Locker Room Talk Essay

Page 1 Locker Room Talk Ethical Case April 18, 2010 Page 2 The Locker Room Talk Ethical Case outlines a situation that is an ethical dilemma for CPA Albert Gable who has performed personal financial planning for Larry and Susan Wilson. The Wilson’s, in their discussions with Mr. Gable regarding their personal finances, mentioned that in the past they have had marriage problems but have worked through the problems and are not seeking a divorce. Gable and the Wilson’s became personal friends due to the relationship built during their personal financial planning. Mr. Gable also performs the annual audit for one of the largest banks in the town where they all live. The sample pulled for the audit at the bank included the Wilson’s loan information. While performing the audit, Mr. Gable discovers information on the Wilson’s loan that does not coincide with the information given to him during the personal financial planning. Mr. Gable is concerned and addresses the discrepancy with a loan officer but did not confide to the loan officer that he was also their personal financial planner. The loan officer confided in Mr. Gable that Mr. Wilson was setting up his business to divorce his wife without any compensation. This situation puts Albert Gable in a situation with a conflict of interests. His personal financial client is also a client of the bank where he performs the annual audit. The information the Wilson’s provided to him during their personal financial planning conflicts with the information provided on loan documentation at the bank. Albert Gable needs to determine the best course of action to take in this situation. The Stakeholders The stakeholders involved are: Page 3 1. Albert Gable – As the CPA, his professional business ethics are at risk and his personal reputation is on the line. He also has a large bonus weighing on his decision. 2. Mrs. Wilson – She has the understanding that her marriage is not at risk and the financial planning is for the benefit of her and her husband for their future. 3. Mr. Wilson – If he is not being honest with his wife and is planning on divorcing her, the information that Albert has uncovered during the audit could create problems for him. . The loan officer – the loan officer that shared Mr. Wilson’s personal information with Mr. Gable. 5. The bank – the relationship Mr. Gable had with the Wilson’s as personal financial planner was not disclosed to the bank and is a conflict of interest. Course of Action The best course of action that Mr. Gable should take is to meet with the Wilson’s and explain that he cannot continue w ith their personal financial planning. He should have them seek out another financial planning firm to complete their personal financial plans. He should explain to them that he completes the annual audit for the bank and during the audit he discovered discrepancies with the loan information and the bank statements provided to him to prepare their personal finances and due to the discrepancies he feels it is necessary to remove himself as their personal planner. By removing himself as the Wilson’s personal financial planner, this eliminates the conflict of interest with the bank audit. By informing the Wilson’s they need to locate another Page 4 irm and cannot use the CPA firm he is partner with for financial planning removes all conflict business and personal and maintains business and personal ethics. Furthermore, he needs to notify the bank of the conflict with the Wilson account and that he will not be able to conduct an audit of their accounts due the relationship that was initially formed with the personal finance planning. By following the above steps he protects the clients, the bank and upholds his pro fessionalism and his business ethics. Impact to Stakeholder The deontology approach was used to determine the course of action. This approach to ethics emphasizes doing what one should do in accordance with rules, obligations and/or ethical principles of the profession. The impact of the decision could cost Mr. Gable the banks account but if he would have acknowledge upfront his knowledge of the Wilsons prior to beginning the audit on their loan documents the situation could have been diverted. He is also losing a client, the Wilson’s due to the bank audit and the review he completed of their loan documents. If he would have acknowledged to the bank and had the file removed from the audit all of this could have been avoided. Mr. Gable will need to take the time and explain to his client the Wilson’s but he needs to keep it at a professional level and not discuss what was discovered only that it is conflict of interest. Conclusion Mr. Gable used poor judgment in his decision making process and has violated the ethic rules of the accounting profession. During the audit of the bank documentation he should have immediately notified the bank of the conflict with the Wilson file. He needed to be upfront with the bank and explain the Wilson’s were also a client of his for personal financial planning Page 5 nd have the file removed from the sample audit or bring in a third party to complete the audit on the Wilson documents. The loan officer should not have shared the personal information with Mr. Gable and Mr. Gable should have ended the conversation before it began. Sharing with the Wilson’s that discrepancies were noted between bank statements and loan documentation will allow the Wilsonà ¢â‚¬â„¢s to clear up the discrepancies at the bank in regards to their accounts. Page 6 References Brooks, L. J. , 2007. Business & professional ethics for directors, executives & accountants (4th ed). Mason, OH: Thomas South-Western.

