lower than those used in drill pipes since they are thick walled. Functions Provide weight on bit Provide stiffness for BHA to maintain directional control and minimise bit stability problems. Provide strength to function in compression and prevent buckling of drill pipes. Fig 3.3: Carbon Steel Drill Pipes. 3.1.4 Heavy Weight Drill Pipe Heavy weight drill pipes (HWDP) are often manufactured by machining down drill collars See fig 3.4. They usually have greater wall thickness than regular drill pipe. HWDP are used to provide a gradual cross over when making transition between drill collars and drill pipes to minimise stress concentration at the base of the drill pipe. These stress concentrations often result from: Difference in stiffness due to the difference in cross-sectional area between the drill collar and drill pipe. Bit bouncing arising from rotation and cutting action of the bit. HWDP can be used in either compressive or tensile service. In vertical wellbores it is used for transition and in highly deviated wells, it used in compression to provide weight on bit. Fig 3.4: Heavy Weight Drill Pipe. (Heriott Watt University lecture Notes: Drilling Engineering) 3.1.5 Accessories Drill Stem accessories include: Stabilisers: these are made of a length of pipe with blades on the external surface. The blades are spiral or straight, fixed or mounted on rubber sleeves to allow the drill string rotate inside. Functions of the stabiliser include: Stabilise the drill collars to reduce buckling and bending Ensure uniform loading of tricone bits to reduce wobbling and increase bit life. To provide necessary wall contact and stiffness behind the bit to induce positive side force to build angle when drilling deviated wells. Reamers: used in the BHA to enlarge the well bore diameter and ream out doglegs, key seats, ledges. Drilling Jars: incorporated in the BHA to deliver a sharp blow and assist in freeing the drill string should it become stuck. 3.2 DRILL STRING DESIGN The drill string design is carried out in order to establish the most efficient combination of drill pipe size, weight, and grades to fulfil the drilling objectives of any particular hole section at the lowest cost within acceptable safety standards. In order to design a drill string to be used in a particular hole section, the following parameters need to be established: Hole section depth Hole section size Expected mud weight Desired safety factors in tension and overpull. Desired safety factor in collapse Length of drill collars required to provide desired WOB including OD, ID and weight per foot. Drill pipe sizes and inspection class The drill string design has to meet the following requirement: The working loads (tension, collapse, burst) on the drill string must not exceed the rated load capacity of each of the drill pipes. The drill collars should be of sufficient length to provide all required WOB to prevent buckling loads on the drill pipe. The drill pipes used have to ensure the availability of sufficient fluid flow rate at the drill bit for hole cleaning and good rate of penetration. 3.2.1 Design Safety Factors Design safety factors are applied to calculated working loads to account for any unexpected service load on the drill string. They are used to represent any features that are not considered in the load calculations e.g. temperature and corrosion, thus ensuring that service loads do not exceed the load capacity of the drill pipe. Design safety factor values are often selected based on experience from operating within a particular area, the extent of uncertainty in the operating conditions e.g. when operating in HPHT conditions, a larger safety factor is applied than when operating in less harsh conditions. Some commonly used design safety values are illustrated in the table below Load Design Safety Factor Value Tension 1.1 1.3 Margin of overpull (MOP) 50,000 100,000. MOP of 400,000 have been used in ultra deep wells Weight on Bit 1.15 or 85% of available Weight on bit to ensure neutral point is 85% of drill collar string length measures from the bottom (API RP 7G) Torsion 1.0 (based on the lesser of the pipe body or tool joint strength) Collapse 1.1 1.15 Burst 1.2 3.2.2 Drill Collar Selection The drill collars are selected with the aim of ensuring that they provide sufficient WOB without buckling or putting the lower section of the drill string in compression. 