A Single Tear

Works of art can have a wide range of implications. As a rule, painters utilize these bits of workmanship to communicate on things they can't typically do. Here and there, it can likewise be a result of creative mind. On occasion, they need to envision a progression of occasions into one work of art. These works of art end up being abstracts however along the lines and hues utilized, there is as yet a shrouded significance encased in them. This what makes works of art fascinating and mysterious.The lithograph speaks to the average Indian pioneer in the midst of battles and trial of life. Regardless of how solid and decided a pioneer is, he despite everything has his powerless minutes and the day off wind represent the hindrances. In any case, regardless of how troublesome it might appear to be, the pioneer is consistently a pioneer and he should not let his feelings of trepidation bring him down.The Indian Chief indicated his quality by driving his kin in their mass migration. Regard less of whether he is unsure of what is going to come, he kept his kin together and connected at the hip, they are to confront the challenges.Just by his name alone, I think Mr. Echohawk is an Indian himself. If not, he likely has solid affiliations with Native Americans. This Indian Chief which he depicted seriously could be his predecessors. Perhaps he learned of their tale about the tough situations experienced by the American Indians not all that long ago.And since he was not there and couldn't be there, he envisioned what may have occurred through this canvas. Since it is troublesome or difficult to portray through artistic creations the sentiments of this Indian Chief, he utilized a solitary tear to represent his emotions.The single tear that gushed from this warrior’s face connotes administration. It doesn't imply that a decent pioneer would not feel fears any longer. Further, it doesn't mean it would make the Indian Chief to a lesser extent a man if a tear drops from his face. Like a typical humanA Single Tearâ â â â 2being and some other pioneer, he feels frightened as well. Yet, this Indian Chief is driven by self control and determination to convey his kin to wellbeing. The pioneer additionally felt dread yet his duty to his kin vanquished these sentiments of uncertainty and instability to what the future holds.The single tear uncovers the blemish of mankind paying little mind to our shading and clan. By blemish, it implies that every individual in spite of his height and position becomes delicate at times. The Indian Chief in the work of art is encountering helplessness yet he should satisfy his poise and feeling of worth.As to his case, what encouraged him not to surrender is for his kin who admire him being the individual in order. In the event that he gives up, at that point his kin would lose trust. His boldness denotes the destiny of the American Indians.The single tear additionally signifies confidence and expectation. Confidence in that after the tempest, the sun will sparkle for the Indian Chief and his kin. Confidence that the day off wind is just brief and it will end some way or another. Expectation is an uplifting standpoint from which they get their solidarity to outperform every one of these preliminaries and hardships. Expectation that a more brilliant life is available for the local community.History discloses to us that the Native Americans have a rich past which maintains both their high points and low points. They recognized their triumphs and crushes and gained from these encounters which made them a more grounded network regardless of bullheadedness and separation from the whites. What is significant for them is their solidarity and pride as a race of principled people. Finally, I truly see this artistic creation by Mr. Echohawk as a passionate one. It depicts a blend of enthusiasm and conclusion. I wish my perusers can see this work of art for themselves. Have confidence that anyone can sym pathize with me. Much the same as any battling race, the American Indians are attempting their best to spare their bloodline amidst globalization and advancement. This quality is the one I really appreciate.

Sir Philip Sidney Flashcard

Sir Philip Sidney

MindMeister Tip Adding Images to a Mind Map

MindMeister Tip Adding Images to a Mind Map Having read (and visualized) John Medina’s, “Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School” I’ve walked away with a ton a new concepts and processes, but one that stood out to me was Medina’s Rule #10, which states that vision trumps all other senses. Naturally, as MindMeister is a data visualization tool, I’m over the moon to hear that Medina agrees, but this got me to thinking  How do we further enhance the “visual” of MindMeister? The go-to answer here is, naturally,  images. There are a multitude of ways to enrich your mind maps with icons and images,  so lets take a look at your options: Adding Images to the Topics in Your Mind Map 1. Drag-and-drop images onto topics You can easily  drag and drop images directly from your desktop to a topic in your  mind map. 2. Copy and paste images onto topics This is a great way to insert images from other websites into your mind maps. If you seen an image on the web that you want to use, just right-click it and select Copy Image from the menu that appears. With the image in your clipboard, go to your mind map, select a  topic and press CMD+V (or CTRL+V if youre on Windows). MindMeister will then ask you whether you want to paste the file as an image or as an attachment. Note: We probably dont have to point this out, but do make sure that you have permission to use the copied image, especially if youre using your mind map for commercial purposes. 3. Upload images from your computer Go to the sidebar on the right side of the mind map editor and switch to the image tab. Click on Add image and select the option to upload a new image from the drop-down menu. 4. Insert images from MindMeisters library (or your own!) Follow the same steps as outlined above to get to the Add image menu. Select Browse image library to view MindMeisters standard images. Within the same dialog you can also switch to your own library, filled with images youve previously uploaded. 5. Draw images MindMeister even lets you draw your own images right inside the map editor, and insert them into topics. To do this, follow the steps as outline above, then select the option Draw image from the menu. This will open a simple image editor where you can get creative. 6. Use an image from the web This feature employs the power of Google Images to match the text of your topic  to a matching image and then offers you the option to select and insert the most appropriate visual. Besides Google, you can also select IconFinder as your source, or manually  enter a URL. 6. Use WunderBild to magically insert images If manually selecting an image is too much of a hassle for you, MindMeisters got you covered. Using our miraculous  WunderBild feature, MindMeister automatically searches the web for a matching image, and inserts it into your topic. To use this feature, simply select a topic in your mind map and click on the small magic wand icon in the image widget (in the right sidebar). If you dont like what you see, just click the icon again to insert another image. How to Modify Images in Your Mind Map 1. Resize Images To resize an image, just select the topic and hover over the image until the black corner appears. Click on the corner and drag your cursor to make the image larger or smaller. Tip: Keep the SHIFT key pressed while resizing to ensure that the image isnt distorted. 2. Save, Edit and Remove Images Select a topic and hover over the image until the gray frame appears. In the upper right corner, youll see a menu button. Click the button to open a drop-down menu where you can choose between saving the image to your image library, editing the image, or removing it from the map. If you click on Edit image, youre presented with a new dialog where you can draw directly on the image. By the way, you can also remove an image  by selecting the topic and clicking the small icon that looks like a stop sign in the image widget in the right sidebar (next to the magic wand icon). Upload Custom  Background Images to  Your Mind Maps When we talk about images in mind maps, we always talk about the small ones that enhance individual topics. But did you know that you can also upload big background images to your mind maps? To do this, open the Customize Map Theme dialog via the top bar and switch to Background Lines. Click on Choose File to upload an image from your computer. So these are all the different ways you can add images to your mind maps. By giving your maps a dash of variety and visual representations, you’re sure to increase both comprehension and retention of the data presented. Give it a try! Note: This article was last updated 14th March 2017. Create Beautiful Mind Maps Online Sign up for MindMeister Its free! Sign up for MindMeister

Outline And Critically Evaluate Hart s Account Of The...

Outline and critically evaluate Hart’s account of the relationship between law and morality. Introduction: Natural law theorists believe that all law must be morally justified if it can be legitimised as law at all. Legal positivism means the simple contention that it is in no sense a necessary truth that laws reproduce or satisfy certain demands of morality, though in fact they have otherwise done so. (Hart, DATE) In Hart’s eyes, though there may be a congruence between law and morality, it is by no means a necessary connection. (Hart, DATE) Hart promotes the need for a clear distinction between law and morality on two levels. Firstly the Social and hermeneutic level in regards to both law and morality sharing vocabulary in both structure and function- showing that in many societies legal rules will match their moral rules. Second a logic and hypothetical level – Hart believes in the possibility of a legal system existing without the influence of morality as there are cases were legal systems do not match the moral grounds of society.( see Austins command theory and the idea of one sovereign ruling all) (SOURCE) Hart’s idea is this: All one/society needs is a legal system based on the four rules. This paper will demonstrate how Hart’s account of the relationship between law and morality shows an understanding of how they both work together yet can also work as separate entities. It will take a specific look into the internal point of view to aid the understanding of whyShow MoreRelatedProject Managment Case Studies214937 Words   |  860 PagesCanada 118 Riverview Children s Hospital 124 The Evolution of Project Management at Quixtar 145 3 PROJECT MANAGEMENT CULTURES 151 Como Tool and Die (A) 153 Como Tool and Die (B) 157 Apache Metals, Inc. 160 Haller Specialty Manufacturing 162 The NF3 Project: Managing Cultural Differences 163 An International Project Manager s Day (A) 172 An International Project Manager s Day (B) (see handout provided by instructor) An International Project Manager s Day (C) (see handout provided byRead MoreMarketing Management130471 Words   |  522 PagesRetailing and Wholesaling Integrated Marketing Communication Advertising management Sales promotion Personal selling Public relations Understanding individual consumer behaviour Understanding industrial consumer behaviour Customer satisfaction Customer relationship management Marketing of services Rural marketing Types of marketing research Process of marketing research Tools and Techniques of marketing research Applications of marketing research Preparation of marketing research report Online marketing E-commerceRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizatio nal Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesand permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturers

Iago The Living Janus - 1325 Words

There are many people that are considered sociopaths in the world, many of which hold high ranks in our society; amongst those many people you could find presidents and CEOs of companies, all willing to do whatever it takes to step on all kinds of people to get to the top of the social classes. If the definition of a sociopath is someone with an emotional and behavior disorder, clear perception of reality save for the persons social and moral obligations and often by the pursuit of immediate gratification in criminal acts or sexual perversion then Iago fits the description perfectly. Iago of all people wields the power of manipulation like no other man in Othello; he has a complete lack of empathy, is aggressive and he is a master†¦show more content†¦The handkerchief plays an important role in the deception of Iago because by allowing Othello to see an item with such value to him, Iago is able to add words of dishonesty and cloud the mind of the Moor to shape his feelings t o his desire; this is turn makes Iago plan on killing Desdemona and Cassio and get them out of the picture. Although Iagos initial plan was to get rid of Cassio he does not mind killing Desdemona; in fact Iago does not care who died in the play, he even killed his own wife. Iago lack of empathy helped him very much in the play since he was able to not care about someone and that in turn helped him nearly achieve what he wanted since the beginning; a sociopath always does at it takes to achieve their goals and Iago was no exception to this mindset. Moreover, Iago is quite an aggressive character overall; now being aggressive does not necessarily mean that the person in question is a sociopath but it has quite a high factor of consideration especially when having sociopathic behaviors intertwined with aggression is even more reason to believe someone is a sociopath. Throughout the play Iago shows quite a bit of aggression may it be physical or emotional and even psychological. Psycho logical violence is directly attributed toShow MoreRelatedIago By William Shakespeare s Othello Essay914 Words   |  4 PagesBehind every lie, there is a motive for doing so. In Shakespeare s Othello, Iago is no exception to this rule. He is living a dual life of lies. On one face Iago is a trustworthy friend who is attempting to set up Roderigo with the love of his life. His other face is the one whose main goal is to be the Lieutenant of the Venetian Army. In order to reach that status he must ruin the relationship of Cassio and Othello. Iago uses each other character against others and against themselves using his knowledgeRead MoreEssay on The Role of the Opening Act of William Shakespeares Othello1819 Words   |  8 PagesIn the meantime Iago, one of Othello’s closest friends’ plots revenge on him, as Othello passed him over for an important position in the army and gave it to Cassio, an outsider from Florence. The outcome of the play reveals that Iago’s plan has been successful- Desdemona is murdered by Othello in a spate of jealousy and anger, caused by Iago’s cunning machinations. Othello soon realizes his mistake and damns himself by committing suicide. While Iago is found out

