Simon as a Christ Figure in Lo essays

Simon as a Christ Figure in Lo essays William Golding once believed in the idea that the educated, civilized people could do no wrong, but that is before the events of WWII forever changed his view of society (Spitz). In regards to that time, Golding once stated that, ...anyone who moved through those years without understanding that man produces evil as a bee produces honey, must have been bind or wrong in the head... (Spitz). With his new critical view of human nature, William Golding began work on the novel Lord of the Flies, with the intent to trace the defects of society back to human nature (Baker). Incorporating his experience teaching in England, William Golding creates a society on a deserted island with young schoolboys to show the true, violent nature of people, no matter how educated or civilized they are. The world Golding creates is representative of society as a whole as it demonstrates what happens when mankind fails to think logically and chooses to support ideas and the figures that present them, no mat ter how morally and legally wrong they are. To complete the allegory, Golding includes a young boy named Simon to represent Jesus Christ as Simon is an omniscient figure in a world where truth, knowledge, and reason have little importance. When Golding introduces Simon to the reader, he immediately distinguishes him from the rest of the boys by having him faint, which is a common ailment for Simon (Golding 20). This scene parallels the resurrection of Christ as Simon, who is momentarily weakened, is able to rise again and begin his new, yet short life on the island. With the beginning of his new life, Simon observes different aspects of the world around him to give him the vastly unappreciated power of omniscience. A striking example is when Simon makes the bold suggestion to the boys that the highly feared beast is merely a part of them. During one of the assemblies that takes place, Simon hesitantly stands and says, Maybe,...