3.2.2.1 Size selection Lateral movement of the drill bit is controlled by the diameter of the drill collar directly behind it. Therefore the size/diameter of the drill collar closest to the bit will be dependent on the required effective minimum hole diameter and the relationship can be given as When two BHA components of different cross-sectional areas are to be made up, it is essential that the bending resistance ratio (BRR) be evaluated. This is important because BHA components have tensile and compressive forces acting on them when they are bent in the well bore. These forces cause stress at connections and any location where there is a change in cross-sectional area. Therefore it is important to ensure that these stresses are within acceptable ranges. The bending resistance (BR) of a drill string component is dependent on its section modulus which is given as Z = section modulus, in3 I = second moment of area, in4 OD = outside diameter, in ID = inside diameter, in The BRR is used to express any change in BR and can be calculated using BRR should generally be below 5.5 and in severe drilling conditions, below 3.5. 3.2.2.2 Connections When selecting connections to be used with drill collars, it is essential to check that the BRR of the pin and box indicates a balanced connection. The BRR for drill collar connection is calculated as the section modulus of the box divided by the section modulus of the pin. The API RP 7G contains tables that can be used to determine BRR for any box and pin OD. BRRs of 2.5 have given balanced connections (RGU Lecture notes, 2005). 3.2.2.3 Weight on Bit The maximum weight on bit required is normally a function of the bit size and type. The rule of thumb is: Maximum WOB of 2000lbf per inch of bit diameter when using Polycrsyalline Diamond Compact bits (PDC) and mud motors. Maximum WOB of 5000lbf per inch of bit diameter when using tricone bits. Other factors controlling WOB include inclination, hole size and buckling. In vertical wellbores the length of drill collars required to provide a specified weight on bit is given by LDC = Length of Drill Collars, ft WOB = Weight of Bit, lb DFBHA = Safety factor to keep neutral point in drill collars. WDC = Weight per foot of Drill Collars, lb/ft Kb = Buoyancy Factor. The neutral point as described by (Mian, 1991) referring to Lubinksi, is the point that divides the drill stem into two portions, with the section above the neutral point in tension and that below in compression. Therefore in order to ensure that the entire length of drill pipes remain in tension, the neutral point of the drill stem has to be maintained within the drill collars. According to the API RP 7G, the height of the neutral point measured from the bottom of the drill collars will be 85% of the total length of drill collars used, with 85% being the safety factor. In inclined wellbores, the angle of inclination has to be taken into consideration when calculating the maximum WOB that can be applied without buckling the drill pipe. This is because although the WOB is applied at the inclination of the wellbore, this weight acts vertically, thus reducing the available weight at the bit. Therefore to allow for this reduction, the buoyed weight of the BHA would be reduced by the cosine of the well inclination, thus WOB in inclined holes is calculated with the formula All parameters remain as defined in equation 5; ÃŽÂ ¸ is the angle of inclination of the well. As a result of the vertically acting weight of the BHA, the drill string tends to lie on the low side of the hole and is supported to some extent by the wall of the well bore. Therefore the pipes above the neutral point could only buckle if the compressive forces in the drill string exceed a critical amount. This critical buckling force is calculated as follows Fcrit = critical buckling force, lb ODHWDP = outside diameter of HWDP, in. ODtj = maximum outside diameter of pipe, in. IDHWDP = inside diameter of HWDP, in. Kb = buoyancy factor. Dhole = diameter of hole, in. ÃŽËÅ" = hole inclination, degrees. Since HWDP are sometimes used to apply WOB in inclined wells, and drill pipes are sometimes used in compression, the critical buckling force is calculated for both HWDP and drill pipes. 3.2.3 Drill Pipe Selection Factors to be considered for drill pipe selection include: Maximum allowable working loads in tension, collapse, burst, and torsion. Maximum allowable dogleg severity at any depth in order to avoid fatigue damage in the drill pipe. Combined loads on the drill pipe. The loads considered when selecting drill pipes to be used in the drill string is dependent on the well depth, well bore geometry and hole section objectives. In shallower vertical wells, collapse and tension are of more importance than burst or torsion. Burst is normally not considered in most designs since the worst case for a burst load on the drill pipe would occur when pressuring the drillstring with a blocked bit nozzle, even with this condition, the burst resistance of the drill pipe is likely to be exceeded. Torsion is of less importance in vertical well bores because drag forces are at minimal amounts unlike in highly deviated wells. The dogleg severity of the well for both vertical and deviated wells is important because of increased fatigue in the drill pipe when it is rotated in the curved sections of the wellbore. A graphical method is recommended for drill pipe selection, with the loads plotted on a load versus depth graph. This makes it possible for loads at particular points on the drill string to be easily visualised, and any sections of the drill pipe that do not meet the load requirements are easily identified and redesigned. 