Northern NGOs Free Essays

In this research paper we look at the involvement of Northern NGOs with the developing countries. They are prime donors of most developing countries programs which are geared towards alleviating the welfare of the masses such as improve health and living condition. Local NGOs have been involved as intermediaries between government and the people. We will write a custom essay sample on Northern NGOs or any similar topic only for you Order Now The northern NGOs serve their specific agenda and mandate contrary to what the poor rural urban expect. NORTHERN NGOS Northern NGOs represented international organizations who are donors to developing countries that are are donors such as World Bank and private agencies. Their relation with the south makes it the subject of this research paper. The relationship with governments and nongovernmental organization with them plays a critical role in understanding their mandates and objectives in helping the population in the rural and urban regions. The urban and rural populace has diverse needs ranging from health, unemployment, education, poverty and access to other services. In this respect governments have been unable to provide these services to their community in an effective and wider coverage manner. For instance, in South Africa, 30 % of the population are unemployed and for the 20% of the poorest households, 53% ere unemployed (Adato Haddad 2001, p.1). It is also reported that there is need for job creation in all regions inhabited by the poorest households i.e. urban, metropolitan and rural. Based on these facts the governments of countries in the developing world have focused their programs to alleviate these problems e.g. the welfare of the masses, improve living condition, health and service provision (Li 2005). The programs have achieved different success margins and limitations. Most of government programs are constrained in reaching the people because of bureaucracy, authoritarian rule and high cost of implementation. Since most of the programs are financed by international community (Northern NGOs) and governments. For instance, in Indonesia the World Bank has developed social development programs to help them achieve their mandate and objectives. In order to do these, they have used analysis of the needs of the regions to come up with the plan. Due to constraints in working with the government directly they have supported and strengthened the local NGOs and civil society organizations (CSOs) to advance their objectives (Li 2005). The rationale use includes improving transparency in village planning level, conflict resolution and step sponsorship of NGOs. However NGOs have their own limitations such as the leaders use as a vehicle for reformation of social and political life. The World Bank has used neo-liberal system to ensure ‘good governance’ by instituting a competitive process based on administrative and decentralized structures (Li 2005). More so in order for the region to be eligible for support from World Bank it had to proof that it is pro-poor and is supervised by the World Bank team. According to Arya (1999) he explains the role in which NGOs have worked with their government under the funding of donors (government agencies, private agencies and governments). The common objectives for the collaboration include; access to technical resources, gain legitimacy or recognition from the people, obtain appropriate solution and developmental problems, enhance people’s participation and provide   better accountability, transparency and public reform system (Arya   1999). Donors view NGOs as intermediaries or transitory to government links to people and use them to as instruments of improved service delivery and outreach to the government. The donors see their task as completed when NGOs are involved in the project programs with the government. Most private donors do not support or supervise the selection criterion even when there is resistance from the government. However, they can play a key role in establishing mechanism to bring NGOs so that they have a beneficial effect on service delivery, participation and decentralization (Arya 1999). Northern NGOs for the past decade have increased funding to southern NGOs with due to limitation effectiveness of delivery, reforms, cost efficiency, sustainability and participation from the government. DeGabriele (2002), when studying about improvement of community based management projects. He previewed the World Health Organization commitment to provide access to safe and clean water. But from the experiences gathered two challenges emerged; water accessibility could not be achieved with the rate of population growth and the intended improvements to health were not realized within 1980 – 1990 decade. This becomes the redefinition of the concept of community management within water sector. It was realized that water accessibility could only be achieved with participatory role implemented (DeGabriele 2002). AED (1998) elaborates on the participatory approach used to i.e. the participatory learning and Action approach which involves communities to analyze their needs, identify possible solutions and develop, implement and evaluate the plan of action. In contrast NGOs can have negative implication to the poor because they can use them to legitimize their existence, solicit funds and raise their profile for the disadvantage of the poor. Changes in their positive attitude will go way to bring positive results (AED 1998, Kaiser 2000, p. 6). CONCLUSION Northern NGOs play critical role in financing development programs to developing countries. They have been involved directly or indirectly with government depending on the nature and intensity of the resources used and the origin of the donor. Most private agencies finance the local NGOs who are viewed as intermediaries or transitory link between the government and people. The donors have used them to enhance their agenda and mandate to ensure good governance of project- programs they agree with the government. REFERENCE Adato, M.; Haddad, L, 2001, Poverty targets, community-based public works programs: a cross-disciplinary assessment in South Africa, International Food Policy Research Institute (IFPRI). Available from: http://www.ifpri.org/divs/fcnd/dp/papers/fcndp121.pdf [8 April 2008] AED, 1998, Empowering communities: participatory techniques for community-based programme development, Academy for Educational Development, Washington DC, Available Arya, V, 1999, Towards a relationship of significance: lessons from a decade of collaboration between government and NGOs in Rajasthan, India,   Agricultural Research and Extension Network (AgREN), Available from: http://www.odi.org.uk/agren/papers/agrenpaper_97.pdf [8April 2008] DeGabriele, J, 2002, Improving community based management of boreholes† a case study from Malawi Land Tenure Centre, University of Wisconsin-Madison, Available from http://www2.irc.nl/manage/debate/malawi.html [8April 2008] Kaiser, T, 2000, Participatory beneficiary-based approaches in evaluation of humanitarian programmes, Evaluation and Policy Analysis Unit (EPAU), UNHCR, Available from : http://www.unhcr.org/research/RESEARCH/3c7527f91.pdf [8April 2008] Li, T, 2005, The government through community; the World Bank in Indonesia, University of Toronto, Available from: http://www.law.nyu.edu/kingsburyb/fall05/globalization/Li_paper.pdf [8April 2008] How to cite Northern NGOs, Essay examples

To Hell and Back free essay sample

Hell and Back On the surface, Edgar Allen Poe’s â€Å"The Pit and the Pendulum† relates the story of a man tortured by the Spanish Inquisition. The man, remains nameless throughout the story, is condemned to death for an unknown crime and loses consciousness. He awakens in complete darkness and is frightened that he has been locked in a tomb but shortly realizes that he is probably in a dungeon. After exploring the enclosement, the prisoner collapses and falls asleep. He wakes up to an offering of bread and water and resumes exploring the cave. The man then trips over a fragment of his robe and lands with his face dangling over a large pit. He falls asleep yet again, wakes up to more bread and water, which has been drugged, and falls asleep again. When he wakes up again, the narrator finds himself strapped to a wooden board with the image of father time and a pendulum attached. We will write a custom essay sample on To Hell and Back or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He also notices the rats that are coming out of the being allured toward the meat, which his captors left him. He lays the meat across the rope that binds him and the rats chew through it just as the pendulum inches toward his heart. Once released from the board, the walls of the prison become heated and being to collapse toward him until the only option he has is to jump into the pit. At the last second, a mysterious person latches onto him and prevents the fall. Literally, the narrator is merely a victim of the persecution against Catholics and Protestants. On the symbolic level however, â€Å"The Pit and the Pendulum† represents the story of a man who dies, loses his soul to hell, and finds himself recued at the end by God. Symbolically, the narrator undergoes death through the darkness of the tomb and the image of Time on the ceiling with the pendulum. Firstly, when the narrator awakens in the tomb he sees â€Å"the blackness of eternal night [of the tomb encompassing him as he struggles] for breath† (299). Darkness itself usually is a metaphor for death and as the prisoner is in complete darkness, symbolically, it is as if he is in complete death. The darkness of the tomb also represents the emptiness of the narrator in his current state, as if he is transitioning between heaven and hell after symbolic death. Another example of the narrator’s symbolic death is when he examines the ceiling, after being strapped to a wooden board, and on â€Å"it was the painted figure of Time as he is commonly represented†¦in a lue of a scyth he held what, at a casual glance, [the narrator supposes] to be the pictured image of a huge pendulum† 304-305). The image of Time depicts the actual time the narrator has left as its pendulum inches closer and closer to his body. Time, which has the image of the time left in the narrator’s life, is also relatable to the Grimm Reaper, a universal symbol of death, because the machine is possibly the very instrument that is prepared to take the prisoner’s life. In conclusion, the narrator’s symbolic death is symbolized by the darkness of the tomb and the image of time. Besides representing the story of a man who dies, symbolically the narrator also encounters the near-loss of his soul to hell. The large circular pit, which the narrator’s head leaned over, has a â€Å"clammy vapor, and the peculiar small of decayed fungus† (302). The description of the foul state of the pit shows the underlying layer of hell, which the pit symbolizes. Hell is usually described as a dark, wretched place, and the pit is this exact place. The pit is a representation of hell because of the impossibility to get out; once a person is in hell, it is inescapable to leave. Furthermore, while exploring the cave, the narrator â€Å"[steps on his robe] and fell violently on [his] face†¦at the very brink of a circular pit† (301-302). Because the pit symbolizes hell and the prisoner almost falls into the pit, undoubtedly, the narrator, symbolically, almost loses his soul to hell. Likewise in order for one to lose their soul to hell, they either must be a horrible person, done horrible things, or played a game with the devil. In correspondence to the narrator, his scare into hell represents the bad judgments may have been made through out his life. Overall, the story symbolizes the near-loss of a soul to hell. Thirdly, the narrator symbolically almost loses his soul to hell because of the rats chewing away at his life. While lying on the wooden board, the narrator sees that â€Å"[the rats] had issued from the well which lay just within view to [his] right†¦ with ravenous eyes, [the rats were] allured by the scent of meat† (305). Symbolizing horror, death, and decay, the rats help present the idea of the narrator’s loss to hell. The rats ultimately symbolize an evil being; they are coming from the pit, which is like hell, and they have â€Å"ravenous eyes† which are ready to devour- together, it is as if they compose the devil ready to make a deal. With this in mind, the rats continue to symbolically show the loss of the narrators soul as â€Å"they writhed upon [his] throat; their cold lips sought [the man’s]; [he] was half stifled by their thronging pressure; disgust, for which the world has no name, swelled [his] bosom, and chilled, with a heavy clamminess, [his] heart† (309). The rats literally devouring the narrator’s skin represent them releasing the narrator’s soul. The situation is like purgatory where he is given a second chance at life as a foul situation turns to the narrator’s benefit. In brief, the rats, which are chewing away at the rope, also symbolize the narrator’s near loss of soul to hell because of their appearance and actions caused by the narrator. Finally, symbolically General LaSalle rescues the narrator, as he represents God, from hell and delivers him to heaven. Specifically, after realizing that his only option is the jump into the pit as the heated iron walls are inching in toward the narrator and the pit, â€Å"there was a discordant hum of human voices [and] there was a loud blast as of many trumpets† (312). During judgment day the last trumpet will sound, concurrently in the story, the narrator hears trumpets implying that judgment day has occurred. This allusion to the Bible reveals the symbolism to the entire story through the comparison between judgment day in the bible and the narrator’s symbolic judgment day. Another example of how the narrator is symbolically is rescued by God is when â€Å"an outstretched arm [catches the narrator’s] as [he falls]† (312). After hearing the sounds of judgment day, it is obvious that his savior has deemed the narrator to be worthy of heaven because he saves him from the pit which symbolizes hell. The savior, which turns out to be General LaSalle, symbolizes God because he the ultimate savior of the narrator from his literal death and symbolic plunge into hell. Therefore, General LaSalle, who symbolizes God, rescues the narrator from hell symbolically. Conclusively, Edgar Allen Poe’s â€Å"The Pit and the Pendulum† represents the story of a man who dies, nearly loses his soul to hell, and in the end, is rescued by God. However, on literally, the story is about a man who is a victim of the Inquisition. Through the narrator’s symbolic death, he encounters literal darkness and a figure similar to the Grimm Reaper, and when losing his soul to hell symbolically, he almost falls into a pit and is being eaten alive by rats literally. Finally, while rescued by God symbolically, General LaSalle saves him after taking over Toledo.

