Grammar school Essay Example for Free

Grammar school Essay Intoduction Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. Education frequently takes place under the guidance of others, but may also be autodidactic Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. A right to education has been created and recognized by some jurisdictions: Since 1952, Article 2 of the first Protocol to the European Convention on Human Rights obliges all signatory parties to guarantee the right to education. It does not however guarantee any particular level of education of any particular quality. There are three forms of learning defined by the Organization for Economic Co-operation and Development (OECD): formal education, education and non-formal education. Systems of schooling involve institutionalized teaching and learning in relation to a curriculum, which itself is established according to a predetermined purpose of the schools in the system. Schools systems are sometimes also based on religions, giving them different curricula. In formal education, a curriculum is the set of courses and their content offered at a school or university. As an idea, curriculum stems from the Latinword for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard. An academic discipline is a branch of knowledge which is formally taught, either at the university–or via some other such method. Each discipline usually has several sub-disciplines or branches, and distinguishing lines are often both arbitrary and ambiguous. Examples of broad areas of academic disciplines include the natural sciences, mathematics, computer science, social sciences, humanities and applied sciences. Educational institutions may incorporate fine arts as part of K-12 grade curricula or within majors at colleges and universities as electives. The various types of fine arts are music, dance, and theater. Enrolment is the total number of students properly registered and/or attending classes at a school. Every year or every school year the different schools were increasing the total number of students who were officially enrolled in their school. We need to be enrolled so that we will be indicated in the master list of enrollees and for us also to be officially enrolled in such institution. ADVANTAGE * Convenience is one of the major advantages of online schools. It allows students to work and learn at their own pace without the unyielding time restrictions of traditional schools. Online schools provide access to learning materials at anytime. This allows students the flexibility to schedule their learning around families, jobs and other activities. Another major advantage of learning from an online school is the accessibility it provides. Students can learn from anywhere in the world. This is an especially important benefit for students who wish to study in a different country. It also allows students to travel without the repercussions of being absent from school * Provide HR personnel and employees access to benefits information around-the-clock * Reduce administrative tasks and eliminate paper-based processes * Grant employees instant access to benefits elections through online confirmation statements * Review data and statistics about employee enrollment activity through reporting capabilities DISADVANTAGE: There are some disadvantages that are associated with the online ordering system. One is that of you do not have access to the Internet you cannot order. The other one is that you may be ripped off. * Being a successful student at an online school requires self-discipline. This is a disadvantage for students who have difficulty with time management and procrastination. While being able to set your own schedule can be an advantage, it can also be a disadvantage. Some students need the structure of traditional schools. Another disadvantage of online schools is the technology involved. It just isnt available to everyone. The world is rapidly becoming more and more connected by modern technology, but some people still do not have ready access to a computer and Internet connection. And many of those who do have the required equipment are too intimidated by it to take advantage of online schools. Learning through online schools restricts interaction between teacher and student. This is a disadvantage for those students who need the immediate feedback that such interaction provides. REFERENCES: http://www. ask. com/web? qsrc=1o=102140l=dirq=disadvantage+of+online+enrolment+system http://en. wikipedia. org/wiki/Enrollment http://en. wikipedia. org/wiki/Education http://www. ask. com/web? qsrc=1o=102140l=dirq=advantage+of+online+enrolment+system Answer: Education is a process of human growth by which one gains greater understanding and control over oneself and one’s world. It involves our minds, our bodies, and our relations with the people and the world around us. Education is also characterized by continuous development and change. The end product of the process of education is learning. Schooling is a specific, formalized process, usually focused on the young, and whose general pattern traditionally has varied little from one setting to the next. 2. Describe how school function as transmitter and re-creators of culture. Answer: Teachers design the classroom so that the Americans and Hispanic cultures are honored and children learn to operate effectively in both languages. American cultures have always embraced many cultures. Nevertheless a primary responsibility of the school is to assist foreign born students in the acquisition. 3. Describe how schools can operate as vehicle for social, democratic, and economic reconstruction. Answer: Social deconstructionists – proponent of the theory of education that schools and teachers need to engage in the reconstructing and reforming of society to eradicate its ills and shortcomings. Economic reconstructionists- subscribers to an educational perspective or motivational that focuses on developing students who take critical stances toward the dominant social and economic status quo. 4. Identify the four basic purpose of school. A. Intellectual purpose- promote academic learning, B. Political and civic- purposes help the students to learn how to govern themselves wisely and justly. C. Economic purpose schools will prepare students for the future. D. Social purpose- adapt to social expectations. 5. Explain why students in elementary classrooms learn to deny desire, delay gratification, cope with interruptions and work through social distractions. Answer: because they are surrounded by so many other students who want the same thing they want. 6. Describe the range of educational experiences for middle-grade students, based on the grade configuration of the school, the size of the school, the administration’s and teacher’s orientations, the goals of the school and the staffing patterns. Answer: the goals that schools set for students influence middle-school education in other ways as well, including the curriculum offered and the instructional method used. It was found that classroom structure for students in the middle grades varied from completely self-contained classrooms, in which one teacher taught one from of students all major subject areas, to completely departmentalized schools in which each teacher specialized in a single subject area and taught several different classes of students. The middle schools showed a greater percentage of departmentalized staffing. Teachers also differed by the type of licensure held. Teachers with secondary licensure were more likely to be subject matter oriented, and middle-grade students were taught by subject matter experts showed higher level pf achievement. 7. Explain how the greater variety of choices secondary students have can result in different high school experiences, based on tracking, the courses in which they enroll, the feedback they receive from teachers, and the tacit agreement they make with their teachers, Answer: early adolescences are characterized by a variety of developmental needs and dramatic evaluation in the maturation rate. 8. Identify four areas suggested to improve the quality of high schools. A. pressure on the teacher B. influence on tracking C. classroom treaties D. specialty shops 9. List and explain some of the characteristics of schools that are effective with respect to academic. Answer: the teacher’s expectation – high can do expectation Communication among teachers – high degree of colleagueship Task orientation – serious attitude. Academic engaged time- keep students working Part II 1. Raise your hand before you speak 2. No chewing gum 3. No talking in class 4. Do your homework or they will contact your parents 5. If you are late for class you will have to go to the principal office. 6. The principal said it was okay for him to whoop me. ** I felt #6 was unfair because other people shall not be able to whoop you.