ACT Sample Questions Every Question Type Explained

ACT Sample Questions Every Question Type Explained SAT / ACT Prep Online Guides and Tips The ACT is daunting. It just is. One of the most intimidating things about it is the average student's initial uncertainty as to what types of questions are going to be asked:Will it test vocabulary? What's tested on the science section? How many formulas do I need to memorize?The best way to clear up the confusion is to look at some ACT sample questions, so you can get a sense ofwhat to expect on test day. As you are most likely aware, there are five sectionson the ACT- English, Math, Reading, Science, and Writing- each of whichhas its own types of questions. In this article, I'll guide you through every type of question you're going to encounter in each of these areas and offer some tips on preparing for them. Why Do I Need to Know All the ACT Question Types? Good question! Well, a big part of being prepared for the ACT is knowing what to expect when you open that test booklet. Increased familiarity with the material will ease your mind as the big day approaches and inform your study habits. Why waste time preparing for a task that doesn't appear on the exam? Instead, you should focus your energy on drilling the types of questions that actually matter. Imagine a vocab quiz.How would you study if you knew you'd be asked to... List the words from memory? Define each word, using a word bank? Use each word in an original sentence? Obviously, your approach would be very different given each scenario. And so it should be! Now, onward, to exploreofficial ACTsample questions. Vocab quizzes: the result of an unholy union between Scrabble and alphabet soup. Sample ACT English Questions All seventy-five English questions are multiple choice. They are all situated within the context of five, fifteen-question passages: no sentence stands in isolation. Most questions require you to determinewhich version of an underlined word or phrase is the best, but some ask about the author's intentions. There are two major categories of questions in the English section. Usage and mechanics - punctuation, sentence structure, and grammar and usage Rhetorical skills - style, organization, and strategy Usage and Mechanics Punctuation questions test your understanding of commas, apostrophes, colons, semicolons, em-dashes, periods, question marks, and exclamation points. Grammar and usage questions test your sense of grammatical agreement, verb use, pronoun use, comparative and superlative modifiers, and idioms. Sentence structure questions test your skill with dependent clause placement; run-ons, fused sentences, and comma splices; fragments; misplaced modifiers; and shifts in tense, voice, person, and number. Rhetorical Skills Writing strategy questions test your recognition of the author's choices and strategies - when and why might an editor add, delete, or modify a given statement? Organization questions test your knowledge of the best order and coherence of ideas as well as your ability to craft skillful introductions, transitions, and conclusions. Style questions test your discernment of tone, clarity, and economy (not using words that you don't need). For a more in-depth discussion of all of these skills, I heartily recommend our complete guide to ACT grammar and our analysis of which rules are most crucial to master. If you want a more detailed explanation of some of the terms and categories I threw around in this section, check out our article on what ACT English really tests- practically speaking. Don't forget our ultimate guide if there's anything else you want to examine in more depth! Math All sixty math questions are multiple choice and have five possible answers. Questions get progressively more challenging throughout the section. This is a general trend, not an exact science. In other words, question 1may not be the single easiest problem, and question 60may not be the single hardest problem, but question 60will be orders of magnitude harder than question 1. As far as content is concerned, the ACT aims to test the following topics: Pre-algebra (14 questions, or 23% of the section) Elementary algebra (10 questions, or 17% of the section) Intermediate algebra (9 questions, or 15% of the section) Coordinate geometry (9 questions, or 15% of the section) Plane geometry (14 questions, or 23% of the section) Trigonometry (4 questions, or 7% of the section) If you want to review any particular topics within these arenas, definitely consult our many guides on subjects from basic integer theory to dealing with functions. The six content areas above can be tested in three different ways: General math questions Math questions in settings Question sets I'm always making my calculator angry. I know exactly which buttons to push. General Math Questions These questions canbe basic in style or more complex. Basic math problems are straightforward: they may test difficult topics, but they're concise and don't give you anyunnecessary information. What you see is what you get. Answers are numeric in nature. The more complex questions shake things up a little bit. Some include too much or too little information. Answers may be numeric, or they may appear as expressions, equations, or statements. There may be figures or diagrams to analyze. As you can see, this is kind of a catch-all category including a range of questions with no other well-defined characteristics. Math Questions in Settings These are what we often refer to as word problems or story problems. They typically describe an everyday situation, and the equation isn't set up for you: you need to convertthe circumstances described into a math problem. Question Sets These are simply groups of questions that relate back to the same set of information:a paragraph, a diagram, or another scenario.These problems are easy to recognize, since they're always preceded by a box that explains how many problems are part of the set. This is yet another reason to read instructions carefully; skimming through the math section is a sure-fire way to miss these cues! For more info on ACT math questions, check out our ultimate guide to ACT math. Reading There are ten questions dedicated to each of the four segments of this test. Each segment consists of one long passage or one pair of shorter passages. All forty questions are multiple choice. There are four genres of literature that will appear on the ACT, always in the following order: Prose fiction:Typically a short story or an excerpt from a novel, prose fiction includes a narrated series of events or a progressive revelation of character. Social studies:Texts within this category discuss anything from anthropology and biography to psychology and sociology- any "soft" science or study of human phenomena. These passages present information gatheredvia rigorous research. Humanities:These texts can draw on arts of any flavor, ethics and philosophy, or personal reflections. The focus is on describing and analyzingarts and ideas. Natural science:This kind of text is rooted in any of the "hard" sciences- biology, chemistry, physics, etc. The aim is simply to explore a significant scientific topic. You'll be asked to complete the following types of questions: Detail Main idea Compare and contrast Inference Cause and effect Vocab-in-context Author intent and tone This cactus has clearly had too much caffeine. I'm never thisexcited to be reading the dictionary! Detail Questions The questions ask you to find information in the passage. For example, in the following question, you need to find a specific detail that was explained in the passage. The question states that it wants one data point that was "described in the passage". Main Idea Questions This type requires you to examine passages globally to determine main ideas. The following question refers to the passage "as a whole" and ask that you characterize its entire arc. We might suppose that the answer is never explicitly stated but derives from the sum of the article's many parts. Compare and Contrast Questions These are exactly what they sound like: you'll need to compare and contrast information given in a single long passage or in the two shorterpaired passages. For instance, the following question asks you to find what's similar across two short passages. (Note, though, that it could just as easily have asked for the primary difference between them.) Inference Questions These are the trickiest type of reading question: they ask you to identify the logicunderlying a claimor extend the implication of a statement. For instance, in the following question, you're asked to describe what the author "implies" about what people "commonly assume." Cause and Effect Questions These are specific type of inference question that require you to analyzecause and effect and sequences of events. You should understand what happened when and which event caused what. The following question asks about why the trap-jaw ant has developed the characteristics it possesses today: i.e. what happened originally to cause this new development in turn. Vocab-in-Context Questions These questions point you towards a specific instance of aword or phrase within the text, then ask you to offer a rough definition based on its use in context. Author Intent and Tone Questions For these, you'll be asked to draw conclusions about the author's voice and method. You should be able to explain the author's view of and attitude towards the topic, and you should also be able to identify why the author made certain salient choices. For instance, the following questions asks about the "author's attitude" and offers various descriptions of possible view points in the answer choices. For good, solid advice on how to attack ACT reading, check outour ultimate guide to the subject. Science The science section consists of seven passages, with forty multiple-choice questions. (Technically,there could be more or fewer passages, but there are almost always seven.) There are four categories of passages, content-wise: Biology:cellular biology, botany, zoology, microbiology, ecology, or genetics Chemistry:properties of matter, pH, kinetics and equilibria, thermochemistry, organic chemistry, biochemistry, or nuclear chemistry Physics:mechanics, thermodynamics, electromagnetism, fluids, solids, and optics Earth/space:geology, meteorology, oceanography, astronomy, and thermodynamics There are also three different passage formats, which I'll explore further below: Data representation Research summaries Conflicting viewpoints Fortunately, you will not be asked to spell deoxyribonucleic acid. Data Representation These passages contain a short introductory paragraph and a fewcharts, graphs, and diagrams. They look like something you might find in a science journal or textbook explaining a naturalphenomenon. You'll be asked to interpret charts and tables, read graphs, evaluate scatterplots, and analyze information in diagrams. Research Summaries These passages describe scientific studies. Generally speaking, you'll see two or three experiments per passage. The design, procedures, and results will all be set down for you. Graphs and tables are likely to be featured, but not guaranteed. You'll be asked to understand, evaluate, and interpret the design and procedures, and analyzethe results of the studies. Conflicting viewpoints This type of passage summarizes atleast two alternative theories, hypotheses, or scientific viewpoints. Each will be based on different premises or a set of incomplete data, and they will be inconsistent with each other. You'll be asked to understand, analyze, evaluate, compare, and contrast several theories, hypotheses, and viewpoints. Don't stop exploring science there! Take a moment to exploreour ultimate guide to this portion of the ACT. You won't actually need all four pencils on test day. Writing The ACT essay is a whole different ballgame from what it used to be.The new, enhanced essay presents you with a summary of some controversial issue and three different perspectives on that issue. You're expected to evaluate and analyze the perspectives; state and develop your own perspective, which may align with any one of the other three or none at all; and explain the relationship between your perspective and the three given. You have forty minutes to plan and write a relevant essay. I urge you to read about the specific types of prompts you're likely to encounter and how to nail this task with a perfect score. What's Next? Now that you know what you've seen every type of sample ACT question and know what you'llencounter on the test, it's time to think about learning some new strategies. Consider this list of 21 tips everyone could use, or these 15 tips designed to boost that score. Also consider picking up one of these ten highly recommended books to help you prepare for the test. If you've already settled on using the official guide, read how to use that tool to its greatest advanatage. Of course, you'll want to augment any book(s) with some of these wonderful websites! Rather than diving right into diverse resources with no sense of where you're headed, though, do make sure you take time to assemble a study plan, whether you're a sophomore or junior, a rising senior, or just really pressed for time. Also be thinking about what you really want out of the ACT. Read about what score you need to get where you want to go, and read about what a good ACT score really means. Finally, consider adding a program with PrepScholar to your study plans. PrepScholar will help you focus in on the exact types of questions that challenge you the most so that your studying is as effective as possible. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Presentation and Supplementary Report Assignment