AIDS Research Paper essays

AIDS Research Paper essays What is AIDS and how is it spread? Around the world, AIDS has been a top killer for many people throughout the 20th century and is spread numerous ways. Scientist have been hard at work for years to find a cure for AIDS, but only have been able to find ways to treat it. AIDS, which stands for Acquired Immunodeficiency Syndrome, is a human viral disease that corrupts the immune system, shutting down the bodys ability to defend itself from infection and disease. Caused by the Human Immunodeficiency Virus (HIV), AIDS leaves an infected person subject able to infections. Most infections are harmless in healthy people, but people with AIDS can dies from those same infections. There is no cure for AIDS, but there are drugs available to prolong life spans and improve the quality of infected people.(Encyclopedia Britannica) Someone who is infected with HIV doesnt always have AIDS, as the deadly disease sometimes takes 10 or more years to escalate to that life threatening stage. The most common way to contact and spread HIV is by having sex with an infected person. Genital, Anal, and Oral sex all put you at risk of catching HIV. The virus is in the infected persons vaginal fluids and semen. It makes its way into the bloodstream by passing through openings in the mucous membrane, which is the tissue that covers the inside of the mouth, vagina, and rectum. HIV is most commonly transmitted through homosexual men in the United States and Canada.(Encyclopedia Britannica) HIV amongst heterosexual men and women is increasing as the years go on. In other parts of the world, HIV is mostly transmitted through heterosexual sex. HIV can also be spread from a mother to a baby while still in the womens uterus or during childbirth.(Adams, Jad.) HIV can be spread through the mothers breast milk as well. Mother-to-child transmission makes up for almost 90 percent of all...

SAT Prep for ESL and Bilingual Students

SAT Prep for ESL and Bilingual Students SAT / ACT Prep Online Guides and Tips The SAT is a challenging test for all students, but especially for those whose native language isn't English. Even more so than its counterpart, the ACT, the SAT focuses on high level vocabulary words and reading comprehension. Most four year colleges require the SAT or ACT from ESL students, often along with the TOEFL or IELTS. This guide is for ESL and bilingual students who have college in their plans and want to know how to prep for the SAT. Before delving into your approach to test prep, let's discuss what exactly the SAT tests, and why it can be so demanding for non-native speakers of English. What Does the SAT Test? Some students ask, can you take the SAT in another language? What about the SAT in Spanish or Mandarin? What about just the SAT instructions in another language? The answer to all these is, sadly, no. There is no special SAT ESL or SAT bilingual version. The SAT is meant to assess your college readiness. It tests whether you have the math and verbal reasoning skills to do well in college classes. Since your college classes will be in English, it wouldn't be very helpful to offer SAT dual language or translations for the questions or instructions. The SAT has three main sections: math, Critical Reading, and Writing, which includes an essay. ESL, bilingual, and international students often score higher on the math section of the SAT than the Writing and Critical Reading sections. While the math does require some knowledge of math terminology and understanding word problems, it doesn't require as advanced English skills as the verbal sections (perhaps stating the obvious). The Writing section tests your understanding of grammar rules and sentence and paragraph structure. Multiple choice questions will ask you to identify errors in a sentence or rearrange ideas within a paragraph. Because the sentences are often complex, this section is challenging for ESL students. Some ESL students have an advantage on the Writing multiple choice, however. ESL students often study rules of English grammar more explicitly than native speakers do, who might just rely on their sense of "what sounds right." SAT scores of bilingual students who can identify and apply specific rules, like subject-verb agreement and parallelism, can do very well on this section. Writing also includes a 25 minute essay, which accounts for about 30% of the overall Writing score. This persuasive essay is tough for non-native speakers, since points are deducted for any errors in grammar or structure. Luckily, this essay is very coachable. By familarizing yourself with exactly what graders want to see and practicing essay writing before the exam, you can prepare yourself and improve your score. Finally, the most challenging section of the SAT for most ESL students is the Critical Reading section. To do well on this section, you have to be able to read and understand passages quickly. You also have to use reasoning skills to make inferences, interpret details, and determine main purpose. Doing well on the Critical Reading sections is no easy feat for any student. By improving your English level overall and studying specifically for the SAT, in terms of both content, and strategy, you can improve your scores a greal deal. The first step is asking yourself whether you're ready to start prepping for the SAT. Do you have the level of English necessary to study for and take the SAT? Let's try to answer this question for students in each of the three main levels: beginner, intermediate, and advanced. If you're a High Beginner or High Intermediate, you might fall somewhere in between and can take advice from both sections. Three delicious levels. What's Your English Level? Are you at the beginner, intermediate, or advanced level in your English language learning? As I mentioned above, many colleges require you to demonstrate your English proficiency with the TOEFL (another accepted exam is the IELTS) if you've taken one or more ESL classes in high school. Not only can this test help you get into college, but you can also use it to decide whether you're ready to take the SAT. SAT experts generally agree that you'll have trouble prepping for and taking the SAT until you've achieved at least a 90 on the TOEFL. The minimum TOEFL score I've seen to get into U.S. colleges is a 79, so this is another minimum benchmark to use. The TOEFL requires a lot of prep too, but at least all this studying will get you in the right mindset for the SAT. If you haven't taken the official TOEFL, you can try TOEFL sample questions and gauge your level that way. At the very least, you'll have a sense of your English level based on your class placement in school. If you're a beginner or high beginner ESL student, what can you do to start prepping for the SAT? Many colleges offer ESL bridge programs for beginner ESL students. SAT Prep for Beginner ESL Students If you're a recent ESL student at a beginner level, then you're probably not at the point yet where you can start planning for the SAT. The SAT is a measure of the math and verbal reasoning skills you need for college. Beginner ESL students would have a hard time keeping up with college classes in English. The best thing you can do at the beginner level is to keep studying and improving your English and all your reading, writing, listening, and speaking skills. Build up your vocabulary and knowledge of English idioms (some idioms will appear on the SAT). You might begin to familiarize yourself with what the SAT is all about, so you can incorporate relevant material into your English learning. By this I mean you could make sure you're learning geometry and algebra terms or focusing on a detailed understanding passages when you read. If you're looking to go to college at the beginner level, many colleges offer an ESL bridge program for bilingual and international students (and those who score lower than a 79 on the TOEFL). In a bridge program, you can keep learning English and eventually go straight into the school's undergraduate program. Some colleges with ESL bridge programs include UMass Boston, Roger Williams, and the University of New Hampshire, among lots of others. Another possibility is enrolling in a community college (which doesn't require the SAT, but usually wants to see the TOEFL), and then transferring to a 4-year school after a year or two. This can be a great option to give yourself time to build up your English, experience the U.S. if you're not living here already, gain college credits, and then ultimately get your diploma from a 4-year college. Keep working on your English so you'll have the language skills you need to take the SAT and succeed at the college level. Once you've brought your skills up to the intermediate or high intermediate level, you can begin to do more focused prep for the exam. Keep reading to improve your English skills. SAT Prep for Intermediate Students Intermediate students may be in a better position to score between a 79 and 90 on the TOEFL and find the SAT more accessible. If you're an intermediate ESL student, you should familiarize yourself with everything about the SAT. Find out what's tested on the Math, Critical Reading, and Writing sections. Learn all about the different question types. Understand how much time you have in each section. Math is typically easier for ESL students, but you still need to focus on the math concepts and making sure you can understand word problems and math vocabulary,like integer, mulltiples, and isosceles triangle. For Writing, study the most commonly tested grammar rules and read widely to improve your understanding of syntax and structure. Practice writing essays; hopefully you have someone who can give you feedback on them. Finally, for Critical Reading, practice reading texts closely(and quickly) for main purpose, vocabulary, and details. Figure out where you need to focus your studying the most. Then you can determine your approach to test prep. What Are Your Prep Options? There are a few options for SAT prep, but I wouldn't recommend all of them for intemediate ESL students. These options include self-studying from books, SAT classes, one on one tutoring, and online programs. Self-studying can be tough and even ineffective for intermediate ESL students. You have to figure out everything on your own. Students can improve a lot by studying their mistakes and reading through answer explanations. If you don't have the language skills to understand your mistakes, then you could keep repeating the same ones without learning what you're missing. SAT classes are a slightly better option, but they can be difficult if they're not geared toward ESL students. They might move at a faster pace and teach to native speakers. In large classes, you might not get enough individual attention to really understand problem types. I would recommend online programs or one on one tutoring (or online programs that include a one on one tutoring component). That way you can match the prep to your pace and language level and get the thorough explanations you need. PrepScholar's program, for example, helps you figure out your strengths and weaknesses and target the areas you need to improve most. It also gives you lots of lots of practice writing essays and getting feedback. One on one tutoring can also accomplish this, but it works best if the tutor has experience working with non-native English speakers. It also may just be a weekly meeting, whereas you could access an online program anytime you wanted. The key thing to remember is that you should target your weaknesses, understand your mistakes, and find a prep method that best meets your needs as an ESL or bilingual student. All of this takes time and a plan, so it's best to start a year or more before your test date to give yourself time to prep and additional test dates to retake the SAT, if needed. Meanwhile, continue improving your English, as ultimately a strong score on the SAT, and especially the verbal sections, requires advanced English skills. Full speed ahead! SAT Prep for Advanced Students Advanced ESL students or bilingual students who are fluent will benefit from SAT prep in much the same way as native speakers. The difference is that they may have to focus more on understanding idioms, high level vocabulary, and essay writing, and work on their ability to read quickly under time pressure. There are a number of resources for free official practice tests that students can use to get a sense of their strengths and weaknesses. As you review content and concepts, you can also try out strategies for saving time and approaching each section. Analyze your mistakes and keep trying out timed practice tests to improve your pacing. Is there a method of test prep that works best for advanced students? What Are Your Prep Options? In terms of your options - self-study, classes, one on one tutoring, and online programming - you have more flexibility as an advanced ESL student or fluent English speaker. If you can deeply understand test prep on your own from books, then you could benefit from using them to prepare. You also might learn in a class, though generally classes don't offer insight beyond the ordinary or give much individualized attention. The strengths of customized online programs and one on one tutoring still stand for advanced ESL students and native speakers, since they help you design a study plan, understand your strong points and weak areas, and prioritize the material in a way that will maximize your score improvement. Many schools waive their TOEFL requirement if you score a minimum score on the Critical Reading section of the SAT. UMass Boston wants to see a 450 for bilingual SAT scores, and Columbia and Brown want to see at least a 650. If you're an advanced speaker who can score high enough to waive the TOEFL, then you definitely want to get started on prep early. That way you'll know whether or not you have to take TOEFL before it's too late. The SAT is a challenging test that plays a huge role in your college plans. To do your best, you want to choose the best materials and method of test prep. Then you can design the study plan that will help you most increase your scores. And if you come up with the best design, Heidi Klum will wear it to the Emmys. Design Your SAT Study Plan While you should focus on prepping for all aspects of the SAT, you probably want to focus most of your energy on the Critical Reading section and the essay. These tend to be the hardest to score highly on if your native language isn't English. Official books, online programs, and tutoring can provide you with high quality materials, individualized attention, and detailed explanations. It also helps to keep improving your English and reading. There are even some SAT vocabulary novels that can be an engaging way to learn vocabulary in context. Once you figure out your target scores and check out the different test dates, you can divide your time according to your schedule. This is one possible study plan that starts early in high school. Some students may push this forward, but it's good to start early so you have available test dates to retake the SAT. Start prepping in sophomore year 2 to 3 hours a week. This would add up to 80 hours or more by the end of the school year! Take the SAT in the spring of junior year, like May or June. If you're not satisfied with your scores (which you very well may not be at this point), do intensive test prep over the summer, while continuing to advance your English. Test again in the fall of junior year, and again in the spring of junior year if you still see room for improvement. Keep in mind that the fall of senior year would be the last time you could take the SAT and make your deadlines. Don't wait too long to take the TOEFL if you'll need it for colleges. While you want to start early, you also need to have sufficient working knowledge of English and the content knowledge, like geometry, algebra, and certain literary terms. If you haven't studied geometry yet in sophomore year, then it might be tough to take the SAT then and better to wait a little longer. Even if you're just starting to study, adding an SAT Question of the Day is an easy way to slowly get familiar with the questions. You can also create vocabulary flashcards specific for reading and math to quiz yourself and build up your vocab. The SAT is meant to measure college readiness. Achieving your target scores shows you have the English and study skills you need to succeed in college level courses. What's Next? Check out these other free resources for learning about SAT content and strategy! How to Improve Your SAT Reading Score: 6 Strategies How to Improve Low SAT Math Scores: 6 Key Strategies How to Improve Your SAT Writing Score: 8 Key Strategies The Best Way to Read SAT Critical Reading Passages How to Stop Running Out of Time on SAT Math How to Stop Running Out of Time on SAT Reading How to Write an SAT Essay, Step by Step We have lots more guides to help students at all levels improve on the SAT and learn strategies to beat the test. Check them out and find the tips and strategies that work best for you! Want to improve your SAT score by 240 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Barriers to the Growth of Electronic Marketing Essay

