Compare the ways in which language is used for effect in the two texts. Give some examples and analyse the effects Essay

The two sources that I am going to compare are Source 3 and Source 2. Source 2 is an article aimed for anyone who is interested in swimming or even people who like to read about incredible accomplishments made by other people. The text is formal and is about Philippe Croizon who in 2 years learnt to swim without his limbs. He lost of all of his limbs in 1994 while he was removing a television aerial from a roof and it hit a power line. However source 3 is a book extract aimed at adults who like reading about geography in general. The text is formal and is about Christopher Ondaatje who crosses part of Lake Victoria. On his journey there he talks about the spectacular sunrise he sees behind Mwanza. He also talks about the experience with ferry rides and the past experience about one of those ferries going down just outside Mwanza and that people were killed. In comparison with source 3, source 2 is a happier and also more exciting and the reader feels more drawn to the fact that after 16 years after losing all of his limbs, Philippe Croizon crosses Channel than the fact that in source 3 the story is taken more calmly and less exciting to be taking a ferry across the lake. Furthermore, in source 2 the contrast between the fact that the man, 2 years ago â€Å"could barely swim at all† and him saying after the channel swim â€Å"I did it. I’m so happy† is evocative. Moreover, this shows that despite the fact that he lost all of his limbs, he could still do something incredible which occurs at the beginning of the article, engaging the reader and setting a tone of excitement and most of all pride. However in source 3, there are only a few evocative moments in the extract – â€Å"the fish eagles screeched their mocking cry†, â€Å"spectacular sunrise†. However none of which express excitement or pride. The difference in language used for effect is that in source 3, short sentences are employed to enhance meaning and effect: â€Å"an idyllic spot†, â€Å"no other sounds†, â€Å"spectacular sunrise†, the alliteration of the ‘s’ add an emphasis to the experience of them looking at the sunrise and the reader is able to emphasise with them. However in source 2, the language used is that alliteration occurs with â€Å"treacherous tides† â€Å"sofa sportsman† for emphasis –just like in source 3, and engagement. Moreover, the similarities between these 2 sources is that they both have an element of drama in the texts. In source 3, we are left with not knowing if they make it across the lake in the ferry because â€Å"a year earlier, one of these ferries went down just outside Mwanza, and people were killed† this makes the reader shocked and eager to carry on reading. However in source 2, the element of drama is when the text explains how the man lost all of his limbs, â€Å"Mr Croizon’s legs and lower arms were amputated after he suffered a calamitous electric shock while removing a television aerial from a roof in 1994 when it hit a power line†. This leaves the reader with the unanswered question of how did he manage to do it, which leads into wanting to read the rest of the text. The language used in both texts is formal. The reader is able to read with ease as the texts are informative. In source 2 – â€Å"an average channel swimmer takes around eight hours†, â€Å"21 miles from Folkestone to the French coast†. In source 3 – â€Å"Mwanza, a vibrant African city†, â€Å"the people pressed up against the front of the ferry, along the sides and against the rails†

Explain the Success and Failure of Constitutions

Constitutions can be defined in a variety of different ways. Duchacek , in 1970 described constitutions as â€Å"power maps†, in which the formal powers of the state are described and distributed. A more explicit definition can be gauged from Robertson , who describes the constitution as, â€Å"a set of rights, powers and procedures regulating the structure of, and relationships among the public authorities and between the public authorities and the citizens. † This long definition is condensed by Watson , who describes constitutions as the â€Å"rules of the political game† and â€Å"the laws that govern the governors. Constitutions usually have come into existence to facilitate a â€Å"fresh start† following the demise of the past regime via revolution, independence, or a change in society. Constitutions are not infallible and can fail if the conditions are right; those conditions will be discussed in this essay. According to Hague, Harrop and Breslin , a successful constitution is â€Å"one that does not attempt too much†. They point to the American constitution as an example. The US Constitution created a limited central government because that is what was deemed necessary. If the constitution created a stronger central government, it may have gone against the interests of the more independent minded states and individuals who would have opposed such a move. A constitution, which delegates and separates powers amongst the governing institutions apparently, coins success. The most well known example of this would be again the American constitution. The legislature (Congress ), executive (the President ) and the judiciary (the Supreme Court ) is separated by the Constitution, providing constitutional independence and delegating various powers. The Constitution insures that no one institution has more power than the other, preventing a power struggle within government that could lead to its destruction. However, to explain the success of constitutions in terms of the balance of powers would ignore the success of the â€Å"unwritten† British Constitution. The British Constitution, where power lies supremely with the government, the legislature, cannot be regarded as a failure. The success of this constitution could perhaps be explained by its flexible and articulate nature, which allows gradual change. A good example of this in practise is the enfranchisement of Britain, which took almost a century to attain. The Government introduced this necessary legislation following the changes in society. Without this change, Britain's Constitution would have failed to meet the needs of the people, and fall in the face of popular revolt. Even supposedly rigid, written constitutions can respond to changes in society, an important property if that constitution is to succeed. In the United States, judicial constitutional interpretation plays an important part in placing a constitution written over two hundred years ago into the context of the modern day. Chief Justice Hughes' statement; â€Å"We live under a constitution. But the constitution is what the judges say it is. † This may not be wholly accurate, but judicial interpretation has been an important factor in the continual evolution of the American Constitution, which encouraging its success. Finally, the success of constitutions can be attributed to the economic factors within the state. Germany and Japan have for the past fifty years possessed successful constitutions, which can, to a degree be attributed to their very strong economies. Following the Second World War, the allies, by buoying up the economies of these two nations, prevented them from falling to the short-term problems, such as nationalism and communism. This move subsequently ensured their long-term constitutional success. A constitution that has failed its purpose is one that fails to provide adequate rules of government, which can lead to either an inefficient government, or a government that abuses the governed. There are a number of reasons that governments fail. If Hauge, Harrop and Breslin's reasoning concludes that a successful constitution is one that attempts little, it follows that a constitution doomed to failure is one that attempts too much, allowing no room for interpretation or change. A poor constitution would not allow the judicial interpretation that allows the American constitution to develop, or allow a flexible constitution like the British to change wit the introduction of new legislation. The Constitution of Italy, the Guarantisimo prevents the reoccurrence of a dictatorship. However, the various checks and balances created by the constitution, such as a strong bicameral legislature, and regional autonomy have led to ineffective government, and the loss of popular support among the people. This is one example of the separation of powers going to far, hindering the constitutional process. A constitution that fails to take into account the social, economic and political factors within a society will very rarely succeed. Evidence of this can be found in the failure of the post-colonial constitutions imposed on former colonies during the 1950's and 1960's. Countries such as Britain and France attempted to impose constitutions that were based on theirs. Unfortunately, the peoples of Africa and Asia were not used to democracy, their cultures were based upon autocratic rule, not liberal, democratic government. Many of the fledgling governments fell, as single rulers, often helped by the military filled the vacuum. Countries whose democratic governments survived, for example India and Pakistan experienced the move toward strong centrally controlled government, undermining the democracy the constitution represented. It is often not the constitution that fails, but the regime that facilitates the change because it is weak, and cannot remain in office for too long a period. The constitution may succeed in providing the checks and balances of power, but if the regime lost the support of the military, there would then be scope for change Constitutions are not always liable to succeed; the above examples indicate that. A successful one allows change, can be interpreted by the judiciary and is assisted by a healthy economic climate. A failure is doomed to be ineffective because it is too restrained, and not allowed to change as society develops. Explanations for the success and failure of constitutions can be diverse, particularly in today's global society; the reasons above are only a selection of wh at can constitute a constitutional success or failiure.

Approaches to Adult Learning

Approaches to Adult Learning Annotated Overview The focus of this writing will be on the themes of the assigned chapter readings for Week 6. These chapter reading from Learning in Adulthood: A Comprehensive Guide was in the following chapters: 8, 9, and 10. This paper will also include additional learning resources (media video and instructor’s notes) and will outline points of interests gained from their viewing and reading. Week 5 Annotated Chapter Assignment This week’s study involved our reading of three chapters, viewing two media videos and article reading. This paper will touch on the points of interest that resonated with me in my reading as well as thoughts that I explored from the supportive learning resources (media video and instructor’s notes). The paper will conclude with a summary/discussion of what was gained through this learning experience and discuss ways this learning can be implemented. Understanding and Facilitating Adult Learning: A Comprehensive Approach Chapter 8 Theme The overall theme of this chapter highlighted an integrated approach to learning which shows the synergistic connection and combination of the mind, body, and spirit in learning called embodied learning. It also discussed the significance of learning through storytelling and heightened learning outcomes of narrative teaching. This section will address the points of interests that inspired to onto further study. Narrative Learning There are events that happen in our life which are unique. Some are uniquely dull and some can be uniquely exciting. However, the case each has a unique storyline that when told can help others to better understand and know something of the storyteller’s world that may lead to a significant discovery in their own. The writer points out that â€Å"Narrative knowing are not so much driven to find out more about the tangible outcomes of an event: its facts, logic and such, than they are about discovering meaning, and gaining under standing of the same event (Merriam, Baumgartner, the implications in the statement of one being personally involved in learning was spoken loud and clear throughout week six chapters. In reflecting on the theories and principles of transformative learning I can say that one of the enlightenments that I take away is through the means that transformative learning, one’s internal and external awareness is enhanced within that transformative learning experience. What I mean by that is, I learned that learning is more than just sitting in a room assimilating data. Cohen points out, that when one embodies the learning the learning experience, there is an opportunity created where any portion of the information being received can connect with meaning that initiates one’s conscious awareness that brings about a reflective moment which ushers in a revelation of one’s higher self. Transparently speaking, this reading brought up some thoughts that I had not previously co nsidered. Consequently, these three eye-opening chapters demand a deeper review and reflection on my part, if for nothing else than for the sake of growth through perspective changing and social enlightenment, which is the message I felt the writer was conveying within these three chapters. Incorporating Media and Instructor Notes The video, â€Å"New Approach to Learning† was an expose on the creator of Khan Academy. He is a former Hedge Fund analysis who started a free on line e-learning you tube website. This is a unique approach to sharing information with others that assister the self-directed learner supporting their ongoing learning settings. The presenter points out that his approach is simple and effective and attracts the attention of youth and adult learners around the world. The benefit of this approach to learning is that the learner can have ready access for a variety of learning event while learning at their pace. Mr. Khan points out that according to resea rch information the length of the content is at the right amount that facilities learning. The presenter also brought in a interviewee who expressed how this type of learning is a valuable asset to locations around the world that may not have access to any formal or informal means of education (Vantage Siam Co., 2011). The video, â€Å"Gen Y & New Approaches to Learning & Training† was interview centered on Generation Y and their approach to learning. The interviewee pointed out the demographic range of this new type of learner and the desires of the Gen Y group of learners to be taught in accordance to the technological society we live in. They want to be free in their ability to use the knowledge with the technology they have grown up with as compared to previous generations who did not have similar types of access. Both the interviewer and interviewee agreed that the responsibility of the teacher is to move away from former methods to incorporate this new desire for lear ning by making it easy for student involvement and encourages participation. This move will not only affect the present generation but it will prepare them for the upcoming one – Gen Z.(Award1956’s channel, 2010). The video, â€Å"Koren Alberich on New Approaches to Learning† was interview on three examples of learning using alternate reality games and virtual worlds. The interviewee explained how the games and worlds can be made to adapt to any environment and setting. Each can be structured to simulate desired learning outcomes. Two salient outcomes of these new approaches are: 1) the scalability. The environments and settings can meet any size of learning audience, 2) as for the use of virtual worlds they can be create real-time global location via internet that can bring global locations into one location (Clarey, 2011) Conclusion The overall thought of this week’s lesson has been an approach to learning that has helped me in synthesizing my lif e to what has been presented within these three chapters, as well to the previous lessons. Subjects like the principles of embodied learning with its lesson on spiritual and narrative learning are very insightful. I am a Pastor of a small congregation and I teach using the preaching method of expository preaching. After reading about narrative learning I have added storytelling as an element of preaching to help the listener gain a richer understanding of the content of my message. This is one example of how I have applied what I am learning. I believe that knowing and not applying what one knows means that knowledge remains as theoretical information. However, when that same knowledge is put into action then it takes on another essence, by becoming reality in the life of the one that has applied it. As I further reflect on what take away from the chapter dealing with Learning and knowing I now look at with I know and have learned through new lenses. Taking others perspectives, espe cially other cultures, will be hard to do. That is if one is not willing to, at the least, empathetically look at life from someone else’s perspective. I agree with the chapter writer concerning our western egotism when it comes to learning that inders us in that aspect. Our pride should not be the thing that keeps us from learning and knowing from other cultures. The truth is, in many cases other cultures have truly learned and know more than our does. Any barrier to intellectual growth must be overcome if we as a whole – world round – if we are to grow together. And as barriers, such as cultural pride and others come down that gives way to areas of growth in realms such as meaningful dialog brought about by the ethos of critical theory, as well as acceptance of ideals founded in postmodern and feminist perspectives. When approached with a mindset of open-mindedness, these theories and concepts are enlightening and the means of growth. Light makes things grow. Needless to say, I feel I have grown to have a deeper appreciation for what I have experienced thus far and look forward to what more is to come. References Award1956’s channel (Producer), & Award1956’s channel (Director). (2010, December 8,). Gen Y & new approaches to learning & training. [Video/DVD] Retrieved from https://www.youtube.com/watch?v=o-SXIdXMqeA Bohman, J., & Rehg, W. (2014). Jà ¼rgen habermas. Retrieved from https://plato.stanford.edu/entries/habermas/#HabDisThe Clarey, J. (Producer), & Clarey, J. (Director). (2011, April 22,). Koreen olbrish on new approaches to learning. [Video/DVD] Foote, L. S. (2015). Re-storying life as a means of critical reflection: The power of narrative learning. Christian Higher Education, 14 (3), 116-126. doi:10.1080/15363759.2015.1028580 Merriam, S. B., Baumgartner, L., & Caffarella, R. S. (2007). Learning in adulthood (3. ed. ed.). San Francisco, CA: Jossey-Bass. Nemec, P. B. (2012). Transformative le arning. Psychiatric Rehabilitation Journal, 35 (6), 478-479. doi:10.1037/h0094585 Paul, & Pedersen. (1980). The cultural boundaries of education and non-eastern alternatives. 1 Retrieved from http://journals.sagepub.com/doi/abs/10.1177/014303438000100507 Qiufang Fu, Zoltan Dienes, Junchen Shang, & Xiaolan Fu. (2013). Who learns more? cultural differences in implicit sequence learning. PLoS One, 8 (8) doi:10.1371/journal.pone.0071625 Vantage Siam Co., L. (Producer), & Vantage Siam Co., L. (Director). (2011, 15 July). New approaches to learning. [Video/DVD]