Poetry

Alone In a dark room, -Every entity has left me here. -The door Is barred by a broom, Belonging to the witch who sealed my faith. -Curled into a ball -Knees to my chest, back against the wall. -This is my only protection. -Although the only breath I hear is my own, -I'm reminded I'm not yet alone. Lingering above me Is the everlasting pressure, -That makes my body wrack with sobs. -Cut, It whispers, The foul word drips with a venom even snakes envy. It swirls around me, -Taking in the sight of the cowardly abomination that is me. This may not be a pleasurable presence, -But at least I'm not abandoned. -Detached from all beings, this empty feeling must be my sole purpose. 2.Time bomb – 2014 -You're Like a time bomb -Ticking endlessly -She's walling for you to explode Stabbing her with the millions of scattered pieces you'll have broken into -It's only a matter of time -As she watches you fading -You're falling apart before her eyes -and she is trying desperately to do -what all the kings horses and all the kings men couldn't -But she can't change the past -She can't undo what's already been done -She can't take back their venomous words Or somehow make you forget all the pain you endured -Because even If she drives them away -you are soul your own worst enemy And the monsters outside -The paint of your resilience is chipping away -And you're clutching to your blade more desperately than before -Her pleas and promises are falling on deaf ears -And sometimes she wonders if all this sorrow is worth -the happiness she feels -When she's holding your hand -But then she remembers the girl -Who, at only fifteen -Was going to take her life -And she was clutching Just as desperately to that knife -but you saved her -And you've been saving her ever since She saw a light in your eyes, there was nothing left to fear -And now helplessly -She watches it disappear -She wants to be the savior, that you are to her -But no matter how hopeful she seems -She's optimistic in v ain -You say she can't make you happy, she can't end the pain -She speaks wistfully of future plans -She wishes on a star -Words turn into razors -You say you don't plan on making it that far -But she still loves you Just the way you are -And like a time bomb would -You'll explode -destroying everything in your path -And when you do -She'll have nothing left -Suicide is such a Shiite thing to expect 3. Thunderstorm – 2014 -You taught me how to count beautifully -The seconds between -Thunder and lightning -As it shook the foundation of our world -You taught me -Not to be afraid -But baby there is a thunderstorm -Raging on outside -But I can only count -The days since you -All because -Of me 4.How to destroy an infection – 2014 I need someone To help me get rid of these feelings The feeling that I'm disgusting But I've come to realize that No one can get rid of them No one They're a part of me And the only way to destroy the infection Is to attack at the root 5. Sixty pe rcent deadly – 2014 Humans are approximately Sixty percent water Because, you see We are all oceans Seas Lakes Rivers Puddles Droplets Tears We slip our fingertips in To test the waters To see if these people will love us Love you Foolishly For you have forgotten As you always do when you are Blinded & confused as sweet liquid Fills your lungs You're drowning Drowning in someone else But you are not the victim You are the villain Ignorant Have you forgotten, Sabina?You are a plague A reckless force of evil You create hurricanes with Your words Typhoons with Your actions Yet still you dip your fingertips in Slowly being swallowed In bittersweet and forgetful bliss As you kill everyone around you How many lives must you take To remember 6. Crimson – 2013 The dark crimson streaks They're all too familiar Deep down across the canvas of my wrist You promised†¦ I hear his echo The solemn whisper still clear Above the buzzing in my ear I lay in bed, open my eyes Shift my head I'm looking at destruction, hatred Written across my wrists They scream at me I'm staring at words Strong enough to break bones I'm peering in through the cracks Is someone looking back?She wants to escape The girl inside She can't find her way out I need a small crevice, she hisses, Just one, pretty please? Sweet venom laces her words I wonder aloud, hearing no reply Has she gone already? Lied and escaped without a passing goodbye? Or maybe I cut too deep And broke her too But Just then, I hear A faint laugh I'm still deep down inside of you Cut deeper, you'll reach me I promise Those two words are so familiar But my cuts have almost healed I plead But Sabina, darling, I need to be freed I can't stand this anymore Just end the pain I know what to do I must be insane And with that We're back to where we started And how I've missed it It's been three days since I last saw 7.Click © – 2014 They say to wear your heart on your sleeve But That seems a bit gruesome Doesn't it? How does one wear a heart? Do you take a needle and thread Slowly and painfully piercing The edges of your heart Threading it to The fabric on your wrist Splattering the innocent,even friends With blood as you wave It's almost laughable Do you attach it to The nerve endings Willing them to protrude And wrap around the organ we have removed As a sort of method to express ourselves What a comical notion I'm sorry It Just seems rather silly to me I'd love to show my feelings But I'd prefer to keep my organs inside 8. Learning to Breathe Water – 2014 You know the things you learnThat you would've never considered prior to learning them but after learning them you feel like you've known you're whole life and you try but you can't remember who you were before that like Who was I before I knew x Like Sabina, your mouth is not a good place for spare change Sabina, your mouth should not speak of change that is a Mans decision Sabina, put on your settable Sabina, wearing a short sk irt is Just as dangerous as not wearing one Sabina, you have to go home your shorts are much too short I hear Sabina, the boys have to focus to learn, your body is too distracting and it is your alt that they sexuality you Sabina, the electrical socket is not a good place for dinner knives Sabina, neither is your wrist Okay Sabina, neither are your thighs I realize that learning is Just Life crushing and molding your brain You lose independence You wonder what you can do I try desperately To breathe water Even though I've learned So long ago that Sabina, you can't breathe water Unless you don't want to breathe Anymore 9. Wear girls – 2014 We are the girls who haven't run the mile in four years because we Layer our deep v necks with excuses and bat our eyelashes at the male gym teachersWe are taught to survive by using our bodies as Swiss Army knives Involuntarily It's the game we've been playing since we were children Deceive, but be polite Girls, we have to be nice Used to t he masculine brutality Male kindness is so alien to us we mistake it for seduction every time Age 7, my 15 year old cousin touches me, makes me touch him It took me years to realize that force was not love, when he called me beautiful he did not look beneath my abused skin Age 12, Dad says wearing short skirts in the city is like driving without a settable Age 13, a boy I've been dating for a week asks me to have sex with him, he says it's he only way I can show my love Age 15, my boyfriend, hits me If only it was unexpected I blame myself Age 16, my dad calls me sexy, on a regular basis, I take it as a compliment not knowing any better but the queasy feeling in my stomach tells me Something is wrong With the Waved tardiest, free drinks, smacked asses, my yoga pants are not a welcome mat, thank you Playing this game to realize This is not female privilege this is survival of the prettiest We are easily startled Who wouldn't be I am barked at from the streets We are the girls petrifi ed of the business school boys who learn to somehow manifest success by refusing to take no for an answer Aggression is key Once my friend and I got cat called She said screw you I said thank you, head down Like I was trained to 10. I once loved a psychopath- 2014 I once loved a psychopath Completely aware He could never be capable of a love that wasn't Clinging to another person and wrapping around their Throats and down their chests and to their hearts To squeeze out every once of affection from you But I didn't care Because he told me the world wasn't nearly as beautiful as I He told me That the reason why our blood is red Is the same reason why some stars are redTheir time is Almost up Our time is It has always been And he told me that's okay That this only means it wont be too long before We become fireworks And we'd be a part of something Tremendously bigger Together And I once loved a psychopath Who kept me alive Longer than the medication and therapy ever could I became slow ly entangled in his words His false compliments tied me down and I knew Exactly what was happening His words ran up my body, creeping Like vines Thorns cutting me as they slithered Up my torso Wrapping around my throat Wrapping his hands around my throat And squeezing So hard, I began to see stars And I said to myself; This is it. My time is up. I am a firework, and I am becoming a part of something bigger. 11. My kind of alone – 2014 People think of alone as A dark hole Where no sound and no light and no life can Penetrate But I don't think so because I have been down that hole many times before I have lived it and still I feel More at home there than Or a group full of friends But who knows Maybe our kind of alone is the sadder kind Because it's the kind that makes you Not fear death anymore 12.Letting go- 2014 Letting go of The one you thought you loved more than Anything More than Everything Is not like dropping someone off The edge of a cliff However badly you might wish it was It's not And no matter how long you Put it off This inevitable thing It will never be easier Just get it over with Oh but don't be fooled Getting it over with does not imply An instantaneous relief They aren't some bandit Holding together two infected halves Of a whole twisted heart Oh no Letting go Of someone you love Is a slow release A long painful exhale In a room starved for oxygen A Jet of helium Slowly streaming from that pinprick In the plastic skin of a young child's party balloon Who didn't get their birthday wish Poetry I picked this poem thinking this seems like a funny title and it would be a confusing poem that had a simple title but a deep meaning. This poem had a lot of alliteration the roots ere and re were repeated very often,and the only roots used in the poem. The only exception to this order was the the first line in verse five where minotaur was used. The minotaur was placed there conclude to break the steady rhyme. This is cleverly placed to bring the attention of the reader o the conclusion. Here is where/ You can get nowhere† This itself Starts the poem at a negative context and a feeling Of hopelessness. This in the poem represents life as being where you are your fate has decreed to be there is no point of struggling or trying to run away from it. All of life's problems are symbolized as the corn mazes twist and turns. â€Å"Like any other/ You can't peer over/ And then another. † The twisting turns in this poem like problems cannot e seen ahead of time you just run into them.When you are done dealing with one problem the next one appears. As we try to shape our destinies by ourselves we wake blindly not knowing what we do assuming we we are doing what's best for us. â€Å"Your inner minotaur† is a psychological term which can mean your fear of the unknown or your destiny. In psychology it IS said that you walk on hands and knees blindly until you are able to confront your inner minotaur. Which coincidentally relates with the poem. But on you blunder† shows the severity of our method of pursuing our destiny. To summarize the poem I conclude that this poem shows the futility of life of how no matter how hard we try to run we have acknowledge in the end that we have accept we have go nowhere in life. Like the pace of the poem it goes at steady pace. I am able to connect many of the situations of this poem to my life it shows my problems and how they come unexpected.