Barriers to the Growth of Electronic Marketing - Essay Example It has been able to exterminate the monopoly in goods an series which has been considered important for the growth of the electronic business. Though it has recorded growth in the recent past, there have been many barriers to the growth of the industry. There have been many issues with the conduction of the business over the internet and other electronic tools especially problems to do with mutual trust and privacy of the deals. Lack of security through the internet and other barriers have been a great block to the growth of the industry. This paper explores the barriers which have prevented the growth of the electronic marketing. In the first section the paper will explore the growth of electronic marking looking at the factors that have enabled the industry to make such great strides. This will give us an insight on how there have been compounding factors that have acted as barriers for the growth of the industry. The second section will look at the actual barriers to the growth of the industry and discuss them in details giving solutions to what could be done in order to minimize the barrier to the growth of the industry. The last section will be a general conclusion which will summarize all the details on the paper. The future of marketing has been defined. ... has been able to transform researches on marketing, products and services, and other information to the main street of the world and in a manner that they can be accessed by anyone in any parts of the world and at any time. The internet has been able to revolutionize the market the at the same time we have a luxury of watching events in the world as they unfold which has helped customers to access growth of marketing in all dimensions. There have been many criticism about the internet on the social front citing isolation and connection issues coupled with the political impacts that it has had on many governments but few have talked about the revolution that it has created on the economies of the world except the attention that has been paid on the stock market new that we receive over the internet. (Brown and Duguid 2002, p. 71) Since the 1990s when the internet was developed there has been tremendous growth in e-marking and a general growth of ecommerce. Companies have become open to the scrutiny of the whole world which has made it prerogative for the companies to open their operation and practice more ethics. But it is not only in the practicing of ethics in the corporation but also in the way the process of making business deals with these corporations that has been the main advantage of the internet to the consumers and to the corporations. There has been rising use of the internet as we clock to this decade and it seems to have become the centre of life of many people not only in America but also in the whole word. Recent researches shows that there have been a remarkable drop of about 8 percent on the number of hours that Americans have been spending watching TV and at the same time there have been increased number of house about 8 percent that they have

Case study-scientific glass Study Example | Topics and Well Written Essays - 750 words

-scientific glass - Case Study Example Similarly, the alternative of accuracy and reliability of the managers’ records should be investigated (Cannella and Ciancimino 21).The alternatives can be evaluated by for example physically counterchecking the inventory and the recorded figures. If they indicate similarity, then the records can be relied upon. Otherwise, the managers should be trained on how to keep updated records. In 2009, the cost of goods sold according to the balance sheet was $38.9 million while the inventory stood at $8.7 million. Dividing $38.9 with $8.7, the answer is 4.47 which represent the inventory turnover. Months of inventory is then obtained by dividing 365 by 4.47 is equal to 81.66. In order to get the days of inventory based on months, 81.66 is divided by days which equals to 2.7. The ratio of inventory against sales is obtained by dividing total inventory in 2009 by total sales which stood at 86.3 million which is equal to 0.1. If SG increases the sales by 20 percent in 2010 thus getting total sales of $103.86, and keeps the inventory coverage the same, the forecasted inventory in for the company would be 1.04 while that of North America which contributes 50.9% 4.44/8.72*100 of the whole inventory would be 0.53. One of the policies that the company focuses at adopting is eliminating trunk stock. In order to ensure that the customers’ demands were effectively met by the company, the sales people are allowed to check up a maximum of $10,000 in their cars as well as homes. However, after some deliberation, Beane deemed it fit to remove the trunk shots. Even if this would be apart of the solution to the inventory problem, some managers were hesitant to apply the policy. The maximum amount of inventory that would be saved would stand at $320,000 that is gotten by multiplying 32 salespersons by 10,000. By emulating the policy change, I estimate that the company

A Woman Pouring Milk Essay -- Visual Arts Paintings Art

A Woman Pouring Milk In Ways of Seeing by John Berger, the way we have been taught to observe, learn and analyze art is criticized. Berger describes static images are an appearance that has been taken out of context, out of its original time and setting. He states that any image encompasses a way of seeing. The way we see a specific image is based on perspective. A piece of art can be interpreted in various ways; it is relative to every person. Throughout the text, Berger illustrates the different types of arts. Each one is a perfect example of the phrase â€Å"Use your own interpretation.† If looked at closely, one gets different ideas and understandings than others of the same image. Another way that paintings are interpreted or misinterpreted is through reproductions. Reproducing original pieces of art has been a large controversy as well, even a â€Å"political issue,† which is discussed by Berger. Berger places a painting by Vermeer in his book, but does not offer an explanation on the painting. He does this so we ask ourselves about the painting. The painting, â€Å"A Woman Pouring Milk†, is a simple, self-explanatory image, yet simultaneously symbolizes much more. Most of Vermeer’s work involves women performing daily chores. In his stated painting, we see how the woman is focusing intently on pouring the milk. She does not look at the artist painting her, she does not look around the room as if bored, but staring at the task. The woman is using all her eff... A Woman Pouring Milk Essay -- Visual Arts Paintings Art A Woman Pouring Milk In Ways of Seeing by John Berger, the way we have been taught to observe, learn and analyze art is criticized. Berger describes static images are an appearance that has been taken out of context, out of its original time and setting. He states that any image encompasses a way of seeing. The way we see a specific image is based on perspective. A piece of art can be interpreted in various ways; it is relative to every person. Throughout the text, Berger illustrates the different types of arts. Each one is a perfect example of the phrase â€Å"Use your own interpretation.† If looked at closely, one gets different ideas and understandings than others of the same image. Another way that paintings are interpreted or misinterpreted is through reproductions. Reproducing original pieces of art has been a large controversy as well, even a â€Å"political issue,† which is discussed by Berger. Berger places a painting by Vermeer in his book, but does not offer an explanation on the painting. He does this so we ask ourselves about the painting. The painting, â€Å"A Woman Pouring Milk†, is a simple, self-explanatory image, yet simultaneously symbolizes much more. Most of Vermeer’s work involves women performing daily chores. In his stated painting, we see how the woman is focusing intently on pouring the milk. She does not look at the artist painting her, she does not look around the room as if bored, but staring at the task. The woman is using all her eff...

Mao is a Rotten Egg

I enjoyed reading Chairman Mao is a Rotten Egg because it shows the relationship between parents and children and parents and the government under Mao Tse-tung. The mother in the story was very concerned with what she thought her child said because it had potential to jeopardize her relationship or right standing with the government. If her child, Ching-Ching, was a counterrevolutionary, there was a possibility that he would have been killed or at the least had his statement on record for the rest of his life.You can also see how other parents reacted to what they thought their children said. For example, Tung-Tung was in trouble later on in the story because his father thought that he had said something against Chairman Mao. The story also lets us know what Tung-Tung rarely cried, so for his father to become very angry about his statement more than if he had lied or done something else he knew he wasn’t supposed to do, their regard for Chairman Mao must be incredibly high.Che n Jo-hsi, according to the Time article, wrote about situations that could have happened in China during that time period. I think it is important because while there was no literature produced out of China under Tse-tung, those who read these stories and who live in China can relate to these situations. However, I think it would be difficult for me to live in a place where I have to be a little more loyal to my government than to my own family.

Isabella d Este Great Woman of the Renaissance Essay

Historians and scholars often overlook the part that women played in the Renaissance. Did women have a Renaissance? The period did not occur in a male only vacuum; women played an important part in the changes taking place across Europe. No matter a woman’s station in the class system, women, were still considered the sinful daughter of Eve, the downfall of man. Into this world stepped Isabella d’Este, one of the great women of the Renaissance. Isabella d’Este left behind not only the great works of art that she collected and commissioned during her lifetime but a treasure trove â€Å"amounting to upwards of two thousand letters, which have fortunately been preserved.† Through these letters, scholars learn what kind of woman Isabella was,†¦show more content†¦She and her sister Beatrice were given and education that was equal to that of her brothers. The young Isabella was engaged to Giovanni Francesco Gonzaga when she was six years old. Historian and Biographer Julia Cartwright Ady quotes Cosmio Tura, â€Å"I can assure you that her marvelous knowledge and intelligence are far more worthy of admiration [than her beauty].† Isabella was a stunning beauty but she impressed even diplomatic visitors to her father’s court with her keen intellect. Her home in Ferrara was a center of culture and learning, and Isabella benefitted from this at an early age. Her parents were both classically educated and from her birth, Isabella was surrounded by scholars, poets, artists and the great works of art her parents had collected. To a young Isabella appreciation of art must have came naturally her father reportedly had three passions the love of building, of the theater and traveling. Her Mother collected art and decorated her private rooms as well with her husband their homes. Her father was also a collector of art and antiquities. Later in her life, their tastes would diverge and Isabella chose a more secular tract; she did not completely decorate or build a church. Isabella reflected both her parents in her patronage but she was mainly attracted to the works of European masters as was her mother. At age sixteen, Isabella married Francesco Gonzaga, theShow MoreRelatedHow Did Isabella DEste Influence The Renaissance Period862 Words   |  4 PagesISABELLA D’ESTE QUESTIONS How did Isabella D’este influence the Renaissance period? Isabella d’Este was a powerful and well-educated cultural and political figure. She contributed to the Renaissance period by changing the unique role of woman in the Renaissance age, Isabella was openly , opinionated about politics topics and warfare. When her husband, Francesco 2 Gonzaga left the city, Isabella governed Mantua on her own. Isabella changed Mantua into a centre of culture and art and became ChiefRead MoreHave You Ever Thought About Any Of The Main People In The1221 Words   |  5 Pages Have you ever thought about any of the main people in the Renaissance? Is there any that stood out to you for their hard work? There were many successful and inspiring people during the Renaissance of 1400’s and 1500’s. This paper will show how Isabella D’Este earned her name and is now recognized as one of the most famous patron of the arts from the Renaissance. Isabella D Este was born on May 18, 1474 into a ruling family which was when it all began. She was married at the age of sixteen toRead MoreLeonardo Da Vinci s Portrait Of Cecilia Gallerani Essay2022 Words   |  9 Pagesof Leonardo s fascination. It is not just Sforza who adores Cecilia. From this portrait, it looks as if the painter is attracted to her, as well. The idea that Leonardo could be aroused by a woman at all is a bit of a surprise. This is not the image of him that has come down to us. Ever since Renaissance witnesses recorded that he loved to surround himself with beautiful young men, his homosexuality has been an open secret. As a youth, he was twice accused of sodomy, though never prosecuted (apparentlyRead MoreThe Renaissance Period3406 Words   |  14 PagesThe argument being put forward in this dissertation is that the Renaissance in Europe, with specific emphasis on Italy, during the 15th Century, was the most influential period in developing the ‘early modern’ human society. Many believe that this was due to its almost perfect location between Western Europe and the Eastern shore of the Mediterranean. By analysing various factors and sources, as well as different aspects of society, for example political factors and the views of contemporary texts