International Management Essay Example | Topics and Well Written Essays - 1250 words - 2

International Management - Essay Example India is a country which is having the second largest population in the world. Moreover, it is blessed with different religions, languages and cultures across the country. â€Å"India comprises of 28 states and seven union territories† (India States, 2009) â€Å""Unity in diversity". It is not just another phrase or quotation. But, these words are highly prudent to a country like India that is incredibly rich in culture and heritage† (India Culture, 2009) â€Å"India is an enormously hierarchical society (arguably the most hierarchical in the world) and this, obviously, has an impact on management style† (Indian Management Style, n.d) Most of the Indian organizations consist of people from different parts of the country and the management should address the cultural diversity aspects all the time. Different management styles like conservative, entrepreneurial, professional, bureaucratic, organic, authoritarian, participative, intuitive, familial, altruistic etc are prevailing in Indian organizations (Khandwalla, 2009) I have worked as a production, planning and control executive in one of the topmost tire manufacturing companies in India called Apollo Tires situated in Cochin, Kerala. My organization consists of around 3000 workers divided in three shifts of eight hour duration. My organization was owned by a Punjabi Sikh person and hence some of the top management people were Punjabis. In Indian organizations, getting a promotion can be accomplished in two ways; purely on the basis of merits and on the basis of influence at the top management level. Some people utilizes their influences to get higher positions even though they were not qualified enough. One of the top production managers in my organization was a person from Punjab who has reached this position purely on the basis of his influence rather than academic qualification or expertise. This person often created problems to others because of his lack of ideas and knowledge in the

Homelessness in U.S Essay Example | Topics and Well Written Essays - 1000 words

Homelessness in U.S - Essay Example Given the current economic constraints, some people argue that the homeless people are freeloaders, who are unwilling to work extra hard so as they can afford to live in a place, which is not only safe, but also healthy for themselves, as well as their families. Therefore, this essay tends to clarify this issue by examining the main causes of homelessness within the United States, its effects, while at the same time giving a recommendation on what has to be done in tackling this problem. Causes There are various reasons leading to people becoming homeless, as well as the combination of causes leading to homelessness within the United States, which tend to vary from different individuals. The National Law Center on Homelessness & Poverty (2011) notes these causes including high cost and scarcity of housing; it is hard, according to Mayock and Carr (2008), if not impractical, for individuals with low-income, together with families to get affordable housing within the US. The majority o f the houses available in the United States are extremely expensive; therefore, it is easy for low income earners to acquire them (USA Institute for Children, Poverty & Homelessness, 2011). Secondly, poverty, literacy, joblessness and education happen to be another significant cause of homelessness within the United States. Poverty has a close connection with homelessness. When people do not have income for meeting all their needs, they get compelled to make a choice between housing, childcare, utilities, food, transportation and healthcare (Carter, 2011). Mayock and Carr (2008) claim that, even though a high percentage of homeless individuals has employment, their incomes are in most cases not enough to make certain that housing stability while the majority of people lack jobs, which living wages, high job security, as well as health insurance. Additionally, a lack of educational opportunities restricts accessibility to living-wage jobs (USA Institute for Children, Poverty & Homele ssness, 2011). The third leading cause of homelessness within the United States happens to be domestic violence: This is a factor in homelessness especially for women with children. Research shows that up to half of homeless women along with children might have gone through domestic violence before becoming homeless (National Law Center on Homelessness & Poverty, 2011). The majority of homeless youth and young adults have experienced violence within their homes. Fourthly, effects of mental illness and drug addiction also play a key role in the problem of homelessness within the United States. Most people with complex life issues connected to mental illness as well as substance use are amongst homeless persons compared to the general population (National Law Center on Homelessness & Poverty, 2011). In the United States, about 25 percent of homeless people are living with acute mental illness with alcohol and drug use being noteworthy amongst a huge group of homeless persons (National Law Center on Homelessness & Poverty, 2011). Apparently, issues related to untreated mental illness, together with substance abuse affect housing stability, as well as success (USA Institute for Children, Poverty & Homelessness, 2011). Institutional release to homelessness happens to another major cause of homelessness in the United Stat

Youth Leadership and Devcelopment as a Social Movement Essay

Youth Leadership and Devcelopment as a Social Movement - Essay Example A survey done by The Search Institute whose findings have been accumulated in a book "A Fragile Foundation: The State of Developmental Assets among American Youth" has identified 40 assets or building blocks classified into 08 categories required for a healthy development of a child, many of which were found missing in the life of an American child. As a result, an average American child is building his life on a fragile foundation resulting in their problematic behavior. The first four asset categories focus on external structures, relationships and activities that create a positive environment for youth and include loving and caring support from family, friends and teachers, a feeling of being valued and having clear-cut rules about the expected behavior and consistent consequences of breaking them, to be and do their best, opportunities outside of school to learn and develop new skills and interests with other youth and adults. The next four categories reflect internal values, ski lls and beliefs that young people need to fully engage with and function in the world around them and include commitment to learning and a belief in their own abilities, having strong guiding values or principles to help them make healthy life choices and having Social Competencies to interact effectively with others, to make difficult decisions and to cope with new situations. They also need to believe in their own self-worth and to feel that they have control over the things that happen to them. As American society was found miserably lacking in providing their youth an environment suitable for their young ones to flourish in, there is an urgent requirement of augmenting the efforts on the scale of a national movement and already more than 300 communities have started initiative to mobilize resources and motivate all sectors of the community to help build those building blocks required for the well-being of our young generation. One of the most effective ways to the positive development of our youth as envisaged by many organizations which are sincerely working in this direction is through channelizing youthful energy in community building work. This programme for Youth leadership and Development works on the principle of considering youth as an asset to themselves and shifts its stress from youth's needs and problems and lays it on considering them as a powerful tool to tackle societal evils..According to them as pure human capital in community ventures, youth offer tremendous and often untapped contributions. Young people's exuberance and optimism alone can make rich additions to efforts to strengthen communities. Yet all too often youth are seen only as heirs to the future, trustees of posterity who will in some distant future finally take their place as partners in civic life. For many community organizations and programs, youth are underused resources, overlooked and marginalized. However, those organiz ations and projects that do involve young people as integral and respected leaders and participants, are not only enriching their endeavors, they are also exercising a powerful and promising strategy for youth development. The Innovation Center for Community and Youth development, a project of the Tides Center, a non-profit organization dedicated to supporting people working for social change is working in strategic partnership with key individuals and institutions and with youth and adult staff and volunteers who share a devotion to the potential of

Autoethnography Essay on Tattoo's Example | Topics and Well Written Essays - 750 words

Autoethnography on Tattoo's - Essay Example It was like having your own art studio with you all the time! It was the coolest thing for me. Finally, the much awaited day came. I was all grown-up and â€Å"licensed† to have a tattoo of my own. While I was on vacation in Las Vegas, I went to Hart and Huntington Ink, a tattoo art studio in Hard Rock Hotel and Casino. I had two tattoos made, one in each forearm. One forearm has the word â€Å"strength† written on it and on the other forearm, â€Å"honor† was written. I realized on that day that having a tattoo means having to undergo pain. It was painful! But that is the price one pays if he wants to be â€Å"artistic†. When I came back from my vacation I felt I was now a â€Å"real man† with real tattoos. But my parents thought otherwise. They were surprised to see the tattoos and got really mad at me. They said that I look so dirty and that people will mistake me as being an ex-convict, a drug addict and a gang member. They also warned me not to go anywhere near my grandparents else they suffer a heart attack. My younger brother thought it was so cool and told me he could not wait to get his own. When I went to visit my girlfriend that evening, she admired it. She said that I looked manlier now and that she was more attracted to me more than ever. She wished though that the next time I get one, I will have her name written on my chest. The following day at school, my teachers saw my tattoo and asked me if I just joined a gang. My friends however thought that it was very nice. So here I am all proud at having a tattoo yet I get different reactions from people closest to me. I was confronted with the problem of being stereotyped as a either a criminal or a macho man just because I have a tattoo. After graduation on my trip to Fruitland Idaho, I had another tattoo done on my arm sleeve at Angels Ink, a tattoo studio. This time I was more daring and had an angel, the Virgin Mary, a cross and a sparrow design. This tattoo hurt the most. I don’t know why but it may be because the person doing it was not really careful and he does not seem to mind whether I was suffering excruciating pain. All he wants is to get the tattoo done right away so he can attend to his other customers. Seeing these new tattoos, my parents were more outrageous this time. They said that it would be impossible for me to land a job if I have a tattoo. They said that companies do not accept men with tattoos because they have the impression that people with tattoos are violent and irresponsible. I was shocked at the very harsh words hurled to me by my parents just because of a tattoo. I thought, what harm can a tattoo do to a company’s profitability? The week after my family had a family reunion since it was the 85th birthday of my grandmother. I wore a T-shirt which flaunted all my tattoos. My parents wanted me to put a jacket on so that my other relatives would not see my tattoos. But when we arrived at my grandparentsâ €™ house, I had to remove my jacket because it was so warm. And lo and behold, my grandparents, aunties and uncles were stunned to see my â€Å"artwork†. My grandmother reprimanded my parents for allowing me to have tattoos. She said that it was a disgusting site and that it was bad for the reputation of the family. My auntie asked me since when did I become a hippie. But of course, my teenaged cousins marveled at them. They asked questions on whether it was painful, where I got it and how did I choose the designs. There was indeed a myriad of reactions for my tattoos. Instead of my grandmother

Land remediation Essay Example | Topics and Well Written Essays - 750 words

Land remediation - Essay Example Spills and leakages occur in all these situations and cause contamination of soil and ground water. Authors Malawska and Wiokomirski confirmed high presence of polycyclic aromatic hydrocarbons (PAH) and heavy metals (like Pb, Cd, Cu, Zn, Hg, Fe, Co, Cr, and Mo) in railway sidings in Poland (Malawska M & Wiokomirski B, 2001). Volatile and semi-volatile organic compounds (VOC) are the other common contaminants resulting from the use of hydrocarbons. The specified site condition indicates sandy soil to a significant depth and water table at relatively shallow depth of 3.2m. Thus we can expect the highly permeable sandy soil and ground water to be contaminated with PAH, heavy metals and VOC. industrial sheds for production and storage, network of roads for movement of people and materials, utility services for power and water supply, common effluent treatment plant etc., among other things. A large number of people work in such areas for long hours and are exposed to pollution that is present in air, water and soil. While the industrial sheds may be constructed with impermeable floors per se, such is not the case with the open spaces of an industrial estate that may be used as storage areas, common areas, landscaping and gardening, for roads / utility lines etc. Hence land remediation is necessary. Options available for remediation in this situation are soil vapor extraction (SVE) technique and land refill. Land refill would involve extensive excavation and removal of the contaminated soil and refilling. This is a very expensive operation, especially in view of the presence of contaminated ground water at shallow depths, which in any case needs to be cleaned up before use. Finding a suitable place for the extracted soil will also be an issue. Soil vapor extraction involves vaporizing and extracting the volatile