Role Of Women Until 1500 Research Paper Example | Topics and Well Written Essays - 1500 words

Role Of Women Until 1500 - Research Paper Example The difference focused on the amount of freedom given to women. Prior to the Vedas age, women were well taken care of but there were no opportunities for them to own properties. Their status was subordinate to men. During the Vedas age, women were of equivalent status with men. There have been fewer restrictions in a woman’s freedom at that time. Women have an active role, not only in managing the household but also in managing agriculture and crafts that bring business and money in for the family. The primary reason for this is that men were unavailable because of the wars at that time. And so women are allowed and given the chance to take care of the economic aspect of their families. As the years pass by, women gained more mobility and freedom though still tied to their roles as wives to their husbands. Though they had acquired freedom in education, career and independence, they were still seen as the counterparts of men, establishing the fact that women’s primary role is to be a partner to their husbands. Men and women have joint ownership on properties and estates. Women had the right to inheritance and to own properties as men had. Women are allowed to participate in intellectual discussions. High-class women of the society are well-educated. Women are not limited to their careers as wives and mothers. They were part of the working class. Society allowed them to nurture and pursue careers that they have longed studied and mastered. Women were also free to participate in religious ceremonies. Even if the wife is supposed to be the caretaker of the husband and the family, a counterpart of the husband, their role were significant as to understanding that a home is incomplete without the wife who manages it. Before the 1500s arrived, changes in the roles and position of women happened. At the time when war was rampant, the duty of the women to bear sons was important. 500 B.C. to 500 A.D. were better times

Detailed explanations of the IOT (internet of things) and implications Essay

Detailed explanations of the IOT (internet of things) and implications technology - Essay Example This will be made possible through the increased connectivity between the physical items and the virtual world (Mattern & Floerkemeier, 2010). The Internet of Things is not created by a single novel technology. However, it is made up of a variety of technical developments that create the capacity to bridge the existing gap between virtual and physical world. The capacities that would be created include communication and cooperation, addressability, identification, sensing, actuation, embedded information processing, localization and user interfaces (Mattern & Floerkemeier, 2010). The objects through communication and cooperation would have the capabilities to network between each other as well as with the internet sources, and to update their state using data and services. In addressability, the objects have the capacity to be remotely configured and interrogated through effective location and address through discovery. The physical objects will also be uniquely identified. The optically readable bar codes and the Near Field Communication are just a few of the technologies that incapacitate passive objects that lack inbuilt energy resources to be identifiable. With sensing, the objects will be or are equipped with sensors enabling them to collect data, record and interpret it accordingly then forward or reacts to it. They also have actuators for environment manipulation. They have microcontrollers, processors, in addition to storage capacities. By localization, the objects are conscious of their physical locations or better still can be located. With the user interfaces, the objects are able to effectively communicate with people in appropriate and relevant manner. The concept is premised on the trends witnessed towards the end of the 20th century, where there exist gradual advances in communication and information technology, as well as in microelectronics. These changes

Application Case 3-1 Assignment Example | Topics and Well Written Essays - 250 words