Essay on the Two Types of Pride in Pride and Prejudice

Two Types of Pride in Pride and Prejudice In the novel Pride and Prejudice by Jane Austen, there is a stark contrast between the pride displayed by the characters Mr. Fitzwilliam Darcy and Mr. Bennet. Austen demonstrates the importance of possesing the correct pride and makes this the main theme throughout the novel. Pride may be considered as either an attribute or flaw. To posses pride as an attribute is to have self-respect, honor, and integrity. To posses pride as a flaw is to demonstrate arrogant or disdainful conduct and haughtiness. Mr. Fitzwilliam Darcy posses pride as an attribute while Mr. Bennet posses pride as a flaw. Darcy is responsible for his sister, himself, his estate, and his family name. He†¦show more content†¦But Darcy finds out and stops it immediately. This shows that Darcy is concerned with his sisters well-being; this incident further intensifies his hatred for Wickham, but Darcy protects his sister from him. By protecting his sister, Darcy also wants to make her happy; in turn, he purchases a piano for Georgiana so that she can play well. He takes his responsibilities seriously and fulfills them. For example, as explained briefly in the previous paragraph, he takes pride in his honor and displays generous treatment of his servants and tenants. Mrs. Reynolds, th e housekeeper, says that à ¬[Darcy] is the best landlord, and the best master,à ® and that she never had à ¬ a cross word from himà ® in her life. He cares even for his servants generously and is not haughty about his higher class status. This further shows Darcys attention to responsibility, self-respect, and honor. Mr. Darcy is also in charge of the protecting his family name and estate. He holds his family name and estate of Pemberley with high esteem and value, but not in a conceited manner like Lady Catherine de Bourghs. Darcys pride here is not of a negative nature, but is one of positive nature. His pride in his name is typical of any person; and in some instances when it is jeopardized, he takes care of the situation and returns everything back to normal. For example, Darcy does not want the Pemberley estate to be à ¬taintedà ®Show MoreRelated A Character Analysis of Elizabeth Bennet Essay examples1591 Words   |  7 PagesJane Austen’s novel Pride and Prejudice , there are many references to the unusual character of Elizabeth Bennet ; she is seen to be an atypical female during those times. Wit , bravery , independence , and feminist views all describe a most extraordinary model for women. Pride and Prejudice is a humorous novel about the trials of marrying well in the early eighteenth century. It focuses mainly on the actions of two couples – Elizabeth Read MoreThe Influence of Regency England in Pride and Prejudice1604 Words   |  7 PagesEngland’s preconceptions. The characters in Austen’s novel, Pride and Prejudice, seek economic security through marriage, and cast a critical eye on those who divert themselves with lesser, frivolous pursuits, resulting in their efforts to either maintain or contend with propriety. It was â€Å"a truth universally acknowledged† (Austen 5) in Austen’s time that marriage yielded benefits of a practical nature. Indeed, several characters in Pride and Prejudice are fixated on the remunerations of an advantageousRead MoreJane Austen s Pride And Prejudice1589 Words   |  7 PagesIntroduction Jane Austen’s’ Pride and Prejudice was published in 1813. The setting of the novel was based in England. During the 18th century, society’s main focus was on social status, courtship, and marriage. Pride and Prejudice depicts the commotion of a town called Longbourn by the arrival of Mr. Bingley, a wealthy man. At the beginning of the novel, Mrs. Bennet is trying to marry one of her five daughters-Jane, Elizabeth, Mary, Kitty, or Lydia-to Bingley. When Mr. Bingley meets Jane at a ballRead MoreAll Of The Good And Bad Relationships That Came From The Book, Pride And Prejudice861 Words   |  4 Pagesand to be someones. Now a days, people meet each other through school or some type of social media. However, back to when Pride and Prejudice took place (between 1796 and 1813), things were a little different. A girl back then would usually meet a man through their parents and would eventually marry that man. In this essay one will learn about all of the good and bad relationships that came from the book, Pride and Prejudice. In the book the Bennets are considered and unhealthy couple. Reason is becauseRead MorePride And Prejudice And The Great Gatsby3745 Words   |  15 PagesMoney as Presented in the Novels Pride and Prejudice and The Great Gatsby Kayla Senecal IB English Essay: English Group 1 Candidate: 001134-0000 Word Count: 3736 Abstract Two main focuses that encompass life are love and money. Since the invention of money, it has been a competition to see who can become the wealthiest and therefore the most successful. But are people really successful if they are unhappy without a person to love in their lives? This essay will investigate the importanceRead More Feminism in Pride and Prejudice by Jane Austen Essay1713 Words   |  7 PagesFeminism in Pride and Prejudice by Jane Austen Jane Austen, the author of Pride and Prejudice, holds feminist views and uses the novel to show her opinions about womens issues. Pride and Prejudice is a personal essay, a statement of Jane Austens feelings about the perfect lady, marriage, and the relationship between the sexes. Jane Austens characters, plot, and dialogue are biased to reflect her beliefs. The biased process and importance of marriage are introduced with the first lineRead MoreJane Austens Pride and Prejudice Essay1276 Words   |  6 PagesPride and Prejudice Essay: Own Prompt #8-The Obscurities of the Victorian Society In Pride and Prejudice, Jane Austen satirizes the superficially built society in Victorian Era by pointing out the flaws with the recurring themes of marriage versus love and gender roles through dramatic irony and character relations. All relationships and the idea of true love tend to be obscured by this materialistic society that is based on wealth, power, title, and connections. Jane Austen constantly paintsRead MoreCompare the Presentation of Love in Shakespeare to Pride and Prejudice1074 Words   |  5 Pages‘Romeo and Juliet’ and ‘Pride and Prejudice’ are the two of English literature’s most celebrated and loved stories.   In both cases, the theme of the story is love between a young man and women and the lovers are the main characters about which the rest of the cast or characters in the story revolve.   Although both are romances, in the literal sense of the word, there are numerous differences between them; this essay intends to examine the similarities and differences between the two works, specificallyRead More Pride and Prejudice Essay: The Faults of Pride and Prejudice1751 Words   |  8 PagesThe Faults of Pride and Prejudice      Ã‚  Ã‚  Ã‚   If we investigate the themes, characters and setting of Jane Austens Pride and Prejudice in an effort to find faults of logic, we must first recognize that the entire work is a fault of logic because Austens world is a microcosm of one level of society, a level wherein everything and everyone turns out kindly, whether they be heroes or villains, rich or poor, or proud or prejudice.   This is because unlike conventional romantic novels, like WutheringRead More Pride and Prejudice and Jane Eyre: Love and Characterization2663 Words   |  11 Pagesfocus on the love between characters, and each character loves differently. In Jane Eyre, Mr. Rochester and Jane have an impassioned affair, this affair is cut short by Jane’s realization that Mr.Rochester already has ties to another woman. In Pride and Prejudice, it is clear that Elizabeth Bennet and Fitzwilliam Darcy love each other very deeply, as Mr. Darcy is able to overcome his doubts about Elizabeth’s f amily, and his own timidity, and marry his true love. Though their romance is more reserved

Marketing - 3826 Words

Brief Description Of Thomson Organisation Marketing Essay Thomson is one of best and largest tour operator in the world. The company originally named Thomson tour operator and renamed in 1997 was founded as part of the Thomson Travel Group in 1965.Thomson UK headquarters in Luton, England. Thomson’s trading division of TUI UK limited. The company number is 02830117. When customers buy the holiday packages form Thomson, they will not apply to any course of dealing between Thomson other than the package holiday booked. The package holiday as advertised by Thomson will also have restrictions set out in Thomson A-Z guide books. And customer should read Thomson A-Z guide and these terms and condition carefully, before customer booked there†¦show more content†¦Policy development is a complex process which frequently takes place in an unstable and rapidly changing context, subject to unpredictable internal and external factors. As a cross-sectional view of an evolving picture, the utility of stakeholder analysis for predicting and managing the future is time-limited and it should be complemented by other policy analysis approaches. PESTEL analysis of Thomson holidays Political—Political factor means how and what government degree in economics. So Thomson should also know about the government policy of this country. It’s also including with goods and services, which is government provide to the Thomson tour operator. Specifically, political factor are include such as, labour law, environmental law, taxation, tariffs, tread law, local council law etc. Economic-Economic factor means how Thomson operator and take decisions. For example, money interest rate affects a cost of capital in firms. So economic factor is including with like, interest rates, economic growth, inflation rate, and money exchange rates etc. Social-Social factor means what are the cultural aspects, population growth rates, life style of social people, age distribution, Thomson also make sure about thus kind of factor. So is including with cultural festival, demography, geography, languages behaviour, religion festival etc. Technological-Technological factor is including as R and D activity. It is very important to know about latest Technology. Because,Show MoreRelatedMarketing Analysis : Marketing And Marketing966 Words   |  4 Pagesreflect back over these last five weeks I now have a clearer view of marketing and how it affects not just the consumers of the world and the companies with their marketing managers, but how it affects me. 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Railway Work Shop Free Essays