Great britain world war 1 Essay Example | Topics and Well Written Essays - 750 words

Great britain world war 1 - Essay Example With that Great Britain also had the mightiest Air Force in the world that spoke volumes about its stronghold over other nations. Its Army comprised of 3.5 million personnel which included the most effective contingent of the successful Allied armies that were on the main front (Stokesbury 1981). A great amount of stimulus was received on the part of its industries where some of these were coming down ever since the World War 1 had started. Having said that, there were many industries which had especially been set up, including the dyestuffs, chemicals, non-ferrous metal refineries, optical glass and instruments, aero-engines and aircrafts. Full employment seemed to be a norm where labor shortage was being experienced throughout Great Britain. Lastly, more than 1 million square miles were in the process of being added to the country’s overseas dependencies and possessions. Essentially speaking, the delusion was the real reason why Great Britain found itself in a muddle before, during and after the World War 1. This war had become the Great British Excuse because the economic damage that took place during this while was irreparable. However some people are of the view that this was merely a myth whereas Great Britain went through an industrial revolution which was carried out at a very swift speed. The psychological damage that was done to the Great Britain was immense and it cannot be denied at all. In fact, British understood that they were dealt in a far worse manner than any other populace during the war years. This could have been a delusion as has been documented by several writers and philosophers. The governing class within the society was very painfully affected by this war and misapprehensions started to rise with the passage of time (Chalcraft 2007). These misapprehensions went far ahead than the governing class, which if seen correctly and within contexts was only a fraction of the society. The World War 1 had a very mentally exhausting affect on the British populace and the whole of Great Britain. Since the might of Great Britain was so huge, it only made more reason to fathom how it came down during the war years. The mental scars were difficult to get over with. It left quite a task at hand for the leaders that stood the test of time during the World War 1 to gather their people together and look to move ahead with a renewed vigor and a vision to set things right. The heavy British losses during the 1916-1918 were due to a number of reasons. These included the lack of equipment and a generally abysmal routine observed during training sessions. Also the British army was seen to have a missing element of the killer military instinct which was necessary to win the World War 1. The generalship was incompetent which spoke much of the already discussed trauma in this paper. Indeed there was more than a single reason why Great Britain had fallen out on the contexts of the World War 1 (Burt 2012). There were 2 million casualt ies during the 1916-1918 time period that spoke much of how Great Britain had been following the war years and how it had prepared itself in line with the other nations which are more or less trying their best to comply. Even though the United States, France, Imperial Russia and Imperial Germany had to go through the same ordeals, there was a characteristic trauma attached to the British legacy of the war years which continued to haunt it till

Shute article is at pages 445-458 Crim. L.R 2002, June Coursework

Shute article is at pages 445-458 Crim. L.R 2002, June - Coursework Example In 1997 she was charged with six counts of theft, five counts covering moneys withdrawn and one count of a television set transferred by Mr. Dolphin to the appellant. In November the appellant was tried. The prosecution claimed that the appellant had prejudiced and coerced Mr. Dolphin to make the withdrawals from his account into hers. Evidence produced included documents with the summary of the flow of the funds. Further, Building society employees’ testimonies about the frequent visits by the appellant and Mr. Dolphin to effect the withdrawals was also included. The appellant was claimed to have done most of the talking. A doctor also assessed Mr. Dolphin's I.Q. and found it to be low, claiming that Mr. Dolphin was capable of living a normal and undemanding life. He described him to be naive and trusting so much and as well one with no ideas of the value of his assets or the ability to calculate their value. Although, he acknowledged that Mr. Dolphin would be competent in ma king a gift and understood the concept of ownership. He also thought that Mr. Dolphin was capable of making the decision to deprive himself of money, but that it was unlikely that he could make the decision alone. The appellant denied having no money except a check for a loan. In civil law, transactions that are renderer voidable are transactions involving minor, mental impaired persons, those entered into through duress, undue influence, mistake or misrepresentation. In this case, the transaction was therefore voidable in civil law as Mr. Dolphin was mentally incapacitated. In law, for a gift to be valid, it depends on three things, that is delivery, the intent to donate, and acceptance when done. Although, the court also evaluates to make sure that there is actuality, to make sure that one was not defrauded by the donor, coerced to make the gift, or powerfully prejudiced in an unfair manner. There has to be an intent to deliver the title to the donor. In equity, to make a gift, on e has to reassign legal title to the donee. Law cannot then step in to help if one has not complied with the formalities necessary to transfer legal title to hold on trust for the beneficiary. On her appeal, Hinks grounds were that there was no appropriation since she acquired a perfectly valid gift. The Court of Appeal rejected this ground, stating that the issue that had been made a valid gift was irrelevant to the question of whether there had been an appropriation. Indeed, it held that a gift may be evidence of an appropriation. According to LJ Rose, Section 1 of the Theft Act 1968 does not require that there has been no gift, but merely that there has been an appropriation. Such an approach would be inconsistent with the cases of Lawrence v Metropolitan Police Commissioner [1972] A.C. 626 and R v. Gomez [1993] A.C. 442. The state of mind of the donor is irrelevant. It was said that the authorities maintain a strong distinction between the separate ingredients of dishonesty and Appropriation. Shute,1 makes arguments concerning the issue of theft and appropriation. He puts forth the following points; The case sets up a conflict between the criminal and civil law. The law appears to be hypothetical, by telling Hinks that she received a valid gift in civil law, but stole it in criminal law. Steyn LJ, in the majority decision, accepted a possible conflict, but stated that this was acceptable, due to the different goals that civil and criminal laws have. The civil law

The Harlem Renaissance Essay Example for Free

The Harlem Renaissance Essay Harlem Renaissance also known as the New Negro Renaissance evolved in the 1920s, in New York City’s locality called Harlem. â€Å"The movement started around 1918, as the American civil war had given the African American people their rights and most of the educated African American citizens then moved to places such as New York City to explore better opportunities† (Huggins Rampersad, 10). As many educated African Americans settled in various neighborhoods of New York City, areas such as Harlem became hubs of African American cultural and political activities. At this point, African American literature took on a different level and received critical acclaim; along with African American arts also evolved resulting in various economic and social developments. During this movement many intellectuals even contributed to the struggle of equal rights for all races, such as sociologist, author, civil rights activist and historian W. E. B. Du Bois who co-founded National Association for the Advancement of Colored People (NAACP). Movements such as these lifted the stigma and feeling of inequality within the community and help build racial pride amongst African Americans. Harlem Renaissance even saw the rise of Apollo Theatre where many African American artists started off their career such as the famous jazz singer Sarah Vaughan. This movement even gave popularity to Jazz and Blues music, which was widely heard throughout Harlem’s bars and musical theatres. Novels of Jesse Fauset, fiction of Charles W.  Chesnutt, jazz poetry of Langston Hughes and romantic poetry of Countee Cullen are some of the works of literature that received major recognition through the Harlem Renaissance movement. Such a movement did not just enrich the African American culture but gave them an identity, and changed the way America and the whole world perceived African Americans. This newly found identity caused many African Americans to exercise full potential and bring success to themselves and their community.