3.2.3.1 Collapse Drill pipes are sometimes exposed to external pressures which exceed its internal pressures, thereby inducing a collapse load on the drill pipe. The worst scenario for collapse in a drill pipe is during drill stem tests when they are run completely empty into the wellbore. The collapse loads are highest at the bottom joint of the drill pipes, as a result, the collapse load would normally control the drill pipe grade to be used at the bottom of the drill string. The API specified collapse resistance for different sizes and grades of drill pipe assuming either elastic, plastic or transition collapse depending on their diameter to wall thickness ratio have been calculated and are published in the API RP 7G with the relevant formulae. The maximum collapse pressure on the drill pipe when it is completely empty can be calculated as follows: Pc = collapse pressure, psi MW = mud weight, ppg TVD = true vertical depth at which Pc acts, ft. On some occasions, the mud weight outside the pipe varies from that inside the pipe, also the fluid levels inside and outside the pipe may also vary. This situation could also induce collapse loads. The collapse loads induced by this scenario can be calculated thus L = Fluid depth outside the drill pipe, ft MW = Mud weight outside the drill pipe, ppg Y = fluid depth inside drill pipe, ft MW = Mud weight inside drill pipe, ppg. The value for Pc is then plotted on the collapse load graph as the collapse load line see fig 3.5. It is recommended practice to apply a design safety factor to the collapse load calculated from equations 8 or 9 (depending on expected scenarios) in order to account for unexpected additional loads as wells as unknown variables. The value of the design factor is often between 1.1 1.5 for class 2 drill pipes. According to (Adams, 1985) the design factor should be 1.3 to account for the fact that new drill pipes are often not used for drill stem tests. The value of the collapse load multiplied by the collapse design factor is plotted on the collapse load graph as the design line, this is then used to select an appropriate grade and weight of drill pipe to fulfil these load conditions. Fig 3.5: Sample Collapse load graph. 3.2.3.2 Tension Load The tensile load capacity of the drill string should be evaluated to ensure there is enough tensile strength in the topmost joint of each size, weight, grade and class of to support the weight of the drill string submerged in the wellbore, hence the need to include buoyancy in the calculations. There has to also be enough reserve tensile strength to pull the drill string out of the well if the pipe gets stuck. The stabiliser and bit weight can be neglected when calculating the drillstring weight. In a vertical wellbore, the forces acting on the drill string are tension from its self weight and the hydrostatic pressure from the fluid in the wellbore. The hydrostatic pressure in the wellbore exerts an upward force on the cross sectional area of the drill string, which is commonly referred to as buoyancy. Therefore the resulting tensile load on the drill string attached to drill collars, taking account of buoyancy is calculated as: FTEN = resultant tensile load on drill string, lb LDP = length of drill pipe, ft LDC = length of drill collars, ft WTDP = air weight of drill pipe, lb/ft WTDC = air weight of drill collars, lb/ft MW = Mud weight, ppg. ADC = Cross sectional area of drill collars, in2 FTEN is plotted on the tension load graph as the tensile load line. The tensile strength values for different sizes, grades and inspection classes of drill pipes are contained in the API RP 7G, and can be calculated from the equation: Fyield = minimum tensile strength, lb Ym = specified minimum yield stress, psi A = cross section area, in2 Fyield is plotted as the minimum tensile strength line on the tension load graph. However, these values (Fyield) are theoretical values based on minimum areas, wall thickness and yield strength of the drill pipes. Therefore, these values only give an indication of the stress at which a certain total deformation would occur and not the specific point at which permanent deformation of the material begins. If a pipe is loaded to the minimum tensile strength calculated from equation 11, there is the possibility that some permanent stretch may occur, thereby making it difficult to keep the pipe straight in the wellbore. In order to eliminate