INDEX 1. Acknowledgement 2. Introduction 3. We will write a custom essay sample on Railway Work Shop or any similar topic only for you Order Now Layout of Railway Workshop 4. Salient Features of Jodhpur Railway Workshop 5. B. T. C. 6. Shop Organization 7. Machine Shop 8. Mill Wright Shop 9. Black Smith Heat Treatment Shop 10. Roller Bearing 11. Corrosion Shop 12. Brake Gearing Shop 13. Lifting Shop 14. Project ACKNOWLEDGEMENT To make any endeavor successful, especially where the cooperation so many is needed, a lot of help is needed from those who are in a position to help. In the Engineering field only theoretical knowledge cannot satisfy an Engineer’s need and only on the basis an Engineer cannot do field work efficiently therefore it is very important for an Engineering student to opt some training. To get this knowledge every student of engineer college takes training according to his own branch in a well established factory or an organization in which work is being done practical and how practical work is managed in normal working condition. I am grateful to MR. RAJAT BHAGWAT, the Training and placement officer, M. B. M. Engineering College, Jodhpur for giving me the permission fro training. I would like to take this opportunity to thank all those who made my training at NORTH WESTERN RAILWAY WORKSHOP, (JODHPUR) not only possible, but also a learning experience. My sincere thanks to the Sh. Mr. B. C. Soni (B. T. C. Chief Instructor), Mr. M. S. Solanki (Sr. Instructor), Mr. R. K. Jain (Sr. Instructor), Mr. A. K. Gautam (Sr. Instructor), Mr. Rajesh Purohit (Sr. Instructor), Mr. Premdas Vaishnav (Sec. Engineer), Mr. Rajendra (Ju. Engineer), Mr. L. P. Verma (Sr. Sec. Engineer), Mr. Rajendra Sisodia (Store Clerk), Smt. Urmila Solanki (Office Clerk) I also express my sincere thanks to the incharge of B. T. C. for their regular Guidance and their helpful nature without which I cannot complete my training. I am also thankful to all the incharge of Jodhpur Railway Workshop and their sub ordinates and workers, which helped us a lot and shown the interest in us, it gives me a great pleasure in presenting my training report on Jodhpur Railway Workshop. Sumita Hemrom B. E. II Year Student Mechanical Engineering M. B. M. Engg. College, Jodhpur ADMINISTRATIVE HIERACHY Jodhpur workshop is handled by Chief Workshop Manager. He is assisted by a team of officers with the sectional staff as under: C. W. M. Sh. S. D. Meena Dy. C. M. E. Sh. D. S. Bhati W. M. Sh. J. P. Sharma W. E. E. Sh. R. S. Choudhary S. P. O Sh. N. S. Chawada S. A. F. A. Sh. K. C. Ramdeo X. En. Sh. D. R. Choudhary A. W. M. Sh. R. A. Yadav W. A. E. E. Sh. L. D. Gautam A. F. A. Sh. S. S. Ram INTRODUCTION Workshop is located near main Railway station of Jodhpur. This workshop is well established and running successfully as a complete organization. In 1969, to increase administrative efficiency, the post of â€Å"Works Manager† was upgraded to Deputy Chief Mechanical Engineer. Now a days, this workshop has not only stopped importing valuable and costly components but also started the production of some essential and sophisticate components. Along with this, the basic role of Jodhpur workshop is: – 1. Periodic over hauling of the Railway coach and bogies at the level. 2. Manufacture and repairing of components used in Diesel engine for Diesel shed. 3. Maintenance and repairing of all the machines, which are installed in Jodhpur Railway station. 4. Now a days, it is also engaged in production of some components, which needs to be replaced in Railway coaches and bogies. There are 16 regional head quarters in India which are as follows:- 1. Western Railway – Mumbai 2. Central Railway – Mumbai 3. Northern Railway – New Delhi 4. Southern Railway – Chennai 5. Eastern Railway – Chennai 6. South Eastern Railway – Calcutta 7. North Eastern Railway – Gorakhpur 8. South Central Railway – Secundarabad 9. North East Frontier Railway – Guwahati 10. East Central Railway – Hazipur 11. North Central Railway – Allahabad 12. North Western Railway – Jaipur 13. West Central Railway – Jabalpur 4. South Western Railway – Hubli 15. South East Central Railway – Bilaspur 16. East Coast Railway – Bhuvaneshwer SALIENT FEATURES OF JODHPUR RAILWAY WORKSHOP | 1. |Total Area | 115339 sq. m. | | 2. |Covered Area (Shed + Buildings) | 48983 sq. m. | | 3. |Track length | 8820. 9 m. | | 4. |Road Length | 1564 m. | | 5. Electric Consumption | 2. 2 lac units/month | | 6. |No. Of Machines | 446 | | 7. |Standby Generation Capacity | 796 KW | | 8. |Power Demand | 1240 KVA | | 9. |Power Factor | 0. 85 | | 10. Water Storage: Underground | 3337 lit. | | |Overhead |225 lit. | | 11. | Pneumatic Power By | 10 Compressors | POWER SUPPLY The electricity is supplied by JVVNL and is also generated by generator sets in case of supply failure. The requirement of electricity in workshop is as follows:- | 1. |Connected Load | 4600 KVA | | 2. Demand | 1360 KVA | | 3. |Maximum Demand | 1400 KVA | | 4. |Actual Utilization: Day Shift | 110-1250 KVA | | |Night Shift |400-500 KVA | | 5. |Average Consumption per day | 9000 Units | | 6. Lighting Consumption Per Month | 15000 Units | Today the staff strength stands at 2400 employees including 150 supervisors and 6 administrative officers. In 1992 it achieved the ISO 9001 certificate. Shop Organization [pic] BLACK SMITH AND HEAT TREATMENT INTRODUCTION Smithing is understood to handle relative small jobs only such as can be heated in an open fire or hearth. The shop in which the work is carried out is known as smithy’s or smithy shop and various operation are performed by means of hand hammer or small power hammers. Forging refers to production of those parts which must be heated in a close furnace. The portion of work in which forging is done is termed as the forge and work is mainly performed by means of heavy hammers, forging machines and presses. Shaping of metal is done either by steady compression or by impact between hammer and anvil after heating it above recrystallisation temperature in forging. Forging can be defined as the controlled plastic deformation of metal at elevated temperature in to a predetermined sizes and shapes using compressive forces exerted through some type of die by a hammer, a press or an upsetting machine. The B. S. H. T. shop is divided as:- 1. Draw gear section 2. Buffer section 3. Spring section INSTALLATIONS 1. Pneumatic power hammers (5 nos. ) 250 kg. Capacity-2nos. 500 kg. Capacity-1nos. 1000 kg. Capacity-2nos. 2. Hydraulic presses (3 nos) 3. Combined shearing, punching and nibbing machine (1 nos) 4. Spring testing machine (2 nos. ) 5. Air blowers (2 nos. ) 50 h. p. 6. Grinder (1 nos. ) 7. Circular saw (1 nos) 8. Power hacksaw (1 nos ) 9. Furnace (6 nos) 10. Shot peening machine (1 nos) 11. Tension (proof load ) testing machine (1 nos) PNEUMATIC POWER HAMMER:- The hammer has two cylinders compressor cylinder ram cylinder. Piston of compressor cylinder compresses air and delivers it to the ram cylinder where it accelerate the piston, which is integral with ram delivering the blows to the work. The reciprocation of the compression piston is obtained from a crank drive which is powered from a motor through reducing gear. The air distributor device between the two cylinders consist of rotary valves with parts through which air passes into the ram cylinder, blows above the piston, alternatively. This drives the ram up down respectively. HYDRAULIC POWER PRESS:- In power press the ram is driven by power instead of hand as in the case of hand press , The principal of a typical forging press is as follows:- The fluid passes first from a large capacity tank to a pump and then is delivered on the press with the aid of an accumulator and distributor at a pressure of at a pressure of at 200 to 300 kg/cm. The accumulator fluid pressure flows into to main cylinder and pressure on the top of the large piston. Since the cross-section area of the piston in the main cylinder is large, the press ram is forced down upon the material to be forged which lies on the anvil with high total power. Each power stroke the large piston is returned into its initial position by action of the working fluid on the piston rod in the pull back cylinder. To perform this motion, a relatively lower fluid pressure, but a large volume of water per unit time is required to accelerate the return stroke. FURNACES: The job is heated to correct forging temperature in a hearth or furnaces. The gas and oil are economical, easily controlled and most widely used fuels. In workshop, we used coal and crude oil as fuel forge furnaces are built so as to ensure a temperature up to 1350 degree centigrade in their working chamber. Two types of furnaces are used in this shop:- 1. Coke fired furnaces 2. Coal fired furnaces In cock furnace coke is used as fuel. In oil fired furnaces diesel is used as fuel. Diesel is sent by cast iron pipes from diesel tank in an injector and compressed air is sent on high intensity by a blower. The air jet mixed with diesel is used as fuel in oil fired furnace. Furnace are used to red hot the raw material to the required temperature. Fuel is injected into these furnace with a great pressure associated with air blast. This high pressure is generated by centrifugal air compressor, which is situated in the shop itself. This compressed air from the compressor is then taken to several furnaces through the underground pipes. One man is present near the furnace that puts the raw material and takes out the red-hot material, which is then placed under power hammer. After acquiring the required shape, these products are either hardened by various hardening procedures or simply cooled to the atmospheric temperature. Draw Gear Section:- The draw gear and screw coupling are used to connect two coaches to each other. These are designed for a proof load of 75tones and breaking load of 130t. The components are specially heat treated to achieve the load bearing capacity. In maintenance procedure of draw gear and screw coupling stress relieving is done. The components made of st 60-61 are to be stress relived and the new material introduced for draw gear IS: 5517-93 Grade35Mn6M03 is not to be heat treated. The maximum temperature up to which draw gear can be heated is 550 C. Buffer Section:- Buffers are used to absorb the shock during impact action of coaches. Apart from absorb the impact energy it also guide the coaches to align in track during turn on curvature. Each buffer has capacity of 1030 kg-m with a total stroke of 127 mm. Rubber springs are used in this buffer assembly so it have low absorption capacity in earlier part of the stroke which rises rapidly towards the end resulting in absorption of high shock loads and transmitting of minimum end pressure to under frame. Components of buffer assembly: ? Buffer casing (cast steel) ? Buffer plunger (cast steel, forged) ? Rubber buffer pads ? Buffer spindle ? Destruction tube ? Recoil spring ? Recoil spring parting plate ? Buffing spring parting plate ? Recoil spring washer ? Face plate for buffer plunger M-24 Hex head bolt Spring Section:- The springs are used in the bogie for the suspension system of coaches. There are two types of suspension as primary and secondary suspension. The springs classified to primary and secondary system by the load carried by them. Fig: Inspection procedure:- Inspect all components visually for dimensional distortion and surface defects such as cracks, wear, dent marks and pitting etc. Remove scale, rust, light cracks by grinder. Stress relieving. In case of doubt of cracks dye penetration or magna flux machine is used to check the cracks Load test is done on load testing machine for 100t to 150t. In all this procedure if component is find ok then it is dispatched to the assembly. ROLLER BEARING In passenger coaches of Indian Railway system, only single bearing type axle box arrangement is used, means only two bearing are used to support the axle. The bearing used for this purpose is of Spherical Type Roller Bearing. CONSTRUCTION:- Spherical roller bearing consist of an outer ring having a spherical race way within which two rows of barrel shaped rollers operate. These rollers are guided by an inner ring with two raceway separated by a center rib. This bearing has self alignment. Spherical roller bearings have a large capacity for radial loads, axle loads in either direction. Spherical roller bearing no. 22336/c3 with 130 mm parallel bore on the inner ring are being used on ICF type coaches. They are directly shrunk fit on the axle journals. These roller bearings are to be inspected periodically as per schedule. Fig: TOOLS AND PLANTS FOR MAINTENANCE OF ROLLER BEARING:- |S. no. |Function |Equipment used | |1. Cleaning of roller bearing |3 stage cleaning plant or pre wash, wash water rinsing | |2. |Dismounting of spherical roller bearings |Hydraulic dismounting equipment-withdrawal nut | |3. |Mounting of roller bearings |Induction heater with demagnetizing device | |4. |Securing of end locking bolts |Torque wrench | |5. |Visual inspection of demounted roller bearings |Magnifying glass with light | |6. Checking of radial clearance |Long feeler gauge | |7. |Measurement of journal |Outside micrometer | | | | | | | | | DISMOUNTI NG OF BEARING:- ? For dismounting of bearings, special hydraulic dismounting equipment is used. This machine injects oil between the journal and bore to the inner ring with high pressure which expands inner ring resulting in breaking of interference. The bearing becomes loose on the journal and slides over it. The bearing is then removed from the journal and sent to the cleaning plant. ? All components of bearing such as inner ring, outer ring, rollers, and cage are examined for cracks, damage and breakage. If bearing is found free from all the defects mentioned above, the radial clearance is measured with feeler gauge. Radial clearance is not within prescribed limits, the bearing is rejected. RECOMMENDED RADIAL CLEARANCE LIMITS FOR BEARING IN DISMOUNTED CONDITION: |Bearing make |Radial clearance | |SKF |0. 