Strength and Weakness Essay Example for Free

Strength and Weakness Essay Focus Focus is a scary word to most people. What can it do for us? How can it help us? Can we program ourselves to focus? Focus, confidence and selfdiscipline all work hand in hand with each other. Learning to focus can help us in many ways. It can help us realise what we really want in life, it can help us make good and informed decisions. It can also help us to accept ourselves just the way we are, without feeling the need to condemn ourselves or put  ourselves down in any way, shape or form. Focus can help us gain confidence, power and happiness. Focus can also help us remain grounded and stay on track. Focus can change confusion into absolute knowledge and self-criticism into love for oneself. Always be aware that you ARE able to focus on what you want, and to focus your thoughts on anything at all. Try it now by thinking about the dishes, now change your focus and think about your car. Switch focus again and think about a dog. It really is that easy to focus on whatever you want to focus on. We all need to learn to set aside time to be used on the one thing we want or need to focus on. It’s not a matter of â€Å"taking the time† to focus, but more a matter of â€Å"making the time†. If we are willing to make the time, we will focus a lot better on whatever it is you want or need to do. You ask me how I can possibly make time to focus with four demanding children, 3 dogs and a new house? Easy, I can stay up for an extra hour when all the kids are in bed and the house is quiet, and MAKE the time to focus on what I’m doing with absolutely no distractions at all. Oh, that’s right; you work too, so you’re too tired to stay up late. How about getting up half an hour early, before the madness at home begins? Before you go to bed, get everything ready for your early morning â€Å"focus time† so that you don’t have to run around looking for it when you’re half awake. Of course, this means you have to have a plan of action ready beforehand. Decide when you are going to make time, and stick to it like glue. Don’t let ANYTHING take you away from that time. Make sure you have everything you need all in one place, a room, or ev en a corner of a room where you can sit in peace. Unplug the phone, turn off the television, and don’t even listen to quiet background music. Whatever happens around you will distract you unless you learn how to focus. Sometimes it seems easier to just go along with these distractions than to focus on the end goal. Remember, if you let yourself go along with the distractions, you are losing sight of your goals. Sharpen your vision of what you want or you WILL be at the mercy of your environment. When you want something you have to decide EXACTLY what it is you want. If you don’t know what you want, there’s no way on earth you’re  going to be able to focus on it. So you want to pass that driving test that you’ve taken and failed umpteen times, or you want to pass that really important exam in school. You might want to write a book, or build a website, run your own business, be a teacher or any number of different things. The main thing is you have to KNOW that’s what you want, and you have to set your aims high and demand yourself to focus on getting it. Read more:  Examples of Personal Strengths and Weaknesses Once you decide what you want, you have to decide WHY you want it. Visualize yourself in that brand new Mercedes or BMW, or in front of that school desk teaching the kids geography. The vision makes you feel good, right? So that’s why you want it, it feels good to do what you want to do, be who you want to be and own what you want to own. Visualization is a major part in being able to focus. If you can actually see yourself in the position you want to be in, then it’s so much easier to focus on the task of getting there. The next thing you have to do is to decide how you’re going to actually get what you want. What are you willing to sacrifice in the quest to get those great exam grades? What can you do without in order to start up your own business? How can you make your family life happier and more peaceful? Sit back and close your eyes, imagining what it will be like to have what you want in life, and think long and hard about what you can give up so that you can get there. Say you want a new sofa, but the only way you can get one is if you quit smoking. Envision the sofa, with you and your partner cuddling up on it. What colour is it? Is it big and fluffed up, or is it a small ultra-modern sofa? Focus on the sofa and want it badly enough, you WILL stop smoking so you can get it. These are all small things and perfectly attainable with a little bit of focus, but what if you want bigger and better things than that  for yourself. First overcome the exams, once that goal is reached go get that driving licence. Next you get a brand spanking new BMW. Keep setting goals; as soon as you reach the first one, move on to the next, staying focused all the time on what it is you want. Reaching that first goal will give you an  incredible boost of confidence, which in turn will make it so much easier to get started on the next goal. The more goals you reach, the more confidence you will have in yourself and that will fuel the success of the next goal, and the next one after that, until there are endless possibilities for you. Start off by wri ting down each and every goal you WANT to reach in your lifetime. Then write a daily plan for the goal you want to reach first. Write the plan before you go to bed at night, it gives your brain time to take it all in and work with it. It’s amazing what the brain will do when we are sleeping. Also, writing the plan the night before helps free up that time during the next day so that you can purely sit and focus on the task at hand. Make the plan a numbered list and cross each item off as you finish it. You’ll be amazed at how quickly you get through it this way. Once you’ve reached the outcome you want, move on to your next goal following the same pattern as before. If you find your thoughts wandering in your â€Å"focus time† take a break, write down your thoughts and put them away somewhere for future reference. If you find there are multiple things you can do to attain your goals, figure out which of them is the one most likely to help you get there quickest. Put the others on hold, they may come in useful when you’re aiming for that next goal. If you lock your focus, and stick with it for as long as you have to, you WILL succeed. If you stick to one thing, one goal and focus on that, its virtually impossible to not reap the rewards of your actions. Confidence Before we start, please keep one thing in mind; Confidence and arrogance are two totally different things. If you confuse the two, you will most certainly become a very unhappy person with very few real friends. Arrogance is NOT a â€Å"quality† and it won’t help you reach your goals any faster. Confidence in oneself, or the lack thereof is what stops people from getting tightly focused on what they want to achieve. That little voice telling them they cant do something is their biggest UN-motivator. What can YOU do to  gain confidence? 25 Tips Toward Boosting Your Confidence and Self Esteem. 1. Love Yourself: This can take a bit of practice and looks really funny, but try it, it works. When you wake up, give yourself a great big hug. Do the same when it’s time for sleep. You’ve heard this said a million times before: â€Å"How can you expect others to love you if you dont love yourself?† It’s true. Practice the morning and evening hugs for 2 weeks, maybe 3 weeks if youre the stubborn type and you’ll see how well it works. 2. Look in the mirror: Every time you pass a mirror, look into it and flash your biggest and best smile at yourself. It might feel strange at first, but eventually it’ll make you feel brilliant about yourself. Tell yourself â€Å"Looking good!† or â€Å"Wow, I love me!† or similar phrases often enough to actually start believing it. 3. Do things that make you feel good: This can be anything from listening to music, trekking in the Andes, doing some volunteer work or even just taking a shower. Anything that gives you a positive feeling about yourself works for this one. 4. Listen to YOU: Face it. Nobody knows you better than you know yourself, no matter how many people try to tell you differently. So if your body, mind or gut is telling you something, then take notice of it, and dont worry about what other people may possibly have to say about it. 5. Talk to YOU: In times of stress, take a time-out break. Wander into your own mind and have a conversation with yourself about anything at all. Tell yourself how lucky  you are to be you, and praise yourself for every good and positive thing you can attribute to yourself. 6. Remove negatives: If anything feels like it’s dragging you down, get rid of it. If it’s clutter, tidy up, if it’s a friend full of negativity explain nicely that you don’t really feel up to talking right now. If it’s your kids acting up, leave the room for a while and so on. 7. Surround with positives: Surround yourself with things that bring out good feelings in you. Examples could be things such as happy, upbeat friends, a nice new picture, a new car, an old comfy blanket, candles, pictures of your family, your girlfriend, boyfriend, spouse etc. 8. Rumours Die: Did you hear something about somebody who said something about somebody else? Drop it! Rumours are nasty, horrible things that will only bring you down. Best way to kill a rumour? Ignore it! 9. Total Honesty: Be totally honest with yourself at all times. If there’s something you dont like, admit it. If there’s something you don’t want to do â€Å"right now† and it isn’t necessary for health and safety reasons then just don’t do it until you feel like it. Same goes for the positive aspects. If there’s something you want to do, and it’s not hurting anybody, then go ahead and do it. If you start feeling great about yourself for no apparent reason admit it and enjoy the feeling. 10. Responsibility Take full responsibility for your own actions. Dont shove the blame for anything over onto someone or something else. We all make choices in our lives, and once we take responsibility for those choices we tend to choose better for ourselves. Once we start to choose better, we feel better and things start falling into place. On the other hand, dont take over someone else’s responsibilities just because you feel â€Å"you have to†. 11. Pretend: If you feel unsafe, unsure or nervous then go inside yourself and pretend you’re a hot-shot lawyer, actor, actress, singer or whatever you need to be. Make believe you’re presenting yourself as that person would until you feel better. Trust me, you WILL feel better, and eventually have no need to be anything but yourself. 12. Keep Trying: If you’re trying to do something but dont get it right first time round, then try again, and again, and again, constantly learning from your mistakes until you get it right. When you finally DO get it right, you’ll feel wonderful about it. 13. Credit where credit is due: If you’ve done something really good, and people compliment you on it, accept the compliments with thanks! Understand that they’re complimenting because they really ARE impressed with what you’ve done. Believe in you and give yourself a pat on the back. (Although physically it would probably be easier to just give yourself a round of applause). 14. Stand Tall: Standing up straight will ALWAYS make you feel better about yourself than slouching does. Stand with your feet slightly apart, suck in your tummy and   behind, broaden your shoulders and straighten your neck. It’s an amazingly  quick confidence boost. 15. Say Hello: Make it a rule to say hi to at least one person you dont know EVERY day. Give them the smile you flash at yourself in the mirror, the biggest and best one you can find. They’ll smile back automatically, and they’ll walk away with a little extra confidence boost thanks to you. People look their best when they smile, and they also feel better by smiling too! This ultimately means you get a confidence boost too, for making someone else feel good about themselves. 16. Never Say Never.Ever: If you think something can’t be done, then youll end up proving yourself right eventually. So never say never, just keep plugging along until it works for you. If other people are telling you it can’t be done, youre going to feel such immense satisfaction at actually doing it that your confidence will soar. 17. Get Active: Dont sit around the house just doing nothing. Get up, go out, cycling, walking, exercising, anything that might invigorate your brain. A lively brain full of thoughts will help you gain confidence. 18. â€Å"Happy Foods†: Happy foods, such as chocolate, strawberries, lemons, ice-cream etc will increase the serotonin levels in your brain, leading to an increased feeling of happiness. Feeling happy is a natural confidence boost. So go on, enjoy your food! (in moderation, of course). 19. Face Your Fear: Is there something you are afraid of? Face it full on. Doing something scary and overcoming the fear is a fantastic way to boost your confidence. So go on, jump out of that plane (with a parachute of course), drive that car, speak in  front of a large crowd, ask for a promotion, or whatever it is that scares you. Youll feel absolutely brilliant once it’s done. 20. Willpower: Create a goal that you really want to reach. Possibly something like weight loss before a certain time, giving up smoking or having a certain amount of money in the bank within so many months etc. Take baby steps, and use your willpower until you succeed at reaching your goal. It will be really hard, as will power can be very elusive at times, but keep going and dont give up. Once you have reached that first goal by using your willpower you will have the confidence to create new goals AND reach them. 21. Ask questions: Any time you find yourself worrying about something you haven’t done, or something you think you should have done, ask yourself positive questions. Instead of thinking â€Å"I’m terrible for missing my friend’s birthday† think â€Å"What can I do to make my friend feel special?† Or, instead of â€Å"Why can’t I ever seem to do things on time?† change it to â€Å"What can I change to better manage my time† Creating positive questions will release the negative energies which have a tendency to pull down your self confidence. 22. Learn: Accept that not everything works out the way we plan it. Decide to accept any mistakes and rejections as part of a learning curve that we all need to go through. Without mistakes, you can’t learn from your own experiences. Remember, experience builds confidence, so always learn as much as you can. 23. List: Write a list of every single thing youre good at, anything from clipping the dog’s toenails to putting up a shelf. Take the time to sit and actually think about what you ARE good at and add them all to the list. Youll besurprised at  how many things you end up jotting down, no   matter how minor or trivial they may seem at the time. Whenever you have a spare 5 minutes, or if youre feeling a little low, take the list out of your pocket and read it. This is a great little way to give yourself a nice confidence boost. 24: Help out: There are lots of ways to help others, and feeling useful and helpful are great ways of building your confidence. Just make sure you do things because you WANT to do them. You could call a good friend who may be down at the moment-even take them out for coffee, you will brighten both your days, or you could possibly help out at an old folks home or similar. Knowing that people appreciate your help will boost your confidence for sure. 25: Show the way: Think of the one thing you do best of all. Think long and hard about this one. Thought of something? Now, find a discussion group or similar related to that topic and spread your wisdom by answering questions, offering advice or help to anybody needing it. If you can’t find a group, you could even start one yourself. People will look up to you and that will give you all the more reason to feel confident about yourself. Self-Discipline To really be able to focus demands a lot of self-discipline. Remember that your outcome depends on YOU, not on the world around you. If you want something badly enough you WILL do everything in your power to get it. Self-discipline in this context is basically only letting yourself do what you WANT to do at that precise moment in time to be able to reach your goals more quickly. Remember that YOU are the boss of your actions. YOU are the one who is in control. So ultimately YOU decide what and when to do things  you need to do to achieve your ultimate success Your ability to manage your actions is directly related to the level of success and happiness you will experience throughout your life. Managing your actions is commonly known as exercising self-discipline. Its absolutely not about restricting your lifestyle, or punishing yourself. Its about being able to work with your thoughts, behaviour and actions in order to reach the goals that you wish to reach. Not having self-discipline is one of the main reasons why we fail at what we want to do, both professionally and personally. Excuse-making often creates lack of self-discipline, so drop all your excuses and start keeping habits that in themselves will create the self-discipline you need. Make routines that you know you are capable of sticking to, and keep them. How do you attain self-discipline? A few options could be regular exercise, better, healthier eating, even learning to spend less money. It could be something like deciding to learn something new every single day or just getting up an hour earlier than you normally would. Having self-discipline will help you to complete the most boring and mundane of the tasks you are focusing on. Should you find yourself sitting and thinking thoughts like â€Å"Oh, I’ll just do this instead† or â€Å"I can do that some other time† when you are working on your goals then STOP, take a deep breath and remember your self-discipline. In Ending The end of the story? You can do anything you want to do, be anything you want to be and go where you want to go. All you need is confidence in yourself and the ability to focus. I’ve now given you ideas on how to do that, so go on;