Presentation and Supplementary Report - Assignment Example Organizations have to bear the high initial cost of acquiring and running the operations, but innovative developments in technology is shortening the life span of the previous one. This is leading the organizations to re-invest in current technology, and increasing the cost to the company. Apart from this, if today’s environment is considered, then the likes and dislikes of customers are also changing frequently. The fast altering opinions, lifestyle, and preferences pose a challenge for the manufacturing business organizations, as they cannot exactly estimate the preferences of their target customer group. Further, generation gaps in the society have also made it difficult for the marketers to determine the consumer behaviour. Companies are investing heavily on analyzing consumer behaviour, so as to determine the appropriate way of satisfying the needs of the customers. Business organizations are facing a two sided challenge, in which the first side is consumer preference and behaviour, on the other side is the cut throat competition in the market. The recession is certainly squeezing the spending of the consumers and the market of the companies. Countries like UK, USA slipped into deep credit crunch, which also led its companies both in public and private sector into the economic slowdown. This also indicates that the challenges faced by the organizations in the past are different from those faced now. The world is changing rapidly and the organizations are facing challenges like intense competition, rigorous ethical inspection, globalization, digitalized workplace, requirement for fast response, and increasing level of diversity. These mentioned challenges which are affecting the business organization are further affecting the society at large. Managers in organisations measure marketing performances for evaluating and analysing effectiveness and efficiency of the business. This can be accomplished by concentrating on the