105 to 0. 296 mm | |NBC |0. 080 to 0. 190 mm | MOUNTING OF BEARING:- ? Before mounting the bearings, it is checked that journal and shoulder diameters are within permissible limits. All direct mounted spherical roller bearing have interference fit with axle journal, therefore it requires heating and shrinkage fitting. Heating of bearings is done by using an induction heater. Fig: ? Temperature range for heating the bearing is 100 to 120 centigrade. ? Induction heating is a quick, safe, energy saving and environment friendly process. In this system, bearing is short circuited to perform as a secondary winding whereas the core winding is at primary side. Bearing is placed around a yoke. Due to principal of induction current, bearing is heated due to its electrical resistance and attains the desired temperature. It is recommended to set the machine in such a way that it t akes 5 to 7 minutes to attain the temperature of 120c maximum of bearing. ? Heated bearing mounted on journal with the help of hook and it is positioned by giving light taps with plastic hammer. BEARING IS REJECTED FOR THE FOLLOWING DEFECTS: ? Pitted or flaked roller tracks and rollers. ? Cracked or deformed or badly worn out cage ? Cracked inner or outer ring ? Scored or damaged outer surface of the outer ring. ? Indentation or rings or rollers ? Scoring of roller tracks or rollers ? Corrosion damage Excessive or less radial clearance CORROSION SHOP ICF coaches incorporate a no. of pressed steel sections made of thin sheets (1. 6, 2. 0, 2. 5, 4 mm) and plates of thickness 5 to 16 mm in the construction of the shell. These sheets are considerably stressed as the design of the coaches is based on the principle of a self supporting structure and it is essential that these coaches are maintained in good condition free from corrosion. Corrosion is take place when a steel surface comes in contact with moisture. For prevention the corrosion, film of paint is coated on steel surfaces. In addition to it, application of an inhibite Zinc Chromate Red Oxide Primer is done to prevent the surfaces coming in contact with atmosphere. Surfaces which are not finish painted have also been given ? coats of bituminous emulsion which gives added protection to the steel surfaces by excluding moisture along with primer. If due to some reason like abrasive action of sand, the bituminous film brake down, the inhibitive primer acts as a second line of defence. Corrosion of steel surfaces starts only when both the bituminous and the primer suffer mechanical injury. Corrosion is indicated by: ? Flaking of paints ? Flaking of metals ? Pitting and rusting Corrosion can be classified into two categories as vulnerable and not vulnerable. Vulnerable corrosion of parts means, the parts are fully corroded and they should be changed for further operation. The examples of vulnerable members in coaches are tubular frame below lavoratories, trough floor in bays, sole bar, body pillars etc. Not vulnerable parts mean the parts which are corroded to little depth and they may be use still by treatment of corrosion. The examples of mot vulnerable members are head stock inner and outer along with stiffening tubes, roof sheets, body side doors, partition walls, water tank ceiling construction, battery box etc. All the components of coaches are examined in following way for corrosion:- ? Visual inspection ? By spiked hammer ? In the inner surfaces by making g the holes in corresponding component. ? If the components are corroded excess as prescribed limit then change the component by new one. ? And if the component is not so much corroded then repair the component by scrapping old coats of paint and make new coats of paints of anticorrosive layer BRAKE GEAR SHOP Presently coaches are mounted with air brake system instead of vacuum brake system due to better braking application. The air brake used is TWIN PIPE GRADUATED RELEASE AIR BRAKE SUSTEM. In this system two pipes known as feed pipe and brake pipe are used, instead of that there are two brake cylinder on each bogie, one auxiliary reservoir, a distribution valve, a control reservoir etc. The air brake system uses compressed air supplied by the main reservoir in locomotive. The locomotive compressors charge the feed pipe throughout the length of the train . The feed pipe is connected to the auxiliary reservoir and the brake pipe is connected to the brake cylinder through the distributor valve. Brake application takes place by dropping the pressure in the brake pipe. Charging the brake system †¢ Brake pipe throughout the length of train is charged with compressed air at 5 kg/cm2 †¢ Feed Pipe throughout the length of train is charged with compressed air at 6 kg/cm2 †¢ Control reservoir is charged to 5 kg/cm2 †¢ Auxiliary reservoir is charged to 6 kg/cm2 Brake application stage For brake application the brake pipe pressure is dropped by ventilating air from the driver’s brake valve. Subsequently the following actions take place †¢ The control reservoir is disconnected from the brake pipe. †¢ The distributor valve connects the auxiliary reservoir to the brake cylinder and the brake cylinder piston is pushed outwards for applications of brakes. †¢ The auxiliary reservoir is however continuously from feed pipe at 6kg/cm2 |Description |Reduction in B. P Pressure | |Minimum Brake application |0. 5 to 0. kg/cm2 | |Service Brake application |0. 8 to 1. 0 kg/cm2 | |Full service Brake application |1. 0 to 1. 5 kg/cm2 | |Emergency Brake application |Brake pipe is fully exhausted and its pressure reduces | | |to almost zero. | Brake release stage: Brakes are released by recharging brake pipe to 5 kg/cm2 pressure through the driver’s brake valve. ? The distributor valve isolated the brake cylinder from the auxiliary reservoirs. ? The brake cylinder pressure is vented to atmosphere through DV and brake cylinder moves inwards. [pic] BRAKE CYLINDER Every coach fitted with air brake system, have two brake cylinders for actuating brake rigging for the application and release of brakes. During application of brakes the brake cylinder develops mechanical brake power by outward movements of its piston assembly, by receiving air pressure from auxiliary reservoir through the distributor valve. This mechanical power is transmitted to the brake shoes through a combination of levers. During release action of brakes the compression spring provided in the brake cylinder brings back the rigging to its original position. The cylinder body is made out of sheet or cast iron and carries the mounting bracket, air inlet connection rib and flanges to the cylinder body a dome cover is fitted with the help of bolts and nuts. The dome cover enclosed the spring and passage for the piston trunk which is connected to the piston by screws. The piston is cast iron having a groove in which piston packing is seated . piston packing is of oil and abrasion resistant rubber material and is snap fit to the piston head. The packing as self lubricating characteristic which ensure adequate lubrication over a long service period and extends seal life considerably. AUXILARY RESERVOIR The auxiliary reservoir is a cylindrical vessel made of sheet metal. On both the ends of the reservoir, flanges are provided for pipe connections. One end of the auxiliary reservoir is charged through the feed pipe to a pressure of 6 kg/cm2 . At the bottom of the auxiliary reservoir, a drain cock is provided for draining out the condensate/moisture . The auxiliary reservoir should be overhauled in every POH. DISTRIBUTOR VALVE Distributor valve is the most important functional component of air brake system and is also referred as the heart of air brake system. The distributor valve sense drop and rise in brake pipe pressure for brake application and release capacity. It is connected to the brake pipe through branch pipe. Various other components connected to the distributor valve are auxiliary reserve reservoir, brake cylinders and control reservoir. FUNCTION OF DISTRIBUTOR VALVE For application and release of brakes the brake pipe pressure has to be reduced and increased respectively with the help of driver’s brake vale. During these operations the distributor valve mainly performs the following function. i) Charges the brake system to regime pressure during normal running condition. ii) Help in graduated brake application, when pressure in brake pipe is reduced in steps. ii) Helps in graduated brake release, when pressure in brake pipe is increased in steps. iv) Quickly propagates reduction of pressure in brake pipe throughout the length of the train by arranging additional air pressure reduction locally inside the distributor valve. v) Limits maximum brake cylinder pressure for full service applicationemergency application. vi) Control the time for brake application and brake release depend ing on service conditions. vii) Facilitates complete discharge of air from the air brake system manually with the help of operating lever. iii) Protects overcharging of control reservoir when the brake pipe pressure is quickly increased for releasing the brakes. C3W DISTRIBUTOR VALVE The C3W distributor valve consists of: 1) Main body 2) Quick service valve 3) Main valve 4) Limiting device 5) Double release valve 6) Auxiliary reservoir check valve 7) Cut off valve 8) Application choke 9) Release choke OPERATION OF C3W DISTRIBUTOR VALVE For effective functioning of air brake system, the distributor valve has to operate effectively during 1) Charging stage 2) Application stage 3) Release stage 1) CHARGING STAGE During charging stage the compressed air flows from the brake pipe and enters into the brake pipe chamber of main valve, cutoff valve and quick service valve. Due to this pressure the various valve get activated and perform as under MAIN VALVE Due to brake pipe pressure acting on top face of the large diaphragm, differential pressure acts on the main valve. As a result the hollow stem moves downward there by connecting brake cylinder to atmosphere. In addition these because of BP pressure at top of large diaphragm it press ring and trigger. This action unlocks the CR release valve by raising upward the locking rod. CUT OFF VALVE As brake pipe pressure enters into the cut off valve it flows through the solex jet and valve, (which is held upon due to action of BP pressure on bottom side of the lower diaphragm) to the control reservoir, as the CR BP pressure equalizes, diaphragm assembly comedown and valve reach to lap position. The control reservoir pressure now also reaches to the upper portion of top diaphragm of quick service valve and the bottom portion of large diaphragm of main valve simultaneously, the auxiliary reservoir is charged with BP pressure reaching from cut off valve chamber- via auxiliary reservoir check valve. ) APPLICATION STAGE EMERGENCY APPLICATION During emergency application the brake pipe pressure is reduced rapidly to 0 kg / cm2 by the driver’s brake valve. Because of this drop the position of the various valves will be as described below. MAIN VALVE: With drop in BP pressure to 0 kg / cm2 differential pressure acts across the large diaphragm. As a result the hol low stem is moved in upward direction and pushes the check valve there by opening the passage for entry of auxiliary reservoir pressure at top portion of main valve. This pressure then gets a way to break cylinder through limiting device. The brake cylinder thus gets charged with the compressed air. This pressure is known as BC-pressure. LIMITING DEVICE The auxiliary reservoir pressure, which entered into the top position of main valve, now enters the limiting device through the valve, which is held open. From limiting device air pressure now enter the brake cylinder. When the BC pressure rises to 3. 8 kg / cm2 the upwards force on the diaphragm lifts the guide and the valve at the bottom of the limiting device gets closed. Thus further entry of air into the brake cylinder stops. When the brake cylinder pressure reaches 3. kg / cm2 this pressure i. e. BC pressure act on Top face of small diaphragm of main valve ? Bottom face of upper diaphragm of cut off valve ? Top (small chamber) of quick service valve Now because of this BC pressure acting at main valve small diaphragm, the hollow stem is pulled down. As a result the check valve at top comes down to close stage and assume lap position with the hollow stem closing f urther entry of AR pressure. CUT OFF VALVE: In cut off valve the bottom face of the upper diaphragm is subjected to BC pressure because of which guide is lifted. Also the upper portion of lower diaphragm is subjected to CR pressure, which pushes the total assembly downwards. This action closes the valve off cut off valve, these by isolating it from control reservoir pressure. QUICK SERVICE VALVE In quick service valve BC pressure acts at the top of valve and control reservoir pressure act at top face of upper diaphragm, As a result the stem is pushed down BP pressure inside the DV is at â€Å"0† kg / cm2 the residue BP pressure from the bulb of quick service valve will flow back and vent to atmosphere with the BP line. GRADUATED APPLICATION During graduated brake application the brake pipe pressure is draped in steps by driver is brake valve. The movement of various valve assemblies is almost in the some direction as during emergency application, but their movement is comparatively less. In the main valve however after each application the hollow stem assumes the lap position with the check valve. In addition to this during graduated application the bottom valve of limiting device is held open to allow compressed air to enter into brake cylinder. When BC pressure reaches 3. kg / cm2 the bottom valve in the limiting device gets closed, similarly at the time of full service application as the BC pressure reaches 3. 