FUNCIONES RETÓRICAS
DE LOS TEXTOSTEXTO AMaslow's Hierarchy of NeedsAbraham Maslow (1954) attempted to synthesize a large body of research related to human motivation. Prior to Maslow, researchers generally focused separately on such factors as biology, achievement, or power to explain what energizes, directs, and sustains human behavior. Maslow posited a hierarchy of human needs based on two groupings: deficiency needs and growth needs. Within the deficiency needs, each lower need must be met before moving to the next higher level. Once each of these needs has been satisfied, if at some future time a deficiency is detected, the individual will act to remove the deficiency. The first four levels are:
1) Physiological: hunger, thirst, bodily comforts, etc.;
2) Safety/security: out of danger;
3) Belonginess and Love: affiliate with others, be accepted; and
4) Esteem: to achieve, be competent, gain approval and recognition.
According to Maslow, an individual is ready to act upon the growth needs if and only if the deficiency needs are met. Maslow's initial conceptualization included only one growth need--self-actualization. Self-actualized people are characterized by: 1) being problem-focused; 2) incorporating an ongoing freshness of appreciation of life; 3) a concern about personal growth; and 4) the ability to have peak experiences. Maslow later differentiated the growth need of self-actualization, specifically naming two lower-level growth needs prior to general level of self-actualization (Maslow & Lowery, 1998) and one beyond that level (Maslow, 1971). They are:
5) Cognitive: to know, to understand, and explore;
6) Aesthetic: symmetry, order, and beauty;
7) Self-actualization: to find self-fulfillment and realize one's potential; and
8) Self-transcendence: to connect to something beyond the ego or to help others find self-fulfillment and realize their potential.
Maslow's basic position is that as one becomes more self-actualized and self-transcendent, one becomes more wise (develops wisdom) and automatically knows what to do in a wide variety of situations. Daniels (2001) suggests that Maslow's ultimate conclusion that the highest levels of self-actualization are transcendent in their nature may be one of his most important contributions to the study of human behavior and motivation.
Norwood (1999) proposes that Maslow's hierarchy can be used to describe the kinds of information that individual's seek at different levels. For example, individuals at the lowest level seek coping information in order to meet their basic needs. Information that is not directly connected to helping a person meet his or her needs in a very short time span is simply left unattended. Individuals at the safety level need helping information. They seek to be assisted in seeing how they can be safe and secure. Enlightening information is sought by individuals seeking to meet their belongingness needs. Quite often this can be found in books or other materials on relationship development. Empowering information is sought by people at the esteem level. They are looking for information on how their ego can be developed. Finally, people in the growth levels of cogntive, aesthetic, and self-actualization seek edifying information. While Norwood does not specifically address the level of transcendence, I believe it safe to say that individuals at this stage would seek information on how to connect to something beyond themselves or to how others could be edified.
Maslow published his first conceptualization of his theory over 50 years ago (Maslow, 1943) and it has since become one of the most popular and often cited theories of human motivation. An interesting phenomenon related to Maslow's work is that in spite of a lack of evidence to support his hierarchy, it enjoys wide acceptance (Wahba & Bridgewell, 1976; Soper, Milford & Rosenthal, 1995).
The few major studies that have been completed on the hierarchy seem to support the proposals of William James (1892/1962) and Mathes (1981) that there are three levels of human needs. James hypothesized the levels of material (physiological, safety), social (belongingness, esteem), and spiritual. Mathes proposed the three levels were physiological, belonginess, and self-actualization; he considered security and self-esteem as unwarranted. Alderfer (1972) developed a comparable hierarchy with his ERG (existence, relatedness, and growth) theory. His approach modified Maslow's theory based on the work of Gordon Allport (1960, 1961) who incorporated concepts from systems theory into his work on personality.
Fuente: Huitt, W. (2004). Maslow's hierarchy of needs. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Buscador: Google.co.ve/. http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html.