Application Case 3-1 - Assignment Example sexual harassment cases have been formally indicated, investigated and confirmed, an employee should be terminated; then, the same action should be applied to the president, as well. The handling of sexual harassment cases is considered complicated due to the following reasons: (1) due to its sensitive nature, there are almost always no witnesses; (2) the cases should be handled on a case-to-case basis; (3) reporting the incident was considered fact-specific, subjective, and takes into account the credibility of both the accuser and the accused; and (4) evolving behavioral changes with regards to accepting some patterns of behavior differ through time (Pfeiffer & Henneman, p. 90). Consistency in handling sexual harassment claims is important because there could be legal sanctions and cases filed for discrimination if employers would treat their employees differently in situations where sexual harassment complaints are made. As such, based on company policies or codes of discipline and ethical behavior, organizations should clearly and explicitly stipulate instances that render the behavior as veering towards sexual harassment (irrespective of race, gender, age, length of service, position in the company, and other factors noted in the Equal Employment Opportunities

American printing Term Paper Example | Topics and Well Written Essays - 750 words

American printing - Term Paper Example This was a time that the printing industry underwent intense discrimination by the government. Between 1600 and 1800, the printing industry had an established affiliation with the business community. This is because the newspapers would significantly spearhead business transactions through the reliable and efficient communication. Despite of this trend in business, the religious institutions criticized the printing industry. According to the religious institutions, the printing industry would bring emergence of sects. It would also inculcate intense disobedience to the existent leadership. Therefore, the printing industry had diverse affiliations with the different social institutions. Women had a vital role in the printing industry. They contributed to the politics and business of the printing industry. Mrs Glover was a major spearhead in the business and politics of the printing industry in America (Ingersoll, 147). Upon her arrival in Harvard College, she initiated a printing ente rprise that produced pleasant materials to the public. For instance, her enterprise produced â€Å"The Freeman’s Oath† in 1639 (Ingersoll, 147). This was a publication that attracted attention from the masses. Her enterprise oversaw the establishment of other investments in printing. Evidently, Mrs Glover takes a paramount ground in the development of American printing industry. The printing industry entailed diverse publications that targeted diverse groups. The publications that targeted the women had substantial market. For instance, the publications on fashion had outstanding markets as the young ladies had zeal for fashion (Leonard, 6). Therefore, the women had a significant contribution to the development of the printing industries through massive purchases. There were a set of controversies that arose against diverse printers. Zengler was an example of the victims of controversies. Majority of the publications evaluated the level of justice within American leade rship. In this case, the printers would initiate satirical articles within the publications in the quest for justice. Zengler was one of the major voices in ancient American printing industry. In 1734, he directed satirical attacks towards New York’s Governor (Olson, 223). William Cosby was the Governor during this era. During the court proceedings, Zengler’s lawyer conceded that his client had done the publications. However, he challenged the jury to clear Zengler if the satirical attacks were based on truth (Olson, 223). Ultimately, Zengler was cleared by the court. This indicates that the satirical attacks initiated by Zengler were perfect truth. Evidently, American printers suffered legal controversies upon their artistic revelations of truth in their publications. There was intense difficulty upon setting a printing enterprise. Finances were a main struggle that struck the prospective printers (Frasca, 13). In this case, printers had to accumulate finances to init iate an enterprise. They underwent a lengthy process of accumulating finances for their printing enterprises. Despite of the struggle, the print enterprises had ultimate rewards. They would disseminate printed information to the public at a fee. This would be an income generating activity to them. The printing figure had a significant role in the main events of America. It was a major spearhead in America’

Terms good and bad Death Essay Example | Topics and Well Written Essays - 1500 words

Terms good and bad Death - Essay Example Green agrees with the classification of good and bad death. He further points out that both types of death are accompanied by varied degrees of grief. So what constitutes a good or bad death? According to Green a good death occurs when one is at peace with himself/herself and has accepted the inevitable occurrence. Think of an old person in a nursing home who has lived his/her life to the fullest and has even written a will. Such a person most probably has children and grand children and has achieved success in this world. The death of such a person can be classified as a good death. The death is predictable and is accompanied by less grief and emotion. Sociologists point out that one of the key characteristics of a â€Å"good death† is that it is predictable. There is also a feeling that death in this case will lessen the pain on the dying and those left behind. Terminal illnesses such as Cancer and AIDS present circumstances where it is felt that death would be a better way out rather than the suffering a patient goes through. It is in these circumstances that doctors recommend euthanasia as a way of ending the suffering of the affected person. In some circumstances, even family members have recommended mercy killing for their loved ones. A case in point was witnessed in California where a man asked doctors to switch off a life machine supporting his wife who had lost consciousness after a tragic accident. To those left behind, this was considered a good death since it had put to an end the suffering of the woman and paved the way for those left behind to move on with the business of life. "Bad death" Young and Cullen (1996) argue that there are some circumstances that result to a bad death both to the affected and those left behind. For instance, the death of a youth in the prime of his/her life is always considered a bad death particularly if it is sudden and unexpected. It takes time for family members to accept the sad situation and the death is accompanied by more emotion and