Scope Of Study And Limitations English Language Essay

Scope Of Study And Limitations English Language Essay At the mention of the term chick lit, it is unavoidable to assume that it is a colloquial form of chick literature or something more elaborate. Campbell (2006) puts it aptly when she says that we should acknowledge that the very term is demeaning and probably peppered with a tinge of sexism. Chick is a derogatory term for the presumably empty-headed girls or young women who are both the characters and the readers; lit is an ironic reference to the assumed lack of quality writing in the form (p. 487). Most definitions of chick lit outline its characteristics; highlight the general plot, the illustrations on the cover and its target audience which do not quite explain the genre as a whole or do it any justice. This study therefore will use the definition describing the genre as heroine-centred narratives written by women that focus on the trials and tribulations of their individual protagonists, to appeal to other women (Kent, 2007 Smith, 2008). Chick lit has been at the brunt of a lot of criticism. According to Razdan (2004), it is wildly successful and that is where the problem lies. Most critics cannot seem to get past the covers in pink or fluorescent green, highlighted with flirty, fashionable accessories like purses or high heels (Ferriss Young, 2006b). However, it does not end there. The major attack is due to it reflecting postfeminist values through its protagonists, themes and plots. The characters in chick lit are young women with newly found independence dealing with careers and the demands of urban pop culture (Campbell, 2006). Ferris Young (2006b) describe them as women who commit errors at the workplace, drink excessively at times, are hopeless when it comes to cooking, or are attracted to unsuitable men quite unlike the flawless women of romance fiction. In short, these characters generally embrace or portray postfeminist values, acknowledging that feminism has taken place and won them equality but all the same, they do not want to be called feminists because of the indulgences feminism has rejected in the past like romance. When it comes to the themes, despite their timelessness and universality, they seem to be rubbing people the wrong way probably because the lifestyle choices this novels centre around are seen as a betrayal of feminism and its call for equality (Davis-Kahl, 2008). Unfortunately for those who hold this view, the themes addressed in chick lit are claimed to be the representation of sociological truths about womens lives today (Knowles, 2004). Although this might seem unsettling, Ferriss and Young (2006b) put forward that chick lit focuses on the issues dear to cultural critics heart. It appears that some just refuse to acknowledge that times are a changing. Looking at the plot, Knowles (2004) claims that many variations can be found in the genre itself but the fundamental structure of the main character looking for satisfaction in a romance-consumer-comedic vein usually characterizes writing in these texts. The inevitable fact for this genre is its broader focus on relationships (Davis-Kahl, 2008, p. 5). Almost every novel has a protagonist pining for a man, dealing with issues like weight, self-image, career burnout and other things along the way once again reflecting these post-feminist values. In her paper, Glasburgh (2006) puts forward five postfeminist characteristics defined by Faludi (1991): 1) negative reaction to second wave feminism, 2) focus on the individual instead of a collective sisterhood, 3) desire for more traditional femininity through domesticity, consumerism, romance, and motherhood, 4) female identity crisis causing fears of a man shortage, a loudly ticking biological clock, and career burnout, and 5) feelings of anxiety over ability to make the correct future decisions. Based on content analysis on ten chick lit books, she concluded that the protagonists generally did reflect characteristics of postfeminism (Glasburgh, 2006, p. 76). These postfeminist characteristics are what critics are debating about. Some feel that chick lit should be taken seriously because it is about the current generation of women while others feel chick lit is force-feeding the current generation with postfeminist values. This study attempts to explore students perspectives on this matter. 1.2 Statement of Problem Even before the existence of chick lit, womens writing has suffered a long history of scoffing (Davis-Kahl, 2008). They have been described as frothy, prosy, pious, pedantic (Eliot, 1856, p. 35) and women writers have been referred to as a damned mob of scribbling women (Ticknor, 1913, p. 141). On the 23rd of August, Beryl Bainbridge, then Booker Prize favourite, called Bridget Joness Diary a froth sort of thing (Davies, 2001), echoing George Elliots words two centuries before. At that point, chick lit had become the new form of womens writing which was under attack. This intentional sidelining of womens fiction has been said to stem from sexism. Both men and women place value on different things such as men on sports and women on fashion and as a result, all things associated with men have been viewed as important while women pursuits have been considered trivial, transcending even into the value placed on books (Woolf, 1929). Chick lit has now been subject to bashing by critics for more than a decade. The most popular claim is that chick lit is force-feeding society with postfeminism values while supporters of the genre claim that chick lit is merely reflecting todays culture. Whether or not chick lit has been affecting culture or the other way round is yet to be seen as not much research has been done in that area. Most certainly, chick lit is a force to be reckoned with based on its soaring popularity. One thing that must be noted in light of this situation is that there has been very little research on the area of chick lit in the academic field. Even in the small number of researches that have been conducted, the majority of it focuses on content analysis from romance, feminist and postfeminist perspectives. This study will focus on the students perspectives towards chick lit from a postfeminist approach as opposed to stand alone text analysis. In their courses on classic womens fiction and chick lit, Ferris and Young (2006b) have concluded that students were certain that despite the fascinating cultural issues raised by chick lit novels, they could not quite contend with the work of Jane Austen, the Brontà «s, Virginia Woolf and Zora Neale Hurston but were unable to state why. This study attempts to go a step further in trying to uncover the issues in which students can relate to and understand the reasons behind it. 1.3 Purpose of Study This study aims to:- Find out the perspectives of students towards chick lit in relation to post-feminism. Uncover the reasons behind these perspectives. 1.4 Research Questions 1. What are the perspectives of students towards chick lit in relation to post-feminism? 2. What are the reasons behind these perspectives? 1.5 Significance of Study The results of this study will reflect the reception of undergraduate students towards chick lit from a postfeminist point of view. It will also explore the reasons behind these perspectives. These results will help to determine whether chick lit should be incorporated into the syllabus to be considered as part of a genre of literature like classic womens fiction. If the reception towards chick lit in light of postfeminism is found to be good, even on a micro-level, it opens up a very viable premise for chick lit to be used as a foundation for teaching literature. Allowing students to utilize materials which they can relate to as a basis of their exploration and providing them with the ability to clarify the plus points as well as shortcomings of a book or a genre is powerful (Davis-Kahl, 2008). Characteristics of postfeminism have been found to be present in chick lit novels to a certain extent. Therefore, chick lit has been claimed to be the document of a new generation quite unlike the era in which writers like Jane Austen and the Bronte sisters lived in. While it is important to note that cultural, social and geographical factors counts for something, the ability of students to relate to a piece of work does a lot to help discuss its literary value. In fact, these novels have the potential to be used in the classroom to explore the generational differences in feminism, uncover the reasons why classic fiction stand the test of time, and to develop an appreciation for the intricate plots, subtle characterizations, memorable language of such works (Ferriss Young, 2006b). Chick lit can be used as a basis for discussions as to the reasons for the significance of womens writing, the changes it has undergone, and the opinions of women in fiction, be it popular or literary. This evolution that fiction in general and womens fiction has gone through is an area worthy of study especially due to its popularity, ease of access and representation of issues that modern women face (Davis-Kahl, 2008, p. 8). Furthermore, chick lit will be viewed as an important representation of modern womens writing, doing this new area of popular womens writing some justice (Ferriss Young, 2006b). This establishment of chick lit as a learning tool or viable area of study in the academic sphere will eventually lead to it being readily available in academic libraries allowing students with interest to gain access to them. 1.6 Scope of Study and Limitations Participants involved in this research are Year 3 Trimester 2 Bachelor of Arts (Hons) English Language students selected through purposive sampling. This study has a number of limitations. First, the sample may not accurately reflect the opinions of students in general towards chick lit. Secondly, the sample does not contain an equal mix of genders to accurately reflect views towards chick lit. Thirdly, some participants may be unfamiliar with the genre itself and therefore incapable of providing their perspectives towards it. However, a brief set of definitions are provided in the questionnaire to help respondents to familiarize themselves with the subject area. 1.7 Definition of Key Terms Chick lit : heroine-centred narratives written by women that focus on the trials and tribulations of their individual protagonists, to appeal to other women (Kent, 2007 Smith, 2008). Feminism: à ¢Ã¢â€š ¬Ã‚ ¦the belief in the social, political, and economical equality of the sexes (Rowe-Finkbeiner, 2004) Post-feminism : A shift away from the feminist idea of needing to right the wrongs of a patriarchal society with regard to women (Faludi, 1991). Post-feminist Backlash Theory: The claim that popular culture has been the direct cause of a backlash on feminism, understood as postfeminism, by attempting to blame it for the supposed misery of women today and calling for a return to a more traditional femininity (Faludi, 1991). 1.8 Organization of the Thesis This study consists of a total of five chapters; Introduction, Literature Review, Methodology, Findings Analysis, and Discussion Conclusion. The first chapter which is the Introduction addresses the background of study, statement of problem, purpose of study, research questions, significance of study, scope of study and limitations, the definition of key terms and the organization of the thesis. The second chapter, Literature Review will outline the history of chick lit, the history of post-feminism, address the five post-feminist characteristics used in this study as well as discuss past researchers study. The third chapter, Methodology will explain the research design, sampling, instruments used for data gathering, the pilot study, procedures as well as the data analysis. The fourth and fifth chapter will present the findings and discuss its significance in relation to the study as well as provide recommendations for further research respectively.

Gay Rights Essay -- essays research papers

Gay Rights Two men are walking down the street very peacefully until they decide to kiss one another right out in the open. Some people look upon this as weird and others look upon it in disgust. Some even get angry about it. Is there a problem with what these men just did? Should they be left alone or reprimanded for what they have done? The issue of gay rights is very cloudy in our great nation. Most of this is due to the problems with the issue, the reasons for controversy, and pros and cons of the issue. First of all, both sides have too many problems with gay rights for there to be a common ground on the issue. The biggest problem I find with the whole thing is the problem is not just fought by words, but also by physical means. There have been countless gay beatings across the United States. One instance took place on November 17, 2001. â€Å"Police said the 42-year-old Vancouver man, whose injuries indicate he was beaten several times with a baseball bat, might have been the victim of a hate crime† (HateWatch.org). Even though the number of hate crimes has gone down, a poll was taken and â€Å"Nearly 4 out of every 10 homosexuals polled said they fear that anti-gay violence will be directed against them personally, and 32 percent said they've been physically attacked because they are homosexual.† (HateWatch.org). On the other hand, being gay goes against the beliefs and values of some Christian churches. As stated in the bible: â€Å"Do you not know that the un righteous will not inherit the kingdom of God? Do not be deceived. Neither fornicators, nor idolaters, nor adulterers, nor homosexuals, nor sodomites, nor thieves, nor covetous, nor drunkards, nor revilers, nor extortioners will inherit the kingdom of God† (Corinthians 6:9-10). Or another passage: â€Å"If a man lies with a male as he lies with a woman, both of them have committed an abomination. They shall surely be put to death. Their blood shall be upon them." (Leviticus 20:13). With gays not backing down and religious people not backing down, this situation will have a difficult time being resolved anytime soon. Secondly there are many issues that do not help the problem at all, thus creating controversy around the situation. The first problem is the issue of gay marriage. All in favor believe that a gay couple should have the right to get marri... ...N. Equality practice : civil unions and the future of gay rights. New York: Routledge, 2002. Gallagher, John. Perfect enemies : the battle between the religious right and the gay Movement. Lanham [Md.]: Madison Books, 2001. Gil, Tony. Personal Interview. 4 Dec. 2002. Harris, Brandon. Personal Interview. 4 Dec. 2002. Kranz, Rachel. Gay Rights. New York: Facts on File, 2000. Minton, Henry L. Departing from deviance : a history of homosexual rights and emancipatory science in America. Chicago: University of Chicago Press, 2002. Nomad. Ex-Gay Nomad. 4 February 2002 < http://members.aol.com/exgaynomad>. Richards, David A. J. Identity and the case for gay rights: race, gender, religion as Analogies. Chicago, Illinois: University of Chicago Press, 1999. Silverman, Bryan. Personal Interview. 4 Dec. 2002. Stein, Arlene. The stranger next door : the story of a small community's battle over sex, faith, and civil rights. Boston: Beacon Press, 2001. Thomas, Laurence. Sexual orientation and human rights. Lanham, Md.: Rowman & Littlefield, 1999 Thompson, Andrea. â€Å"Pediatrics Endorse Gay Adoption.† NBC News and News Services <http://www.msnbc.com/news>.

An Analysis of The Other in All of Us, As Evoked by E.R. Burroughs Tar

An Analysis of The Other in All of Us, As Evoked by E.R. Burroughs' Tarzan Human nature is one of self-awareness. Because of that awareness, it is necessary for us to define ourselves by looking at the world around us and deciding what groups we fall into, and what groups we do not. Those groups we feel a part of become a safe haven, and those groups we feel separated from are seen as foreign, exotic, dangerous, or even subhuman. â€Å"The Other† must exist for human beings to define themselves individually. Our recognition of our differences in relation to others gives us our humanity and our individuality. But our curiosity about The Other still remains. Edgar Rice Burroughs’ novel, Tarzan, is a discourse on our fascination with otherness: our reactions to â€Å"the other,† and our desire to discover how the other sees us. Burroughs’ has structured the novel so that readers are forced out of their traditional roles, taking on those of The Other. In so doing, readers see things about themselves that were invis ible to their individual selves, but obvious to outsiders. Burroughs avoids using this technique to reveal any great truths about society, choosing rather to entertain and amuse, but through entertaining his readers, he cannot help but give them a vehicle for rediscovering themselves. In Tarzan, there are two main kinds of â€Å"other,† two worlds, juxtaposed. Tarzan and his jungle constitute one world; Jane and â€Å"civilization† constitute another. Orbiting these two main worlds, are several moons, such as the Mbonga village and the mutineers. Tarzan might even be considered a moon, since there is no one like him, and he belongs to no group but his own. Tarzan’s jungle world would likely be foreign to most rea... ...girl, but found a new sense of self and identity, as does the reader. Burroughs has taken the readers on a journey away from themselves and into a place they could never go alone. He takes them outside of themselves, away from all that is safe and predictable, and gives them a chance to be reborn as an â€Å"other.† And in remaking the reader into an â€Å"other,† the reader is naturally given the opportunity to see society, and perhaps even his own little corner of society, through new eyes. He warns the reader to remember the feelings evoked by Tarzan and to be true to his new self. It is not only the places or events described in Tarzan that make it so enduringly entertaining; it is the chance to see our own lives as something unique, unusual, and significant. Works Cited: Burroughs, Edgar Rice. Tarzan: The Adventures of Lord Greystoke. Ballantine Books, 1972.

Graduation Speech: Is County High the Best School in America? :: Graduation Speech, Commencement Address

Good evening students, faculty, staff, family, and friends. I was NOT surprised to see County High School missing from Newsweek's list of the Top 100 High Schools in America for 2012. The magazine based their ranking on Advanced Placement scores and Ivy League acceptances. In the accompanying article on high school life, the journalist attempted to find the real worth of a high school education. Certainly, the excruciatingly painful 3-hour-long tests cannot sum up an entire four years of experience as a high school student. Speaking from personal knowledge, I can tell you those tests are in no shape, manner, or form fun. The journalist posed a most interesting question regarding modern education, asking, "What happened to time for fun, football games, and memories of life in high school?" Surely if national rankings were based on the overall academic, athletic, and social experience of young adults, County High would find its name at the TOP of the list. In my mind, the perfect kind of high school experience takes place here at County High. Looking back on the past four years, I have done my fair share of complaining, but I wouldn't have wanted to complain about anything else with anyone else. We've pleaded with teachers and staff to let us into football games, basketball games, and school dances without our school ID's, simply because we didn't feel like carrying them. We've managed to sneak water bottles, milk shakes, and French fries out of the cafeteria, while also managing to get caught every now and then. We've argued that our pink and tan polos actually resemble shades of orange and white, and when it came to a senior class trip, we simply couldn't bear 180 more days without one. Over the past four years, I hope you have tried to find the best in every situation and look for the best in every person. To me, County High has been the greatest place to experience high school, and you, my classmates, my friends, my best friends, you have made the past four years enjoyable and survivable. I honestly couldn't have asked for a more intelligent, more talented, and more promising group of people to spend four entire years of my life with. Where else can you sign out of school early with 30 classmates simply to spend a sunny afternoon on the beach? Where else is there a basketball-player who refers to himself as "Big Mac" and a Prom Queen who answers to "Fatty McFat-Fat? Graduation Speech: Is County High the Best School in America? :: Graduation Speech, Commencement Address Good evening students, faculty, staff, family, and friends. I was NOT surprised to see County High School missing from Newsweek's list of the Top 100 High Schools in America for 2012. The magazine based their ranking on Advanced Placement scores and Ivy League acceptances. In the accompanying article on high school life, the journalist attempted to find the real worth of a high school education. Certainly, the excruciatingly painful 3-hour-long tests cannot sum up an entire four years of experience as a high school student. Speaking from personal knowledge, I can tell you those tests are in no shape, manner, or form fun. The journalist posed a most interesting question regarding modern education, asking, "What happened to time for fun, football games, and memories of life in high school?" Surely if national rankings were based on the overall academic, athletic, and social experience of young adults, County High would find its name at the TOP of the list. In my mind, the perfect kind of high school experience takes place here at County High. Looking back on the past four years, I have done my fair share of complaining, but I wouldn't have wanted to complain about anything else with anyone else. We've pleaded with teachers and staff to let us into football games, basketball games, and school dances without our school ID's, simply because we didn't feel like carrying them. We've managed to sneak water bottles, milk shakes, and French fries out of the cafeteria, while also managing to get caught every now and then. We've argued that our pink and tan polos actually resemble shades of orange and white, and when it came to a senior class trip, we simply couldn't bear 180 more days without one. Over the past four years, I hope you have tried to find the best in every situation and look for the best in every person. To me, County High has been the greatest place to experience high school, and you, my classmates, my friends, my best friends, you have made the past four years enjoyable and survivable. I honestly couldn't have asked for a more intelligent, more talented, and more promising group of people to spend four entire years of my life with. Where else can you sign out of school early with 30 classmates simply to spend a sunny afternoon on the beach? Where else is there a basketball-player who refers to himself as "Big Mac" and a Prom Queen who answers to "Fatty McFat-Fat?