TEXTO BEMERSON'S LAUNCHES ON-DEMAND PRODUCTION CAPABILITIESMotors produced on Emerson's new Ready Line, for integral horsepower motors, and FastFlex Line, for fractional horsepower motors, are built on-demand, as each individual customer order is received. Both lines offer typical turnaround times of just two days or less, compared to traditional industry lead-times of up to eight weeks for custom orders.
ENERGY SAVINGS
APPLICATIONSEmerson Motor Technologies has expanded its line of three phase, totally enclosed fan cooled (TEFC), energy efficient motors – e-LINE™. The all cast iron, general purpose motors are designed for severe duty environments such as those found in the pulp and paper, lumber, aggregates, mining and chemical industries.
PRODUCT & TECHNOLOGIES Emerson Motor Technologies is proud to announce the addition of Unimount® Brakemotors. The fully assembled, totally enclosed fan cooled motor and brake premiers the key features of the Unimount motor and a well-known Stearns® brake attached. Available in both footed and c-face footless ratings, ½ to 5 horsepower ratings, they are designed for use on conveyors, machine tools, door operators, speed reducers or any application that requires stops and positive holds.
WHAT'S NEW? Emerson has extended its current offering of Facilities Maintenance Electric Motor Guides to include three new brochures. These new brochures focus on the Facilities MRO opportunities within various market segments, including:
• Government Buildings
• Warehouse & Distribution Centers
• Correctional Institutions
The brochures are designed to help both the authorized distributor and the end user easily identify Facilities MRO electric motor opportunities and the corresponding Emerson solution. In addition, the brochures highlight many of the other value added solutions and tools that Emerson can provide. View Guides
Fuente: Emerson electric Co. (2007). Emerson Launches On-Demand Production Capabilities. Buscador: Google.com.ve/ http://www.usmotors.com/ Modificado por: Tales, N. (2007).
TEXTO CCOMBUSTIONTo move an airplane or a model rocket through the air, we must use a propulsion system to generate thrust. Different types of aircraft use different types of propulsion devices, but all aircraft rely on some type of engine to generate power. Rocket engines, internal combustion, or piston engines, and jet engines all depend on the burning of fuel to produce power. Burning a fuel is called combustion, a chemical process that we study in middle or high school.
Because combustion is so important for aircraft and rocket propulsion, we will review the fundamentals. Combustion is a chemical process in which a substance reacts rapidly with oxygen and gives off heat. The original substance is called the fuel, and the source of oxygen is called the oxidizer. The fuel can be a solid, liquid, or gas, although for airplane propulsion the fuel is usually a liquid. The oxidizer, likewise, could be a solid, liquid, or gas, but is usually a gas (air) for airplanes. For model rockets, a solid fuel and oxidizer is used.
During combustion, new chemical substances are created from the fuel and the oxidizer. These substances are called exhaust. Most of the exhaust comes from chemical combinations of the fuel and oxygen. When a hydrogen-carbon-based fuel (like gasoline) burns, the exhaust includes water (hydrogen + oxygen) and carbon dioxide (carbon + oxygen). But the exhaust can also include chemical combinations from the oxidizer alone. If the gasoline is burned in air, which contains 21% oxygen and 78% nitrogen, the exhaust can also include nitrous oxides (NOX, nitrogen + oxygen). The temperature of the exhaust is high because of the heat that is transferred to the exhaust during combustion. Because of the high temperatures, exhaust usually occurs as a gas, but there can be liquid or solid exhaust products as well. Soot, for example, is a form of solid exhaust that occurs in some combustion processes.
During the combustion process, as the fuel and oxidizer are turned into exhaust products, heat is generated. Interestingly, some source of heat is also necessary to start combustion. Gasoline and air are both present in your automobile fuel tank; but combustion does not occur because there is no source of heat. Since heat is both required to start combustion and is itself a product of combustion, we can see why combustion takes place very rapidly. Also, once combustion gets started, we don't have to provide the heat source because the heat of combustion will keep things going. We don't have to keep lighting a campfire, it just keep burning.
To summarize, for combustion to occur three things must be present: a fuel to be burned, a source of oxygen, and a source of heat. As a result of combustion, exhausts are created and heat is released. You can control or stop the combustion process by controlling the amount of the fuel available, the amount of oxygen available, or the source of heat.