Inclusive Education of Children with Autism Essay

Inclusive Education of Children with Autism - Essay Example But to what extent is this possible; and what else needs to be done Truthfully, a lot more needs to be done for these methods of inclusive education to be successful. Some areas have excellent access to schooling systems equipped to teach children with autistic spectrum disorders while others have no provisions to handle these disabilities. This paper will look at some of the methods that have been researched worldwide, which of these methods are currently available, and how accessible these methods are to the children today in the United Kingdom. Strategies and ideas of what else needs to be done will also be discussed, as will be the results these methods have had to those children who have been lucky enough to gain access to inclusive education. Autism is used to refer to a group of neurological disorders. These disorders interfere with the development of a child's behavioural and social communications skills (McLelland, 1999); often leaving the child to be seen as withdrawn-as though he or she is living enclosed in a world all alone. Autistic children frequently show impressive abilities, such as playing music with no mistakes after only hearing a piece once; however, these abilities are sometimes shadowed by a difficulty with speaking and perfecting some motor skills. These difficulties are commonly coupled with a seeming inability to effectively relate to others (McLelland, 1999). Autistic spectrum disorders, including Rett's Disorder and Asperger's Syndrome, have had a large effect on the classroom due to the lack of understanding and knowledge about the disorder. Because of some apparent disabilities, many autistic children find that they need some supervision throughout their lives. This constant need for supervision can make teaching in formal institutions difficult as autistic children need much more attention than healthy children without disabilities (McLelland, 1999). The question stands, though, as to what extent the need to become inclusive has been met. Forty-five teachers in the United States were surveyed regarding their students with Asperger's Syndrome and the behaviours of those students in relation to the interaction received by their respective teachers (Hartman, 2001). The study was implemented to compare the behavioural interruptions or problems between autistic children in a special education environment versus those in a general education. Many of the problems found were abrupt interruptions, agitation, victimization, and difficulty following oral instructions. Other problems frequently included distractibility, strong, adverse reactions to change, and difficulty communicating wants and needs on the part of the student (Hartman, 2001). This study brought to both the medical community and the education teams the need for world-wide adjustment within the education systems to better include children with autistic spectrum disorders. Concerns of this need have since spread through the United Kingdom (Irish Times, 2005). While an Applied Behaviour Analysis (ABA) approach to teaching has been

What colleges should teach Essay Example | Topics and Well Written Essays - 1250 words

What colleges should teach - Essay Example Burke-Vigeland concluded that the current fixed forward step-sitting arrangement of lecture halls is unsuitable for interactive learning as it prevents students from expressing their individuality. He advocates for a flexible classroom which allows professors and students to restructure the classroom to allow team discussions, reversible writing on the walls, incorporation of technology that enables communication with other students around the world, and adaptation of the room for different course work (Burke-Vigeland, n. p.). In the article, What Should Colleges Teach? Stanley Fish raises concern regarding a recent trend whereby college courses are increasingly diverting from their main discipline of focus into other unrelated disciplines. He focuses on the discipline which he teaches, literature, and points out an observation he made whereby writing courses in colleges nowadays tend to focus on analysis of various social issues such as globalization, racism, and sexism instead of f ocusing on writing. As a result, few students taking writing courses in college are able to write a clean English sentence. The author asserts that writing courses should focus exclusively on writing and teach nothing other than grammar and rhetoric (Fish, n. p.). In the article, Rethinking the Way College Students are Taught, Emily Hanford asserts that the traditional method of teaching in colleges whereby students learn through non-interactive lectures is no longer effective since most students are not able to absorb most of the information that is usually disseminated in a single lecture. The author advocates for the peer-instruction method of teaching in colleges and provides proof of its effectiveness by referring to the success of a number of professors who use this method to teach their students. These include Joe Redish, a physics professor at the University of Maryland, Brian Lukoff, a researcher in education at Harvard University, and Eric Mazur, a professor of physics at Harvard University (Hanford, n. p.). In Rethinking the Way Colleges Teach Critical Thinking, Scott Johnson laments the way through which colleges teach critical thinking. He asserts that current practices whereby students are taught through lectures to memorize information is not achieving one of its aims of developing student critical thinking skills. He uses his specialty discipline of instruction, Earth Science, as an example to demonstrate how students can be taught facts while simultaneously gaining crucial critical thinking skills. Johnson asserts that the best way to achieve this purpose is to dedicate a significant portion of the course teaching students how the factual information of the course was gathered through logical and critical evaluation of available information (Johnson, n. p.). In the article, Colleges Should Teach Intellectual Virtues, Barry Schwartz and Kenneth Sharpe underline the importance of helping college students develop intellectual virtues in addition to the traditional roles of teaching them the skills of their discipline, literacy skills, and critical thinking. The authors assert that colleges should help students develop intellectual virtues so as to mold them into all-rounded human beings (Schwartz and Sharpe, n. p.). From the five articles analyzed, it is evident that the education students acquire in colleges does not completely suit their needs and requirements for both professional and personal development. Technology and globalization have

Choose three significant scenes during the course of Romeo Essay Example for Free