Political Parties Essay

Political parties are an essential component within a democratic society. By competing in elections and encouraging citizens with certain different views of society, parties also offer citizens a wide variety of choices in governmental representation, opportunities for political contribution, and chances to form their country’s future. Although political parties play such an influential role on a country, often the concerns of the people fall on deaf ears, breaking down the trust that the public had within the parties. When public assurance in political parties is diminished, the whole democratic system falls victim to it. In all democratic systems, the party system must be deeply and strongly rooted in the make up of society. Political parties are the main framework of any democratic society. They are the means by which the public come together freely to drive for the presidency, express their ideas, and define their ambitions for their civilization. There may be political parties without democracy being apparent, but there can be no democracy without political parties. Parties in many countries, including our own South African parties, may be faulty, but they are also crucial in democratic authority. When political parties function effectively, they succeed in developing a few common ideas between a large group of people, and in doing this, they place pressure on the ruling party. Thus, they help put citizens’ small concerns into a national context. Citizens may be separated over leaders, or policies but political parties can organize these differences by compromising certain things and helping societies to unite. In addition, political parties train and nominate political leaders who will accept a role in ruling society. Through their efforts to control and influence public policy, political parties play an in-between role, connecting the organisations of government to economic, ethnic, cultural, religious and other general groups. They can convey support behind law, improving the public wellbeing, and develop citizens’ interests. Their participation in elections allows citizens to hold them responsible for their policies and actions. In multi-party systems, and based on the countries they represent, political parties often express contradictory views on public plans. These just differences of ideas are not only an important part of the democratic course, but the exchanges they generate can also help to create a better understanding of the issues and possible solutions, possibly leading to new insights. Further, when parties in competition present themselves as an alternative, all parties always try to obtain the best plan in public interest, therefore the winner in the end is society.