Fuente: Benson, T. (2006). Combustion. Buscador: Google.com.ve/ http://www.grc.nasa.gov/WWW/K-12/airplane/combst1.html. Fecha última actualización: marzo – 2006. Modificado por: Tales, N. (2007)
TEXTO DINFORMATION LITERACYGuide To Writing a Research Paper Using the Tuskegee University LibrariesThe pains of writing a research paper can be made easier by getting an early start on your paper. Time is the Key to a winning paper!! If you follow the steps below you should be able to write a successful paper. Remember, if you need assistance: Ask a Librarian.
I. Select a topicFirst, if your instructor hasn’t assigned a specific topic, select a topic that is of interest to you; one that will make the paper much more interesting to you and to the reader. However, try to avoid selecting a topic where there is very little information available. Remember, once you have selected a topic, focus on the keywords in your topic.
II.Look for background information on your topic…Looking for background information on your topic helps you better understand your topic. One of the best resources to use when searching for background information is the encyclopedia. The library provides general, specialized, or subject encyclopedias. An example of a general encyclopedia will be the Britannica and specialized or subject encyclopedia will be the Encyclopedia of Science and Technology. Most encyclopedia articles will have suggested readings at the end of articles, which could very well lead you to other good sources.
III.Use the Library’s Online Catalog to search for books on your topicThe primary sources that form the backbone of your research are books. It is important to know how to locate books that relate to your topic. Go to Tuskegee University’s website or go directly to the library’s homepage by typing: www.tuskegee.edu/libraries.
If you want to access the library’s page from the University homepage, select “Libraries” in the left column.
Once at the Library’s homepage, click on “Library Catalog.” Begin searching by author, title, or subject. You may also use the online catalog to check the library’s subscriptions to journals.
IV.Use the periodical databases to find articles on your topicThe library subscribes to several databases via the Internet. These databases are indexes to journal articles. Some of the databases even provide links to the actual article, which is referred to as FullText.
To access the periodical databases go to the library’s homepage and select “Search for Articles”. The databases are arranged by subject and alphabetically. Selecting the option alphabetically, will list all of the databases with links alphabetically. By selecting the option subject, you will pull up a list of subjects. Click on the subject that best fits your topic, then, select one of the databases listed under that subject.
Some of the general databases cover a wide range of topics. For example: Academic Search Premier and Expanded Academic Index ASAP. However, the subject databases such as Science Direct, Agricola, CINAHL (Nursing), and Social Work Abstracts have a more in-depth coverage of scholarly journals.
Remember, to search more than one database. Some of the information in the databases may overlap; however, there are instances where some journals are only indexed in certain databases. If you need assistance selecting or using the database(s), ask a librarian.
V. Using the InternetThe Internet can be one of the easiest tools to use for finding resources. However, you must be critical of the information available on your topic. Consult the library’s homepage on “Evaluating Information Found on the Web .” Also keep in mind when you search for articles using the library’s databases, you are searching via the Internet; however, the databases subscribed by the library are highly credible and it is just like using the actual printed journals.
VI.Using Government Information Government Information can be quite helpful when gathering facts. For instance, if you need statistics for your research, such as the census, use the link to Government Documents provided by the library by going to the library homepage and clicking on “Government Documents”.
VII.Avoiding PlagiarismRemember to avoid plagiarizing at all costs. It is okay to use other writer’s ideas and words, just don’t forget to give the writer(s) credit. Consult the library’s homepage on Instructions for Citing Resources .
VIII. Citing Your ResourcesThere are several different styles to use when citing the resources you’ve used. Check with your instructor to find out which research style to use in your paper and bibliography. Use the library’s online catalog to locate the research style manual.
Two very popular research styles are the MLA and the APA styles. The MLA is the acronym for Modern Language Association and the APA is the acronym for the American Psychological Association. There are also other styles, e.g., Kate Turabian’s Handbook and the Chicago Manual of Style. All handbooks are kept behind the Reference Desk.
Consult with a librarian if you have to use another writing style. There is also a link to set up to the Citation Machine from the library’s homepage. Click on Instructions for Citing Resources , then, click on The Citation Machine.
The Citation Machine will format your resources if you are using the MLA or APA styles. Follow the instructions and input the bibliographic information and the Citation Machine will set your sources up according to the MLA and APA format and show you the correct way to cite the sources in your paper.
REMEMBER: Not all types of sources are listed on the Citation Machine; therefore, you may have to consult the manuals at the Reference Desk.
Don’t forget, if you need assistance: Ask a Librarian.
Fuen
te: Tuskegee University. (2007). Information Literacy: Guide to Writing a Research Paper Using the Tuskegee University Libraries. Buscador: Google.com.ve/ http://www.tuskegee.edu/global/Story.asp?s=3846150
TEXTO EThe Electrochemical Industry and Niagara FallsThe theme image of the Pan-American Exposition was light--specifically, electrical light--referring to Buffalo's proximity to Niagara Falls, and consequent potential to exploit the almost limitless electrical energy of the Falls. …
But the development of electricity at Niagara Falls was about electricity for industrial power, not light.
—Jack Foran, "Introduction: Niagara Falls and Electricity."
When one considers the 1901 Pan-American Exposition, one of the first images brought to mind is that of the illuminated buildings and grounds. Because this striking display of electrical power was generated by the hydroelectric power plants of Niagara Falls, it is easy to directly relate the development of the Niagara power industry to the need for electrically generated light in cities like Buffalo. As Jack Foran emphasizes, this is a common misconception. It was, in fact, industry that powered the development of Niagara.
In 1927, Edward Dean Adams wrote a comprehensive history of the Niagara Falls Power Company (NFPC), where he described the way Niagara power development both influenced and was influenced by the growth of industry. This was a surprising development to the planners of the central power station that would become the NFPC. They designed the facility based on the premise that the municipal and domestic users of electricity (electric railways, incandescent lighting, etc.) in the cities of Niagara Falls and Buffalo to be the parties with the greatest demand for Niagara power.
On February 15, 1893 [two years before the power station began operation] … it was stated by the company that the inquiries and requests for power justified the belief that "a quick and urgent demand for this power, both hydraulic and electrical, will show itself at Niagara as well as at Buffalo, but undoubtedly it is from this great city now employing more that 50,000 horse-power that the more urgent demand will come for immediate use." 1
—Edward Dean Adams, 1927
By December 1896, fifteen months after the NFPC began commercial operation, it became apparant that Buffalo was not the "field of quick and urgent demand" that planners had anticipated it to be. Instead, the largest consumers of electrical power were "local" and from "unexpected and novel sources." 2
"[A] glance at the diagram of circuits' showing the use of Niagara power in 1897, less than two years after the plant started, brings out a striking fact. Electric power was used for lighting, it was used for street railways locally and in Buffalo, it was used for motors in mills, the three uses of power which had been emphasized, but the center of the diagram shows five uses other than for lighting and power, of a kind to which scarcely any reference is found in the early prospectuses and plans of the company. These uses are for the making of carborundum, aluminum (Pittsburgh Reduction Company), alkalis and calcium carbide. They are electrochemical and allied processes and they were using, in the aggregate, many times the total power taken for lighting and motors." 3
As Foran mentions in his essay, one of the key technological innovations influencing the development of the Niagara power industry, was Tesla's invention of the alternating current motor. This motor, used in both industrial and domestic machinery, catalyzed the demand for alternating current, which justified the building of a power generation infrastructure based on the outward transmission of electricity from centralized production facility. But as Niagara Falls grew to be a center of hydroelectric power generation, the region saw the parallel development of a fledgeling industry that utilized electrical current for more than simply lighting factories and powering motors. The electrochemical industry required cheap electrical power. And it required a lot of it.
Fuente: Bronson, M. (2004). How to See the Pan-American Exposition, Everybody's Magazine, v.5, no.26 (October 1901). http://ublib.buffalo.edu/libraries/exhibits/panam/sel/chemistry.html. Fecha última actualización: Junio - 2004
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