Choose three significant scenes during the course of Romeo Essay Juliets character is dramatically portrayed in this play. The two main characters, Juliet Capulet and Romeo Montague both change and mature over the progress of the play but Juliet changes from what could be seen as girl to woman in just under a week. There is a definite difference in her personality from the meeting of Romeo to her marriage to him. As the play progresses, we see Juliet maturing and developing into an independent young woman, which is quite different from the beginning of the play when Juliet never thought of marriage or of defying her parents and family. In Scene 1 Act 3 Juliet enters the play alongside Lady Capulet and the Nurse, who approach her to talk about a forthcoming marriage that Lady Capulet and her husband have planned. They want her to marry Paris at the age of thirteen, however with Juliet being so young and unsure of herself, and of what marriage entails, she does not really have anything to say on the issue. Before they start to talk about this subject, the Nurse and Lady Capulet talk about Juliets age, and Shakespeare seems to make sure that the point she is only thirteen stand out among all other things in order to show her vulnerability and her youthfulness to the audience. The Nurse talks about when Juliet was only a baby and the Nurse was there as a wet nurse to Juliet. She reminisces about Juliet being the prettiest babe that eer I nursed (Line 60), after which the nurse gives a long speech that is full of sexual innuendos which Juliet does not understand. This shows the lack of maturity and the vulnerability that Juliet has, because if she does not understand the jokes, then she may not understand other more important things that are said to her. However depending on the director who is directing the performance, a performance may make Juliet understand the whole speech and laugh at the jokes or the opposite may be shown in her not listening to the Nurse. If the Nurse directs her speech solely at Lady Capulet it would again show the youthfulness and naivety of Juliet. When Lady Capulet finally gets to talk to Juliet about the topic of marriage Juliet does not seem to understand what she is meaning by it. She has never thought of marriage nor does she wish to for a while. Lady Capulet attempts to get Juliet to look at marriage and describes her own past, telling her that she was already expecting her at the age Juliet is now. Juliet replies Ill look to like, if looking liking move. (Line 97 98). This again shows her immaturity to marriage as she thinks that marriage can happen only if she wants it to and that she can choose when she wants to love someone. In Act 2 Scene 2, Romeo and Juliet are able to talk in private without any distractions. This is a big scene for Juliets character development because she finally meets some one that she thinks she loves and it shows her as not being the nai ve child that she was but now growing towards being a mature woman. However, she despairs about the dispute between the Capulet and Montague family households as she asks herself wherefore are thou Romeo? (Line 33) meaning Why are you called Romeo? She talks about how it would be if he were not called Romeo so that everything would be alright and she would be allowed to love him, but because he is part of the Montague household, then she cannot. This again shows some maturity because she understands the point as to why she should not love him. Once Romeo actually comes out and shows himself to Juliet, she is concerned for his safety. Normally if a member of a household from Montague was to invade the Capulet home then Juliet would cry out but because she feels love for him in the short amount of time they have been together, then she does not. Juliet feels a new type of love that she has not felt before, showing her progression into adolescence. Juliet admits embarrassment about talking of her love to Romeo. She pleads with Romeo and asks him if he loves her and wants an honest answer. No innocent young girl would ask a man if he loved her, showing again the maturity that Juliet has been given by Shakespeare in the very short amount of time in that evening. This scene shows the progress of Juliets maturity again as she is talking to Romeo and discussing their love affair which is actually forbidden and would be seen to be wrong by her parents. This is showing evidence of the beginnings of rebellion and individualism from her as she normally would have followed the rules of her parents, but now she is doing things behind their back. Scene 3 Act 5 deals with many aspects showing Juliets capacity for becoming a young woman. She has to make many difficult choices in this scene and there is no one around that she can turn to and look to for help. She has just spent the night with Romeo in her bedroom and warns him that he must leave, otherwise there is the risk of him being caught. However the Nurse comes in warning Juliet that her mother is coming. She must now get Romeo to leave her room so that he isnt found by her mother. However they seem to not be able to part from each other, showing their affection and love for each other. When Lady Capulet enters the room, Juliet feels uncomfortable with her presence there and would rather she left. She says Madam, I am not well. (Line 78) to try to get rid of her but it does not work. Juliet has again to lie to her mother when she says Indeed I never shall be satisfied with Romeo, till I behold him Dead. (Line 93 94). Of course this is not true, but to protect the secret of her relationship to Romeo, she cannot give rise to any suspicions in Lady Capulet, even if this means asking her to kill him. Her increasingly adult emotions lead her to protecting Romeo at all costs, even if it means deceiving her mother. Lady Capulet came to talk to Juliet about her getting married the very next day. Juliet was not happy and did not want to get married to Paris as she is already married to Romeo, however neither Lady Capulet nor her husband knows this. Juliet protests and refuses to marry him, however Lady Capulet tells her that she must take it up with her father. When Capulet enters the room he is happy and cheerful, however this is soon to change after he has talked to Juliet. Juliet must build up the courage that she would not have been able to do earlier on in her life, to tell her father that she does not want to marry Paris. She has to explain to him that she is thankful that he has tried to make her marriage perfect but without giving away the hint that she is already involved with someone else. She has to suffer the many insults that Capulet throws at her and almost be physically assaulted by him, as he says My fingers itch. (Line 164). The Nurse and Lady Capulet try to help her at first but nothing is accomplished and finally, when Capulet leaves, Juliet is feeling at her lowest point. She turns to her Mother for support but she simply says Talk not to me, for Ill not speak a word. Do as thou wilt, for I have done with thee. Juliet then turns to her good friend the Nurse, however again the Nurse will not help and support her. The Nurse explains to Juliet that Romeo is an impossible match and maybe it is not such a good idea to stay with him. She tells her that Paris is a good man and worthy of her love. This makes Juliet feel as though she is just a little girl again as she is being told what she must do and that her opinion is not needed. However Juliet is not about to be kept at this level, so she tells the audience that she will go to the Friar and seek help there, but if that fails, then she always has the power to die. Just saying this shows an immense emotional development by Juliet. No little girl would say the things that she has says, which proves to us that she is no little girl anymore. She is turning into a woman and her parents are helping her even when they are shouting at her, because it gives her more strength to stand up to them later on. Act 4 Scene 3 is one of the most important scenes in the play and here, Shakespeare portrays the character of Juliet as maturing to an even higher level and shows her growing from adolescence to womanhood, and also shows the highs and lows of her emotions. This scene shows her ready to take the potion that she has just been given by the Friar, even while not knowing exactly what it may do to her. She does not know if it is actually poison or what the side effects may be, as she wonders, What if it be a poison which the friar Subtly hath ministered to have me dead, Lest in this marriage he should be dishonoured, Because he married me before to Romeo? (Line 24-27). Juliet is unsure of whether or not to trust the Friar, showing us that the innocence of her younger self has been replaced by a more cynical distrust of other peoples motives. Her thoughts become very morbid and she starts to imagine the terror of waking up, trapped in the vault with her dead ancestors. She drinks the potion, calling out Romeo! Romeo! Romeo! I drink to thee. (Line 58). Her willingness to take this huge risk shows how desperate she is to be with Romeo and how she cannot bear the thought of being forced to marry Paris, emphasising her true, fully developed, adult love for Romeo. In this play of Shakespeares, Juliet has turned from a young girl who was not able to make up her own mind about important issues and who was dependent on her family, into a fully developed woman who could look after herself, lie when she had to and was emotionally independent. At the beginning of the play, she had no idea what was really meant by marriage or what love really was. But once she met Romeo, she started to change and mature, and would even deceive her own family in order to protect the love between herself and Romeo. Juliet chose her love of Romeo over everything else, even when it led to their tragic deaths. Her words, behaviours and responses throughout the play, show her development from innocence and naivety through to full maturity as the play reaches its tragic conclusion.