Pressure Measurement and Calibration

52 PRESSURE MEASUREMENT AND CALIBRATION (TH2) 53 EQUIPMENT DIAGRAMS 54 55 56 EQUIPMENT DESCRIPTION Refer to the drawing on pages 56, 57 and 58. This equipment is a bench top unit designed to introduce students to pressure, pressure scales and common devices available to measure pressure. The equipment comprises a Dead-weight Pressure Calibrator to generate a number of predetermined pressures, connected to a Bourdon gauge and electronic pressure sensor to allow their characteristics, including accuracy and linearity, to be determined. The Dead-weight Pressure Calibrator, Bourdon gauge and pressure sensor are mounted on a common PVC base plate. The electrical console is free standing. The Dead-weight Pressure Calibrator consists of precision ground piston (10) and matching cylinder (11) with a set of weights (12). In normal use the appropriate combination of weights is applied to the top of the piston, to generate the required predetermined pressure, and then the piston is set spinning, to reduce vertical friction, while the readings from the measuring devices are recorded. The operating range of the Dead-weight Pressure Calibrator and instrumentation is 20 kNm-2 to 200 kNm-2. The Bourdon gauge (5) and pressure sensor (6) are mounted on a manifold block (2) with a priming vessel (4) to contain the hydraulic fluid which is chosen to be water for safety and ease of use. A priming valve (7) between the reservoir and the manifold block allows the cylinder, manifold block and gauge on test to be easily primed with the water ready for use. A damping valve (8) between the cylinder and the manifold block allow the flow f water to be restricted to demonstrate the application of damping. An additional isolating valve (9) on the manifold block allows water to be drained from the manifold block or allows alternative devices to be connected for calibration. Such devices can be tested over the range 20 kNm-2 to 200 kNm-2. The Bourdon gauge (5) supplied is a traditional industrial instrument with rotary scale and mechanical indicator. The gauge has a 6† diameter dial that incorporates an arbitrary scale calibrated in degrees of rotation (independent of unit pressure) in addition to the usual scale calibrated in units of kNm-2. A clear acrylic front face allows observation of the Bourdon tube the mechanism that converts motion of the Bourdon tube to rotation of the indicator needle. The electronic pressure sensor (6) supplied incorporates a semi-conductor diaphragm that deflects when pressure is applied by the working fluid. This deflection generates a voltage output that is proportional to the applied pressure. The pressure sensor should be connected to the socket (20) marked ‘Pressure Sensor’ on the front of the console. The power supply, signal conditioning circuitry etc are contained in a simple electrical console (15) with appropriate current protection devices and an RCD (26) for operator protection. The electrical console is designed to stand alongside the Dead-weight Pressure Calibrator on the bench top. All circuits inside the console are operated by a main on/off switch (16) on the front of the console. 57 The various circuits inside the console are protected against excessive current by miniature circuit breakers, as follows: CONT (27) O/P (28) This breaker protects the power supply and circuits inside the console. This breaker protects the electrical output marked OUTPUT (23) at the rear of the console. The socket is used to power the IFD3 interface used for data logging. The voltage from the pressure sensor is displayed on a digital meter (17) on the electrical console. An additional conditioning circuit incorporates zero and span adjustments and allows the voltage output from the pressure sensor to be converted and displayed as a direct reading pressure meter calibrated in units of pressure. The zero control (21) and span control (22) are mounted on the front of the console for ease of use. A selector switch (18) allows the voltage from the sensor or the direct reading pressure reading to be displayed as required. The voltage from the pressure sensor is simultaneously connected to an I/O Port (19) for the connection to a PC using an optional interface device (TH-IFD) with educational software package (TH2-303). Alternatively, the signal can be connected to a user supplied chart recorder if required. Before use, the priming vessel must be filled with clean water (preferably deionized or demineralised water) and the calibrator, Bourdon gauge and pressure sensor fully primed. 8 OPERATIONAL PROCEDURES This equipment has been designed to operate over a range of pressures from 0 kN/m2 to 200 kN/m2 may damage the pressure sensors. In order to avoid such damage, DO NOT APPLY CONTINUOUS PRESSURE TO THE TOP OF THE PISTON ROD WHEN THE PRIMING VALVE IS CLOSED except by the application of the masses supplied. An impulse may be applied to the piston when operating at a fluid pressure of less than 200 kN/m2. This procedure is described in Experiment P1. The following procedure should be followed to prime the Dead-weight Calibrator and pressure sensors, prior to taking readings: Level the apparatus using the adjustable feet. A circular spirit level has been provided for this purpose, mounted on the base of the dead-weight calibrator. Check that the drain valve (at the back of the Bourdon gauge base) is closed. Fill the priming vessel with water (purified or de-ionized water is preferable). Open the damping valve and the priming valve. With no masses on the piston, slowly draw the piston upwards a distance of approximately 6 cm (i. . a full stroke of the piston). This draws water from the priming vessel into the system. Firmly drive the piston downwards, to expel air from the cylinder back towards the priming vessel. Repeat these two steps until no more bubbles are visible in the system. It may be helpful to raise the central section of the return tube between the manifold block and the priming vessel. This will help to prevent air be ing drawn back into the system as the piston is raised. Raise the piston close to the top of the cylinder, taking care not to lift it high enough to allow ir to enter, and then close the priming valve. The following procedure describes the calibration of the semiconductor pressure sensor. The procedure differs if using the optional TH-303 software, in which case users should instead refer to the Help Text provided with the software. Remove the piston from the cylinder, and switch the selector knob on the console to ‘Pressure’. This the ‘zero’ control on the console until the display reads zero. This sets the first reference point for the sensor calibration. Return the piston to the cylinder, and reprime the system as described above. Place all the supplied masses onto the piston, with the greatest mass (2 ? kg) being added last. This corresponds to an applied pressure of 200 kN/m2. Spin the piston, and adjust the ‘span’ control until the sensor output matches the applied pressure. This sets the second reference point for the calibration. 59 The calibration may be tested by applying a mass to the piston, spinning the piston in the cylinder, and then comparing the applied pressure to the sensor output. Each ? kg of applied mass corresponds to 20 kN/m2 of applied pressure. This piston itself gives an applied pressure of 20 kN/m2. 0 NOMENCLATURE FOR TH2 The following nomenclature has been used for the theory and calculations presented in this manual: Name Piston diameter Cross-sectional area Mass of piston Mass on mass piston Applied mass Acceleration due to gravity Applied force Nom d A Mp Mm Ma g F Units m m? kg kg kg m/s2 kg Type Given Calculated Given Recorded Calculated Given Recorded Definition The diameter of the dead weight calibrator piston. Cross-sectional area of dead weight calibrator cylinder. Mass of the dead-weight calibrator piston. Mass applied to piston. Ma = Mp + Mm g = 9. 1 m/s2 Force applied to fluid in system by piston and masses. F = g x Ma Pressure applied to fluid by dead weight calibrator P = F/A Ambient (atmospheric) pressure of the surroundings. Applied pressure relative to the pressure of total vacuum Needle angle taken from Bourdon gauge scale Semiconductor output taken from console display Gauge pressure taken from Bourdon gauge scale Calibrated semiconductor output taken from console display Applied pressure Barometric pressure Absolute pressure Needle angle Semi-conductor output Indicated Bourdon gauge pressure Indicated semi-conductor pressure Pa Patm Pabs ? e Pb Ps N/m2 N/m2 N/m2 Calculated Recorded Calculated degree Recorded V N/m2 N/m2 Recorded Recorded Recorded 61 NOMENCLATURE FOR ERROR ANALYSIS The following nomenclature has been used for the error analysis presented in this manual: Name Indicated value Actual value Range Definition Gauge reading, i. e. the pressure indicated by sensor used True pressure, pressure applied by dead-weight calibrator Total range of values covered in the results, or total range of values measurable on instrument scale. Calculation Pi = Pb or Ps, depending on the sensor used Actual value = Applied pressure, Pa Range = Largest result – Smallest result = Pi max – Pi min or Range = Maximum possible reading – Minimum possible reading (200 kN/m? for apparatus used) No calculation. Precise data have a small scatter, indicating minimal random error ea = |Pi – Pa | ea max = ? (Pi – Pa)max? e%a = ea max X 100 Pa e%f = ea max X 100 Range Pmin = P1 + P2 + †¦.. + Pn n da = |Pi – Pmin| dm = da1 + da2 + †¦ + dan n ? = da12 + da32 + †¦ + dan2 n-1 ? Precision How closely the results agree with each other. Actual difference Modulus of the difference between indicated value and actual value Accuracy Maximum difference between indicated pressure and actual pressure Percentage accuracy Greatest difference between of actual scale reading indicated pressure and actual pressure, as a percentage of the actual pressure. Percentage accuracy Greatest difference between of full-scale reading indicated pressure and actual pressure, as a percentage of the range. Mean Sum of results divided by number of results. Absolute deviation Difference between a single result and the mean of several results Mean deviation Sum of the absolute deviations divided by the number of absolute deviations Standard deviation Commonly used value in analysis of statistical data 62 DATA SHEET 7 RELATIVE AND ABSOLUTE PRESSURE The measurement of any physical property relies upon comparison with some fixed reference point. Pressure is one such property, and pressure measurement must begin by defining a suitable fixed point. An obvious reference point is that of the ambient pressure of the surroundings. Pressure scales have been based around a zero point of the pressure of the atmosphere at sea level. Pressures lower than atmospheric are assigned negative values; pressures higher than atmospheric have positive values. Gauges for measuring pressure give readings relative to this zero point, by comparing the pressure of interest to the pressure of the surrounding air. Pressure measured with such a gauge is given relative to a fixed value, and is sometimes termed gauge pressure. Gauge measure pressure difference between the pressure to be measured and the barometric (ambient) pressure. This may then need adjusting, to take into account any difference between barometric pressure and the pressure at sea level. Many calculations using equations derived from fundamental physical laws require absolute pressure values. Absolute pressure is the pressure relative to a total absence of pressure (i. e. a total vacuum). On an absolute pressure scale, all pressures have a positive value. The following chart illustrates the difference between gauge pressure, barometric pressure, and absolute pressure. 63 DATA SHEET 8 TECHNICAL DATA The following information may be of use when using this apparatus: Operating range of dead-weight pressure calibrator Diameter of dead-weight calibrator piston Cross-sectional calibrator area of dead-weight 20 kN/m2 – 200 kN/m2 0. 017655 m 0. 000245 m2 20 kN/m2 150 mL Pressure produced in cylinder by mass of piston with no applied masses Approximate capacity of priming vessel 64 EXPERIMENT P1 CONCEPTS OF PRESSURE AND PRESSURE SENSOR BEHAVIOUR OBJECTIVE To gain a basic understanding of the concept of pressure and its measurement. To investigate the behavior of two kinds of pressure sensor, and the effect of damping on pressure measurement. †¢ To gain a basic understanding of the concept of pressure and its measurement. †¢ To investigate the behaviour of two kinds of pressure sensor †¢ To observe the effect of damping on pressure measurement METHOD To investigate the response of two kinds of pressure sensor to a pressure applied by a dead-weight calibrator device. To investigate the response of these sensors to the application of a sudden pressure spike, with varying levels of restriction of the liquid between the pressure application and the sensor. THEORY Pressure is the force exerted by a medium, such as a fluid, on an area. In the TH2 apparatus, pressure is exerted by a piston on a column of water. The pressure applied is then equal to the force exerted by the piston over the cross-sectional area of the fluid. The use of the piston and masses with the cylinder generates a measurable reference pressure, Pa: Pa = Fa A 65 where Fa = gMa, and Fa = force applied to the liquid, Ma = total mass (incl. piston), and A = area of piston. The area of the piston can be expressed in terms of its diameter, d, as: A = ? d2 4 The units of each variable must agree for the equations to be valid. Using SI units, Pa will be in Newtons per square metre (N/m? , also known as Pascals) if Fa is in Newtons, A is in square metres, and d is in metres. The use of specific units of pressure will be covered in exercise B. For this exercise the area of the cylinder is a constant. The pressure can therefore be considered directly proportional to the mass applied to the mass on the piston Pressure measurement is normally concerned with measuring the effects of a pressure differential between two points in a fluid. The simplest form of pressure sensor is a manometer tube, in which a tube of fluid is exposed at one end to the first point in the fluid, and at the other to the second point. Any pressure differential causes a displacement of fluid within the tube, which is proportional to the difference. Manometers (not included with the TH2 apparatus) are cheap, simple, and can be designed to cover a wide range of pressures. However, they are best used for measuring static pressures below about 600 kN/m? , as the required height of the fluid becomes unworkable at greater pressures. Their dynamic response is poor, so they are best suited to measuring static or slowly changing pressures. Some fluids used are toxic (such as mercury), and may be susceptible to temperature change. The Bourdon-type pressure gauge consists of a curved tube of oval cross-section. One end is closed, and is left free to move. The other end is left open to allow fluid to enter, and is fixed. The outside of the tube remains at ambient pressure. When fluid pressure inside the tube exceeds the pressure outside the tube, the section of the tube tends to 66 ecome circular, causing the tube to straighten (internal pressure lower than the ambient pressure conversely causes increased flattening, and the curve of the tube increases). A simple mechanical linkage transmits the movement of the free end of the tube to a pointer moving around dial. This type of gauge is one of the two kinds included in the TH2 apparatus. The second type of pressure gauge included as part of the TH2 is an electromechani cal device. In a basic semiconductor pressure sensor, silicon strain gauges are fixed to one side of a diaphragm. The two sides of the diaphragm are exposed to the two different pressures. Any pressure differential causes the diaphragm to expand towards the lower-pressure side, producing a change in the strain gauge voltage reading. The electronic semiconductor pressure sensor included with the TH2 is a more refined device with improved reliability and sensitivity for pressure measurement. It includes temperature compensation to reduce the effects of temperature variation on the results. The strain gauges used are formed by laying down a protective film of glass onto stainless steel, followed by a thin film of silicon. The silicon is doped to produce semiconductor properties, and a mask is photoprinted onto it. The unmasked silicon is then removed, leaving a pattern of silicon semiconductor strain gauges molecularly bonded onto the surface of the steel. The gauges are connected to an Ohmmeter through a Wheatstone bridge, to amplify the signal produced. 67 In this type of sensor, a diaphragm is still used, but instead of fixing the strain gauges to the surface, the deflection of the diaphragm moves a steel force rod. This transfers the force to one end of the steel strip that the semiconductor resistors are bonded to. The resulting deflection of the strip causes compression in some strain gauges, and tension in others, changing their resistance and producing a measurable output. Both the TH2 pressure sensors are set up to indicate the pressure differential between atmospheric pressure, and fluid pressurized with the use of the dead-weight calibrator. The fluid passes through a damping valve, positioned between the calibrator and the sensors. By partially closing the valve, fluid flow can be restricted. This affects the speed at which pressure is transferred from the point of application to the sensors. EQUIPMENT SET UP Level the apparatus using the adjustable feet. A circular spirit level has been provided for this purpose, mounted on the base of the dead-weight calibrator. Check that the drain valve (at the back of the Bourdon gauge base) is closed. Fill the priming vessel with water (purified or de-ionized water is preferable). Fully open the damping valve and the priming valve With no masses on the piston, slowly draw the piston upwards a distance of approximately 6cm (i. e. a full stroke of the piston). This draws water from the priming vessel into the system. Firmly drive the piston downwards, to expel air from the cylinder back towards the priming vessel. Repeat these two steps until no more bubbles are visible in the system. It may be helpful to raise the central section of the return tube between the manifold block and 68 the priming vessel. This will help to prevent air being drawn back into the system as the piston is raised. Raise the piston close to the top of the cylinder, taking care not to lift it high enough to allow air to enter, and then close the priming valve. PROCEDURE This equipment has been designed to operate over a range of pressure from 0 kN/m2 to 200 kN/m2. Exceeding a pressure of 200 kN/m2 may damage the pressure sensors. In order to avoid such damage, DO NOT APPLY CONTINUOUS PRESSURE TO THE TOP OF THE PISTON ROD WHEN THE PRIMING VALVE IS CLOSED except by application of the mass supplied. An impulse may be applied to the piston when operating at a fluid pressure of less than 200 kN/m2, as is described later in this procedure. Behavior of pressure sensors Spin the piston in the cylinder, to minimize friction effects between the piston and the cylinder wall. While the piston is spinning, record the angle through which the Bourdon gauge needle has moved, and the voltage output of the electronic sensor. Apply a ? kg mass to the piston. Spin the piston and take a second set of readings for the Bourdon gauge needle angle and the electronic sensor. Repeat the procedure in ? kg increments. When using several masses, it will be necessary to place the 2 ? kg mass on top of the other masses. Repeat the procedure while removing the masses again, in ? kg increments. This gives two results for each applied mass, which may be averaged in order to reduce the effects of any error in an individual reading. Effect of damping Apply a single mass to the piston, and spin it. While the piston is spinning, apply an impulse to the top of the piston by striking the top of the rod once, with the flat of the hand. Watch the behavior of the Bourdon gauge needle. Note the final sensor reading after the response settles. Slightly close the damping valve. Change the mass, spin the piston again, and apply an impulse to the rod. Observe any changes in the sensor responses. Repeat the procedure, closing the damping valve a little at a time and noting the response and the final sensor reading each time. RESULTS Tabulate your results under the following headings:- 69 Mass applied to calibrator Mm (kg) Deflection of Bourdon gauge needle (degrees) Output from electrochemical pressure sensor (mV) Notes on sensor behavior (damping) Plot a graph of sensor response against applied mass for each sensor. 