the possibility of this occurrence, 90% of the minimum tensile strength as recommended by the API (American Petroleum Institute), should be used as the maximum allowable tensile load on the drill pipe, i.e Fdesign = maximum allowable tensile load 0.9 = a constant relating proportional limit to yield strength. Fdesign is plotted on the tension load graph as the maximum allowable tensile load line. As with the collapse load, a design factor would be applied to the tensile loads to account for dynamic loads in the drill pipe which occur when the slips are set, as well as prevent the occurrence of pipe parting close to the surface. The product of FTEN and the design factor is plotted as the tension design load line in the tension load graph see fig 3.6. Margin Of Overpull A margin for overpull is added to the tension load to ensure there is sufficient tensile strength in the drill pipe when it is pulled in the event of a stuck pipe. This margin is normally 50,000 100,000lb, but in deeper wells margins of overpull have reached 300,000lb. The value obtained after adding the margin of overpull is also plotted on the tension load graph see fig 3.6. The difference between the calculated tensile load at any point in the drillstring (FTEN) and the maximum allowable tension load would also represent the available overpull. This value represents available tensile strength of the drill pipe to withstand any extra forces applied to the drill string when trying to release it from a stuck pipe situation. FTEN and Fa can also be expressed as a safety factor This safety factor is an indication of how much the selected drill pipe will be able to withstand expected service loads. Due to uncertainty with actual service loads and conditions, a safety factor greater than 1 is always required. Slip Crush Slip crushing is generally not a problem if the slips are properly maintained. However, it is necessary to apply a safety factor for slip crushing when designing the drill string. This helps account for the hoop stress (SH) caused by the slips and the tensile stress (ST) caused by the weight of the drill string suspended in the slips. This relationship between SH and ST can be represented by the following equation SH = hoop stress, psi ST = tensile stress, psi D = outside diameter of the pipe, in. K = lateral load factor on slips, Ls = length of slips, in. = slip taper usually 9 ° 27 45 z = arctan ÃŽÂ ¼ ÃŽÂ ¼ = coefficient of friction, (approximately 0.08) The calculated tensile load is multiplied by the slip crush factor () to obtain the equivalent tensile load from slip crushing: Ts = tension from slip crushing, lb TL = tension load in drill string, lb SH / ST = slip crush factor. Ts is also plotted on the tension load graph as the slip crush design line. Fig 3.6: Sample Tension load graph The general step-by-step procedure for drill pipe selection using the graphical method is given as 1. Calculate the expected collapse load on drill pipe and apply the collapse design safety factor to derive the design load. Use the result to select weight and grade of drill pipe that satisfy collapse conditions. Plot expected collapse load and design load on a pressure vs. depth graph. 2. Calculate maximum allowable tensile load for the drill pipe selected in (1) above. Also calculate tension load on the drill string including buoyancy effects. Plot the tension load, specified minimum yield strength, and maximum allowable tensile load values on axial load vs. depth graph. 3. Apply tension design factor, margin of overpull, and slip crush factor to the calculated tension load and plot the individual results on the axial load vs. depth graph. Of the three factors applied to the tension load, the one resulting in the highest value is selected as the worst case for tensile loads. 4. Inspect graph and re-design any sections not meeting the load requirements. When designing a tapered drill string, the maximum length of a particular size, weight, grade and class of drill pipes that can be used to drill the selected hole section with specified WOB can be calculated as: All parameters remain as defined in equation 10 and 11. Note that equation 16 is only used when the MOP design line is the worst case scenario for tensile loads. When slip crushing is the worst case, the formula below is used SF = safety factor for slip crushing. The lightest available drill pipe grade should be used first in order to ensure that that the heavier grades are used upper section of the drill string where tensile loads are the highest. 