8 + 0. 1 kg / cm2 within specified time, the position of various valve assemblies will be the same as described above. 3) RELEASE STAGE When the brake pipe pressure is increased in steps for graduated release of breaks the position of different valve is as described below. MAIN VALVE At th e top face of large diaphragm as the BP pressure increases, the hollow stem is moved down ward leaving its lap position with check valve. The BC pressure thus finds a passage from top of hollow stem to exhaust to the atmosphere. This action reduces pressure on top of the upper diaphragm and the hollow stem engine lifts up to lap position. It closes the hollow stem top portion. The some cycle is repeated when BP is increased during next stage. In this way graduated release effect is obtained. CUT OFF VALVE; As the BP pressure increase the position of cut off valve remains similar as in graduated application i. e. the cut off valve will remain close isolating CR pressure from brake pipe pressure. QUICK SERVICE VALVE When the BP pressure is increased then as explained above from the main valve the BC pressure gets exhausted to atmosphere. This action gradually reduces the BC pressure. When BC pressure reduces to 0. 8 kg / cm2 during brake release, the force at the top of the quick service valve, becomes comparatively less than BP pressure present in Quick service valve. As a result the valve at top gets lifted thereby giving passage to blocked BP pressure to atmosphere with the exhaust of BP pressure the quick services valve of the distributor valve again gets ready for next brake application. MANUAL RELEASE Double release valve provides for accelerated manual brake release when is particularly useful during shunting operation. A short pull on the lever of double release valve is all that is needed. This action opens the control reservoir release chock valve, which is then held open by the locking rod, venting control reservoir through the open control reservoir release check valve brings the main valve to release position and exhaust the brake cylinder pressure through the hollow stem. PASSENGER EMERGENCY ALARM SYSTEM It consists of two components: 1. Passenger emergency alarm signal device (PEASD) 2. Passenger emergency alarm valve(PAEAV) These two components in combination give an indication to the e driver that some passenger is in need to stop the train. The indication is transmitted from the coach when the passenger pulls the chain. Passenger Emergency Alarm Signal Device:- PEASD is a manually operated pilot vent valve. It is operated through mechanical force exerted by pulling the alarm chain provided inside the coaches for emergency use. Passenger Emergency Alarm Valve:- Passenger coaches are fitted with an alarm chain pull arrangement. Alarm chain is connected to the two PEASD which are situated at either side of one end wall of the coach. PEASD’S are connected to the PEAV through a 10mm control pipe. BP pressure is fed to the PEAV through a 20mm branch pipe, in the event of alarm chain pull air is depleted form the control pipe connecting PEAV and PEASD causing BP pressure to exhaust through the 4 mm choke in the PEAV. This causes partial application of brakes. This drop in pressure in the brake pipe line is also observed in flow meter fitted in the locomotive for the driver to stop the train. LIFITING SHOP The main constructional and design feature of the ICF/RCF all-coil bogies, used on mainline BG coaches are briefly described as follows: |S. No. Description |Parameters | |1 |Maximum Axle load bearing |16,25t,13t | | |capacity | | |2 |Wheel base |2896 mm | |3 |Wheel Diameter |915 mm | |4 |Axle guidance |Telescopic axle guide with oil damping | |5 |Primary suspension |Coil spring | |6 |Secondary suspension |Coil spring | |7 |Shock absorbers |Vertical dashpot in primary suspension | | | |Hydraulic double a cting vertical shock | | | |Absorber in secondary suspension. |8 |Transfer of coach body weight |Through bogie side bearer pitched | | | |at 1600mm | ALL-COIL ICF BOGIE The bogies being currently manufactured by ICF/RCF which have been accepted as standards of the Indian Railways and are of an all welded light weight construction. Axles are located on the bogie by telescopic dash pot and axle guide assemblies. Helical coil springs are used in both the primary and the secondary stages. The axle guide device provides viscous damping across primary springs while hydraulic dampers are provided across the secondary stage. Dampers are protected against misalignment by resilient fittings. Isolation of vibration is effected by rubber pads in primary and secondary suspension. Deflection due to the tare weight is almost equally divided between axles and bolster springs. Weight of coach body is transferred to its bogie by side bearers consist of lubricated metal slides immersed in oil baths. No vertical weight transfer is affected through bogie pivot and the pivot acts merely as a centre of rotation and serves to transmit tractive / braking forces only. BOGIE ASSEMBLY The bogie frame and components are of all-welded light construction with a wheel base of 2. 896 metre. The wheel sets are provided with self-aligning spherical roller bearings mounted in cast steel axle box housings. Helical coil springs are used in both primary and secondary suspension. The weight of the coach is transferred through side bearers on the bogie bolsters. The ends of the bogie bolsters rest on the bolster helical springs over the lower spring beam suspended from the bogie frame by the inclined swing links at an angle 70 . Hydraulic shock absorbers and dash pots are provided in the secondary and primary suspensions respectively to damp vertical oscillations. AXLE BOX GUIDE WITH DASH POT ARRANGEMENT Axle box guides are of cylindrical type welded to the bottom flanges of the bogie side frame with close dimensional accuracy. These guides together with lower spring seats located over the axle box wings house the axle box springs and also serve as shock absorbers. These guides are fitted with guide caps having nine holes of diameter 5 mm equidistant through which oil in the lower spring seat passes under pressure during dynamic oscillation of coach and provide necessary damping to primary suspension to enhance better riding equality of coach. This type of rigid axle box guide arrangement eliminates any longitudinal or transverse relative movement between the axles and the bogie frame. The quantity of oil required to achieve 40 mm oil lever above the guide cap in modified arrangement is approximately 1. 6 liters and in unmodified arrangement is approximately 1. 4 litters. AIR VENT SCREWS On the bogie side frames, directly above the dash-pots, tapped holes are provided for replenishing oil in the dash pots. Special screws with copper asbestos washers are screwed on the tapped hole to make it air light. BOGIE BOLSTER SUSPENSION The bolster rests on the bolster coil springs- two at each end, located on the lower spring beam which is suspended from the bogie side frame by means of bolster-spring-suspension (BSS) hangers on either side. The two anchor links diagonally positioned are provided with silent block bushes. The links prevent any relative movement between the bogie frame and coach body. SPRINGS In ICF bogie, helical springs are used in both primary and secondary suspension. The springs are manufactured from peeled and centre less ground bar of chrome vanadium/chrome molybdenum steel conforming to STR No. WD-01-HLS-94(Rev. 1) CENTRE PIVOT ARRANGEMENT The centre pivot pin joins the body with the bogie and transmits the tractive and braking forces on the bogies. It does not transmit any vertical load. It is equipped with rubber silent block bushes which tend to centralize the bogies with respect to the body and, to some extent, control and damp the angular oscillations of the bogies SIDE BEARERS The side bearers are provided to support the weight of the coach. It consists of a machined steel wearing plate immersed in an oil bath and a floating bronze-wearing piece with a spherical top surface kept in it, on both sides of the bogie bolster. The coach body rests on the top spherical surface of these bronze-wearing pieces through the corresponding attachment on the bottom of the body-bolster. The whole arrangement is provided with a cover to prevent entry of dust in the oil sump. ANCHOR LINKS The floating bogie bolster which supports the coach body is held in position longitudinally by the anchor links which are pinned to the bolster sides and the bogie Transoms. One anchor link is provided on each side of the bolster diagonally across. The links can swivel universally to permit the bolster to rise and fall and sway side wards. They are designed to take the tractive and braking forces. The anchor links are fitted with silent block bushes SILENT BLOCK This is a synthetic rubber bush fitted in anchor link and center pivot of ICF bogies to transmit force without shock and reduce noise. EQUALISING STAYS This Device has been provided on bogies between the lower spring plank and the bolster to prevent lateral thrust on the bolster springs which have not been designed to take lateral force. These links have pin connection at both ends and therefore can swivel freely. BOLESTER SPRING SUSPENSION HANGERS (BSS HANGERS) In the secondary suspension the bolster is supported on helical coil springs which are placed on the lower spring plank is suspended from the bogie side frame through BSS hanger on hanger blocks. SHOCK ABSORBERS Hydraulic shock absorber is also provided to work in parallel with the bolster springs to facilitate damping for vertical oscillations. WORKSHOP MAINTENANCE- BOGIE SHOP 1. Coach Lifting 2. Bogie cleaning 3. Bogie dismantling 4. Component cleaning 5. Attention to components 6. Repair of components 7. Bogie assembly 8. Load testing and adjustment 9. Lowering of coach 10. Final adjustment OBJECT:- To study inspection testing procedure of helical spring of coaches also suggest methods of improvement to reduce rejection prevention from corrosion. USE OF SPRINGS:- Springs are used in the suspension system of coaches to absorbs the jerks developed during running of coach and provide comfort to the passengers. INSPECTION OF SPRINGS:- Springs are inspected during every POH. The inspection procedure is as follows: ? Springs which are lowered from the bogie are sent for the washing in spring section. Here the springs are dipped in the caustic soda tank for 12 to 16 hrs. so the oil, grease, scale etc are cleaned. ? Springs are then washed by the water jet. ? Visually inspect the springs for breakage, welding marks, cracks and corrosion pits. ? Shot peening for surface finish and fatigue relief of springs. ? Cracks are tested in magna flux machine. ? Coding of springs ? Anti corrosive coating of red oxide, and painted. ? Load test ? Grouping SHOT PEENING:- Shot peening is done for the surface finish and fatigue relief of springs. In shot peening process small particles of chilled iron are blasted on the springs with high velocity, so these particles works as abrasive and take away a fine layer of metal with it. And the surface of springs looks clean. Rotary Table Type Shot Blasting machine is used for the shot peening process. This machine has two tables which alternately loaded by springs. The max. dia of job is 1800 mm and load carrying capacity is 2500kg.. At a time 25 axle box springs or 18 bolster springs can be shot peened by the machine. TESTING OF CRACKS:- It is nondestructive method of testing. Magna flux machine is used for detection of cracks in spring. The spring is first bathed by the solution of flouroscent, iron powder and kerosene. Then the springs are magnetized by the machine with clamping in machine itself. When the springs are magnetized, the springs are lightened by the ultraviolet lamp. Since the process is done in the dark room, so if the springs have cracks then this flouroscent shines which penetrated in the springs due to crack ness and detection of cracks is done so the spring will rejected. LOAD TEST:- After coding and coating of paint the springs are sent to the load test. The springs are tested for the 2000ton load and this load is kept for 1 to 2 minutes. If the springs can sustain this load with limited deflection then springs are selected else rejected. METHODS OF IMPROVEMENT:- Use the springs made of standardized material as suggested by Railway’s Standard. ? The springs should be made of fine grained spring steel. ? Use the springs manufactured by the authentic company and also notice the manufacturing process of springs should be according to the standardized method. ? 100% of springs should be checked for all the test procedure. PREVENTION FROM CORROSION:- Springs should be coated with the anticorrosive paint and black bituminous paint. ———————– Technician 2 Technician 1 Senior technician Supervisor Supervisor Junior Engineer 2 Junior Engineer 2 Junior Engineer 1 Junior Engineer 1 Section Engineer Senior Section Engineer (SSE) Helper How to cite Railway Work Shop, Essay examples