Generation Of Electricity From Aloe Vera Plant - 976 Words

Generation of Electricity from Aloe Vera Plant: A Step towards Creating an Era Tanu Bhardwaj 1 , Anushka Singh2, Deeksha Agarwal2, Prerna Singh2 1Assistant Professor 2B.Tech Instrumentation Students Shaheed Rajguru College of Applied Sciences for Women University of Delhi ABSTRACT In the emerging world, there is a dire need of generating electricity. Some remote areas, which don’t have access to electricity, need some innovations to be done for energy production. Although, we have plenty of non-renewable sources for electricity generation now, but, in future, only renewable sources of energy can help us out to harvest electricity from them. Alongwith, renewable sources of energy are also safer for humans and their environment. Idea of†¦show more content†¦Hence, we must aggressively use renewable energies to create a safeguard for our future and Earth3. Switching to renewable energy sources for electricity generation provides beneficiary management strategies from the economic, alongside, environment point of view4. So, in this research paper, it has been verified that Aloe Vera produces voltage which can be amplified to light a LED. Amongst various plants, here, Aloe Vera plant was used because it can be grown in Deserts and withstand temperatures ranging from 104 ° F down to freezing temperatures5. Like all other green plants, it also harvest energy from sunlight and transform that energy into food and oxygen. This process is known as photosynthesis. During this process, transport of ions in the plant is occuring which produces ionic current in the plant. This ionic current gives rise to detection of small voltage when sensed using electrodes. Originally, electrodes work as transducer here, which reforms one form of energy into another. Electrodes senses ionic current and flips that into an electronic voltage which can be further amplified to light a LED or bulb. A general circuit diagram is shown in figure 1 to show connections of electrode, plant and amplication circuit. Figure 1: Connections of electrode, plant and amplication circuit METHODOLOGY A. Materials Aloe Vera Plant, Allpins as electrodes, multimeter,Show MoreRelatedThe Risks Of Climate Change1449 Words   |  6 PagesTo help lower the risks of climate change people must take into considerations of changing the way their households are being powered. By lowering the amount of water or electricity used daily can shed dollars off someone’s bill while using less energy. A typical household wastes 260 gallons of water a day, but that can be reduced by installing new water efficient washers and toilets, fixing leaking faucets, and minimizing the use of water for landscaping (â€Å"Water Conservation Practices Benefit CommunitiesRead MoreVinamilk Analysis Essay13985 Words   |  56 PagesCOMAPANY (VNM) Students: Nguyen Thi Ngoc Diep Nguyen Quynh Trang Lai Hai Minh Ngo Minh Vu Contents 1. Company overview 5 2. Mission, vision and objectives 6 2.1. Mission 6 2.2. Vision 6 2.3. Objectives (from 2011 – 2016): 7 3. Critical factors of success 7 4. Target Group- Stakeholders 10 4.1. Internal 10 4.2. Subsidiaries and Associates 11 4.3. Strategic Supplier 12 4.4. Competitor 14 4.5. Customer 15 5. SWOT analysis 15 5.1Read MoreAn Analysis of Marketing Competitive Strategies Adopted by Hindustan Unilever Limited in Rural Area9906 Words   |  40 Pages2010-12 ROLL. NO. 1004309 ACKNOWLEDGEMENT A mammoth thesis of this nature calls for intellectual nourishment, professional help, and encouragement from many quarters. I would like to express my gratitude to: †¢ The pioneers in the field of marketing management who have shaped their understanding through their rich and varied contributions. †¢ Professors and seniors for providing the stimulus

Essay about Aesome Ball Girl and Perception - 932 Words

Kelly Howard Prof McKinley Com 2206-320 30 May 2013 â€Å"Awesome Ball Girl† and Perception In the short video of â€Å"Awesome Ball Girl†, there is a young ball girl working in the field that makes such a great catch, most professionals would not have been able to make. At the start of the video you would think that you are about to see a home run after a great hit, but my eyes were drawn elsewhere; just like the crowd and two teams. This shows the first stage in the perception process: selection. Selection occurs when one or more of your senses are stimulated, where your mind and body help you choose what stimuli to attend to (Floyd 109). Of my five senses, this video affected my vision and my hearing since I was watching a screen; more†¦show more content†¦Perceptual schemas help us organize sensory information in some meaningful way so that we can move forward with the process of perception. There are four types of schema that help to classify the information we notice about people: physical constructs, role constructs, interaction constructs and psych ological constructs. (Floyd 110) Physical constructs emphasize appearances and objective characteristics (height, age, ethnicity, body shape) as well as subjective characteristics (attractiveness). Role constructs emphasize social or professional position (teacher, accountant, father, community leader). Interaction constructs emphasize behavior (outgoing, shy, aggressive, sarcastic, considerate). Psychological constructs emphasize thoughts and feelings (angry, insecure, jealous, worried). (Floyd 110) Looking back on watching this video, I feel like I could apply all of these constructs to the young ball girl. She was a younger white female; her appearance was average height for a woman, not tall and not short with an athletic build – which is known to be attractive. The announcer for the game calls her the ball girl as well as the title of the video which gave the role construct. The interaction I could see was that she was a â€Å"go-getter† and that she was not shy about going after the ball that th e professional player missed. After the catch, she was walking