Series Pass Voltage Regulator From Discrete Electronic Engineering Essay

Series Pass Voltage Regulator From Discrete Electronic Engineering Essay The objective of this project was to construct and design a 9V  ± 0.3V, 1A series pass voltage regulator from discrete electronic parts. The voltage regulator must exhibit a voltage regulation of 5% or better and should be supplied with a dc input voltage. The regulator circuit was required to include a way to disconnect the load from the regulator if the load current exceeded 1A or if the temperature of the series pass element exceeded 40 °C. It was necessary to measure each parameter of the circuit and convert it from an analog to a digital signal. This signal would provide data necessary to display the values on the Spartan III FPGA Development Board. The numerical display was not to have any zeros leading a number, unless it affected the value. Also, the display was to be cyclic, alternating at 5 second intervals. The circuit was designed, built and tested. It produced 9.03V output and 1.02A through a 9à ¢Ã¢â‚¬Å¾Ã‚ ¦ load. The cut-off protection worked as well as the variable sensing circuitry. The linkage of the analog and the digital components, however, remain incomplete. Contents LIST OF FIGURES LIST OF TABLES LIST OF ABBREVIATIONS AND SYMBOLS Symbol Description ADC Analog to Digital Converter Op-amp Operational Amplifier V Voltage/Volts I Current R Resistance A Ampere à ¢Ã¢â‚¬Å¾Ã‚ ¦ Ohm  °C Degree Celsius F Farad IC Collector Current IB Base Current VBE Base-Emitter Voltage LUT Look Up Table BCD Binary Coded Decimal MUX Multiplexer CLK Clock DPDT Double Pole Double Throw FPGA Field Programmable Gate Array Table : List of Abbreviations Contained in this Report INTRODUCTION Commercial power is usually distributed with an AC supply. An unregulated voltage such as this could cause damage to many household appliances and electronic devices. Therefore it is a safety hazard. A voltage regulator is a device that maintains a relatively constant output voltage for a varied input voltage. It functions by comparing the output voltage to a fixed reference and minimizing this difference with a negative feedback loop. The aim of this project to design a series pass voltage regulator with an output of 9  ± 0.3V and regulation of at least 5%. It should be able to disconnect the load from the regulator for temperatures exceeding 40à ¢Ã‚ Ã‚ °C and a current greater than 1A. Using A/D converters, these values (output regulator voltage and current, temperature of the series pass transistor) were converted to digital format and displayed on the Spartan III FPGA Development Board. Each value received from the analog component should be displayed with no unnecessary leading zeroes. The display had to alternate between different variables of voltage, current and temperature. The Digital Component of this project was designed in Xilinx ISE 7.1i, and the necessary tests were carried out. A User Constraints file was created, which allowed for the programming of the FPGA Board. BACKGROUND THEORY AND LITERATURE REVIEW Using an unregulated power supply is unfeasible for most tasks. This is because as the load current increases, the ripple voltage increases and the DC output voltage decreases. The voltage regulator greatly reduces ripple and produces a steady output voltage for a range of input voltages. Different types of voltage regulators have different functions. There are two main types, shunt and series voltage regulators. Shunt Voltage Regulator For a shunt voltage regulator, the regulating device is placed in parallel with the load. A resistor is placed in series with the load and the unregulated supply. The current is varied through the control element depending on the load current. This causes a voltage drop across the resistor in series, maintaining a constant load voltage. (Prof. Gift, 2012) Figure : Shunt Voltage Regulator Shunt Voltage Regulator Example: Zener Diode Regulator Figure : Zener Diode Voltage Regulator The zener diode is a semi-conductor diode designed to operate in the reverse-biased region. In forward bias, it functions as a normal diode but when in reverse bias, it breaks down for voltages exceeding the breakdown voltage, or zener voltage. For operation in this region a current Iz is required where the limits being the minimum and maximum current for the diode to operate without breaking down. (Prof. Gift, 2012) Series Voltage Regulator For a series voltage regulator, the regulating device is placed in series with the load and the unregulated supply. (Prof. Gift, 2012) The output voltage is sampled by a circuit that provides a feedback voltage to be compared to a reference voltage. If the output voltage increases, the comparator circuit provides a control signal to cause the series control element to decrease the amount of the output voltage, thereby maintaining the output voltage. If the output voltage decreases, the comparator circuit provides a control signal to cause the series control element to increase the amount of the output voltage. (Electronic Devices and Circuit Theory 7th Ed.) Figure : Series Voltage Regulator There are different circuit topologies for the series voltage regulator. These will be examined next. Simple Series Transistor Regulator To improve the current capacity of the zener diode regulator, a transistor is used in the emitter follower configuration. This acts as the series control element. The collector is supplied by the regulated voltage. The transistor reduces the load current capacity of the zener by a factor of the transistor current gain. The zener voltage is therefore produced at the emitter. The equation IC = ÃŽÂ ²IB is used to link the collector current and the base current. Due to high current gain, even very large changes in IC result in only small changes in IB. This means IZ is mostly stable. The input voltage must be greater than the diode voltage to ensued proper transistor bias. (Prof. Gift, 2012) Figure : Simple Series Transistor Voltage Regulator IZ current through the zener diode IC collector current IB base current Discrete Voltage Regulator A transistor Tr2 is connected as the series pass transistor and another one Tr1 acts as the error amplifier. In the single transistor regulator output ripple voltage is low, but the output voltage still varies. This is due to the VBE/IC characteristic of the transistor. Feedback is used to correct the output. This amplifier compares the sampled voltage with a reference voltage in order to generate a signal proportional to the difference. This is used to drive the series pass element, which then varies the output voltage such that the error is reduced and the output voltage regulated. Figure : Discrete Transistor Voltage Regulator The voltage across the series element is (Vin Vout). The input voltage to the error amplifier is ÃŽÂ ²Vout Vref, where . The output voltage across the series element is an amplified version of the input voltage, . If Vref is constant, . This is the stability factor. This means that the ripple voltage is reduced by a factor of . The higher the loop gain, AÃŽÂ ², the better the regulator performance. A is gain of error amplifier. The resistor R can be connected to the regulated side of the circuit to improve the design and decrease ripple voltage. Also, a capacitor may be placed in parallel to the Zener diode. Another capacitor can be placed across the output removing output noise and input impedance at high frequencies. A Darlington Pair may be used as the series element. This has two transistors in a single package. The Darlington Pair increases the current gain of the series element, making it able to supply a larger load current if required. (Prof. Gift, 2012) Operational Amplifier Series Voltage Regulator In order to improve the regulator performance, the loop gain A is increased. A simple method of doing this is to replace the transistor error amplifier with an operational amplifier as shown in figure 6. The operational amplifier compares the reference voltage of the zener with the feedback voltage sampled by resistors R1 and R2. The Darlington Pair design is used here and R3 connected to the regulated supply to reduce the ripple voltage. The operational amplifier (op amp) must be supplied by the unregulated input voltage. (Prof. Gift, 2012) Figure : Operational Amplifier Series Voltage Regulator STANDARDS Certain standards were considered in the undertaking of this project. These are: ISO 9001:1994 Quality Systems Model for Quality Assurance in Design, Development, Production, Installation and Servicing (http://www.ttbs.org.tt/) TTS 620 2008 Occupational Safety and Health Risk Assessment Requirements(http://www.ttbs.org.tt/) BS QC 790304:1994 Specification for harmonized system of quality assessment for electronic components. (http://www.standardsuk.com) RISK ASSESSMENT Possible Hazards: 15V supply voltage. Risk of electrical shock, burns and death. Solder fumes present. Dangerous if inhaled. The heat generated by the power resistor could cause burns. The tip of the soldering gets very hot and could cause severe burns or start a fire. Clipping wires and leads may cause them to be projected into eyes and face. Steps Taken to Avoid Risk: Ensured that student was properly grounded. Proper clothing and footwear were worn. No long hanging jewellery or hair. Before energising a circuit, it was checked by a technician. Tested conductors before handling them. Exhaust fan present in lab. Regularly stepped outside for fresh air. Clipped wires away from face of anyone present. DESIGN APPROACH AND METHODOLOGY Project Requirements: Design and build a 9V  ± 0.3V, 1A Series Pass Voltage Regulator using discrete electronic components. Regulator must have a voltage regulation or 5% or better and must be fed by a dc input voltage from a laboratory power supply. In addition, the regulator must incorporate temperature and over current sensing circuits which would disconnect the load from the regulator, for temperatures and currents exceeding 40 degrees centigrade and 1 A respectively. The output regulator voltage and current, together with the temperature of the series pass transistor must be converted to digital format using A/D converters and displayed on the Spartan 111 FPGA Development Board when selected. The following specifications must be met for the display of the variables: 1. The units of all variables are to be displayed along with the respective reading. 2. The voltage is to be displayed to 1 decimal point. 3. The current is to be displayed to 2 decimal points. 4. The temperature is to be displayed as a whole number. 5. The display of the readings for voltage, current and temperature are to automatically appear in a cyclic manner, with each reading being displayed for 5 seconds. 6. All leading zeros are to be suppressed. (ECNG 2004 Design Project Description) This design had both an analog and a digital component. ANALOG COMPONENT This component involved the design and construction of the Series Pass Voltage Regulator and the sensing circuitry to detect current, voltage and temperature. These sensors were constructed to relay the values necessary for the digital component. Analog to Digital Converters were designed to convert the analog output from the current, voltage and temperature sensing circuits to digital format so as to be to be read by the Spartan FPGA Board. Design of the Operational Amplifier Series Voltage Regulator Figure : Circuit Diagram of the Operational Amplifier Series Voltage Regulator The regulator was powered by a DC input voltage from a laboratory power supply. The voltage used in the design process for the purpose of calculation was 15 volts. Choosing the Zener Voltage and Zener Current The Zener Voltage, Vz was supplied by the Zener Diode, D1 as shown in Figure 7 above. The Zener Voltage was used as a reference voltage by the Operational Amplifier. The op amp is functioning as a differential amplifier in this situation. The difference between the inputs at the inverting and non-inverting terminals is amplified. Gain, The output voltage, VZ zener voltage Vz should be high enough so that gain would not decrease to achieve the required output. If Vz was too high, i.e. the output voltage, no current would flow through D1. An appropriate value between 0V and 9V was chosen, VZ = 4.8V. The IN4732 Zener Diode was chosen and the specification sheet for this model was obtained. The specified test current was 53mA, and the chosen value was 40mA. This was chosen to ensure proper bias. Calculating Resistor R3 The resistor R3 was in series with the Zener Diode. Therefore, the current through them is the same. A 100 à ¢Ã¢â‚¬Å¾Ã‚ ¦ resistor was chosen as it was the closest one in value available in stores. R3 = 100à ¢Ã¢â‚¬Å¾Ã‚ ¦ Calculating Resistors R1 and R2 Resistors R1 and R2 formed a potential divider providing the inverting input of the op amp. This sampled the output and sent it to the error amplifier. If the value of the output changed from the designed, the voltage drop across the resistors would change and the op amp input voltage would change, producing an error voltage at the output of the op amp. This error voltage will either turn on more or turn off more Transistor Tr1 and effectively Tr2 as well. The output voltage, Vo is related to the Zener Voltage by the equation below. Substituting Vo = 9V and Vz = 4.8V, Therefore, If R2 chosen to be 10kà ¢Ã¢â‚¬Å¾Ã‚ ