Analysis of “The Happy Man”

I’m going to analyze a novel â€Å"The Happy Man† by Somerset Maugham, a well-known English novelist, short-story writer, playwright and essayist. William Somerset Maugham was born in Paris, educated at King’s school in Canterbury and studied to be a doctor at St. Thomas Hospital in England. He was one of the best known writers of his time as he was master of short stories. The story starts with the narrator thinking and telling the reader about his attitude to giving advice to somebody. He thinks it to be quite difficult and even impossible to give the right advice as â€Å"we know nothing of the others†.The whole first paragraph of the story is devoted to the narrator’s expressing the opinion on life, the manner of bourgeois society and the danger of ordering the lives of others. Then the author goes on telling a story that once happened to the narrator. This novel runs about a desperate man who confided his life to a total stranger. The theme of the novel: a man’s search for happiness; the role of advice in the life of people. The main characters of the story are the narrator and Stephens. The main character is the narrator.There is no any information about his appearance in the text. The only one thing about his age is the information that he was a young man when he advised well. Nevertheless we can judge about his character from his thoughts, behavior and speech. The description of his character is indirect. He is a wise man: he knows that it is impossible to know another persons as well as oneself to give him/her advice which would be good for him/her. And he is bold enough for a man who dares to give the life changing advice to a man he see for the first time.The narrator was an intelligent, clever and bright. We can judge by his way of narration, speech. He is an educated person, he uses literary vocabulary mostly, for instance, such words as errand, flounder, squeamish, silences. Connotation of words is positiv e and the way the author uses the literature teams makes the story understandable and close to the readers. He was a doctor but didn’t practice. And first of all he was a writer. He was an experienced person, philosopher and good psychologist, because he could say for sure who the man was and what life was.He thought a lot about life and tried to understand the value of life. ‘And life is something that you can lead but once†¦Ã¢â‚¬â„¢ He is responsible man. He has a sharp eye for details which reveal Stephens’ inner state: he (Stephens) had some difficulty in lighting cigarette without letting go off his hat. He quickly did this and while doing it dropped his umbrella. Stephens’ portrayal is subjective and the reader sees everything from the narrator’s point of view. Stephens represent and images. The first is Stephens who lives in London.He sensitive and emotional, the proof is being the usage of metaphors and epithets in his speech. â€Å"Ea ch one help of this metaphor the author shows the narrator’s outlook on the relations between people and the impossibility of knowing a person well enough to give him advice†. The next metaphor: â€Å"There are men who flounder at the journey’s start is aimed at making speech more colorful and interesting, so that the whole scene readily presents itself to the reader’s eye† It is an unhappy man, bored with his life, who doesn’t find air one can breathe in London.Stephens’ inner state, his emotions are depicted through the narrator’s evaluation of Stephens’ sentences. He finds striking and sharp. These epithets are used by the author to show that Stephens could not really stick his life any more. He is fed up with the routine of being a medical officer because that was all he had to look forward the far the rest of life. Even good money of London can’t stop him from leaning for an uncertainty in Spain. The second im age, that is a happy man, and he is presented by Stephens’ living in Spain. He satisfied with his life though he is rather shabbily dressed.The happiness and content with life can be seen through all the narrator’s description of Stephens appearance: his eyes twinkled gaily, his face bore and expression of perfect good-humor. This metaphor helps us to get the idea of Stephens’ happiness. The exaggeration Stephens uses â€Å"I wouldn’t exchange the life I have had that of any king in would† shows the highest degree of being happy. Another exaggeration used by the author â€Å"you couldn’t have imagined a more delightful creature to drink a glass of wine† with is aimed at revealing the author’s positive attitude to Stephens.So, the two images a â€Å"happy and unhappy man† are opposed to each other. The stylistic device used in this case, it is the contrast, its function is to bring some phenomena in opposition and find di fferentiate features. This Stylistic device helps us to state the main idea of the story, which twists around the theme of happiness. Stephens found his happiness in Spain, where is air one can breathe while in London there was no possibility for him to enjoy life. The contrast between Spain and London shows the drawback of London’s society in which Stephens wouldn’t like to live any longer.While his wife, who preferred to go back to Camberwell, found her happiness there. Thus the main idea states that every person has his own understanding of happiness. We can divide the novel into three logical parts in order to understand it better. It is a narrative text. The key in the first part is rather pessimistic, deeply psycological, and sometimes we can say that it is rather negative. This could be proved if we look at the metaphors the author use: he compares every man to â€Å"a prisoner in a solitary tower†, life to â€Å"a difficult business†. Another meta phor is used when he says that â€Å"some people flounder at the journey’s start†.So we see that the author tries to make us ready for the future accidents, and to show us the difference between the past â€Å"wrapped in the dark cloud of Destiny† and the future. The second part was written in the form of a dialogue between the patient and our hero. We can see the despair of a stranger, because he uses â€Å"short, sharp sentences†, to emphasize it the author told us that they had â€Å"a forcible ring†. The visitor seems to be very tired of life, he is passive, but he wants to change something in it, that is why to show us the antagonistic character of the visitor, the author uses an oxymoron â€Å"bright dark eyes†.The third part is lyrical, and a bit romantic. In the third part, our main character comes to Seville, and tries to find that stranger. He lived in an ordinary Spanish house, his room was littered with papers, books, medical app liances and lumber but he was really happy. It could be seen from his description: a dissipated, though antirely sympathetic appearance, and of course from his murmuring â€Å"Life is full of compensations†. The stylistic devices, used in the story, make the narration more interesting and attracting readers’ attention. They reveal the object of depiction in a deep manner and make the narration more emotional.The author uses the contrast on the level of the text. With its help he conveys the main idea of the text, his attitude to the characters. The syntactical pattern is not very difficult and it doesn’t do any difficulty to follow the main idea. Somerset Maugham doesn’t use many details. Every used detail is important from the author’s view point and carefully selected. So the author used such stylistic devices as metaphor: ‘a prisoner in solitary tower’, ‘dark cloak of Destiny’ etc. The narrator shows the readers his att itude towards life, thinks about the value of life. Hyperbole ‘I wouldn’t exchange the life.I’ve had with that of any king in the world’ is used to show that Stephens was very happy and wasn’t concerned about material things. So, also in the story there is an inversion and repetition ‘Poor I have been and poor I always be’. Parallel syntactical constructions such as: ‘’I was, I never, I’ve never done†¦Ã¢â‚¬â„¢, ‘there is sunshine, there is good wine†¦Ã¢â‚¬â„¢ underline the importance of what Stephens told. The sentences in the story are rather simple and complete, the paragraphs are balanced. Also, there are rhetorical questions with the help of them the author tries to understand what the value of life are.There are a lot of antithesis: ‘Stephens’s salary was pretty good, but his clothes where shabby’, in the beginning he was an unhappy man and in the end he was a happy one, Spain – is full of emotions, freedom, romantic, and England is conservative. Allusions: Carmen – a symbol of Spain, of freedom etc. The text is a descriptive one; there are many descriptive signals: a modest apartment, a total stranger, an apologetic laugh, a cursory glance, a little man, a wonderful life, trifling indisposition, a squeamish patient, a dim recollection, a Spanish woman and others. Descriptive words make the text expressive and vivid.The author employs many contextual synonyms, which make the language expressive: dangerous, hazardous; unwillingly, forced; confused, embarrassed; a total stranger, a perfect stranger; alter, change; twinkled, shone. The story is devoted to the problem of human’s ability to change his life. For some people it is very difficult to live another life and they prefer to be in the same way all their lives. We shouldn’t be afraid of new changes, because â€Å"life is full of compensations†. If a person is afraid t o take risks and change his life, he cannot expect to gain anything. So, as they say, he that fears every bush must never go birding. Analysis of â€Å"The Happy Man† I’m going to analyze a novel â€Å"The Happy Man† by Somerset Maugham, a well-known English novelist, short-story writer, playwright and essayist. William Somerset Maugham was born in Paris, educated at King’s school in Canterbury and studied to be a doctor at St. Thomas Hospital in England. He was one of the best known writers of his time as he was master of short stories. The story starts with the narrator thinking and telling the reader about his attitude to giving advice to somebody. He thinks it to be quite difficult and even impossible to give the right advice as â€Å"we know nothing of the others†.The whole first paragraph of the story is devoted to the narrator’s expressing the opinion on life, the manner of bourgeois society and the danger of ordering the lives of others. Then the author goes on telling a story that once happened to the narrator. This novel runs about a desperate man who confided his life to a total stranger. The theme of the novel: a man’s search for happiness; the role of advice in the life of people. The main characters of the story are the narrator and Stephens. The main character is the narrator.There is no any information about his appearance in the text. The only one thing about his age is the information that he was a young man when he advised well. Nevertheless we can judge about his character from his thoughts, behavior and speech. The description of his character is indirect. He is a wise man: he knows that it is impossible to know another persons as well as oneself to give him/her advice which would be good for him/her. And he is bold enough for a man who dares to give the life changing advice to a man he see for the first time.The narrator was an intelligent, clever and bright. We can judge by his way of narration, speech. He is an educated person, he uses literary vocabulary mostly, for instance, such words as errand, flounder, squeamish, silences. Connotation of words is positiv e and the way the author uses the literature teams makes the story understandable and close to the readers. He was a doctor but didn’t practice. And first of all he was a writer. He was an experienced person, philosopher and good psychologist, because he could say for sure who the man was and what life was.He thought a lot about life and tried to understand the value of life. ‘And life is something that you can lead but once†¦Ã¢â‚¬â„¢ He is responsible man. He has a sharp eye for details which reveal Stephens’ inner state: he (Stephens) had some difficulty in lighting cigarette without letting go off his hat. He quickly did this and while doing it dropped his umbrella. Stephens’ portrayal is subjective and the reader sees everything from the narrator’s point of view. Stephens represent and images. The first is Stephens who lives in London.He sensitive and emotional, the proof is being the usage of metaphors and epithets in his speech. â€Å"Ea ch one help of this metaphor the author shows the narrator’s outlook on the relations between people and the impossibility of knowing a person well enough to give him advice†. The next metaphor: â€Å"There are men who flounder at the journey’s start is aimed at making speech more colorful and interesting, so that the whole scene readily presents itself to the reader’s eye† It is an unhappy man, bored with his life, who doesn’t find air one can breathe in London.Stephens’ inner state, his emotions are depicted through the narrator’s evaluation of Stephens’ sentences. He finds striking and sharp. These epithets are used by the author to show that Stephens could not really stick his life any more. He is fed up with the routine of being a medical officer because that was all he had to look forward the far the rest of life. Even good money of London can’t stop him from leaning for an uncertainty in Spain. The second im age, that is a happy man, and he is presented by Stephens’ living in Spain. He satisfied with his life though he is rather shabbily dressed.The happiness and content with life can be seen through all the narrator’s description of Stephens appearance: his eyes twinkled gaily, his face bore and expression of perfect good-humor. This metaphor helps us to get the idea of Stephens’ happiness. The exaggeration Stephens uses â€Å"I wouldn’t exchange the life I have had that of any king in would† shows the highest degree of being happy. Another exaggeration used by the author â€Å"you couldn’t have imagined a more delightful creature to drink a glass of wine† with is aimed at revealing the author’s positive attitude to Stephens.So, the two images a â€Å"happy and unhappy man† are opposed to each other. The stylistic device used in this case, it is the contrast, its function is to bring some phenomena in opposition and find di fferentiate features. This Stylistic device helps us to state the main idea of the story, which twists around the theme of happiness. Stephens found his happiness in Spain, where is air one can breathe while in London there was no possibility for him to enjoy life. The contrast between Spain and London shows the drawback of London’s society in which Stephens wouldn’t like to live any longer.While his wife, who preferred to go back to Camberwell, found her happiness there. Thus the main idea states that every person has his own understanding of happiness. We can divide the novel into three logical parts in order to understand it better. It is a narrative text. The key in the first part is rather pessimistic, deeply psycological, and sometimes we can say that it is rather negative. This could be proved if we look at the metaphors the author use: he compares every man to â€Å"a prisoner in a solitary tower†, life to â€Å"a difficult business†. Another meta phor is used when he says that â€Å"some people flounder at the journey’s start†.So we see that the author tries to make us ready for the future accidents, and to show us the difference between the past â€Å"wrapped in the dark cloud of Destiny† and the future. The second part was written in the form of a dialogue between the patient and our hero. We can see the despair of a stranger, because he uses â€Å"short, sharp sentences†, to emphasize it the author told us that they had â€Å"a forcible ring†. The visitor seems to be very tired of life, he is passive, but he wants to change something in it, that is why to show us the antagonistic character of the visitor, the author uses an oxymoron â€Å"bright dark eyes†.The third part is lyrical, and a bit romantic. In the third part, our main character comes to Seville, and tries to find that stranger. He lived in an ordinary Spanish house, his room was littered with papers, books, medical app liances and lumber but he was really happy. It could be seen from his description: a dissipated, though antirely sympathetic appearance, and of course from his murmuring â€Å"Life is full of compensations†. The stylistic devices, used in the story, make the narration more interesting and attracting readers’ attention. They reveal the object of depiction in a deep manner and make the narration more emotional.The author uses the contrast on the level of the text. With its help he conveys the main idea of the text, his attitude to the characters. The syntactical pattern is not very difficult and it doesn’t do any difficulty to follow the main idea. Somerset Maugham doesn’t use many details. Every used detail is important from the author’s view point and carefully selected. So the author used such stylistic devices as metaphor: ‘a prisoner in solitary tower’, ‘dark cloak of Destiny’ etc. The narrator shows the readers his att itude towards life, thinks about the value of life. Hyperbole ‘I wouldn’t exchange the life.I’ve had with that of any king in the world’ is used to show that Stephens was very happy and wasn’t concerned about material things. So, also in the story there is an inversion and repetition ‘Poor I have been and poor I always be’. Parallel syntactical constructions such as: ‘’I was, I never, I’ve never done†¦Ã¢â‚¬â„¢, ‘there is sunshine, there is good wine†¦Ã¢â‚¬â„¢ underline the importance of what Stephens told. The sentences in the story are rather simple and complete, the paragraphs are balanced. Also, there are rhetorical questions with the help of them the author tries to understand what the value of life are.There are a lot of antithesis: ‘Stephens’s salary was pretty good, but his clothes where shabby’, in the beginning he was an unhappy man and in the end he was a happy one, Spain – is full of emotions, freedom, romantic, and England is conservative. Allusions: Carmen – a symbol of Spain, of freedom etc. The text is a descriptive one; there are many descriptive signals: a modest apartment, a total stranger, an apologetic laugh, a cursory glance, a little man, a wonderful life, trifling indisposition, a squeamish patient, a dim recollection, a Spanish woman and others. Descriptive words make the text expressive and vivid.The author employs many contextual synonyms, which make the language expressive: dangerous, hazardous; unwillingly, forced; confused, embarrassed; a total stranger, a perfect stranger; alter, change; twinkled, shone. The story is devoted to the problem of human’s ability to change his life. For some people it is very difficult to live another life and they prefer to be in the same way all their lives. We shouldn’t be afraid of new changes, because â€Å"life is full of compensations†. If a person is afraid t o take risks and change his life, he cannot expect to gain anything. So, as they say, he that fears every bush must never go birding.

Duty of Care Learning Disabilities

Q2. â€Å"Do you feel that the nurses caring for Scott fulfilled the duty of care that was owed him? The NMC: The Code requires nurses and midwifes to treat people as individuals. They must treat them kindly with consideration and respect their dignity. They must act as an advocate for people in their care and provide them with support and information access to health and social care needs. I don’t feel that Scott was treated in this way. According to Scott he was not given enough information regarding his health and treatment when he awoke form his operation. This suggests that he was not treated kindly or with consideration. It also suggest that he was not treated as an individual because he felt that he was refused information because of he has a learning disability. He points out in his letter of complaint that strangers in the bed next to him where given more information about his condition than he was. This is not protecting or respecting the individuals dignity or confidentiality. It also shows that Scott was discriminated against because of his learnig disabilities. The Code: tells us that nurses and midwifes must not discriminate in any way against people in their care. The Code shows us that nurses and midwifes must respect people right to confidentiality, this was shown in Scott’s letter that this was not the case as the people in the beds’ next to him where told more about his condition and treatment than he was. The Code also points out that nurses and midwifes must ensure that people are informed about other services and support and are given access to these. As Scott says he was depressed after his mothers death. Should the nursing staff that had the duty of care over Scott, provided services and support on the information that was given to them on his feeling of grief at the loss of his mother. They did not talk to him about it because they did not know what to say. If the nursing staff did not know how to deal or talk to Scott about this then they have a duty of care to find relative services and support for Scott. It is the nurses and midwifes responsibility through duty of care to protect and promote health and wellbeing of the people in their care. This could have been carried out by providing Scott with grief counceling for instance. As Scott was coming round after his operation he told the nurses of what he remembered. It is the nurses’ in this case according to NMC: The Code, that they ensure the people in their care are listened to and that their concerns and preferences are responded to. Scott felt the response he received with regards to the information he was given after his operation was not enough or what he had wanted. This seems to sugest that Scott was not listened to when he told the nursing staff of what he remembered of before his operation. This also seems to raise the subjest of the responsibility layed out in The Code, a failure to share with people, in a way they can understand and that it is the information they want or need to know about their health. The Code was set out to ensure best practice and to safe guard the health and wellbeing of the people in care of nurses and midwifes. It should ensure that problems are dealt with and that nurses are open and honest. It calls for nurses to explain fully and promptly to the person affected what has happened and the likely effects. In the case where Scott was receiving the taking of blood 3-4 times a day. He felt he was refused information as to why so much blood was being taken or why. He also describes that he was hungry and refused food but was not given a reason why. This would suggest that Scott was not asked for consent. For consent to be gained it is important that nurses and midwifes must up hold the rights of the people in their care and they are fully involved in decisions of their care. In order to make dicisions we must have information available to us in order to make that decision. As Scott was not given any information as to why regular blood samples where taken then how can he make an informed decision about his care. This would suggest a breach in gaining consent for those responsible for Scott’s care prior to treatment. The Code also call that nurses and midwifes must be aware of legislation regarding mental capacity. People who lack mental capacity remain at the centre of the decision making and are fully safeguarded against harm. If the nursing staff felt that Scott lacked mental capacity it is their responsibility to make arrangements to meet his communicaton needs and to recognise and respect the contribution he could have made to his own care and well being.

Slack Bus And Slack Generator Engineering Essay

The Table below shows input informations of each busbar in the system used to work out the power flow and the simulation consequence harmonizing to direction described in inquiry 1.BusInput Data[ Simulation Result ] BUS 1 plutonium P ( burden ) 100 MW Q ( burden ) 0 Mvar BUS 2 P ( burden ) 200 MW Q ( burden ) 100 Mvar CB of Generation Open BUS 3 1 plutonium P ( Gen ) 200 MW P ( burden ) 100 MW Q ( burden ) 50 Mvar AVR On AGC OffSlack coach and slack generatorIn power flow computation, alone numerical solution can non be calculated without mention electromotive force magnitude and angle due to unequal figure of unknown variables and independent equations. The slack coach is the mention coach where its electromotive force is considered to be fixed voltage magnitude and angle ( 1a? 0A ° ) , so that the assorted electromotive force angle difference among the coachs can be calculated regard. In add-on, the slack generator supplies as much existent power and reactive power as needed for equilibrating the power flow sing power coevals, load demand and losingss in the system while maintain the electromotive force changeless as 1a? 0A ° . In existent power system, when comparatively weak system is linked to the larger system via a individual coach, this coach can stand for the big system with an tantamount generator maintaining the electromotive force changeless and bring forthing any necessary power like sla ck coach. [ 1 ]Bus type ( PQ coach or PV coach )BusBus typeRemarksBUS 2 PQ Bus Generator is disconnected to Bus 2 BUS 3 PV Bus Generator is connected to Bus 3 and the magnitude of electromotive force of generator support invariable by utilizing AVR In general, each coach in the power system can be categorized into three coach types such as Slack Bus, Load ( PQ ) Bus, and Voltage Controlled ( PV ) Bus. The definition and difference between PQ Bus and PV Bus are described as follows ; [ 2 ] PV Bus ( Generator Bus or Voltage Controlled Bus ) : It is a coach at which the magnitude of the coach electromotive force is kept changeless by the generator. Even though the coach has several generators and burden, if any generators connected to the coach modulate the coach electromotive force with AVR, so this coach is referred to PV Bus. For PV coach, the magnitude of the coach electromotive force and existent power supplied to the system are specified, and reactive power and angle of the coach electromotive force are consequently determined. If a preset upper limit and minimal reactive power bound is reached, the reactive end product of the generator remains at the limited values, so the coach can be considered as PQ Bus alternatively of PV Bus. [ 2 ] PQ Bus ( Load Bus ) : It is a coach at which the electromotive force is changed depending on entire net existent power and reactive power of tonss and generators without electromotive force regulator. Therefore, in the power simulation and computation, the existent power and reactive power of the tonss are specified as input informations and consequently the electromotive force ( magnitude and angle ) is calculated based on the above input. The following table specifies input and end product of each coach type in the power system simulation and computation. Bus Type Phosphorus Q ( Magnitude ) I? ( Angle ) PQ Bus Input signal Input signal End product End product PV Bus Input signal End product Input signal End product Slack Bus End product End product Input signal Input signalSystem BalanceEntire Generation & A ; Load DemandBusReal Power ( MW )Fanciful Power ( Mvar )CoevalsLoadCoevalsLoadBUS 1 204.093 100 56.240 0 BUS 2 0 200 0 100 BUS 3 200 100 107.404 50 Entire 404.093 400 163.644 150DifferencePgen – Pdemand = 4.093Qgen – Qstored in burden = 13.644Reason: Real power loss due to opposition of transmittal line and fanciful power storage due to reactance of transmittal line are the grounds for the difference between power coevals and load demand in the system.P ( Losses ) & A ; Q ( Storage ) over the transmittal lineBusReal Power ( MW )Fanciful Power ( Mvar )SendingReceivingLosingssSendingReceivingStoredBUS 1 – Bus 2 102.714 100.650 2.064 56.653 49.773 6.88 BUS 1 – Bus 3 1.379 1.378 0.001 0.4141 ) 0.4131 ) 0.001 BUS 3 – Bus 2 101.378 99.350 2.028 56.990 50.227 6.763 Entire Palestine liberation organizations =4.093Qstored in burden =13.6441 ) Imaginary power flows from Bus 3 to Bus 1. The summing up of existent power losingss and fanciful power storage over the transmittal line are precisely same with entire difference between coevals and burden. Therefore, it is verified that the difference is shown over the transmittal line. ‘Kirchoff ‘ balance as each coach [ 4 ] Bus1 I? P1 = + Pgen1 – Pload1 – P12 – P13 = 204.093 – 100 – 102.714 – 1.379 = 0 I? Q1 = + Qgen1 – Qload1 – Q12 – Q13 = 56.24 – 0 – 56.653 + 0.413 = 0 Bus2 I? P2 = + Pgen2 – Pload2 – P21 – P23 = 0 – 200 + 100.65 + 99.35 = 0 I? Q2 = + Qgen2 – Qload2 – Q21 – Q23 = 0 – 100 + 49.773 + 50.227 = 0 BUS3 I? P3 = + Pgen3 – Pload3 – P31 – P32 = 200 – 100 + 1.378 – 101.378 = 0 I? Q3 = + Qgen3 – Qload3 – Q31 – Q32 = 107.404 – 50 – 0.414 – 56.99 = 0 Harmonizing to the computation supra, as summing up of incoming & A ; surpassing existent power and fanciful power at each coach become zero, it is verified that each busbar obeys a ‘Kirchoff ‘ balance. In add-on, the entire power system is wholly balanced, because entire coevals power ( existent & A ; fanciful ) are equal to summing up of entire load demand and existent power loss & A ; stored fanciful power over the transmittal ( i.e. Pgen – Pdemand = Plosses, Qgen – Qstored in burden = Q stored in system ) as shown above.Voltage Angle and Angle DifferenceAs a consequence of the Powerworld, the electromotive force angle and angle difference are shown in the tabular array below.BusVoltage AngleVoltage Angle DifferenceBUS1 I?1 = 0.00A ° BUS1- BUS2 I?1 – I?2 = 0.00A ° – ( -2.5662A ° ) = 2.5662A ° BUS2 I?2 = -2.5662A ° BUS2- BUS3 I?2 – I?3 = -2.5662A ° – ( -0.043A ° ) = -2.5232A ° BUS3 I?3 = -0.043A ° BUS3- BUS1 I?3 – I?1 = -0.043A ° – 0.00A ° = -0.043A °Power System Analysis -1The tabular array below summarizes coevals and electromotive force angle fluctuation at each coach as coevals at Bus 3 varies from 0 MW to 450 MW by 50MW.Simulation Consequences and ObservationP3 = 0 MW P3 = 50 MW P3 = 100 MW P3 = 150 MW P3 = 250 MW P3 = 300 MW P3 = 350 MW P3 = 400 MW P3 = 450 MW Reactive Power Generation at Bus 3: It is found that reactive power coevals Q3 ( gen ) lessening while existent power coevals P3 ( gen ) addition because Bus 3 as a PV Bus regulates the changeless coach electromotive force magnitude by commanding excitement of the coevals through the AVR. Power Generation at Bus 1: It is found that P1 ( gen ) decreases and Q1 ( gen ) increases at the same time, while P3 ( gen ) additions and Q3 ( gen ) lessening. As the entire load demand in the system keeps changeless ( i.e. Ptotal ( burden ) = 400 MW, Qtotal ( burden ) = 150Mvar ) , any necessary existent power and reactive power for the system balance demand to be supplied by generator ( loose generator ) at Bus 1. Therefore, power coevals P1 ( gen ) and Q1 ( gen ) at Bus 1 alteration reversely compared to power coevals alteration at Bus 3. Voltage Angle Difference: In general, existent power flow is influenced by electromotive force angle difference between directing coach and having coach harmonizing to PR = . Therefore, it is observed that every bit existent power coevals P3 ( gen ) increases existent power flow from Bus 3 to Bus2 addition, consequently voltage angle difference ( I?3 – I?2 ) between Bus 3 and Bus 2 additions. However, lessening in existent power from Bus 1 to Bus 2 due to increase of P3 ( gen ) consequence in lessening of electromotive force angle difference ( I?1 – I?2 ) . In add-on, Real power between Bus 1 and Bus 3 flows from Bus 1 to Bus 3 until P3 ( gen ) range to 200 MW and as P3 ( gen ) addition more than 200 MW the existent power flows from Bus 3 to Bus 1. So, it is besides observed that electromotive force angle difference ( I?3 – I?1 ) is negative angle when P3 ( gen ) is less than 200MW and the difference addition while P3 ( gen ) addition.Power System Analysis -2The tabular array below summarizes the fluctuation of power coevals and electromotive force angle difference at each coach when the burden demand at Bus 3 varies by 50MW and 25Mvar.Simulation Consequences and ObservationP2 = 0 MW Q2 = 0 MW P2 = 50 MW Q2 = 25 MW P2 = 100 MW Q2 = 50 MW P2 = 150 MW Q2 = 75 MW P2 = 250 MW Q2 = 125 MW P2 = 300 MW Q2 = 150 MW P2 = 350 MW Q2 = 175 MW P2 = 400 MW Q2 = 200 MW P2 = 450 MW Q2 = 225 MW Power Generation at Bus 1 and Bus 3: It is observed that as the entire load demand in the system increases due to increase of load demand P2 ( burden ) & A ; Q2 ( burden ) at Bus 2, any necessary existent power for the system balance is supplied by generator ( loose generator ) at Bus 1 sing changeless P3 ( gen ) , so P1 ( gen ) increases. In add-on, any necessary reactive power for the system balance is supplied from Bus 1 every bit good as Bus 3, so both Q1 ( gen ) and Q3 ( gen ) addition. Voltage Angle Difference: It is found that existent power flow addition both from Bus 1 to Bus 2 and from Bus 3 to Bus 2 due to increase of load demand at Bus2. Consequently, both electromotive force angle difference I?1 – I?2 and I?3 – I?2 addition when the power flow P12 and P32 addition. In add-on, when P2 ( burden ) is less than 200 MW, P1gen is comparatively low. Therefore existent power between Bus 3 and Bus 1 flows from Bus 3 to Bus 1 at lower P2 ( burden ) ( less than 200MW ) . On the other manus, while P2 ( burden ) addition more than 200 MW, the existent power flow way alterations ( Bus 1 to Bus 3 ) and the existent power flow additions. Consequently, the electromotive force angle difference I?1 – I?3 alteration from negative to positive and addition. Voltage Magnitude at Bus 2: It is observed that magnitude of coach electromotive force at Bus2 beads due to increase of the load demand at Bus 2.Question 2System Model & A ; Admittance MatrixIn order to build the entree matrix of Powerworld B3 instance, individual stage tantamount circuit can be drawn as below ;omega = R + jx ( r = 0, x = 0.05 )z12 = z21= j0.05 plutonium, y12 = 1/ z12 = 1/j0.05 = -j20 plutonium = y12 z13 = z31= j0.05 plutonium, y13 = 1/ z13 = 1/j0.05 = -j20 plutonium = y31 z23 = z32= j0.05 plutonium, y23 = 1/ z23 = 1/j0.05 = -j20 plutonium = y32 Admittance matrix can be defined as follows ; BUS = Diagonal elements Y ( I, I ) of the entree matrix, called as the self-admittance [ talk slide ] [ 6 ] , are the summing up of all entree connected with BUS I. = y12 + y13 = -j20 – j20 = -j40 plutonium = y21 + y23 = -j20 – j20 = -j40 plutonium = y31 + y32 = -j20 – j20 = -j40 plutonium Off diagonal elements Y ( I, J ) of the entree matrix, called as the common entree [ talk slide ] [ 6 ] , are negative entree between BUS I and BUS J. = – y12 = – ( -j20 ) = j20 plutonium = – y13 = – ( -j20 ) = j20 plutonium = – y21 = – ( -j20 ) = j20 plutonium = – y23 = – ( -j20 ) = j20 plutonium = – y31 = – ( -j20 ) = j20 plutonium = – y32 = – ( -j20 ) = j20 plutonium Therefore, the concluding entree matrix BUS is ; BUS = = The undermentioned figure shows the BUS of the Powerworld B3 instance and it is verified that the deliberate entree matrix is consistent with the consequence of the Powerworld.Power Flow CalculationNodal equation with the entree matrix can be used to cipher electromotive force at each coach if we know all the current ( i.e. entire coevals power and load demand at each BUS ) and eventually the power flow can be calculated consequently. , hence, In this inquiry, nevertheless, simulation consequences of the electromotive force at each coach from the Powerworld are used for the power flow computation as follows ; [ Simulation consequence ]Voltage at each Bus and Voltage DifferenceV1 = 1 a? 0.00A ° plutonium ( BUS1 ) V2 = 1 a? -0.48A ° plutonium ( BUS2 ) V3 = 1 a? 0.48A ° plutonium ( BUS 3 )Voltage difference between BUS 1 and BUS 2V12 = V1 – V2 = 1 a? 0.00A ° – 1 a? -0.48A ° = 3.5 x 10-5 + J 8.38 ten 10-3 = 8.38 ten 10-3 a? 89.76A ° plutonium V21 = V2 – V1 = – V12 = – 3.5 ten 10-5 – J 8.38 ten 10-3 = 8.38 ten 10-3 a? -90.24A ° plutoniumVoltage difference between BUS 3 and BUS 2V32 = V3 – V2 = 1 a? 0.48A ° – 1 a? -0.48A ° = J 16.76 ten 10-3 = 16.76 ten 10-3 a? 90A ° plutonium V23 = V2 – V3 = – V32 = – J 16.76 ten 10-3 = -16,76 x 10-3 a? -90A ° plutoniumVoltage difference between BUS 3 and BUS 1V31 = V3 – V1 = 1 a? 0.48A ° – 1 a? 0.00A ° = – 3.5 ten 10-5 + J 8.38 ten 10-3 = 8.38 ten 10-3 a? 90.24A ° plutonium V13 = V1 – V3 = – V31 = 3.5 ten 10-5 – J 8.38 ten 10-3 = 8.38 ten 10-3 a? -89.76A ° plutoniumLine CurrentCurrent flow from BUS I and BUS J can be calculated by utilizing electromotive force difference and interrelated entree of the line between coachs. [ Iij = yij * ( Vi – Vj ) ]Line current between BUS 1 and BUS 2I12 = y12 x ( V1 – V2 ) = -j20 x 8.38 ten 10-3 a? 89.76A ° = 167.6 ten 10-3 a? -0.24A ° plutonium ( BUS 1 a† Ã¢â‚¬â„¢ BUS 2 ) I21 = y21 x ( V2 – V1 ) = -j20 x 8.38 ten 10-3 a? -90.24A ° = 167.6 ten 10-3 a? -180.24A ° plutonium ( BUS 2 a† Ã¢â‚¬â„¢ BUS 1 )Line current between BUS 3 and BUS 2I32 = y32 x ( V3 – V2 ) = -j20 x 16.76 ten 10-3 a? 90A ° = 335.2 ten 10-3 a? 0.00A ° plutonium ( BUS 3 a† Ã¢â‚¬â„¢ BUS 2 ) I23 = y23 x ( V2 – V3 ) = -j20 x 16.76 ten 10-3 a? -90A ° = 335.2 ten 10-3 a? 180A ° plutonium ( BUS 2 a† Ã¢â‚¬â„¢ BUS 3 )Line current between BUS 3 and BUS 1I31 = y31 x ( V3 – V1 ) = -j20 x 8.38 ten 10-3 a? 90.24A ° = 167.6 ten 10-3 a? 0.24A ° plutonium ( BUS 3 a† Ã¢â‚¬â„¢ BUS 1 ) I13 = y13 x ( V1 – V3 ) = -j20 x 8.38 ten 10-3 a? -89.76A ° = 167.6 ten 10-3 a? -179.76A ° plutonium ( BUS 1 a† Ã¢â‚¬â„¢ BUS 3 )Apparent Power FlowApparent flow from BUS I and BUS J can be calculated by electromotive force at the directing coach and line current. [ Sij = Vi * I*ij ]Apparent Power from BUS 1 to BUS 2S12 = V1* I*12 = 1 a? 0.00A ° ten 167.6 ten 10-3 a? 0.24A ° = 167.6 ten 10-3 a? 0.24A ° = 0.1676 + J 7.02 ten 10-4 plutoniumApparent Power from BUS 2 to BUS 1S21=V2* I*21=1a? -0.48A ° x 167.6 ten 10-3a? 180.24A °=167.6 ten 10-3a? 179.76A ° = -0.1676 + j7.02 x 10-4 plutoniumApparent Power from BUS 3 to BUS 2S32 = V3* I*32 = 1 a? 0.48A ° ten 335.2 ten 10-3 a? 0.00A ° = 335.2 ten 10-3 a? 0.48A ° = 0.3352 + J 2.81 ten 10-3 plutoniumApparent Power from BUS 2 to BUS 3S23=V2* I*23=1 a? -0.48A ° x 335.2 ten 10-3 a? 180A °= 335.2 ten 10-3 a? 179.76A ° = -0.3352 + J 2.81 ten 10-3 plutoniumApparent Power from BUS 3 to BUS 1S31 = V3* I*31 = 1a? 0.48A ° ten 167.6 ten 10-3a? -0.24A ° = 167.6 x 10-3 a? 0.24A ° = 0.1676 + J 7.02 ten 10-4 plutoniumApparent Power from BUS 1 to BUS 3S13=V1* I*13=1a? 0.00A ° x 167.6 ten 10-3a? 179.76A °= 167.6 ten 10-3a? 179.76A ° = -0.1676 + J 7.02 ten 10-4 plutoniumComparison with simulation consequencesThe unit of the above computation consequences is pu value, so in order to compare the consequences with simulation consequences pu value of current and power flow demand to be converted to existent values by utilizing the undermentioned equation sing Sbase = 100MVA and Vline_base = 345kV. [ 3 ] Sactual = Sbase A- Spu = 100 MVA A- Spu Iactual = Ibase A- Ipu = A- Ipu = A- Ipu = 167.3479 A A- IpuCalculation Result and Simulation ResultFlow way & A ; ValueCalculation ConsequenceSimulation ConsequenceBUS 1 a† Ã¢â‚¬â„¢ BUS 2|S12| 0.1676 A- 100 = 16.76 MVA 16.67 MVA P12 16.76 MW 16.67 MW Q12 0.0702 Mvar 0.07 Mvar |I12| 0.1676 A- 167.3479 = 28.0475 A 27.89 ABUS 3 a† Ã¢â‚¬â„¢ BUS 2|S32| 0.3352 A- 100 = 33.52 MVA 33.33 MVA P32 33.52 MW 33.33 MW Q32 0.281 Mvar 0.28 Mvar |I32| 0.3352 A- 167.3479 = 56.0950 A 55.78 ABUS 3 a† Ã¢â‚¬â„¢ BUS 1|S31| 0.1676 A- 100 = 16.76 MVA 16.67 MVA P31 16.76 MW 16.67 MW Q31 0.0702 Mvar 0.07 Mvar |I31| 0.1676 A- 167.3479 = 28.0475 A 27.89 ABUS 2 a† Ã¢â‚¬â„¢ BUS 1|S21| 0.1676 A- 100 = 16.76 MVA 16.67 MVA P21 -16.76 MW -16.67 MW Q21 0.0702 Mvar 0.07 Mvar |I21| 0.1676 A- 167.3479 = 28.0475 A 27.89 ABUS 2 a† Ã¢â‚¬â„¢ BUS 3|S23| 0.3352 A- 100 = 33.52 MVA 33.33 MVA P23 -33.52 MW -33.33 MW Q23 0.281 Mvar 0.28 Mvar |I23| 0.3352 A- 167.3479 = 56.0950 A 55.78 ABUS 1 a† Ã¢â‚¬â„¢ BUS 3|S13| 0.1676 A- 100 = 16.76 MVA 16.67 MVA P13 -16.76 MW -16.67 MW Q13 0.0702 Mvar 0.07 Mvar |I13| 0.1676 A- 167.3479 = 28.0475 A 27.89 A It is found that computation consequences of current flow and evident power flows ( i.e. 28.0475 A and 56.0950 A/ 33.52 MVA and 16.76MVA ) are about 0.5 % higher than simulation consequence ( i.e. 27.89 A and 55.78 A / 33.33 MVA and 16.67 MVA ) which can be considered somewhat different. Difference of the electromotive force angle at each coach between computation ( 0.48A ° ) and simulation ( 0.4775A ° ) could be the ground for this minor difference.Question 3Admittance Matrix and Nodal EquationEntree between two coachsy12 = y21 = -j8 plutonium y13 = y31 = -j4 plutonium y14 = y41 = -j2.5 plutonium y23 = y32 = -j4 plutonium y24 = y42 = -j5 plutonium y30 = -j0.8 plutonium ( BUS3-Neutral BUS ) y40 = -j0.8 plutonium ( BUS4-Neutral BUS )Admittance MatrixYbus ( Admittance Matrix ) = Diagonal elements Y ( I, I ) of the entree matrix, called as the self-admittance [ 2 ] [ 4 ] , are the summing up of all entree connected with BUS I. = y12 + y13 + y14 = -j8 -j4 – j2.5 = -j14.5 = y21 + y23 + y24 = -j8 -j4 – j5 = -j17 = y30 + y31 + y32 = -j08 -j4 – j4 = -j8.8 = y40 + y41 + y42 = -j0.8 -j2.5 – j5 = -j8.3 Off diagonal elements Y ( I, J ) of the entree matrix, called as the common entree [ 2 ] [ 4 ] , are negative entree between BUS I and BUS J. = – y12 = – ( -j8 ) = j8 plutonium = – y13 = – ( -j4 ) = j4 plutonium = – y14 = – ( -j2.5 ) = j2.5 plutonium = – y21 = – ( -j8 ) = j8 plutonium = – y23 = – ( -j4 ) = j4 plutonium = – y24 = – ( -j5 ) = j5 plutonium = – y31 = – ( -j4 ) = j4 plutonium = – y32 = – ( -j4 ) = j4 plutonium = – y34 = 0 plutonium = – y41 = – ( -j2.5 ) = j2.5 plutonium = – y42 = – ( -j5 ) = j5 plutonium = – y43 = 0 plutonium Therefore, entree matrix Ybus is as follows ;Ybus = =Power Flow AnalysisPower flow disregarding transmittal line electrical capacityNodal EquationCurrent from the impersonal coach to each coach are given and entree matrix ( Ybus ) is calculated above. Therefore, concluding nodal equation is as follows ; Ibus = Ybus * Vbus a†¡Ã¢â‚¬â„¢ Vbus = Y-1bus * Ibus = Ybus a†¡Ã¢â‚¬â„¢ ==Voltage AnalysisVoltage at each coach can be derived from the equation ( Vbus = Y-1bus * Ibus ) and Matlab was used for calculate matrix division. ( Source codification is attached in Appendix-1 ) Vbus == V12 = 0.0034 + J 0.0031 plutonium V13 = -0.0277 – J 0.0257 plutonium V14 = 0.0336 + J 0.0311 plutonium V21 = -0.0034 – J 0.0031 plutonium V23 = -0.0311 – J 0.0288 plutonium V24 = 0.0302 + J 0.0280 plutonium V31 = 0.0277 + J 0.0257 plutonium V32 = 0.0311 + J 0.0288 plutonium V41 = -0.0336 – J 0.0311 plutonium V42 = -0.0302 – J 0.0280 plutoniumCurrent flow in the systemCurrent flow from BUS I and BUS J can be calculated by utilizing electromotive force difference and interrelated entree of the line between coachs. [ Iij = yij * ( Vi – Vj ) ] The computation consequence from Matlab is as follows ; I12 = 0.0249 – J 0.0269 plutonium I13 = -0.1026 + J 0.1108 plutonium I14 = 0.0777 – J 0.0840 plutonium I21 = -0.0249 + J 0.0269 plutonium I23 = -0.1151 + J 0.1243 plutonium I24 = 0.1399 – J 0.1511 I31 = 0.1026 – J 0.1108 plutonium I32 = 0.1151 – J 0.1243 plutonium I34 = 0 plutonium I41 = -0.0777 + J 0.0840 plutonium I42 = -0.1399 + J 0.1511 plutonium I43 = 0 plutoniumPower flow in the systemApparent flow from BUS I and BUS J can be calculated by electromotive force at the directing coach and line current. [ Sij ( plutonium ) = Vi * I*ij = Pij + jQij ] The computation consequence from Matlab is as follows ; S12 = 0.0311 + J 0.0175 plutonium S13 = -0.1283 – J 0.0723 plutonium S14 = 0.0972 + J 0.0548 plutonium S21 = -0.0311 – J 0.0174 plutonium S23 = -0.1438 – J 0.0803 plutonium S24 = 0.1749 + J 0.0977 plutonium S31 = 0.1283 + J 0.0780 plutonium S32 = 0.1438 + J 0.0875 plutonium S34 = 0 plutonium S41 = -0.0972 – J 0.0496 plutonium S42 = -0.1749 – J 0.0892 plutonium S44 = 0 plutoniumAdmittance Matrix sing transmittal line electrical capacityHarmonizing to the direction of the Question 3, power system theoretical account can be drawn by utilizing Iˆ tantamount circuit of the lines with capacitive shunt entree ( yc ) of 0.1 plutonium at each side as shown below.Admittance MatrixContrary to tantamount theoretical account in Question 3-1, the current flow through the capacitance in the transmittal line needs to be considered to happen the entree matrix. Therefore, sing the capacitances the current equation with Kirchhoff ‘s current jurisprudence at each coach is as follows ; [ 2 ] [ 5 ] Bus 1: I1 = I12 + I13 + I14 + Ic12 + Ic13 + Ic14 I1 = y12 ( V1-V2 ) + y13 ( V1-V3 ) + y14 ( V1-V4 ) + yc12V1 + yc13V1 + yc14V1 Bus 2: I2 = I21 + I23 + I24 + Ic21 + Ic23 + Ic24 I2 = y21 ( V2-V1 ) + y23 ( V2-V3 ) + y24 ( V2-V4 ) + yc21V2 + yc23V2 + yc24V2 Bus 3: I3 = I30 + I31 + I32 + Ic31 + Ic32 I3 = y30V3 + y31 ( V3-V1 ) + y32 ( V3-V2 ) + yc31V3 + yc32V3 Bus 4: I4 = I40 + I41 + I42 + Ic41 + Ic42 I4 = y40V4 + y41 ( V4-V1 ) + y42 ( V4-V2 ) + yc41V4 + yc42V4 Equation above can be rearranged to divide and group single merchandises by electromotive force. Bus 1: I1 = ( y12 + y13 + y14 + yc12 + yc13+ yc14 ) V1 – y12V2 – y13V3 – y14V4 = Y11V1 + Y12V2 + Y13V3 + Y14V4 Bus 2: I2 = ( y21 + y23 + y24 + yc21 + yc23+ yc24 ) V2- y21V1 – y23V3 – y24V4 = Y21V1 + Y22V2 + Y23V3 + Y24V4 Bus 3: I3 = ( y30 + y31 + y32 + yc31+ yc32 ) V3 – y31V1 – y32V2 = Y31V1 + Y32V2 + Y33V3 + Y34V4 Bus 4: I4 = ( y40 + y41 + y42 + yc41+ yc42 ) V4 – y41V1 – y42V2 = Y41V1 + Y42V2 + Y43V3 + Y44V4 Finally, Diagonal elements Y ( I, I ) and off diagonal elements Y ( I, J ) of the entree matrix are calculated as follows ; = y12 + y13 + y14 + yc12 + yc13+ yc14 = -j8 -j4 – j2.5 + j0.1 + j0.1 +0.1j = -j14.2 plutonium = y21 + y23 + y24 + yc21 + yc23+ yc24 = -j8 -j4 – j5 + j0.1 + j0.1 +0.1j = -j16.7 plutonium = y30 + y31 + y32 + yc31+ yc32 = -j08 -j4 – j4 + j0.1 +0.1j = -j8.6 plutonium = y40 + y41 + y42 + yc41+ yc42 = -j0.8 -j2.5 – j5 + j0.1 +0.1j = -j8.1 plutonium = – y12 = – ( -j8 ) = j8 plutonium = – y13 = – ( -j4 ) = j4 plutonium = – y14 = – ( -j2.5 ) = j2.5 plutonium = – y21 = – ( -j8 ) = j8 plutonium = – y23 = – ( -j4 ) = j4 plutonium = – y24 = – ( -j5 ) = j5 plutonium = – y31 = – ( -j4 ) = j4 plutonium = – y32 = – ( -j4 ) = j4 plutonium = – y34 = 0 plutonium = – y41 = – ( -j2.5 ) = j2.5 plutonium = – y42 = – ( -j5 ) = j5 plutonium = – y43 = 0 plutonium Therefore, entree matrix Ybus is as follows ;Ybus = =Annex-1: Matlab beginning codification and Calculation consequences with MatlabMatlab Source Code% define ego entree and common entree by utilizing admittace between % the coachs ( y12=y21=-j8, y13=y31=-j4, y14=y41=-j2.5, y23=y32=-j4, % y24=y42=-j5, y34=0, y43=0, y30=-j0.8, y40=-j0.8 y12=-8i ; y21=-8i ; y13=-4i ; y31=-4i ; y14=-2.5i ; y41=-2.5i ; y23=-4i ; y32=-4i ; y24=-5i ; y42=-5i ; y34=0 ; y43=0 ; y30=-0.8i ; y40=-0.8i ; Y11=-8i-4i-2.5i ; Y12=8i ; Y13=4i ; Y14=2.5i ; Y21=8i ; Y22=-8i-4i-5i ; Y23=4i ; Y24=5i ; Y31=4i ; Y32=4i ; Y33=-0.8i-4i-4i ; Y34=0 ; Y41=2.5i ; Y42=5i ; Y43=0 ; Y44=-5i-2.5i-0.8i ; % Bus 3 and Bus 4 is non connected, so admittance Y34 and Y43 are equal to zero % define the 4Ãâ€"4 entree matrix ( Ybus ) Ybus= [ Y11 Y12 Y13 Y14 ; Y21 Y22 Y23 Y24 ; Y31 Y32 Y33 Y34 ; Y41 Y42 Y43 Y44 ] ; % In order to specify the nodal equation ( I = Ybus*V ) , the given I needs to specify. i1=0 ; i2=0 ; i3=-i ; i4=-0.4808-0.4808i ; Ibus= [ i1 ; i2 ; i3 ; i4 ] ; % Each coach electromotive force can be calculated by utilizing matrix division ( V= YbusI ) Vbus=YbusIbus ; v1=Vbus ( 1,1 ) ; v2=Vbus ( 2,1 ) ; v3=Vbus ( 3,1 ) ; v4=Vbus ( 4,1 ) ; % Calculate electromotive force difference between coachs v12=v1-v2 ; v13=v1-v3 ; v14=v1-v4 ; v21=v2-v1 ; v23=v2-v3 ; v24=v2-v4 ; v31=v3-v1 ; v32=v3-v2 ; v34=v3-v4 ; v41=v4-v1 ; v42=v4-v2 ; v43=v4-v3 ; % current flow between coachs can be calculated by i12 = y12* ( v1-v2 ) i12=y12*v12 ; i13=y13*v13 ; i14=y14*v14 ; i21=y21*v21 ; i23=y23*v23 ; i24=y24*v24 ; i31=y31*v31 ; i32=y32*v32 ; i34=y34*v34 ; i41=y41*v41 ; i42=y42*v42 ; i43=y43*v43 ; % evident power can be calculated by s12 = v1 * conj ( i12 ) s12=v1*conj ( i12 ) ; s13=v1*conj ( i13 ) ; s14=v1*conj ( i14 ) ; s21=v2*conj ( i21 ) ; s23=v2*conj ( i23 ) ; s24=v2*conj ( i24 ) ; s31=v3*conj ( i31 ) ; s32=v3*conj ( i32 ) ; s34=v3*conj ( i34 ) ; s41=v4*conj ( i41 ) ; s42=v4*conj ( i42 ) ; s43=v4*conj ( i43 ) ; % Real power and Reactive power can be derived by following p12=real ( s12 ) ; p13=real ( s13 ) ; p14=real ( s14 ) ; q12=imag ( s12 ) ; q13=imag ( s13 ) ; q14=imag ( s14 ) ; p21=real ( s21 ) ; p23=real ( s23 ) ; p24=real ( s24 ) ; q21=imag ( s21 ) ; q23=imag ( s23 ) ; q24=imag ( s24 ) ; p31=real ( s31 ) ; p32=real ( s32 ) ; p34=real ( s34 ) ; q31=imag ( s31 ) ; q32=real ( s32 ) ; q34=imag ( s34 ) ; p41=real ( s41 ) ; p42=real ( s42 ) ; p43=real ( s43 ) ; q41=imag ( s41 ) ; q42=real ( s42 ) ; q43=imag ( s43 ) ; % terminalMatlab Calculation Results

Answer questions Essay Example | Topics and Well Written Essays - 500 words - 16

Answer questions - Essay Example Therefore, the formation of the family aimed at exposing the members into different sexual orientation in, a more or less, observational technique to understand what sexuality entails. In this case, the family assists in understanding lesbianism and heterosexuals in a detailed manner. The family is not only a study association but also a social bond enhanced by the sexual diversity, indifference and respect. For this reason, the actual meaning of the relationship is immeasurable in both the neither qualitative nor quantitative terms. However, the solidarity and cohesion promoted by the family is unpredictable. The family is an opportunity to understand sexual orientation in a holistic perspective by examining the factors that influence sexuality, social perception, and the challenges experienced by the LGBTQ individuals. The most common type of gender identity microaggressions in an institution is the disapproval of the LGBTQ experience where these individuals receive awkward and condemned treatment. Specifically, the disapproval occurs either consciously or unintentional. However, both cases causes harm to the victim (Nadal 91). Additionally, there is a general perception of the LGBTQs as abnormal for their non-conforming sexual orientation. Specifically, heterosexual individuals consider the LGBTQ persons as overly sexual and sexual deviant (Nadal 93). Other forms of microaggressions include the denial of the reality of transphobia, physical threat and harassment, and denial of bodily privacy among others (Nadal 96). Notably, institutions such as schools and the workplace exhibit instances of gender identity microaggressions. Specifically, the most common types of discrimination occur among friends, family members or even the LGBT people (Nadal, 2013). The consequence of microaggressions includes victimization, suicidal thoughts, substance abuse, and depression among other well-being effects.

How were native (first nation) societies in America affected by the Essay

How were native (first nation) societies in America affected by the introduction of the horse - Essay Example Native Americans always adjusted according to postulating and diverse environments and they also remolded the natural environments to fulfill with their needs. After the arrival of Europeans, many different societies emerged having different languages, ethnical conventions, and history. Europeans had an extremely devastating impact on the New World environment as they cleared vast piece of ground of woodlands and unwittingly introduced a huge variety of Old World weeds. They introduced domesticated animals who transubstantiated the ecology for grazing animals which consumed many indigenous plants to survive.2 Despite all the certain differences, Native Americans also benefitted by the European contact which eternally changed the livings and cultures of the Native Americans. The purpose of this paper is to demonstrate the profound impact of introduction of horse on Native American societies. Former horse species were eradicated by climatic alterations and disappeared entirely from Nor th America. For the first time around 3000 years ago, horses were domesticated in European regions and used for conveyance of both humans and freight.3 The horse had been extinct in the America for 10,000 years before European colonists arrived and it was reintroduced when the Spaniards, inhabitants of Spain, brought their higher-up breed of Arab horses to North America in the 1600s, transforming the culture of the Native Americans nearly infinitely.4 Impact of Horse Introduction on Native Americans Culture The horse held particular attraction and brought the best acknowledged and most spectacular change.5 Clark Wissler (1927, p. 154 cited in Ewers 2001) has called the time period from 1540 to 1880 in the history of the Native Americans "the horse culture period." The arrival of horses produced a cultural revolution among Native Americans and radically remolded the livings of the Americans by transmutation of transportation, hunting and warfare. Some groups called horses as elk dogs , because initially Native Americans did not know the use of these huge animals.6 Before the early 1700s the Native Americans depended on human beings or dogs for transporting their loads. Some famous groups of Native Americans such as Sioux, Kiowa and Cheyenne shortly determined that the horse could become crucial element of their lives, and its usage diffused to other tribes. Horses were being traded and sometimes allowed to wander away and even got stolen from a tribe. They were used to pull heavy loads, faster and farther than a human or a dog, through merely bounded poles made from young trees which were primitively designed for dogs and easily adapted to horses subsequently.7 Many Natives exchanged their goods for the horses which helped them get released from the particular area of the Plains and agricultural environment of their villages. Horses altered Native’s culture and way of life to become nomadic and mounted hunters as with horses, people can carry heavy loads, travel across long distances and hunt for their food and other needs. They searched for game particularly for hunting the thundery, roaming herds of bison.8 The vast herds of bison, which departed seasonally big distances from place to place, could move much faster than a man on foot and there was small cover on the vast plains for hunters to hide themselves for stalking which made it exceedingly hard for them to hunt. Only adept hunters managed to

Social Marketing Campaign for Youth Gangs Assignment

Social Marketing Campaign for Youth Gangs - Assignment Example This essay declares that the proliferation of gangs is a national and local issue. The young ages of gang members and resulting individual and collective deviant behaviours make them a particular national concern. The basic age range of gang members is between 12 and 24 years, with the average ages of 17 and 18 years. These are children who should be studying in school and being moulded by society to reach for their dreams and upmost potentials. Instead, they are engaging in deviant and criminal behaviours. States and local communities also experience a rising incidence of gang membership. This paper makes a conclusion that in Atlanta, International Robbing Crew and 30 Deep are two of the largest gangs. They are mostly involved in drugs and robberies. The literature on the social context of gang membership contains numerous contradictions. Albert Cohen advances a subculture theory that seeks to explain why the youth join gangs. In particular, a gang provides them the opportunity to belong, to develop their sense of masculinity, to do something that is â€Å"valuable†, or to fight middle-class society and authority follows the study of psychologist Erik Erikson to understand gang membership. Erik Erikson argues that identity is a â€Å"developmental phenomenon† shaped by the social conditions and internal developmental processes. A social and cultural background that provides for the identity formation process and helps adolescents achieve their human identity needs is beneficial to a robust identity formation.

Pros and Cons of Tariffs Essay Example | Topics and Well Written Essays - 1750 words

Pros and Cons of Tariffs - Essay Example The essay "Pros and Cons of Tariffs" analyzes what we need the taxes for, their functions, their advantages, and disadvantages. Tariffs are known as custom, import duties, or import fees are generally barriers to trade that protect the locally produced goods and promoting domestic industries. One of the basic components of tariff system is tariff classification. National tariffs are organized in such a manner that they consist of tariff classification numbers that are assigned to goods and corresponding tariff rates. The other component of tariffs is a valuation of goods for tariff purposes. The effects of import tariffs cannot be under estimated for it raises domestic prices in the country imposing the tariff. In countries that do not have an influence on the international prices, the amount of the tariff however in countries that have an impact on the international prices, the prices are less than a number of tariffs due to the fact that part of the tariff is reflected in a reduction in international prices. Placing a tariff on an imported good has a number of outcomes, which are quite advantageous to the home country. Use of tariffs can come in time when the government would like to protect local infant industries against stiff competition. Many developing nations employ the Import Substitution Industrialization strategy. The government may even levy tariffs of goods in industries they would like to invest in the country. This will provide local industries an advantage of production of cheap goods.

History of Western Art Essay Example | Topics and Well Written Essays - 1250 words

History of Western Art - Essay Example athedrals, the traditional basilican form which has a central nave flanked with by a twin tower in its exterior an an entrance adored with lavish structures and stained glass window. This era of architecture developed in four stages: early gothic, lancet gothic, rayonnant gothic and late gothic. In early gothic, the use of pointed vaults like in the Notre Dame of Paris developed. Pointed arches evident in the Bourges Cathedral developed during the Lancet period while in the rayonnant era, structures where usually made of glass with a thin skeletal masonry frame. An example is the Saint Chapelle of Paris. The late gothic style is also known as the flamboyant style because of its form of suggesting flames in their structure. An example of this is the Church of Saint Maclou in France. Gothic architecture also spread out of France to other European countries like Italy, Germany and England. The Milan Cathedral in Italy is a perfect example of this style where it is of a classical basis characterized of a vast span and simple arches. In Germany, gothic structures are evident in the Cologne Cathedral which is built on bricks rather than stone. Their style is greatly influenced by France’s gothic structures. The structures in England were subdivided into three stages that is the early English, the decorated style and the perpendicular style. The English style developed in the 12th to the 13th century and is influenced by the Norman architecture. An example of this is the Lincoln Cathedral and the Salisbury Cathedral. The decorated style flourished during the 13th to the 14th century while the perpendicular style developed in the 14th to the 16th century was predominated with vertical lines. A perfect sample is the cathedral located in Gloucester and the King’s College Chapel in Cambridge. Synthesizing, gothic architecture has three distinctive characteristics that are structures with pointed arches, flying buttresses and ribbed vaults that help support the ceiling

Abuse in the Workplace- a case of Gender Discrimination Research Paper

Abuse in the Workplace- a case of Gender Discrimination - Research Paper Example The notion of discrimination is best described as favorable treatment towards individuals not on the basis of merit but on the basis of bias or other immoral attitude (Mill, 1963). In what follows, a critical approach towards gender discrimination is taken along with its implications for organizations. Cases of gender discrimination are a common sight in the workplace today. Not long ago a lawsuit was filed against the Boston Cigna HealthCare Company for charges of gender discrimination. According to the lawsuit, it is alleged that the company intentionally discriminated against Bretta Karp and other female employees by displaying unfavorable treatment towards them compared to their male counterparts in terms of promotion practices, pay increases and an uncongenial workplace environment (Chase & Reidy, 2011). The company, however, denied all charges by claiming that it is committed to diversity management and does not allow any such behavior that leads to discrimination of any sort ( Chase & Reidy, 2011). Discrimination, such as the above, adds to the woes of females in the workplace by lowering their morale and threatening their self-esteem. Research suggests that after having controlled for factors such as age, education, experience, skills and parental status, women still receive only 81% of the pay of men for similar nature of work (Ashkanasy, Wilderom, & Peterson, 2010).

The Relationship Between the Barbarian Nations and China Essay Example for Free

The Relationship Between the Barbarian Nations and China Essay Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One of the more notable periods in Chinese history was the establishment of the so-called â€Å"Barbarian nations† that happened between 309 to 439 B.C. These ‘Barbarian nations were also known as the â€Å"Sixteen States† or â€Å"Sixteen Kingdoms† though these were never part of nor considered to be dynasties among themselves.   The Barbarian nations mainly comprised of: the   Han Zhao and Latter Zhao (Houzhao), Cheng Han, Former Liang (Qianliang), Latter Liang (Houliang), Northern Liang(Beiliang), Western (Xiliang) and Southern Liang (Nanliang), Former Yian (Qianyan), Latter Yan (Houyan) , Northern Yan (Beiyan) and Southern Yan (Nanyan), Former Qin (Qianqin), Latter Qin (Houqin) and Western Qin (Xiqin) and   finally the Xia nations(â€Å"Sixteen Kingdoms†, 2006). The sixteen barbarians nations are considered as such because most of the people who belong in these states are not Chinese, though some were assimilated and integrated into Chinese culture later on.   These ethnic groups include Turks, Mongolians and Tibetans characterized by their nomadic in nature and small populations (â€Å"History of China†, 2006). Also, although the leaders of the barbarian nations adapted Chinese customs and governance, most of them are not of Chinese descent.   The barbarian leaders were largely considered as unscrupulous warmongers whose only ambition is to conquer China for themselves.   All their political and military strategies were geared towards the short-run, and this proved to be the downfall of their small empires (Theobald, 2000). China’s relationship with the Barbarian Nations   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The occupation of the various ethnic groups making up the Sixteen Barbarian nations were practically due to the various military uprisings that happened within the Jin Dynasty such as the so-called â€Å"Rebellion of the Eight Princes† (Theobald, 2000).   The leaders of the sixteen barbarian states then saw this as an opportunity to seize control of China.   In actuality, the Jin dynasty only managed to control the southern part of the Yangtze River, leaving the rest of China vulnerable to occupation.   This weakness lead to the occupation of Northern China by ethnic groups and by the turn of the fifth century almost all of the ethnic groups that managed to control certain territories have already established their own states. Collectively, the fifteen major states that were established in Northern China along with the Kingdom of Chenghan located in the Southwest eventually became the sixteen barbarian nations.   These sixteen states were autonomous from each other and conflict never seems to cease in between them and of course with the Jin dynasty.   These conflicts lead not only to numerous deaths but also to the deterioration of the economy in Northern China as well as inter-racial mixing due to prolonged contact between the ethnic groups. Having been driven out from their territory, the Jin dynasty leaders never ceased their plans to reoccupy Northern China.   Among these warriors sent by the Jin dynasty was Zudi, a gentry-official who regained the entire Yellow River Valley even though it was for a brief period of time.   The noble of the Jin dynasty were able to conduct more attacks against the barbarian nations, but like Zudi’s campaign, they all failed because of the fierce counter-attacks made by the ethnic groups (â€Å"The History of China-The Sixteen States-Political History†, 2006).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Due to the conflicts that raged on the Northern China, the nobles of what remains of the Jin Dynasty decided to let the ethnic groups do as they please as they established a new economic order in the South of the Yangtze.   This economic boom was made possible through the migration of peasants from the North who were seeking refuge from the conflict between the Jin Dynasty and the barbarian nations, effectively boosting not only manpower but also the technology base for both agriculture and handicrafts at that time (Theobald, 2000). Due to these developments in agriculture and handicrafts, commerce in the southern part of the Yangtze flourished.   Later on, the city of Jianking was made by the Eastern Jin as their new capital city with the economic center moving from the Yangtze River Valley into the Yellow River Valley   (â€Å"The History of China-The Sixteen States-Political History†, 2006). Conclusion  Ã‚  Ã‚  Ã‚   The establishment of the barbarian nations was considered by many as a foolish attempt to revitalize China.   What the barbarian leaders might not have realized is that their plans and schemes were for short-term conquest rather than long-term governance which is necessary for the establishment of a strong nation.   As with all violent uprising, the events that lead to the conflict between the Jin dynasty and the barbarian nations only lead to numerous deaths.   But despite being laden with blood and violence, the relationship between the barbarian nations and China during the Jin dynasty yielded some advantages. For one, the Jianking flourished as one of China’s center for commerce at that time.   Another unforeseen benefit was that it facilitated the transfer of agricultural and other form of livelihood technologies from the Northern part of China into the Southern part of Yangtze which eventually lead to the stability of the Jin Dynasty economy at that time. Also the dynasty was able to realize that the area they have evacuated into have high potentials for agriculture as the Yangtze river provided more than enough water for irrigation.   Without this seemingly serendipitous migration of farmers, the Jin dynasty could never have established their strong economic hold upon the Southern part of the Yangtze which could have spelled their immediate downfall.   This proves that the common folk are the backbone of any great empire and that noble and even barbarians should never ignore their importance. REFERENCES       â€Å"History of China†. (2006). Wikipedia. Retrieved August 11, 2006 from http://www-chaos.umd.edu/history/imperial.html#han. â€Å"Sixteen Kingdoms†. (2006). Wikipedia. Retrieved August 11, 2006 from http://en.wikipedia.org/wiki/Sixteen_Kingdoms â€Å"The History of China-The Sixteen State’s Political History† (2006).   TravelChinaGuide.com. Retrieved August 11, 2006 from http://www.travelchinaguide.com/intro/history/jin/eastern.htm Theobald, Ulrich (2000).   Chinese History.-Three Kingdoms. CHINAKNOWLEDGE a universal guide for China studies. Retrieved August 11, 2006 from   http://www.chinaknowledge.de/History/Song/song.html A comparison between life in China during the period of the Three Kingdoms and the Sung Dynasty Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   China is a well-know all over the world as a country with a very fascinating history filled with bloodshed and discovery.   China’s timeline is riddled with civil wars and conquests and it has been known that the country has undergone a multitude of political and regional divisions.   Among the two famous periods in Chinese history are the period of the Three Kingdoms and the Sung Dynasty.   Although separated almost 700 years apart, there have been a number of striking similarities and differences between the two periods.   The period of the Three Kingdoms is actually a part of the Han Dynasty (202 B.C.) in which various scientific and cultural advances were made (â€Å"History of China†, 2006).   It is also at this period of political turmoil that three states (later known as â€Å"kingdoms†) tried to gain prominence and glory as China’s seat of power. This power struggle between the Three Kingdoms ignited a whole new series of wars, thus the period earned the distinction of being the â€Å"bloodiest† period in China.   Though it has been known as such, the Three Kingdoms is immortalized today in many forms o media such as television programs, books and even video games (â€Å"Three Kingdoms†, 2006).   On the other hand, the Sung Dynasty (960 B.C., also known as Song Dynasty) is known as period of unification for China despite being besieged by barbarian raiders from all directions. The Sung Dynasty is further divided into two different periods namely the Northern Sung Period and the Southern Sung Period.   The Northern Sung (960-1127 B.C.) refers to the time when the dynasty was based in Kaifeng where it controlled most of mainland China.   The Southern Sung (1127-1129 B.C.) On the other hand refers to the period when members of the Sung court sought refuge in Hangzhou city located south of the Yangtze River (â€Å"Song Dynasty†, 2006). Life in the Period of the Three Kingdoms   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The period of the Three Kingdoms was characterized as period of great political turmoil in Chinese history.   After the death of the great Chinese warlord Cao Cao (220 B.C.), his son Cao Pi established the first â€Å"kingdom† among the Three Kingdoms, known as â€Å"Wei† thus ending the Han dynasty.   Soon after, the warlords Liu Bei and Sun Quan established the â€Å"Shu† and â€Å"Wu† kingdoms respectively.   Each of these warlords tried to control China through bloodshed and conquest but none of them ever prevailed (Theobald, 2000).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is widely believed that much Chinese technological and cultural advancement were created at this time despite heavy political turmoil that characterizes the period.   Some of the more notable inventions during the time of the Three Kingdoms were gunpowder and wheelbarrow (Poon, n.d.).   On an economic standpoint, the period of the Three Kingdoms was among the wealthiest periods in Chinese history.   The prosperity of the Han dynasty was also carried over unto this period as leaps and bounds in trade and commerce as well as transportation were evident (â€Å"Three Kingdoms†, 2006).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On a socio-cultural standpoint, the period of the Three Kingdoms saw the assimilation of the so-called â€Å"barbarians† in mainstream Chinese culture.   This was also the time when Buddhism was spreading across China. This form of Buddhism was a cross of Indian Buddhism and Taoism (Frankenstein, n.d.) Life during the Sung Dynasty   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Sung Dynasty (960-1127 B.C.) emerged almost 700 years after the affairs of the Three Kingdoms and is widely revered as the â€Å"Chinese Renaissance†.   Much of this period is characterized by political stability and prosperity just like in the period of the Three Kingdoms.   This was the time of what is known as â€Å"civilian rule†, which favors the appointment of commoners (such as civilian scholar-officials) into government office. This centralized the current Emperor’s dominion over China. In terms of economy, the Sung period is known for the emergence of a new caste of wealthy commoners called the mercantile class.   It can be said that in this period, Chinese trade and commerce were at its peak.   This was also the time when printing made publications more available to the common folk, leading to the improvement of the education status of commoners all around China (Poon, n.d.)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The socio-cultural impacts of this period is shown by the adaptation of a new form of Confucianism called â€Å"Neo-Confucianism† which took on a more metaphysical view of Confucian teachings, taking Confucianism into greater heights that were never perceived off in the past.   Also, at this time, Buddhism continued to flourish into what is known as the â€Å"Tang age of Buddhism† (Theobald, 2000). Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Both the Sung dynasty and the period of the Three Kingdoms showed economic growth and prosperity during their existence.   This growth in the economy greatly favored merchants and commoners alike, especially in the Sung Dynasty when â€Å"civilian rule† was in effect.   Though prosperity was also evident in the time of the Three Kingdoms, civilians were the one’s who were near the losing end because of the constant turmoil and death that surrounds them. The time of the Three Kingdoms on the other hand favored men of science and warmongers, as it is to be considered as a time of breakthroughs and innovations particularly in the field of warfare.   For those who are involved in social and political matters, it can be said that the Sung Dynasty was the more favorable among the two time periods as there was at least some political stability at that time.   For Buddhists, both periods are to be considered favorable as Buddhism continued to grow in spite of all the conflict and confusion that surrounded both time periods. REFERENCES Frakenstein,   Pual. (n.d.). Song Dynasty. Condensed China. Retrieved August 11, 2006 from http://condensedchina.com/china2.html#3Kings â€Å"History of China†. (2006). Wikipedia. Retrieved August 11, 2006 from http://www- chaos.umd.edu/history/imperial.html#han. Poon, Leon (n.d.)   The Imperial Area. History of China Retrieved August 11, 2006 from http://www-chaos.umd.edu/history/imperial.html#han. â€Å"Song Dynasty†. (2006). Wikipedia. Retrieved August 11, 2006 from http://en.wikipedia.org/wiki/Song_Dynasty Theobald, Ulrich (2000).   Chinese History.-Three Kingdoms. CHINAKNOWLEDGE a universal guide for China studies. Retrieved August 11, 2006 from http://www.chinaknowledge.de/History/Song/song.html â€Å"The Three Kingdoms†. (2006). Wikipedia. Retrieved August 11, 2006 from  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://en.wikipedia.org/wiki/Three_Kingdoms#Three_emperors

What are the key elements of cbt

What are the key elements of cbt According to Beck, the cognitive approach to psychotherapy is best viewed as the application of the cognitive model of a particular disorder with the use of a variety of techniques designed to modify dysfunctional beliefs and faulty information processing characteristic of each disorder. At its current stage of development, CBT is considered one of the best validated psychotherapies available (Bennett-Levy et al. 2004, Salkovskis 1996), indeed, surveys indicate that CBT is fast becoming the majority orientation of practising psychologists (Gaudiano 2008). The fundamental premise of CBT is that emotional experience, behaviour and physiological sensations are influenced by individuals cognitive processes. Each of these realms of human experience is synergistically co-determining, with cognition mediating their reciprocal interrelationship (Sanders and Wills 2005); Clark Steer in Salkovskis, 1996). CBT asserts that the appraisal or meaning assigned by an individual to these processes t hat will determine their impact on psychological well-being (Beck 1976). Essentially, there may be several alternative ways of looking at experiences (Salkovskis 1996), that individuals actively construct their realities (Clark Steer in Salkovskis, 1996). The crucial role of cognitions in predisposing and maintaining psychological difficulties is emphasised, cognitive techniques are therefore viewed as a key element of the intervention process (Clark Steer in Salkovskis, 1996). The CBT model proposes that psychopathology is the product of faulty information processing that manifests itself in distorted and dysfunctional thinking which directly leads to negative emotions and maladaptive behaviours. Therapy aims to help clients identify and modify these distorted patterns of thinking (Bennett-Levy et al. 2004) by empowering them to choose alternative ways of interpreting and reacting, drawing from the fullest possible range of alternatives available. Psychopathology is conceptualise d as occurring on a continuum, symptoms being viewed as extreme variants of relatively common human experiences. For example, in anxiety disorders, cognitive models specify circumstances under which otherwise normal cognitive processes become stuck resulting in pathological levels of anxiety (Salkovskis 1996). Furthermore, CBT postulates the existence of cognitive styles and biases characteristic of particular psychological disorders known as the cognitive content specificity hypothesis. In practice, CBT is a collaborative, time limited, structured, educational, empirical and active form of therapy utilising a variety of methods, some specific to CBT, others adopted from other therapeutic approaches. Not only has CBT developed rapidly since Becks seminal work on depression, it has also changed greatly over the last 15 years with the emergence of CBTs 3rd wave approaches (Mansell 2008). Therapies falling under the CBT umbrella now include problem-solving therapy, DBT, ACT, rational-emotive behaviour therapy, cognitive processing therapy, MBCT and cognitive behavioural analysis of psychotherapy (Gaudiano 2008). Initially, this paper will explore the defining characteristics of conventional, mainstream CBT providing a brief overview of therapys structured format, its emphasis on collaborative therapeutic relationships and its cognitive and behavioural intervention techniques. The paper will endeavour to highlight throughout the defining characteristics of CBT, namely, i ts empirical, educational, parsimonious and adaptable approach to treatment using examples from a variety of clinical disorders. Examination of the main tenets of CBT will be followed by discussion of limitations associated with the approach. CBT has been criticised on multiple fronts, both from within CBT and from alternative therapeutic perspectives (Andersson and Asmundson 2008). A number of CBTs critiques will be examined including CBTs coherence as a theoretical framework, the role of the therapeutic relationship, its applicability across various populations and its current status within the broader socio-political context of mental health care provision. Limitations will be evaluated given recent developments within the discipline, primarily the emergence of the complementary therapeutic approaches heretofore mentioned. This paper will examine whether recent developments have sufficiently addressed CBTs limitations and will conclude with a discussion of possible areas of futur e research and development within the discipline. Case Conceptualisation CT is not a technique driven treatment, it should be driven by individual case conceptualisations that are based on a specific cognitive model (Wells 1997). The CBT assessment is a valuable opportunity to engage and socialise the client in the CBT approach, in which the therapist encourages the client to view therapy as a no lose experiment. In contrast to other therapeutic approaches, CBT assessments primarily focus on a detailed description of the current presenting problem (frequency, circumstances/situational aspects and associated distress levels), analysis of symptom, cognitive and behavioural details, historical and aetiological factors (primarily predisposing or triggering factors) and social/environmental influences. The majority of assessment is devoted to the identification and objectification of current presenting problems. Symptom presentation may be analysed in terms of its antecedents, associated appraisals and beliefs and emotional or behavioural consequences (Wells 1 997). In panic disorder, assessment would focus on the nature of catastrophic misinterpretations, a detailed description of the primary feared symptoms and the nature of safety and avoidance behaviours (Wells 1997). During assessment and indeed throughout the course of therapy, symptom and mood measures are used to establish base line rates and to assist in monitoring progress over time. Assessment is an important element of the formulation or cognitive case conceptualisation process. Case conceptualisation is envisaged as the process whereby client and therapist reach a shared understanding of the origins, development and maintenance of the clients problems. The formulation is an overview, essentially a working hypothesis, which is open to testing and verification throughout therapy and provides a tentative intervention plan. Conceptualisation is an active and continuing process throughout therapy, thus, the formulation is open to addition and revision as therapy proceeds (Sanders and Wills 2005). As the client becomes increasingly socialised in the CBT approach, SBs and cognitive biases may be incorporated into the initial formulation to aid clarity, understanding and planning. Crucially, the evolving formulation educates the client in the interaction between thoughts, emotions, behaviour and physiology, illustrating how the elements interact, trigger and maintain their problems. The assessment and formulation process allow the therapist to draw upon their knowledge of cognitive models of psychological difficulties, tailoring these models and associated protocols to the individuals case conceptualisation, thereby creating a bridge between theory and practice. At its simplest level, the formulation may be a diagrammatic representation of the clients problems, in which therapist and client plot the sequence of events in symptom presentation, often using vicious cycles (Wells 1997). The formulation represents the first stage in creating a cognitive set for the processing of alternative explanation of the clients problems (Wells 1997). However, there is a scarcity of evidence linking quality or style of formulation and therapeutic outcome (Sanders and Wills 2005); its value lies, from a practitioner viewpoint, in representing a roadmap of how therapy might proceed and possible intervention avenues. Structure and Format The brief nature of CBT necessitates a highly structured and goal directed format to be adopted from the outset. Through the negotiation of agendas, goals, a problem list, summaries and completion of self-guided activities (homework) (Padesky and Greenberger 1995), CBT maintains a focused, results oriented approach. At the beginning of each therapy session, an agenda is collaboratively devised and agreed upon, each session typically including a review of the clients mood, feedback, client and therapist agenda items, review and agreement of homework tasks (Sanders and Wills 2005). In early therapy sessions, the generation of a problem list (a practice inherited from behaviourism) highlights the main areas in which the client wishes to see improvement and guides target areas (Sanders and Wills 2005). Goal setting, which typically occurs at the end of the assessment, allows client and therapist to clearly define and operationalise the gains the client wishes to make by the end of therap y (Sanders and Wills 2005). A central component of CBT practice is self guided activity or homework. CBTs educational and self-help ethos seeks to empower the individual to ultimately become their own therapist, the completion of homework tasks outside session reinforce this learning experience. Homework can be enormously varied, from reading self help material to conducting behavioural experiments. Ideally, homework is devised collaboratively with a clear rationale for treatment gain. As therapy proceeds and the client becomes increasingly socialised to CBT, the client can adopt an increasingly independent role in devising homework with decreasing levels of therapist input. CBTs brief duration is greatly aided by the completion of homework outside session, enabling therapy to occur continuously in the clients own time. Successful homework completion has been associated with improved therapeutic outcomes, with clients who consistently complete homework between sessions improving more than patients who do not (B urns Auerbach in Salkovskis, 1996). Treatment including homework produced improved outcomes than treatment consisting entirely of in-session work (Kazantzis et al. 2003) Collaborative Therapeutic Alliance CBTs core competencies (Roth Pilling, 2007) affirm the importance of a collaborative therapeutic relationship within clinical practice. Competency as a CBT practitioner requires not only knowledge of cognitive models of psychopathology but also the ability to apply its theory in a structured manner. In practice, therapists must be able to formulate a useful case conceptualisation and apply empirically based clinical interventions within a collaborative therapeutic relationship (Padesky and Greenberger 1995). The collaborative element of the therapeutic relationship necessitates the adoption of a team work approach. This is underscored during therapy through the elicitation of client feedback, joint agreement of goals and frequent summaries by therapist and client to check understanding and learning. Collaboration is fostered by curiosity and inquisitiveness on the therapists behalf, both parties working in parallel towards achieving therapy goals. In contrast to alternative therapeutic approaches such as Psychodynamic, the therapeutic relationship is not conceived in of itself, to be the primary vehicle of clinical change in CBT. Beck, 1976, argued that although the qualities of a good therapeutic relationship are necessary, they are not sufficient as therapies active ingredient. Once the basic elements of the therapeutic relationship are established, CBT interventions may proceed (Burns Auerbach in Salkovskis, 1996). The importance of the therapeutic relationship within CBT has been reasserted over recent years. Demonstration that non-specific therapy factors, that is, the therapeutic relationship have an additive contribution to clinical improvement independent of CBT techniques has emphasised the importance of the alliance within CBT. These research findings illustrate that client subjective appraisal of the quality of the therapeutic relationship and therapist empathy are crucial (Squier 1990). Clients of practitioners wh o where rated as warmest and most empathic improved significantly more than patients of therapists with the lowest empathy ratings. Therefore, the quality of the therapeutic relationship, even in a technical form of therapy like CBT, has a significant impact on clinical improvement (Sanders and Wills 2005). As with other forms of therapy, the fundamental characteristics of a good therapeutic relationship such as accurate listening, empathy and congruence are vital for effective CBT practice (Sanders and Wills 2005). Guided Discovery Guided discovery, the primary learning process within CBT, teaches clients to question their own thoughts and beliefs (Padesky and Greenberger 1995). Therapists guide discovery verbally through questioning and experientially through BEs. Through this process, clients evaluate alternative perspectives or information which may be outside their immediate conscious awareness but when considered informs and impacts their existing thoughts, predictions and beliefs. Through the practice of collaborative empiricism, client and therapist adopt an experimental approach (Wells 1997), treating thoughts as hypotheses open to testing and verification (Padesky and Greenberger 1995). CBT encompasses interventions targeting cognitive content, from NATs to schema level and cognitive processes known as metacognition. Using Socratic dialogue, the therapist guides the client to uncover new information, integrating and generalizing these new insights into their thinking. The use of synthesising questions allows the therapist and client to extrapolate from the concrete to the abstract, applying information gleaned in the current discussion to previous ideas, thus facilitating generalizability and the construction of new beliefs. Socratic dialogue has been conceptualised as a means of loosening NATs, priming clients to consider alternative possibilities, increasing their range of attention, memory and highlighting cognitive biases in action. Thought records, a content focused intervention, enables the examination of evidence for and against a negative automatic thought, the identification of alternative perspectives and associated belief levels. The identification of the most salient or affect inducing thought (hot thought) focuses client and therapist on emotively charged and potentially debilitating or maintaining thoughts. Belief ratings assist in the distancing process, emphasising that thoughts are not true or false in a dichotomous sense. Moreover, thought records allow client and therapist to identify predictions which can be subjected to testing (Wells 1997). Whilst working with DAs, it may be more appropriate to emphasise the construction of new, more adaptive alternatives rather than attempting to disprove old rules using evidence for/against or examining pros/cons (Padesky and Greenberger 1995). Cognitive techniques targeting the core belief and schema levels such as positive data logs and retrospective though t records enable the generation of new helpful, alternative beliefs over a prolonged time period or the re-evaluation of past experiences using present day focus. Traditionally, CBT has tended to focus upon language content; metacognitive perspectives (thinking about thinking or the meaning of thinking) assert the importance of maladaptive cognitive processes in the development, maintenance and treatment of psychological problems. Advocates suggest that challenging of negative thoughts or beliefs targets the output or end product of dysfunctional metacognitive processes. Metacognitive awareness therefore highlights process level maintaining factors, for example, through the use of frequency counts; the client may record the number of intrusive thoughts or duration of ruminative thinking and associated impact on mood (Sanders and Wills 2005). Imagery based cognitive techniques are used when the clients thoughts and emotions present in visual rather than verbal form or when imagery is their preferred form of expression (Sanders Wills, 2005). For example, in social phobia, the clients fear of social rejection and perceived lack of coping skills may come to mind as an image of themselves blushing and being publicly humiliated. Therapeutic interventions focus upon restructuring or altering the form or content of images. The client can be encouraged to re-imagine an image, altering its appearance or creating a new ending finishing out (Wells 1997). In PTSD, in which intrusive memories and images maintain the current threat cycle, imagery techniques are used to contextualise the trauma image, embedding it within its historical context, thereby disabling its contribution to current threat perception. Behavioural techniques Behavioural intervention techniques such as activity scheduling and BEs have been described as the most powerful means of cognitive change (Wells 1997). The effectiveness of behavioural activation (BA), graded increases in activity levels and exercise has been demonstrated, particularly in depression (Westbrook et al. 2007). BA promotes improvements in mood and feelings of self-efficacy through focus upon increasing opportunities for enjoyment, mastery and pleasure. Activity schedules enable a baseline level to be established, plan future activities, increase problem solving and demonstrate to the client their current activities and achievements (Beck in Salkovkis, 1996). BA is typically the first intervention target in depression, progressive increases in activity levels and associated improvements in mood allow therapy to proceed to more cognitively focused tasks which may have been initially impossible. BEs are experiential exercises which enable clients to test hypotheses through action, reality check their predictions and generate new perspectives thus facilitating emotionally grounded change (Bennett-Levy et al. 2004). BEs are highly adaptable in design and implementation, in which the client may be an active participant or observer, can occur independently or with therapist support either in session or in vivo. BEs are most successful, that is, produce maximum cognitive change if outcomes that support the various hypotheses are clearly operationalised, results are reviewed in detail and their impact on existing beliefs openly discussed (Bennett-Levy et al. 2004). The potency of BEs as learning experiences means that a limited number of well designed BEs can not only target NATs but also begin to undermine dysfunctional assumptions and beliefs. Informed by the experiential learning cycle and adult learning theory, BE design is envisaged as containing four key elements: planning, experiencing, observing and reflecting. Each stage represents an opportunity to question predictions, generate new ideas and test them in everyday life. Theoretical considerations of the mechanisms of change underlying BEs invoke multilevel information processing models such as Teasdales ICS model (Teasdale in Salkovskis, 1996). ICS outlines two qualitatively different information processing systems, a propositional, logical, rational, verbal, affect-free processing system and an implicational, non-linguistic, rapid, experiential, emotionally salient learning system. According to the ICS model, the value of BEs is their ability to create enactive procedures that activate different schematic models. Essentially, BEs enable enactment of different ways of being rather than solely providing evidence which when rationally considered leads to belief chang e. In contrast to the cognitive techniques previously discussed, BEs are though to operate on both the propositional and implicational levels enabling a felt sense of their results. It is assumed that verbal cognitive techniques exclusively operate on the propositional level unless affect is stimulated. Research conducted with trainee practitioners has demonstrated that BEs produce significantly greater cognitive and behavioural change than thoughts records (Bennett-Levy 2003), although evidence for their specific effectiveness is sparse (Bennett-Levy et al. 2004). CBTs oft quoted limitations have been described as myths by those within mainstream CBT (Westbrook et al. 2007), critiques have originated however both within and external to the discipline (Andersson and Asmundson 2008). The following discussion will examine some of the main themes of this somewhat polarized debate, contextualising views within the reality of present day evidence-based, cost/efficiency focused, stepped care service delivery. It will argue that recent developments within CBT have done much to counteract its limitations and that CBTs future course will be defined by its ability to integrate increasingly fragmented perspectives into its ever evolving framework. Coherence According to Salkovskis, 2002, theory and empirical evaluation are central to developments within CBT; there is a continuous reciprocal relationship between science and practice. In recent years however, the necessity of cognitive intervention techniques, one of CBTs defining characteristics which differentiates it from other therapeutic approaches has been questioned (Jacobson et al. 1996). The necessity of logico-rational strategies to directly challenge and modify maladaptive thoughts has been questioned (Longmore and Worrell 2007);(Ilardi and Craighead 1994). A number of empirical anomalies within CBTs outcome literature have inspired this debate (Hayes et al. 2004). Component analyses investigating the necessary and effective elements of CBT have in some cases failed to demonstrate added value of cognitive intervention techniques. In a study of major depression, comparison of treatment conditions comprising of BA, BA with challenging of automatic thoughts and CBT resulted in equ ivalent performance across conditions at conclusion of therapy, 6 month follow up and in relapse rates at 2 years (Jacobson et al. 1996). The ambiguity has further intensified due to CBTs delay in researching its mechanisms of change, which according to (Burns and Spangler 2001) often fail to conform to cognitive model predictions. Additionally, measuring changes in the cognitive mediators of a disorder (thoughts and beliefs implicated by a cognitive model in disorder maintenance) do not appear to precede symptomatic improvement, thereby challenging cognitions assumed mediating role in therapeutic change. The course of this ongoing debate would appear to be directly in contrast with Salkovskis description of CBTs empirical focus above. The clarification of the essential and effective components of CBT practice across ranges of severity and CBT formats appears to be required (Waddington,) This equivocation is further exacerbated by characteristics instilled by CBTs integrative development. CBTs foundations in BT and CT have resulted in the development of a diverse and at times contradictory nomenclature (Mansell 2008). Its roots in clinical observations rather than empirical research, led to a disconnect with cognitive science and neuroscience (Gaudiano 2008). Furthermore, CBT has been criticised for its inability to define itself and its lack of coherence as a theoretical framework (Mansell, 2008). Although there is general agreement on the key characteristics of CBT, outlined earlier in this paper, there is not an accepted definition of the essential elements that comprise CBT. The recent proliferation of competing theoretical frameworks such as ICS, SPAARS, S-REF RFT has propelled CBT further from its foundations and towards increasing complexity and fragmentation. A reductionistic, mechanistic model of distress CBTs opponents have argued its approach is mechanistic, overly rationalistic (Greenberg and Safran 1987), fails to address the entire individual and has limited utility for people with long term or complex problems (Gaudiano, 2010). Critics cite its focus on the here and now, its lack of attention to developmental history, interpersonal relationships and CBTs technique driven focus governed by rigid protocols (Sanders and Wills, 2005). CBTs response has been two fold, further research and refinement of its cognitive models and intervention enhancements tackling enduring and complex problems utilising Schema Focused Therapy (SFT). For example, Becks initial schematic model of depression was augmented to include the concepts of modes and charges to account for findings of diathesis-stress, the relationship between cognition and personality and the phenomena of sensitization and remission (Beck in Salkovkis, 1996). This pattern can be observed in many cognitive models in which research findings have been integrated to provide a more comprehensive account, for example, the finding that self-directed attention is a critical mediator in social phobia. Schemas are unlikely to become a primary therapeutic target in conventional, short term CBT unless necessitated by client material or pose a significant risk factor for relapse. SFT developed from studies of CT non-responders and relapsers, so called treatment failures. These individuals were characterised as having more rigid cognitive structures, a history of chronic, lifelong psychological difficulties and deeply engrained maladaptive belief systems. These schemas were formed in troubled or abusive childhoods, resulting in the childs development of maladaptive coping or survival styles. Developed for the treatment of Borderline Personality Disorder (BPD), SFT builds upon its CBT foundations assimilating elements from attachment, psychodynamic (particularly object relations) and emotion focused perspectives, incorporating a range of therapeutic techniques from these approaches (Kellogg and Young 2006). A primary mechanism of change within SFT is limited reparenting, therapist and c lient dialogues enable the nurturing of the client as an abandoned child thereby challenging harsh and punitive adult relationships from early childhood. The therapeutic relationship is the antithesis of traumatic childhood relationships, an arena for clients to identify and test beliefs about relationships, practice alternative new behaviours and learn new ways of relating (Sanders and Wills, 2005). Patients are guided to generalise what they have learned in the therapeutic relationship to relationships outside of therapy. Confrontational, adversarial and dehumanizing Critics have asserted that CBT frames the client as a passive recipient of technical interventions (Strong et al. 2008), the CBT practitioner as controlling, medicalising, concerned with employing techniques and seeking evidence (Mansell, 2008; Sanders Wills, 2005). The use of technical terminology such as administered and implemented within CBT does little to assuage these concerns. Conversely, CBT advocates maintain that it is not an assembly of techniques applied mechanistically (Salkovkis, 1996). Research has demonstrated that CBT patients rate their therapists higher on various relationship variables (interpersonal skills, accurate empathy and support) than psychodynamic therapists, their level of active listening was found to be equivalent to insight-oriented therapists (Keijsers et al. 2000). The integration of a compassion based focus within CBT has further enriched and reinforced the importance of the therapeutic alliance. Compassion focused therapy (CFT) developed from observations that people with high levels of shame and self-criticism find it difficult being warm, compassionate and kind to themselves (Gilbert 2009), that they often use a harsh, bullying manner when attempting to change their thoughts and behaviours. People who are unable to self-sooth find it difficult being reassured or remaining calm when considering alternative thoughts or engaging in new behaviours. In CFT, the role of the therapist to help the client experience safety in their interactions, to feel safe with what is explored in therapy and to ultimately replace self-criticism with self-kindness. In compassionate mind training, the client learns the skills and attributes of compassion through modelling of the therapists compassionate abilities. CFT focuses upon the client experiencing alternativ e thoughts as kind, supportive and helpful. Throughout therapy, the client is taught to use warmth, compassion and gentleness as their foundation from which to move into more challenging activities. Limited applicability to certain populations: the psychologically minded Critical evaluations of CBT have highlighted its potential weakness and limited evidence-base for children, older adults (Kazantzis et al. 2003) and people with intellectual disabilities (ID). Critics argue whether CBT models and techniques can be applied to these disparate populations or whether CBT is best suited for the population in which it was developed. The extant literature has highlighted particular characteristics that engender suitability for CBT including, the ability to access thoughts, recognise, differentiate and label emotions, link events and emotions, understand the mediating role of cognitions and assume responsibility for change (James et al, 2001). Within ID, research is required on potential barriers to treatment that may or may not arise from capacity and motivational factors. CBT being an essentially linguistic method presents unique challenges within ID, cognitive techniques being more difficult to apply as verbal ability decreases (Willner and Hatton 2006). Furthermore, there has been a paucity of research within mainstream CBT regarding the applicability and validity of CBT models to ID (Willner and Hatton 2006). NICE guidelines for children indicate CBT, in either group or individual format for depression (NICE, 2005) and moderate to severe ADHD (NICE, 2006). Research investigating child focused CBT interventions have been almost exclusively derived from adult treatment protocols, with insufficient attention devoted to their applicability to children (Cartwright-Hatton and Murray 2008) or developmentally appropriate intervention techniques (Doherr et al. 2005); (OConnor and Creswell 2008). For example, it has not yet been demonstrated, that a childs developmental stage predicts treatment outcome. The role of family in child-focused CBT is receiving increased attention. Research investigating parental cognitions as triggering or maintaining factors in childhood problems have resulted in their incorporation within child-focused models. A recent study demonstrated that socially phobic mothers encourage their infants to interact less with a friendly stranger than mothers with GAD, which is predi ctive of the extent to which the child subsequently shows anxiety in the presence of a stranger (de Rosnay et al. 2006). Parental anxiety has also been found to be a significant predictor of treatment failure of individual child treatment. Preliminary evidence suggests that treating one family member whether it is parent or child can have secondary effects on other family members difficulties. A panacea for psychological distress Clinical significance analysis reveals that one third to a half of clients achieve recovery following CBT (or any other form of psychological therapy) (Westbrook et al, 2007). Therefore, it is clear that CBT and other therapeutic approaches cannot be conceived as a panacea for psychological problems. For a number of disorders, specifically tailored variants of CBT are recommended, often in parallel with family centred approaches, for example, anorexia and bulimia nervosa (NICE, 2004). CBTs impressive evidence base for depression and anxiety disorder treatment has encouraged the creation of the Increasing Access to Psychological Therapies (IAPT) programme in the UK (Ghosh 2009). IAPT focuses upon rapid throughput of patients aiming to reduce waiting list times and move 50% of people treated towards recovery (Rachman and Wilson 2008). IAPT draws heavily upon the NICE depression guidelines and Layards work on happiness (Layard, 2006) which outlined the social and economic costs of depre ssion and psychological problems. Mental health research has been dominated by symptom based