70 EXPERIMENT P2 CONCEPTS OF PRESSURE MEASUREMENT AND CALIBRATION OBJECTIVE To convert an arbitrary scale of pressure sensor output into engineering units. To calibrate a semiconductor pressure sensor. METHOD To make use of a dead-weight calibrator in order to produce known forces in a fluid. THEORY It is recommended that students read Data Sheet 1: Relative and Absolute Pressures before proceeding with this exercise. Pressure sensor calibration Variation in a pressure sensor reading may be calibrated, using known pressures, to give a gauge reading in engineering units. From exercise A, the dead-weight calibrator used in the TH2 produces a known reference pressure by applying a mass to a column of fluid. The pressure produced is Pa = F Aa where Fa = gMa, and Fa is the force applied to the liquid in the calibrator cylinder. Ma is the total mass (including that of the piston) 71 g is the acceleration due to gravity, and A is the area of piston. The area of the piston can be expressed in terms of its diameter, d, as: A = ? d2 4 The pressure in the fluid may then be calculated in the relevant engineering units. These known pressures may then be compared to the pressure sensor outputs over a range of pressures. The relationship between sensor output and pressure may be turned into a direct scale, as on the Bourdon gauge scale. Alternatively, a reference graph may be produced. Where the relationship is linear and the sensor output is electrical, the sensor may be calibrated using simple amplifier (a conditioning circuit). When using SI units, the units of pressure are Newtons per square meter (N/m? , also known as Pascals). To calculate the pressure in N/m? , M must be in kg, d in m, and g in m / s?. For the pressure range covered in this exercise, it will be more convenient to use units of kN/m? , where 1 kN/m? = 1000 N/m? (1 N/m? = 0. 001 kN/m? ). Barometric pressure: pressure units and scale conversion Barometric pressures is usually measured in bar. One bar is equal to a force of 105 N applied over an area of 1m?. While bar and N/m? have the same scale interval, pressure in bar often has a more convenient value when measuring barometric pressure. Pressure may also be measured in millimetres of mercury (mmHg). The pressure is given in terms of the height of a column of mercury that would be required to exert an equivalent pressure to that being measured. Another possible unit of measurement is atmospheres (atm). One standard atmosphere was originally defined as being equal to the pressure at sea level at a temperature of 15 °C. A pressure unit still in everyday use is pounds per square inch (psi or lbf / in.? ). One psi is equal to a weight of one pound applied over an area of 1 in.? If a barometer is available to measure the ambient pressure in the room where the equipment is located, the barometer reading should be converted SI units. Pressures may be converted from one scale to another using a conversion factor. A list of conversion factors is provided below. 72 1 atm = = = = = = = = = = = = = = = = = = = = 101. 3 x 103 101. 3 1. 013 760 14. 696 100 x 103 100 0. 987 750. 006 14. 504 133. 3 x 103 133. 3 1. 33 1. 316 19. 337 6. 895 x 106 6. 895 x 103 68. 948 68. 046 51. 715 N/m2 kN/m2 bar mmHg psi N/m2 kN/m2 atm mmHg psi N/m2 kN/m2 bar atm psi N/m2 kN/m2 bar atm mmHg 1 bar 1 mmHg x 103 1 psi x 103 ADDITIONAL EQUIPMENT REQUIRED Values for the piston diameter and weight are provided. These may be replaced by your own measurements if desired. The following equipment will be required to do so: a) Vernier calli pers or a ruler, to measure the piston diameter b) A weigh-balance or similar, to measure the piston weight EQUIPMENT SET UP Carefully remove the piston from the cylinder, weigh it. Take care not to damage the piston, as it is part of a high precision instrument and any damage will affect the accuracy of the experimental results. Level the apparatus using the adjustable feet. A circular spirit level has been mounted on the base of the dead weight calibrator for this purpose. Check that the drain valve (at the back of the Bourdon gauge base) is closed. Fill the priming vessel with water (purified or de-ionized water is preferable). Open the damping valve and the priming valve. 73 With no masses on the piston, slowly draw the piston upwards a distance of approximately 6cm (i. e. full stroke of the piston). This draws water from the priming vessel into the system. Firmly drive the piston downwards, to expel air from the cylinder back towards the priming vessel. Repeat these two steps until no more bubbles are visible in the system. It may be helpful to raise the central section of the return tube between the manifold block and the priming vessel. This will help to prevent air being drawn back into the system as the piston is raised. Raise the piston close to the top of the cylinder, taking care not to lift it high enough to allow air to enter, and then close the priming valve. Set the selector switch on the console to ‘Output’. PROCEDURE This equipment has been designed to operate over a range of pressure from 0 kN/m2 to 200 kN/m2. Exceeding a pressure of 200 kN/m2 may damage the pressure sensors. In order to avoid such damage, DO NOT APPLY CONTINUOUS PRESSURE TO THE TOP OF THE PISTON ROD WHEN THE PRIMING VALVE IS CLOSED except by application of the mass supplied. Conversion of an arbitrary scale into engineering units Spin the piston to reduce the effects of friction in the cylinder. With the needle still spinning, record the angle indicated by the Bourdon gauge needle. Place a ? kg mass on the piston, and spin the piston. Record the value of the applied mass, and the angle indicated by the Bourdon gauge needle. Increase the applied mass in increment of ? kg. Spin the piston and record the needle angle each increment. Repeat the measurements while decreasing the applied mass in steps of ? kg. This gives two readings for each applied mass, which may be averaged to reduce the effect of any error in an individual reading. Calculate the applied pressure at each mass increment. Calculate the average needle angle at each pressure increment. Repeat the experiment, this time recording the applied mass and the indicated pressure on the Bourdon gauge scale. Compare this to the average needle angle recorded previously. 74 Calibration of a semiconductor pressure sensor NOTE: This procedure differs if the TH2-303 software is being used. Please refer to the online product Help Text if using this software. Spin the piston. Record the voltage indicated on the semiconductor output display on the console. Place a ? kg mass on the piston, and spin the piston. Record the applied mass, and the voltage indicated on the semiconductor output display on the console. Increase the applied mass in steps of ? kg, spinning the piston and recording the semiconductor output each time. Repeat the measurement while decreasing the applied mass in steps of ? kg. Calculate the applied pressure at each mass increment. Calculate the average sensor output at each pressure increment. Slowly open the priming valve. Open the valve to its maximum, and check that the damping valve is also fully open. The fluid in the system will now be at approximately atmospheric pressure (it will be slightly higher than atmospheric due to the height of fluid in the reservoir, but this is negligible compared to the range of the sensors). Switch the selector knob on the console to PRESSURE Turn the ZERO control on the console until the display read zero, to set the first reference point for the sensor calibration. Raise the piston close to the top of the cylinder, taking care not to lift it high enough to allow air to enter, and then close the priming valve. Place a large mass on the piston, and calculate the corresponding applied pressure. Spin the piston and adjust the SPAN control until the sensor output matches the applied pressure, to set the second reference point for the calibration. Remove the masses from the piston. Take a set of readings from the calibrated semiconductor sensor, by adding masses to the piston in ? kg increments. Repeat the reading while decreasing the applied mass. This gives two reading for each applied mass, which may be averaged in order to reduce the effect of any error in an individual reading. 75 RESULTS Tabulate your results under the following headings: Barometric pressure Mass of piston Mp Diameter of cylinder, d Cross-sectional area of cylinder, A Mass on piston Mm (kg) Applied mass Ma (kg) Applied force Fa (N) Applied pressure †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Needle angle N/m2 kg m m2 Indicated Indicated SemiBourdon conductor semiconductor pressure pressure output Pb Ps Pa E ? (mV) (N/m2) (degrees) (N/m2) (N/m2) Plot graphs of average needle angle against applied pressure for the Bourdon gauge, and voltage output against applied pressure for the semiconductor sensor. Plot a graph of indicated pressure against actual pressure for the Bourdon gauge and the calibrated semiconductor pressure sensor. If there is facility for measuring barometric pressure, it is possible to calculate the absolute pressure corresponding to each applied pressure increment. The ambient pressure of the surroundings, Patm should be measured, then converted into N/m2 (if required). An additional column should be added to the results table: Absolute Pressure, Pabs (N/m2). Absolute pressure may then be calculated as Pabs = Pa + Patm 76 EXPERIMENT P3 ERRORS IN PRESSURE MEASUREMENT OBJECTIVE To investigate the sources of error when measuring pressure. METHOD Errors in measuring a quantity, such as pressure, can come from a number of sources. Some can be eliminated by careful choice of equipment and experimental method. Other errors are unavoidable, but can be minimized. In any experiment, it is good practice to note any possible sources of error in the results, and to give an indication of the magnitude of such errors. Errors fall into three general categories: Avoidable errors These are errors that must be eliminated, as any results including such errors will often be meaningless. Such errors include: †¢ †¢ †¢ †¢ Incorrect use of equipment Incorrect recording of results Errors in calculations Chaotic errors, i. e. random disturbances, such as extreme vibration or electrical noise that are sufficient to mask the experimental results. 7 Random errors Random errors should be eliminated if possible, by changing the design of the experiment or waiting until conditions are more favorable. Even if they cannot be eliminated, many random errors may be minimized by making multiple sets of readings, and averaging the results. Random errors include: †¢ †¢ †¢ †¢ Variation of experimental conditions (e. g. changes in ambie nt temperature) Variation in instrumentation performance Variation due to material properties and design (e. g. effect of friction) Errors of judgement (e. g. nconstancy in estimating a sensor reading) Systematic errors Systematic errors produce a constant bias or skew in the results, and should be minimized where possible. They include: †¢ †¢ †¢ †¢ Built-in errors (e. g. zero error, incorrect scale graduation) Experimental errors (due to poor design of the experiment or the apparatus) Systematic human errors (e. g. reading from the wrong side of a liquid meniscus) Loading error (errors introduced as a result of the act of measurement- for example, the temperature of a probe altering the temperature of the body being measured) Errors may also be described in a number of ways: Actual difference – the difference between the indicated value (the value indicated by the gauge or sensor) and the actual scale reading (the true value of the property being measured). The actual value must be known to calculate the actual difference. Accuracy – the maximum amount by which the results vary from the actual value. The actual value must be known. Percentage accuracy of the actual scale reading – the greatest difference between the actual value and the indicated value, expressed as a percentage of the actual value. The actual value must be known. Percentage accuracy of the full-scale reading (total range of the measurement device) – the greatest difference between the actual value and the indicated value, expressed as a percentage of the maximum value of the range being used. The actual value must be known. Mean deviation (or probable error) – The absolute deviation of a single result is the difference between a single result, and the average (mean) of several results. The mean deviation is the sum of the absolute deviations divided by their number. The actual value is not required. The mean deviation is an indication of how closely the results agree with each other. 78 Standard deviation (or mean square error) – the standard deviation is the square root of the mean of the squares of the deviations (‘better’ results are obtained by dividing the sum of the values by the one less than the number of values). This is a common measure of the preciseness of a sample of data- how closely the results agree with each other. The actual value is not required. ADDITIONAL EQUIUPMENT REQUIRED Values for the piston diameter and weight are provided. These may be replaced by your own measurements if desired. The following equipment will be required to do so: †¢ †¢ Vernier callipers or a ruler, to measure the piston diameter A weigh-balance or similar, to measure the piston weight EQUIPMENT SET UP To prime the cylinder, the following procedure should be followed (where this is required in the experiment): Level the apparatus using the adjustable feet. A circular spirit level has been mounted on the base of the dead weight calibrator for this purpose. Check that the drain valve (at the back of the Bourdon gauge base) is closed. Fill the priming vessel with water (purified or de-ionized water is preferable). Fully open the damping valve and the priming valve. With no masses on the piston, slowly draw the piston upwards a distance of approximately 6cm (i. e. a full stroke of the piston). This draws water from the priming vessel into the system. Firmly drive the piston downwards, to expel air from the cylinder back towards the priming vessel. Repeat these two steps until no more bubbles are visible in the system. It may be helpful to raise the central section of the return tube between the manifold block and the priming vessel. This will help to prevent air being drawn back into the system as the piston is raised. Raise the piston close to the top of the cylinder, taking care not to lift it high enough to allow air to enter, then close the priming valve. PROCEDURE This equipment has been designed to operate over a range of pressure from 0 kN/m2 to 200 kN/m2. Exceeding a pressure of 200 kN/m2 may damage the pressure sensors. In order to avoid such damage, DO NOT APPLY CONTINUOUS PRESSURE TO THE 79 TOP OF THE PISTON ROD WHEN THE PRIMING VALVE IS CLOSED except by application of the mass supplied. The following experiments give suggested ways in which particular sources of error may be investigated. It is recommended that only one or two be attempted in a single laboratory session, with each being repeated several times, giving multiple samples for the error analysis. Basic Error Analysis: The accuracy of the semiconductor calibration may be investigated by performing standard error calculations on the calibrated sensor output, using the results obtained in Experiment P2. If results are not available for analysis, the following procedure should be followed: Slowly open the priming valve. Open the valve to its maximum, and check that the damping valve is also fully open. The fluid in the system will now be at approximately atmospheric pressure (it will be slightly higher than atmospheric due to the height of fluid in the reservoir, but this is negligible compared to the range of the sensors). Switch the selector knob on the console to PRESSURE. Turn the ZERO control on the console until the display read zero, to set the first reference point for the sensor calibration. Raise the piston close to the top of the cylinder, taking care not to lift it high enough to allow air to enter, then close the priming valve. Place a large mass on the piston, and calculate the corresponding applied pressure. Spin the piston, and adjust the SPAN control until the sensor output matches the applied pressure, to set the second reference point for the calibration. Remove the masses from the piston. Take a set of readings from the calibrated semiconductor sensor, adding masses to the pan in ? kg increments, and again while decreasing the applied mass. This provides two set of readings for data analysis. The experiment should be repeated to provide further sets of data. Avoidable errors: Incorrect use of equipment Level the apparatus using the adjustable feet. A circular spirit level has been mounted on the base of the dead-weight calibrator for this purpose Check that the drain valve (at the back of the Bourdon gauge base) is closed, and the damping valve is fully open. 80 Remove the piston from the cylinder, then fill the priming vessel with water (purified or de-ionized water is preferable). Close the priming valve, then replace the piston in the cylinder. Take a set of readings without priming the system first. Random errors: Friction effects Prime the system as described in the equipment set up instructions. Tilt the board at an angle of about 5 to 10 degrees. THE EQUIPMENT BASE MUST STILL BE FIRM AND SECURE. Titling the apparatus in this way will exaggerate any friction effects, as the force applied by the piston will no longer be acting straight downwards on the column of fluids, but will have components acting at right-angles to cylinder wall. Spin the piston. Take one reading while the piston is spinning, then observe the behavior of the needle. Continue to watch the needle as the piston stops spinning, then make a note of the new gauge reading. Apply masses to the piston in ? kg increments. At each step, spin the piston, note the sensor output, and then take a second reading after the piston stops spinning. Systematic errors: Zero error Calibrate the semiconductor pressure sensor, but do not include mass of piston in the applied mass when calculating the applied pressure. Take a set of readings from the calibrated semiconductor sensor over a range of applied masses, now including the piston mass in the applied mass calculation. Human error Take a set or readings from the Bourdon gauge pressure scale, but stand at an angle to the dial face when taking each reading. Keep the same viewing angle for each reading. This illustrates the effect of parallax on the readings taken. RESULTS Tabulate your results under the headings on the following page: For each result, calculate the absolute difference, ea between indicated value Pi and the applied pressure Pa. 81 Find the maximum absolute difference, the accuracy ea max and use this value and the corresponding indicated pressure to calculate the % accuracy of actual scale reading and the % accuracy of full-scale reading (use a range of 200 kN/m2). Correlate the data for several test runs, to give a set of indicated pressure readings corresponding to a single applied pressure. Use this correlated data table to calculate the mean of the results, Pmean, the mean deviation, dm, the absolute deviation, da, and the standard deviation, ?. Errors can also be illustrated graphically: 85 Piston diameter, d = †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. m Piston mass, MP = †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. kg Experimental conditions : †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Mass Applied Applied Applied Indicated Mean Absolute Standard Actual Accuracy % % Mean on deviation deviation deviation Accuracy Accuracy of mass force pressure pressure difference piston Actual Full result scale scale reading reading Mm dm da PI ea Emax e%a e%f Pmin Ma Fa Pa ? kg) (kg) (kN) (kN/m2) (kN/m2) (kN/m2) (kN/m2) (kN/m2) (kN/m2) 86 Plot a graph of actual pressure against indicated pressure. On the same graph, plot a straight line showing the actual pressure. This will illustrate three characteristics of the results: †¢ †¢ Deviati on of sensor readings from the actual value. Whether any deviation from the true reading is systematic (the graph will be a straight line or a smooth curve) or random (the graph will have no obvious relationship). Precision of the results. Precise results will be close together, not widely scattered. Precise results may still deviate strongly from the actual value. †¢