Cartel Behavior and Amateurism in College Sports Essay

Cartel Behavior and Amateurism in College Sports - Essay Example Surprisingly, those working hard to produce the rents are African-American athletes while the whites come out as the beneficiaries. This discourse takes an in-depth critique of Lawrence Kahn’s article and in the process evaluates facts that he outlines. The paper also separates facts from fictitious information in the article. Critique Lawrence Kahn explains that African-American athletes produce the rents benefited by white Americans. He mentions that the African-American sportspersons spent their rent on facilities, head coaches salaries, and nonrevenue sports. The football programs earn revenue from accounting profits. This also happens in the field of basketball. Evaluation of the role of NCAA appears at two levels. One extreme end is people who believe that efforts by NCAA to restrict payments to sportspeople enhance the value of sports by upholding amateurism. The other group holds that NCAA is a cartel that restricts compensation to sportsmen and women. Since its incept ion, the NCAA has been controlling the capacity for its members to access televised games. This started in 1984. This is a typical characteristic of a cartel where it prevents members from accessing and doing business with other competing firms in the industry. This is to avoid a share of the rents produced by sportsmen and women. The cartel wants to enjoy all the money. This is the reason that informed the formation of College Football Association (CFA). The behavior of NCAA towards is enough proof that it is a cartel. Cartels thrive on threats and sanctions. The NCAA threatened to expel any school and higher institution of learning that would sign a different contract following CFA’s readiness to negotiate a different and parallel contract with NBC. Threats by NCAA amounted to schools under CFA loosing on the revenue from the basketball tournament. This is total tyranny. In the modern liberal market, business associations and companies cannot thrive on threats and financial embargos. Finally, the NCAA succeeded in enjoying all the revenues generated from football television rents. The change in broadcasting rights appeared for the first time in college sports following a successful court petition by the University of Oklahoma and the University of Georgia. Cases in the judiciary point to the fact that indeed the NCAA is a cartel. Courts proved in 1995 that it was engaged in backroom dirty tricks to limit salaries for assistant coaches. An association existing for the welfare of members such as NCAA needs to engage making lives for their members. However, NCAA does the reverse. It is very difficult to comprehend what good is in limiting a pay for members and proudly claim to be generating a fair playground for your members. Lawrence Kahn cannot purport to justify the role of NCAA to limit compensation as efforts towards enhancing sports by maintaining amateurism. Kahn explains the value of amateurism by stating the large of members in NCAA makes it dif ficult for it to put ceilings on earnings of sportsmen and women. He holds that a possibility of NCAA failing to prevent a competitive market among players due to the high number of members is farfetched. This point by Lawrence Khan does not hold water. NCAA is cartel and members of such an association have to operate within the rules. Therefore, the rules apply to all irrespective of the size of membership.

The tulip touch Essay Example for Free

The tulip touch Essay The 168 page book called The Tulip Touch by Annie Fine, quoted the book with the fiery eye and the secret message on the cover is about a teenage girl who lives inside a large hotel called the palace. After constantly staying at the hotel Natalie become bored, and with her mum busily running the hotel Natalie and her dad went for a walk by the farm which is where they met Tulip, who from that moment on became Natalies friend. At the beginning of their friendship Tulip almost never arrived at school and Natalie was left to drift around the playground aimlessly with out any friends hoping Tulip would show up. To make it even worse Natalie was not allowed to find Tulip after school for reasons she didnt understand. When they were together they went and did everything, always finding something fun and new to do. Later, when Tulip finally decided to regularly attend school Natalie become worried about her obnoxious behavior in class as she always managed to find some way to be sent outside into the hallway. Natalie didnt know why she did, but Tulip seemed to enjoy it whether she was scaring the staff half to death, refusing to work or even spoiling all the fun actives like the ropes and field trips. Natalie felt very undecided and confused with her parents decision of sending her to Heathcote and on the days just before the deadline she felt like a bird on an extremely hot wire, every few minutes she expected to hear her dad say well Heathcote it is and then to see him send off the note. Soon Natalie had become so influenced by Tulip that she too had become bad in and out of school, finding harder and harder ways to get into trouble, even going as far as conning their way into other peoples houses. As the flames of the chicken shed leapt higher and higher Natalie was suddenly pulled down into a ditch by Tulip as she heard the fire sirens, and then suddenly out of the whirl of confusion everything just clicked into place. For those were the moments that their friendship died. After the friendship died, Tulips behavior continued to quickly decline whether she was scratching the paint off the walls in the bathrooms or teasing the parents of a dead girl, she just kept getting worse. Tulips very last, very worst game of all was when she torched down the hotel the palace using petrol and paraffin. Tulip had chosen a night when everyone was all together singing and dancing, so that no-one would notice a dark figure running around outside. Natalie feels sorry and guilty for Tulip because she has a wonderful hotel to stay in and great parents to take care of her while Tulip lives in a dump with horrible parents who dont care for her. I think the message of the book is that no-one is born evil and that there is a reason for their behavior, for Tulip it was her parents and overall home life. I enjoyed the touch Tulip always added to her lies for example the lie was: the army is using the farm for training, and the touch she added was: when I get home they are letting me drive a tank. I learnt that there are some bad people in the world who may have had extremely sad lives and that all of us, like Natalie, can choose good or evil. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

The Second Sex by Simone de Beauvoir Essay -- Second Sex Simone Beauvo

The Second Sex by Simone de Beauvoir In the chapter of her book The Second Sex entitled â€Å"the Woman in Love,† Simone de Beauvoir characterizes the romantic ideal of the relationship with a man as a woman’s purpose as a form of self-deception (translated here as â€Å"bad faith†). The self-deception de Beauvoir describes is based in the thesis of The Second Sex. This is the idea that women have been deceived into believing that they are second-class humans. Western culture, according to de Beauvoir, teaches us that women are missing some elusive element of the self that endows men with freedom- a concept essential to the existentialist definition of the conscious being. Therefore, a woman can never find fulfillment as a thinking person as long as she believes that men are free beings and women their dependents. This state of affairs is reinforced through an all-encompassing system of thought that posits man as subject and woman as object, â€Å"doomed to dependency.† (In this chapter, de Beauvoir writes about the â€Å"modern woman† whose consciousness of her self has not yet matured. Therefore, when â€Å"woman† is referred to here, this is merely shorthand for the self-deceiving woman. The independent woman is another matter entirely.) De Beauvoir postulates that the reason why women’s idea of love is so much more intense than men’s is because the woman, unable to become a whole person in and of herself, thinks that by attaching herself to a man she can transcend her position in life. She can move from object to subject through osmosis- the ultimate expression of â€Å"being for the other.† She can claim a share of his activities and his accomplishments in the public realm which she is prohibited to enter. Giving herself wholly to the man ... ...that many women cling to even after they give up hope that â€Å"he† will ever come. Is there a solution to this paradox, this Catch-22 that de Beauvoir describes? Yes, she says, but only when certain conditions are met. First, a woman must have a solid sense of herself as an existentialist â€Å"free being† before she goes looking for love. Second, the love relationship must be a freely chosen association of equals committed to respecting each other’s freedom. As de Beauvoir writes on p.667: â€Å"Genuine love ought to be founded on the mutual recognition of two liberties; the lovers would then experience themselves both as self and as other; neither would give up transcendence, neither would be mutilated; together they would manifest values and aims in the world. For the one and the other, love would be revelation of self by the gift of self and enrichment of the world.†

Electrical and Electronics

This effect can be used to build an electric power generator, such as the one described in this paper. A coil attached to a shaft spins within the magnetic field ofa â€Å"U† shaped magnet. Three conveniently designed conductive disks allow the electrical load of the generator to be fed either with alternating current or direct current. the loop terminals is sinusoidal with zero mean value (Fig. 2). Its frequency is equal to the number of revolutions per second executed by the loop. Each terminal of the loop is connected to a metallic ring. The contacts with rings are made by means of fixed brushes.If the brushes are onnected to an electrical load, an alternating current will be established in the circuit. Keywords. Alternating Current, Direct Current, Generator, Magnetic Field, Induced Voltage. 1. Introduction Although diverse forms of energy (mechanical, thermal, chemical etc. ) can be converted into electrical energy, the expression electric generator is reserved, in the in dustry, energy into electrical energy. The generators that produce direct current (DC) are called dynamos and the ones that produce alternating current (AC) are called alternators.The device described in this paper is a generator capable of supplying an electrical load ith the desired type of current: alternating current or direct current. s AC output Figure 1. AC generator. 2. AC generator principle of operation. Figure 1 illustrates the principle of operation of an AC generator. A wire loop rotates within the magnetic field generated by a magnet, which induces an AC voltage between the loop terminals. The periodic change of the voltage polarity is due to the change of the position of the coil relatively to the magnetic poles.The amplitude of the voltage depends on the magnetic field strength and is also directly proportional to the rotating speed [1, 2, 3, 4]. If he magnetic field is uniform and the rotation speed is constant, the voltage induced between Figure 2. AC generator out put. 3. DC generator principle of operation. The described AC generator may be transformed into a DC generator, substituting the contact rings by a mechanical switch. As illustrated on Fig. 3, a simple switch may be done with a metal ring divided into two isolated halves (segments), which are mounted in the axis.This type of commutator is denominated collector. segment of the collector. When the loop rotates, an AC voltage is induced in the coil, exactly as in the AC generator. But, before reaching the oad, the induced voltage is transformed into a DC voltage by the collector (Fig. 4), which works as a mechanical rectifier. The contact segments of the collector move to a different brush each half turn of the loop, keeping a unidirectional current flowing through the electrical load of the circuit [1]. The rotation speed has to be well determined so that the final result is the expected one.As stated before, the rotation speed influences the induced voltage amplitude and frequency. à ¢â‚¬Å"U† shaped strong permanent magnet, shown in Fig. 6. The most challenging part to build was a contact rings and collector unit (Fig. 7). It was ade of three printed circuit board disks, coaxially mounted on the rotating axis. The two smaller disks were kept with their entire conductive layer and were intended to supply the generated AC voltage. The conductive layer of the larger disk was cut into two halves, in order to implement the collector, which mechanically rectifies the generated AC voltage.Figure 5. Coil with iron core. DC output Figure 3. DC generator. Figure 6. Permanent magnet used to induce a voltage in the coil. Figure 4. DC generator output. 4. Generator' description Instead of a simple loop, an iron core coil with 1241 turns of O,16mm2 varnished copper ire was used. The iron core and its windings are shown in Fig. 5. The magnetic field used to induce a voltage between the coil terminals was provided by a Figure 7. Three coaxial printed circuit board disks w ith coil on top. 45 Fig. 8 and Fig. 9 illustrate how the rings and collector unit was built in a more comprehensive way.In Fig. 8, a cross-section of this unit is shown, revealing how electrical connections were made: one terminal of the coil was connected to one of the smaller disks and to one of the halves of the larger disk (collector); the other terminal was connected to the other smaller disk and to the ther half of the larger one. Fig. 9 shows a panoramic view of the assembly and the generator outputs responsible electrical load. In order to make the generator operate properly, the DC output brushes positions must be displaced by 1800 from each other.The AC output brushes may be placed anywhere on the respective disks. coil Copper wire Insulator Copper Solder Figure 8. Connecting the coil to the three coaxial printed circuit board disks. power could be easily measured, some sort of mechanical power meter was needed and it was not available. There are always mechanical and elec trical power losses in the process of ransforming mechanical energy into electric energy. Mechanical losses may be reduced by lubricating friction points. The generator was put to rotate at 3000RPM; the measured induced voltage was 1,2V peak-topeak, with a 50Hz frequency. . Conclusions Spinning a wire loop within a uniform magnetic field in a convenient fashion induces a voltage between the loop terminals. Rotation speed influences the induced voltage amplitude and frequency. If an electrical load is connected to the loop terminals, a current will be established in the circuit. The current generated by a basic electrical generator is alternating current. If the generator s intended to supply direct current, it must have a device working as a mechanical rectifier: the collector.A device capable of generating both AC voltage and DC voltage has been presented. A coil attached to a shaft spins within the magnetic field ofa â€Å"U† shaped magnet. Three conveniently designed condu ctive disks allow either with alternating current or direct current. This device is very useful to illustrate the principles of electrical energy generation. It also shows the main similarities and differences between AC and DC generators: the working principle is the same for both machines, but the AC generator has contact rings and the DC enerator has a collector.