3.2.4 Dog Leg Severity Fatigue damage is the most common type of drill pipe failure. It is known to be caused by cyclic bending loads induced in a drill pipe when it is rotated in the curved sections of the wellbore. The rotation of the drill pipe in the curved hole sections induce stresses in the outer wall of the drill pipe by stretching it and increasing its tensile loads. Fatigue damage from doglegs tends to occur when the angle exceeds a critical value. This critical value can be calculated as: C = maximum permissible dog leg severity, deg/100ft E = Youngs modulus, psi (30 x 106 for steel, 10.5 X 106 for aluminium) D = Drill pipe outer diameter, in. L = half the distance between tool joints, (180 in, for range 2 pipe) T = tension below the dogleg, lb à Ã†â€™b = maximum permissible bending stress, psi. I = drill pipe second moment of area, = à Ã†â€™b, is calculated from the buoyant tensile stress (à Ã†â€™t) and is dependent on the grade of the pipe. à Ã†â€™t = T/A, where T is defined in equation 19, and A is the cross sectional area of the pipe body in in2. For grade E pipe, The results from equation 20 are valid for à Ã†â€™t values up to 67,000psi. For grade S pipe, The results from equation 21 are valid for à Ã†â€™t values up to 133,400psi. It is recommended that an allowable dogleg severity (DLS) versus depth chart be plotted for every hole section with a particular drill string design since DLS changes with depth. The chart is plotted with the DLS on the x-axis and depth on the y-axis (see fig 3.7). When DLS lies to the left of the line or below the curve, the drill pipe is in safe operating conditions, and when it falls above or to the right of the curve, it is in unsafe conditions. Fig 3.7: Allowable Dogleg Severity Chart. (Mian, 1991) 3.2.5 Torsion Drill pipe torsional yield strength is important when planning deviated wells and ultra deep wells. In deviated wells, increased drag forces acting on the drill string from its interaction with the wellbore increase torsional loads on the drill pipe. In deeper wells, it is important in stuck pipe situations, in order to know the maximum torque that can be applied to the drill string. The pipe body torsional yield strength when subjected to torque alone can be calculated from the equation: Q = minimum torsional yield strength, ft lb J = polar second moment of area, à Ã¢â€š ¬/32 (D4 d4) D = pipe OD in, d = pipe ID in. Ym = minimum yield strength, psi. 3.2.6 Combined Loads On The Drill String Collapse and Tension The collapse resistance of the drill pipe is often reduced when the drill pipe is exposed to both tension and collapse loads. This happens because tensile loads stretch the drill pipe thereby affecting its D/t (diameter -wall thickness ratio) which controls the collapse resistance of the drill pipe. In ultra deep wells, the effect of combined collapse and tension is experienced when function testing the Blow out Preventers (BOP). It is becoming common practice in ultradeep drilling to equip BOPs with test rams in order to enable the BOP be tested without setting plugs in the well head. This is done to save tripping time due to extreme well depths. An example given by (Chatar, 2010), using 65/8in 27.70lb/ft drill pipe showed that with 65/8in drill pipe having 860kips of maximum allowable tensile loads, at half of this load, the drill string is only capable of withstanding 4,500psi collapse loads, which is often not sufficient for ultradeep drilling BOPs. The corrected collapse resistance of drill pipes under tension can be calculated using the formula Where R represents the percentage of the collapse resistance left when the drill pipe is under tension, therefore in equation 25, the value for R is used to multiply the normal plastic collapse resistance of the pipe to give the collapse resistance under tension. R can also be determined graphically with the following steps 1. Calculate Z using equation 24 2. Enter the ellipse for biaxial stress (fig 3.8) on the horizontal axis with the value for Z and draw a vertical line to the ellipse curve. 3. Draw a horizontal line from the vertical line drawn in (2) above to the vertical axis and read off the value. 4. Use the value from (5) above to multiply the collapse resistance to get the corrected collapse resistance with tension. Fig 3.8: Ellipse of Biaxial yield Strength: Effect of tensile loading om collapse resistance. (RGU Lecture notes: Casing design) Combined tension and torsion The torsional yield strength of a drill pipe is significantly reduced when the pipe is under tension loads. The torsional yield strength of the drill pipe under tension can be calculated with the equation Q = minimum torsional yield strength under tension, ft lb J = polar second moment of area. D = pipe OD in, d= pipe ID in. Ym = minimum yield strength, psi P = total load in tension, lb A = cross sectional area, in2 3.2.7 Tool Joint Performance The makeup torque to be applied to the tool joints when connecting drill pipes is calculated as follows ID = inside diameter, in. OD = outside diameter, in. Values for X, M, B and Q for standard connections are presented in the table be