Introduction Of Swot Analysis Marketing Essay

Introduction Of Swot Analysis Marketing Essay SWOT analysis is approach for auditing a business organization and its environment where it operates. Generally SWOT analysis is the initial stage of planning that helps policy makers and marketers to identify and focus on key issues. The acronym for SWOT is strengths, weaknesses, opportunities, and threats. Strengths and weaknesses are internal SWOT factors (MarketingTeacher.Com, 2013). Opportunities and threats are external SWOT factors. A strength is considered as positive internal factor. A weakness is considered as a negative internal factor. Similarly, an opportunity is considered as a positive external factor and finally a threat is known as a negative external factor (Ireland, Hoskisson, Hitt, 2008). Apart from understanding the business environment, another function of SWOT analysis is to turn companys weaknesses into strengths and threats into opportunities. Moreover it allows management to integrate internal strengths with external opportunities. Theoretically SWOT analys is is that simple. It is expected from SWOT analysis that the outcome should create value for customers and help to get competitive advantage (MarketingTeacher.Com, 2013). C:UsersKhayyamDesktopSWOT_MAS_NaifSWOT intro.jpg Figure: SWOT analysis framework, Data Source: (MarketingTeacher.Com, 2013) 3.1 Strengths: Strengths refer to those characteristics of a particular business which are unique and give the company advantage over competitors (Ireland, Hoskisson, Hitt, 2008). For example, a company might have specialist marketing expertise or the company produces new and innovation product and services e.g. Apple I phone, the company might be strategically located, the company may produce best quality and top value for money products or services e.g. Rolls Royce cars, or any other aspect of business which is unique and hard to imitate for competitors would be considered as an strength of the company. If the company has special capabilities, powerful human resource e.g. Google employees, Unique Selling Point e.g. Google Nexus 7- best hardware releases on a tablet PC, powerful financial position e.g. Wal-Mart financial capabilities, economy of scale and global reach e.g. McDonalds and KFC etc. above mentioned qualities can be termed as strengths of a company. Each of these strengths creates pri ce inelasticity and generate loyal customer base (MarketingTeacher.Com, 2013) (Ireland, Hoskisson, Hitt, 2008). 3.2 Weaknesses: Weaknesses refer to those characteristics that creates completive disadvantage situation for the business (Ireland, Hoskisson, Hitt, 2008). For example a company may produce good quality products but due to lack of marketing expertise the company may suffer e.g. in February 2011, HOME DEPOT had to close operation in China (Bhasin, 2012), the company may offer undifferentiated products or services e.g. PC hardware market, the company may be located in inappropriate location, the company may produce poor quality goods or services e.g. Chinese brand-less electronics companies which produces inferior goods, damaged reputation e.g. Dominos you tube scandal 2009 (Clifford, 2009). These negative internal factors can be termed as weaknesses of a company. These factors often play a negative role in companys performance and achievements. A company should continuously try to convert its weaknesses to strengths. Sometimes big successful businesses suffer due to inappropriate market strategies a nd damaged reputations (MarketingTeacher.Com, 2013) (Ireland, Hoskisson, Hitt, 2008). 3.3 Opportunities: Opportunities are positive external factors which a company can capitalize to gain competitive advantages (Ireland, Hoskisson, Hitt, 2008). For example a company can explore a developing market such as internet e.g. UK retailer predicted that online shopping would be a popular choice in near future so they respond to this change of need (CIPS 2010). Mergers, joint ventures or strategic alliances help a company to generate bigger financial resources and allow the companies to explore more markets e.g. the merger of GlaxoSmithKline plc (GSK), the company can find out new market segments that offer greater profits e.g. McDonalds targeted children to market its product which was unique marketing strategy at that time. The company can explore a new international market for further expansion. These external factors are known as opportunities which allow a company to integrate its internal strengths with external opportunities for greater profitability (MarketingTeacher.Com, 2013) (Ireland , Hoskisson, Hitt, 2008). 3.4 Threats: Threats are considered those external elements which may generate trouble for the business. A company should apply its strengths or try to build new strengths to minimize the risks of external threats. For example a new competitor in the existing market e.g. entrant of Google in electronics gadget manufacturing market possesses threats for existing market leaders like Samsung, Apple or HTC. Price war is a common practice in extreme competitive businesses where switching cost is very low e.g. fast food industry. When a competitor launches new and innovative products that possesses threats for others e.g. innovation of Windows by Microsoft. Additionally competitors access to superior supply channels, financial distress situation new tax and legislative changes are considered as threats (MarketingTeacher.Com, 2013) (Ireland, Hoskisson, Hitt, 2008). Bibiliography: Bhasin, K. (2012). Home Depot Gives Up And Closes The Last Of Its Big Box Stores In China. Retrieved 3 14, 2013, from Business Insider: http://www.businessinsider.com/home-depot-gives-up-and-closes-the-last-of-its-big-box-stores-in-china-2012-9 CIPS. (2010). Case Study Analysis Marks Spencer (MS). Retrieved 3 14, 2013, from CIPS: http://profex.co.uk/secureassets/files/MS Analysis.pdf Clifford, S. (2009). Video Prank at Dominos Taints Brand. Retrieved 3 14, 2013, from The New York Times: http://www.nytimes.com/2009/04/16/business/media/16dominos.html?_r=0 Ireland, R. D., Hoskisson, R. E., Hitt, M. A. (2008). The Management of Strategy Concepts and Cases. Canada: Cengage- Learning. MarketingTeacher.Com. (2013). SWOT Analysis. Retrieved 3 14, 2013, from MarketingTeacher.Com: http://www.marketingteacher.com/wordpress/swot-analysis/

Descartes Say About Primary Qualities

Descartes Say About Primary Qualities Rene Descartes and John Locke both have similar theories about primary qualities. They both hold the same position on what is that primary qualities are. Both of them believe that primary qualities have the power to cause ideas in our minds. The main distinction between their theories lies in whether primary qualities are perceived by means of the senses or by the intellect. Rene Descartes believed that there are two types of qualities, primary and secondary qualities. To Rene Descartes, primary qualities are those that are clearly and distinctly perceived by us (33). These qualities are those that exist due to their geometric integrity and which are related to some extension of a body in space. By this reasoning, Descartes believes these primary qualities are composed of anything that is measurable and can have math applied to them such as motion, shape and size. Descartes believes that primary qualities are not misleading like secondary qualities are. This is because the essence of secondary qualities is not geometric and thus these qualities are perceived obscurely. Nevertheless both of these qualities produce ideas within us. The difference about the ideas produced by these qualities lie in whether it is clear and distinct or obscure and confused. The reason that these secondary qualities are often misleading and primary qualities are not is because we perceive both of these qualities differently. Descartes states that primary qualities, unlike secondary qualities, are perceived clearly and distinctly. This he beliefs, is due to the fact that our method that we go by perceiving these qualities is different. Primary qualities are perceived through our intellect as opposed to secondary qualities which are perceived through our senses (14). Descartes believes that our understanding comes through our intellect and not our senses, therefore the ideas that we are able to grasp from primary qualities are not by means of our senses but rather by means of our intellect since they are clear and distinct unlike those ideas that come from our senses which are obscure and confused. Both primary and secondary qualities are perceived by the mind immediately and therefore result in the ideas we have (32). Unlike secondary qualities, primary qualities are features of the physical objects that are actually there but we come to understand the ideas produced by primary qualities solely by means o f our intellect. Descartes uses the example of a thousand-sided figure to show how primary qualities produce these clear and distinct ideas compared to the often misleading ideas of secondary qualities (sixth meditation). He states that the imagination by means of the senses is able to generate an obscured and confused idea about a thousand sided figure in comparison to the intellect which is able to perceive it clearly no matter how many sides the figure has. These ideas, which are a product of primary qualities are related to extension and are therefore perceived by our intellect using our understanding (sixth meditation). Descartes theory on primary qualities has some similarity to John Lockeà ¢Ã¢â€š ¬Ã¢â€ž ¢s but differs on how it is that these ideas come to be about within us. John Lockeà ¢Ã¢â€š ¬Ã¢â€ž ¢s point of view regarding primary and secondary qualities is similar to some extent to Descartesà ¢Ã¢â€š ¬Ã¢â€ž ¢ theory of primary and secondary qualities. To Locke, primary qualities are spatiotemporal and quantitative. Therefore like Descartes, primary qualities are composed of size and shape, something which is measurable (135). Like Descartes, Locke believes that these qualities have the effect of producing the ideas that we have within us. An idea to Locke is the thought or understanding which is produced by the object. He calls the power that an object has to produce such ideas within us, qualities. Locke states that ideas are existent in our minds. To Locke these qualities are properties belonging to the objects and are the cause of the ideas that we house in our minds (134). The difference between primary qualities and secondary qualities to Locke is the kinds of ideas that these are able to produce in our minds. Locke believes that the ideas pro duced by primary qualities are a resemblance of these qualities. Locke believes that these qualities are actually existent in the objects themselves. On the other hand, those of secondary qualities hold no resemblance to them (136). Unlike Descartes, John Locke has a different theory by which we acquire these ideas. Unlike Descartes, John Locke believes that we acquire our ideas through the perception of the senses. According to Locke, reasoning is an exception to his perspective on innate ideas. He believes that all of our ideas are acquired through our experiences and by means of our senses. Locke states how our mind is similar to that of a blank state, and it is only by experiences that we are able to perceive by means of our senses that we acquire the ideas we possess. Qualities are the powers that objects have and it is within these powers that ideas are produced by them within us. Primary qualities are inseparable from the object, and thus the power of primary qualities produces ideas that resemble the object. This is shown by the example he gives of when something is divided even into its smallest of parts, even when these are too small for us to perceive, the primary qualities are still existent in the object (138). Although Descartes and Locke description of what primary qualities are is similar, their belief in how it is that we come to reason or reflect on these qualities is different. Descartes believes that we canà ¢Ã¢â€š ¬Ã¢â€ž ¢t rely entirely on our senses, since they often deceive us. He believes that those ideas obtained from primary qualities are distinct and clear. Therefore he believes that the ideas produced by primary qualities are grasped by means of the intellect. Locke unlike Descartes believes that the ideas we acquire through our life is by experience and it is by the senses that we come to have such experiences. Therefore to Locke, the ideas produced by the power of primary qualities are grasped by means of the senses. To Locke and Descartes, primary qualities are the causal effect which produces the clear ideas that we have, the main difference between their theories is whether we obtain these through our senses and by reflecting or solely by the intellect.

East vs. West in The Great Gatsby :: essays research papers

F. Scott Fitzgerald tends to write with a very poetic style in his otherwise prose novels. The Great Gatsby is no exception. In the novel, Fitzgerald takes an obscure and rather insightful look on basic issues of the 1920’s. One of those issues is that of east vs. west. The 1920’s were a time of booming youthful energy in the east and of age-old tradition in the west. Fitzgerald uses a somewhat naturalistic approach when he suggests that people belong to one or the other and cannot function in the wrong one. The character of Daisy Buchanan in the novel The Great Gatsby illustrates the defining differences between the east and the west and the people who belong in each place. All the main characters of this novel originated in the west and Daisy was no exception. She grew up in the west and spent her entire single life there living in the mansion of her wealthy parents. The west represented everything that was formal and proper. Daisy went to fancy balls in wealthy country clubs and was courted by gentlemen. Everyone in the west got married happily, or at least pretended to, and never had affairs. The west was morality and formality, but more than that, it was perfection. â€Å"For Daisy was young and her artificial world was redolent of orchids and pleasant, cheerful snobbery and orchestras which set the rhythm of the year, summing up the sadness and suggestiveness of life in new tunes.† (p. 158) Daisy grew up in a life of too perfect happiness and comfort. Romance also prevailed in the sweetly proper courtship of the west. â€Å"There was a ripe mystery about it, a hint of bedrooms upstairs more beautiful and cool than other bedrooms, of gay and radiant activities taking place through its corridors and of romances that were not musty and laid away already in lavender but fresh and breathing and redolent of this year’s shining motor cars and of dances whose flowers were scarcely withered.† (p. 155-156) Daisy represented mysterious love and passion in all her western ideals to all men who happened upon her innocent trap of obsession. Daisy gave up on her true love for Gatsby in exchange for the new, rich, and exciting Tom Buchanan, who swept down from Chicago to steal Daisy away. They ran off to the east together in search of excitement. East vs. West in The Great Gatsby :: essays research papers F. Scott Fitzgerald tends to write with a very poetic style in his otherwise prose novels. The Great Gatsby is no exception. In the novel, Fitzgerald takes an obscure and rather insightful look on basic issues of the 1920’s. One of those issues is that of east vs. west. The 1920’s were a time of booming youthful energy in the east and of age-old tradition in the west. Fitzgerald uses a somewhat naturalistic approach when he suggests that people belong to one or the other and cannot function in the wrong one. The character of Daisy Buchanan in the novel The Great Gatsby illustrates the defining differences between the east and the west and the people who belong in each place. All the main characters of this novel originated in the west and Daisy was no exception. She grew up in the west and spent her entire single life there living in the mansion of her wealthy parents. The west represented everything that was formal and proper. Daisy went to fancy balls in wealthy country clubs and was courted by gentlemen. Everyone in the west got married happily, or at least pretended to, and never had affairs. The west was morality and formality, but more than that, it was perfection. â€Å"For Daisy was young and her artificial world was redolent of orchids and pleasant, cheerful snobbery and orchestras which set the rhythm of the year, summing up the sadness and suggestiveness of life in new tunes.† (p. 158) Daisy grew up in a life of too perfect happiness and comfort. Romance also prevailed in the sweetly proper courtship of the west. â€Å"There was a ripe mystery about it, a hint of bedrooms upstairs more beautiful and cool than other bedrooms, of gay and radiant activities taking place through its corridors and of romances that were not musty and laid away already in lavender but fresh and breathing and redolent of this year’s shining motor cars and of dances whose flowers were scarcely withered.† (p. 155-156) Daisy represented mysterious love and passion in all her western ideals to all men who happened upon her innocent trap of obsession. Daisy gave up on her true love for Gatsby in exchange for the new, rich, and exciting Tom Buchanan, who swept down from Chicago to steal Daisy away. They ran off to the east together in search of excitement.

An Autobiography: Lee Iacocca Essay -- Book Reviews

1. Title: Iacocca, An Autobiography. 2. Author: Lee Iacocca with William Novak. 3. This book is an Autobiography. 4. Publisher: Bantam Books  ® 5. Copyright  © July 1986 6. Pages: 357 7. Historical Background: His name when he was born was Lido, not really Lee. He changed it when he had to go down South for a sales campaign. He thought that the Southerners would like it better if his name was Lee. It worked fairly well too. Anyway, his father was the first person to arrive in America. He arrived in 1902, at the age of 12. His father went back to his birthplace, Italy, and married Antoinette. They came back across the Atlantic. Except this time, his father, Nicola, was an American citizen. They moved to Allentown, Pennsylvania, also where Lee was born and raised. Lee (Lido, I’ll use Lee from now on though.) was born on October 15, 1924. Lee’s father was a sort of philosophical type of person. He always had an important lesson to tell his son. It usually was great advice that just about anyone and everyone could use. His father once said that ‘When times are tough, be in the food business. No matter how tough times get, people still have to eat.à ¢â‚¬â„¢ He was right. He had a hot dog food stand that stayed afloat during all of the depression. Lee was in the Allentown public schools, as a kid. He was an Italian kid in a place full of ‘Pennsylvania Dutch.’ So he was harassed by a lot of kids. He never let it get him down though. His father was always pushing him to be the best. His father was a hard worker and came from a foreign family. Back then, most parents that came from a foreign country always seemed to push their kids to do their best so they can have a better life style than their parents. Lee ended up going to Lehigh for college. He did very well for himself. Before he went to college though, he enlisted in the army. It was around World War II when he did so, of course. But because he had Rheumatic fever when he was a kid , he couldn’t go and fight. The doctors said it was gone. The army said it could come back though. So they rejected his application. He went to Lehigh instead. Ford always took the top student out of the top fifty colleges back then, for a study at Ford. They would get to work at Ford doing just about everything you could do. Lee was one of them invited. He enrolled at Princeton after that. He graduated with a degree in engi... ...no matter what. He thought that spending time with family was far more important than anything else. It’s a good thing to have values like that. He’s an honest hard working man that deserved all the good things he got. He didn’t fold when it looked hopeless at Chrysler, he did everything he could to keep the company alive, and now it’s having more success than it ever has in it’s history of existence. This is a very good book, and I recommend that everyone read this one. It’s got a lot of interesting stuff and advice in it. It also gives great insight into the auto manufacturing business. There are a lot of stereotype’s out there that say a car company tried to kill them. But really, all of the guys that make the cars are driving them themselves. They don’t purposely make bad cars, they drive them and so do their kids, and I don’t think all of them are suicidal maniacs either. I think most of them are sane people. I s ay one thing we need less of in America is blood sucking lawyers. They’re just greedy people that we could do without some of them. I learned that in order to succeed, you must not give up easily. You can’t give up on your dreams until you have put your all into it.

All About Maps Essay

What are maps? Maps are the world reduced to points, lines, and areas, using a variety of visual resources: size, shape, value, texture or pattern, colour, orientation, and shape. A thin line may mean something different from a thick one, and similarly, red lines from blue ones. How do maps represent reality? A photograph shows all objects in its view; a map is an abstraction of reality. The cartographer selects only the information that is essential to fulfil the purpose of the map, and that is suitable for its scale. Maps use symbols such as points, lines, area patterns and colours to convey information. Why are maps important? A map gives a miniature â€Å"picture† of a very large space. A map is a guide to a space you have not encountered before. Maps have distance, mountains, rivers, and shapes of places or destinations. With a map, one does not have to depend on local directions. For a small price, it is a direction finder and a dependable way to take a journey. What are atlases? An atlas is a collection of maps in book form. Atlases are made for different regions and areas, and are prepared for desk use or travel use. A travel atlas is usually packaged for easy use during a trip, often with spiral bindings so it can be folded flat, and with maps at a large zoom so that they can be easily consulted on the go. A desk atlas features sizes and bindings that are typical for reference books: usually a paperback or hardcover format. Lines of latitude These are imaginary lines that circle the world in an east-west direction. They tell you how far north or south a place is from the Equator. They are drawn parallel to the Equator. There are five main lines of latitude. They are the Equator, the Tropic of Cancer, the Tropic of Capricorn, the Arctic Circle and the Antarctic Circle. Lines of longitude Longitude is the angular distance, measured in degrees, east and west of the Prime Meridian, which is at 0o. These are imaginary lines that run across the Earth’s surface in a north-south direction, from the North Pole to the South Pole. Legends and symbols Since a map is a reduced representation of the real world, map symbols are used to represent real objects. Without symbols, we wouldn’t have maps. Both shapes and colours can be used for symbols on maps. A small circle may mean a point of interest, with a brown circle meaning recreation, red circle meaning services, and green circle meaning rest stop. Colours may cover larger areas of a map, such as green representing forested land and blue representing waterways. To ensure that a person can correctly read a map, a Map Le

Effect of Plant Densities and Phosphorus Levels on the Growth

Effect of plant densities and phosphorus levels on the growth and yield of vegetable cowpea (Vigna unguiculata L. ) var. Arka Garima K. RAVI KUMAR1 AND V. SUDHA VANI2 Department of Horticulture, College of Horticulture, Venkataramannagudem-534 101, Andhra Pradesh, India. E-mail : [email  protected] com ABSTRACT A field experiment was conducted at College of Horticulture, Venkataramannagudem to study the effect of plant density and phosphorus levels on the growth and yield of vegetable cowpea variety Arka Garima under irrigated conditions.The study revealed that the crop responded to plant densities as well as phosphorus levels. The biometric characters like number of primary branches per plant (8. 52), pod length (21. 31 cm), pod girth (12. 35 mm), number of pods per plant (37. 02), number of seeds per pod (16. 85), pod weight per plant (10. 93 g) and pod yield per plant (301. 85 g) were higher at lower density plants (37,037 plants/ha) along with 60 kg P2O5/ha. The growth and yiel d characters like plant height (52. 47 cm), TDM accumulation (3968. 04 kg/ha), days to flowering (34. 73 days), days to first picking (44. 8 days) and pod yield (152. 87 q//ha) were showed better expression in case of high density planting (74,074 plants/ha) along with 60 kg P2O5/ha. The interaction effect of plant densities and phosphorus levels were significant on plant height, total dry matter accumulation and days to flowering, pod length, pod weight per plant, and yield per plant and pod yield /ha. Key words: Growth, yield, plant density, phosphorus level, vegetable cowpea Cowpea plays a substantial role by serving as a grain and vegetable crop mainly for the rural people in the East, West, South and Central parts of Africa (Mortimore et al. 1997). According to FAO (2007), cowpea is produced annually on 11. 2 mha ranking 3rd after common bean (Phaseolus vulgaris L. ) and chickpea (Cicer arietinum L. ) with Africa taking the lead followed by Asia. It is extensively grown in Sout h India particularly in the states of Karnataka and Tamilnadu. Cowpea used at all stages of its growth including as a vegetable (Ofori and Stern, 1986). Vegetable cowpea variety Arka Garima is a bushy type. Pods are thick, light green, long, round, stringless and highly fleshy. Yield potential of Arka Garima is 18 t/ha.The optimum plant population is an important parameter for increasing the crop productivity and provides the plant with the best environment to express its capacity fully under the given conditions. The optimum plant density with proper geometry and its planting varied with the agro-climatic conditions and growth habit of the plant. Generally, pulses require phosphorus for their growth and nitrogen fixation. It also enhances the nodulation and pod development consequently pod yield. If the phosphate availability from the soil is limited, the growth and nitrogen fixation are affected (Prasad and Sanoria, 1981).Phosphorus being an essential constituent of cellular prote ins and nucleic acids, it encourages the meristematic activity in plants (Black, 1969) and adequate supply of nutrients which might have enhanced the metabolic activity and inturn plant growth. MATERIAL AND METHODS A field experiment was conducted at College of Horticulture, Venkataramannagudem during kharif 2010. The experimental site had red sandy loam with pH 6. 9, EC of 0. 01 dS/m, 0. 34 % organic carbon with 712, 32. 5, 217. 5 kg of N, P2O5 and K2O per ha, respectively. The experiment was laid out in factorial randomized block design with three replications.There were twelve treatmental combinations comprised of three plant densities (37,037, 55,555 and 74,074 plants/ha) designated as D1, D2 and D3 and four levels of phosphorus (0, 20, 40 and 60 kg P2O5/ha) designated as P0, P1, P2 and P3. The seeds were treated with captan @ 3g/kg seeds before sowing against wilt. The Arka Garima seeds were dibbled on 29-8-2010 at 60 x 45, 60 x 30 and 45 x 30 cm spacings. During the crop perio d, the total rainfall received was 419. 07 mm. The nitrogen @ 20 kg/ha, potassium @10 kg/ha and phosphorus as per the treatments were applied during the crop period.The metereological data recorded from planting date to harvest are presented below. Table 1: Monthly mean temperatures, relative humidity and rainfall during the growing season of cowpea (Sep-Nov) in 2010 at Venkataramannagudem, Andhra Pradesh. Month Mean temperature (? C) Mean Relative Rain fall (mm) humidity (%) _____________________________________________________________________ September 28. 99 77. 96 19. 3 October 28. 84 71. 86 46. 00 November 27. 33 75. 14 38. 60 _____________________________________________________________________ A sample of five plants was taken randomly from two central rows in each experimental plot at different intervals. The growth parameters like plant height, number of primary branches, dry matter accumulation, days to flowering and days to first picking were recorded. Similarly the yield and its attributes were recorded.For estimating total dry matter accumulation, each sample was first air dried and later oven dried at 60? C to constant weight. The sum of dry weights of all plant parts was taken as total dry matter accumulation per plant (g). The data was analyzed by the method of variance outlined by Panse and Sukhatme (1985). RESULTS AND DISCUSSION The results revealed that the effect of plant densities and phosphorus levels on vegetative growth performance and yield were significant. The plant height increased with increasing plant density and decreased number of primary branches per plant at all sampling occasions.Higher density produced tender and widely spread plants. Significant increase in plant height with high density (74,074 plants/ha) might be due to competition of solar energy coupled with shallow root system. Increased plant density limits the availability of space for plant and hence root configuration affecting the crop growth. Increased plant popu lation increased plant height (Ahmed et al. 2010). The TDM accumulation was higher at a plant density of 74,074 plant/ha. The result might be attributed to optimum use of natural resources, higher uptake of nutrients and more number of plants per unit area.Beneficial effect of optimum density on total dry matter accumulation has also been reported by Dwivedi et al. (1994) in frenchbean. Though the number of primary branches per plant, pod length, pod girth, number of pods per plant were higher at lower density (37,037 plants/ha), it delayed the maturity. Higher photosynthesis and higher amount of dry matter assimilation due to higher number of leaves and higher availability of nutrients led to vegetative growth at a longer period and as such the reproductive phase was delayed (Honma and Bert, 1977).The higher pod yield per plant at low plant density (37,037 plants/ha) could be attributed to the significant increase in pod length, pod girth, number of pods per plant, number of seeds per pod and pod weight per plant. These values were significantly lower at higher density (74,074 plants/ha) due to increased competition among the plants for the space, light and nutrients. Increasing population decreased the number of pods per plant. This reduction may be attributed to the interference among branches. The findings are in accord with the previous results reported by Hamad (2004).The variations in number of pods per plant could be attributed to the variations in number of branches per plant. Hence lower plant densities resulted in maximum number of branches per plant and in turn was responsible for more number of fruiting points. Further, less competition for light, moisture and nutrients associated with wider spacing has an edge in producing more reproductive parts compared to high density plants. The plant growth, yield and its attributes were superior with the application of 60 kg P2O5/ha.Increase in plant growth might be due to hastened meristematic activity, be tter root growth and better absorption of nutrients by increased application of P (Philip, 1993). The translocation of photosynthates by the action of P also showed an improvement in various growth parameters (Verma and Saxena, 1995). The infection of Rhizobium bacteria depends on their interception with the root hair. Under adequate phosphate application, nodulation increases due to high bacterial infection on account of properly developed rooting system and increased density of nodule bacteria (Srivastava and Varma, 1985).Increased nodulation implies greater symbiotic fixation of atmospheric N which also helps in cell division and root extension which might have resulted in vigorous plant growth. Similar results were reported by Joseph and Varma (1994) in chickpea. The phosphorus application @ 60 kg/ha showed a significant influence on days to flowering, days to 50 per cent flowering and days to first picking. Influence of P in hastening maturity is well documented. Phosphorus imp arts quicker vegetative growth to the plant and entering into the reproductive phase early.The same trend of higher levels of P was also noted by Philip (1993) in cowpea and Bahadur and Singh (1990) in garden pea. The increase in yield attributes might be a direct consequence of growth characters. Adequate supply of P is important in laying down the primordia for the reproductive parts of plants. It is also considered important in the formation of pods and seeds. Being a constituent of protoplasm, which may be responsible for increased length of pods, pod weight, number of seeds per pod and inturn pod yield. These results are in conformity with the finding of Sundara et al. 2004) in pea. The interaction effect of application of 60 kg P2O5/ha and higher plant densities (74,074 plants/ha) produced higher pod yield along with rich protein content. The economic returns were more in case of high density as per the results obtained in the present experiment. It is also suggested that a pl ant density level D3 (74,074 plants/ha) and a phosphorus level of P3 (60 kg P2O5) was most profitable for the cultivation of vegetable cowpea cv. Arka Garima under irrigated conditions in coastal region of Andhra Pradesh. REFERENCESAhmed Naim, M. E. and Abdelrhim Jabereldar, A. 2010. Effect of plant density and cultivar on growth and yield of cowpea (Vigna unguiculata L. Walp). Australian Journal of Basic and Applied Sciences, 4: 3148-53. Bahudur, V. and Singh, T. 1990. Yield and growth response of garden pea (Pisum sativum L. ) to nitrogen and phosphorus application. Vegetable Science, 17 : 205-09. Black, C. A. 1969. Soil plant relationships (2nd Ed. ) John Wiley and Sons Inc. New York, pp. 792. Dwivedi, D. K. , Singh, H. , Shahi, K. M. B. and Rai, J. N. 1994.Response of frenchbean (Phaseolus vulgaris) to population densities and nitrogen levels under mid-upland situation in north-east alluvial plains of Bihar. Indian J. Agron. , 39 : 581-83. FAO (Food and Agriculture Organization) . 2007. FAOSTAT http://faostat. fao. org/site/567/default. aspx#ancor. Hamad, M. S. 2004. Effect of planting density on the performance of three cultivars of cowpea. M. Sc. thesis submitted to University of Khartoum, Sudan. Honma, S. and Bert, J. 1977. Growing high density cauliflower. American Vegetable Grower, 25 : 40. Joseph, B. and Varma. 1994.Response of rainfed chickpea (Cicer arietinum) to jalshakti incorporation and phosphorus and sulphur fertilization. Indian J. Agron. , 39 : 312-14. Mortimore, M. J. , Singh, B. B. , Harris, F. and Blade, S. F. 1997. Cowpea in traditional cropping systems. Advances in Cowpea Research, 8: 99-113. Ofofi, F. and Stern, W. R. 1986. Maize/cowpea intercrops system: Effect of nitrogen fertilizer on productivity and efficiency. Field Crop Research, 14: 247-61. Panse, V. G. and Sukhatame, P. V. 1985. Statistical methods for agricultural workers. ICAR, New Delhi. Philip, A. 1993.Phosphorus and molybdenum nutrition in cowpea (Vigna unguiculata L. ). M . Sc. (Ag. ) Thesis submitted to the Kerala Agricultural University. Srivastava, S. N. L. and Varma, S. C. 1985. Effect of nitrogen, phosphorus and molybdenum fertilization on growth, nodulation and residual fertility in field pea. Indian J. Agric Res. , 19: 131-37. Sundara, T. H. , Vyakaranahal, B. S. , Shekhargoud, M. , Shishidhara, S. D. and Hosamani, R. M. 2004. Influence of phosphorus and micronutrients on seed yield and quality of pea (Pisum sativum L. ). Seed Research, 32: 214-16. Verma, V. S. and Saxena, K.K. 1995. Response of Frenchbean (Phaseolus vulgaris) to graded doses of nitrogen, phosphorus and potassium in silty loam soil of central Uttar Pradesh. Indian J. Agron. , 40 : 67-71. Table 2 : Effect of plant densities and phosphorus levels on plant height, number of primary branches per plant and days to flowering of vegetable cowpea cv. Arka Garima. Plant height (cm) (At 60 DAS)No. of primary branches (At 45 DAS)Days to flowering (Days) Plant densitiesPhosphorus levels P 0P1P2P3MeanP0P1P2P3MeanP0P1P2P3Mean D145. 6045. 93046. 6748. 8046. 758. 078. 538. 608. 878. 5236. 6736. 0036. 336. 4736. 57 D245. 4047. 4050. 0748. 4047. 828. 008. 338. 138. 338. 2035. 4735. 4035. 3335. 2735. 37 D349. 2052. 6752. 2055. 8052. 477. 477. 808. 078. 077. 8535. 0034. 8034. 6334. 4734. 73 Mean46. 7348. 6749. 6451. 007. 848. 228. 278. 4235. 7135. 4035. 5035. 40 SourceSEm  ±CD (P=0. 05)SEm  ±CD (P=0. 05)SEm  ±CD (P=0. 05) Plant density (D)0. 120. 340. 110. 310. 060. 18 Phosphorus level (P)0. 130. 390. 120. 360. 070. 20 D x P0. 230. 680. 21N. S0. 12NS Table 3 : Effect of plant densities and phosphorus levels on total dry matter accumulation of vegetable cowpea cv. Arka Garima.Total dry matter accumulation (30 DAS)Total dry matter accumulation (60 DAS)Total dry matter accumulation (90 DAS) Plant densitiesPhosphorus levels P0P1P2P3MeanP0P1P2P3MeanP0P1P2P3Mean D1163. 50169. 03174. 85180. 38171. 941945. 661974. 371954. 932001. 671969. 16 3788. 403798. 773810. 643867. 503816 . 33 D2172. 91187. 81189. 64197. 97187. 081965. 171970. 672016. 332014. 281991. 613874. 413885. 983986. 924096. 853961. 04 D3187. 95200. 96211. 37221. 33205. 401951. 191983. 812107. 322094. 432034. 193722. 813865. 744080. 084203. 513968. 04 Mean174. 79185. 93191. 96199. 891954. 001976. 282026. 192036. 793795. 13850. 173959. 214055. 95 SourceSEm  ±CD (P=0. 05)SEm  ±CD (P=0. 05)SEm  ±CD (P=0. 05) Plant density (D)0. 591. 7210. 1029. 637. 6022. 30 Phosphorus level (P)0. 681. 9911. 6634. 218. 7825. 75 D x P1. 173. 4420. 2059. 2615. 2044. 60 Table 4 : Effect of plant densities and phosphorus levels on number of pods per plant, pod weight per plant and pod yield per plant of vegetable cowpea cv. Arka Garima. Pod length (cm)Pod girth (mm)No. of pods per plant Plant densitiesPhosphorus levels P0P1P2P3MeanP0P1P2P3MeanP0P1P2P3Mean D118. 4721. 8021. 8323. 1321. 3111. 8712. 0012. 2713. 2712. 3515. 1316. 4717. 4718. 3316. 5 D218. 5319. 4020. 6720. 5319. 7811. 3313. 1312. 5312. 0012. 2515. 1316. 0717. 0017. 6716. 47 D316. 8017. 1322. 3322. 2719. 6310. 9311. 2712. 0012. 0711. 5715. 1315. 3316. 0716. 9315. 87 Mean17. 6319. 4421. 6121. 9811. 3812. 1312. 2712. 4415. 1315. 9616. 8417. 64 SourceSEm  ±CD (P=0. 05)SEm  ±CD (P=0. 05)SEm  ±CD (P=0. 05) Plant density (D)0. 120. 340. 220. 650. 120. 36 Phosphorus level (P)0. 130. 390. 260. 750. 140. 42 D x P0. 230. 680. 44NS0. 25NS Table 5 : Effect of plant densities and phosphorus levels on number of pods per plant, pod weight per plant and pod yield per plant of vegetable cowpea