Carl rogers free essay sample

Carl Rogers introduced the ‘self-theory’ which shows how the clients viewed oneself and how therapy would help them to change this view (Kleinman, 2012). He was more focusing towards how one can help themselves with goals and less on being diagnosed to which Carl Rogers refer it as ‘fully-functioning person’ where one must be well adjusted, balanced and interested to know things. According to Kleinman (2012), Carl Rogers has his own theory where he rejected both behaviourism and psychoanalysis. His theory explains that a person conducts in unquestionable ways how they view each situation and from that, they will know how to deal or judge things. This is what he calls as ‘self-actualization’. When ‘self-actualization’ is achieved, a person will then become a ‘fully-functioning person’. Rogers split this term into five different characteristic which are open to experience, existential living, trust feelings, creativity and fulfilled life (McLeod, 2014). Self-actualization is accomplished when a person fulfils their potential and becomes fully-functioning, achieving the highest level of ‘human-beingness’ The state of congruence is where someone’s ideal-self is almost the same or is in uniform with their actual experiences. The fully functioning person Optimal development, referred to below in proposition 14, results in a certain process rather than static state. Rogers describes this as the good life, where the organism continually aims to fulfill its full potential. He listed the characteristics of a fully functioning person (Rogers 1961): 1. A growing openness to experience – they move away from defensiveness and have no need for subception (a perceptual defense that involves unconsciously applying strategies to prevent a troubling stimulus from entering consciousness). 2. An increasingly existential lifestyle – living each moment fully – not distorting the moment to fit personality or self concept but allowing personality and self concept to emanate from the experience. This results in excitement, daring, adaptability, tolerance, spontaneity, nd a lack of rigidity and suggests a foundation of trust. To open ones spirit to what is going on now, and discover in that present process whatever structure it appears to have (Rogers 1961) 3. Increasing organismic trust – they trust their own judgment and their ability to choose behavior that is appropriate for each moment. They do not rely on existing codes and social norms but trust that as they are open to experiences they will be able to trust the ir own sense of right and wrong. 4. Freedom of choice – not being shackled by the restrictions that influence an incongruent individual, they are able to make a wider range of choices more fluently. They believe that they play a role in determining their own behavior and so feel responsible for their own behavior. 5. Creativity – it follows that they will feel more free to be creative. They will also be more creative in the way they adapt to their own circumstances without feeling a need to conform. 6. Reliability and constructiveness – they can be trusted to act constructively. An individual who is open to all their needs will be able to maintain a balance between them. Even aggressive needs will be matched and balanced by intrinsic goodness in congruent individuals. www. bapca. org. uk/about-2/carl-rogers. html? tmpl=componentprint=1page= 1/4 3/22/13 Carl Rogers 7. A rich full life – he describes the life of the fully functioning individual as rich, full and exciting and suggests that they experience joy and pain, love and heartbreak, fear and courage more intensely. Rogers description of the good life: This process of the good life is not, I am convinced, a life for the faint-hearted. It involves the stretching and growing of becoming more and more of ones potentialities. It involves the courage to be. It means launching oneself fully into the stream of life. (Rogers 1961) Nineteen propositions Rogers theory (as of 1951) was based on 19 propositions: 1. All individuals (organisms) exist in a continually changing world of experience (phenomenal field) of which they are the center. 2. The organism reacts to the field as it is experienced and perceived. This perceptual field is reality for the individual. 3. The organism reacts as an organized whole to this phenomenal field. 4. A portion of the total perceptual field gradually becomes differentiated as the self. 5. As a result of interaction with the environment, and particularly as a result of evaluational interaction with others, the structure of the self is formed an organized, fluid but consistent conceptual pattern of perceptions of characteristics and relationships of the I or the me, together with values attached to these concepts. . The organism has one basic tendency and striving to actualize, maintain and enhance the experiencing organism. 7. The best vantage point for understanding behavior is from the internal frame of reference of the individual. 8. Behavior is basically the goal-directed attempt of the organism to satisfy its needs as experienced, in the field as perceived. 9. Emotion accompanies, and in general facilitates, such goal directed behavior, the kind of emotion being related to the perceived significance of the behavior for the maintenance and enhancement of the organism. 10. The values attached to experiences, and the values that are a part of the self-structure, in some instances, are values experienced directly by the organism, and in some instances are values introjected or taken over from others, but perceived in distorted fashion, as if they had been experienced directly. 1. As experiences occur in the life of the individual, they are either, a) symbolized, perceived and organized into some relation to the self, b) ignored because there is no perceived relationship to the self structure, c) denied symbolization or given distorted symbolization because the experience is inconsistent with the structure of the self. 12. Most of the ways of behaving that are adopted by the organism are those that are consistent with the concept of self. 13. In some instances, behavior may be brought about by organic experiences and needs which have not been symbolized. Such behavior may be inconsistent with the structure of the self but in such instances the behavior is not owned by the individual. 14. Psychological adjustment exists when the concept of the self is such that all the sensory and visceral experiences of the organism are, or may be, assimilated on a symbolic level into a consistent relationship with the concept of self. 15. Psychological maladjustment exists when the organism denies awareness of significant sensory and visceral experiences, which consequently are not symbolized and organized into the gestalt of the self structure. When this situation exists, there is a basic or potential psychological tension. 16. Any experience which is inconsistent with the organization of the structure of the self may be www. bapca. org. uk/about-2/carl-rogers. html? tmpl=componentprint=1page= 2/4 3/22/13 Carl Rogers perceived as a threat, and the more of these perceptions there are, the more rigidly the self structure is organized to maintain itself. 7. Under certain conditions, involving primarily complete absence of threat to the self structure, experiences which are inconsistent with it may be perceived and examined, and the structure of self revised to assimilate and include such experiences. 18. When the individual perceives and accepts into one consistent and integrated system all his sensory and visceral expe riences, then he is necessarily more understanding of others and is more accepting of others as separate individuals. 9. As the individual perceives and accepts into his self structure more of his organic experiences, he finds that he is replacing his present value system based extensively on introjections which have been distortedly symbolized with a continuing organismic valuing process. Additionally, Rogers is known for practicing unconditional positive regard, which is defined as accepting a person without negative judgment of . [a persons] basic worth. Learner-centred education Carl Rogers applied his experiences with adult therapy to the education process and developed the concept of learner-centered teaching. He had the following five hypotheses regarding learner-centered education: -â€Å"A person cannot teach another person directly; a person can only facilitate anothers learning† (Rogers, 1951). This is a result of his personality theory, which states that everyone exists in a constantly changing world of experience in which he or she is the center. Each person reacts and responds based on perception and experience. The belief is that what the student does is more important than what the teacher does. The focus is on the student (Rogers, 1951). Therefore, the background and experiences of the learner are essential to how and what is learned. Each student will process what he or she learns differently depending on what he or she brings to the classroom. -â€Å"A person learns significantly only those things that are perceived as being involved in the maintenance of or enhancement of the structure of self† (Rogers, 1951). Therefore, relevancy to the student is essential for learning. The students experiences become the core of the course. -â€Å"Experience which, if assimilated, would involve a change in the organization of self, tends to be resisted through denial or distortion of symbolism† (Rogers, 1951). If the content or presentation of a course is inconsistent with preconceived information, the student will learn if he or she is open to varying concepts. Being open to consider concepts that vary from ones own is vital to learning. Therefore, gently encouraging open-mindedness is helpful in engaging the student in learning. Also, it is important, for this reason, that new information is relevant and related to existing experience. -â€Å"The structure and organization of self appears to become more rigid under threats and to relax its boundaries when completely free from threat† (Rogers, 1951). If students believe that concepts are being forced upon them, they might become uncomfortable and fearful. A barrier is created by a tone of threat in the classroom. Therefore, an open, friendly environment in which trust is developed is essential in the online classroom. Fear of retribution for not agreeing with a concept should be eliminated. A classroom tone of support helps to alleviate fears and encourages students to have the courage to explore concepts and beliefs that vary from those they bring to the classroom. Also, new information might threaten the student’s concept of him- or herself; therefore, the less vulnerable the student feels, the more likely he or she will be able to open up to the learning process. -â€Å"The educational situation which most effectively promotes significant learning is one in which (a) threat to the self of the learner is reduced to a minimum and (b) differentiated perception of the field is www. bapca. org. k/about-2/carl-rogers. html? tmpl=componentprint=1page= 3/4 3/22/13 Carl Rogers facilitated† (Rogers, 1951). The instructor should be open to learning from the students and also working to connect the students to the subject matter. Frequent interaction with the students will help achieve this goal. The instructors acceptance of being a mentor who guides rather than t he expert who tells is instrumental to student-centered, nonthreatening, and unforced learning. This article is taken from the Wikipedia entry for Carl Rogers. www. bapca. org. uk/about-2/carl-rogers. html? tmpl=componentprint=1page= 4/4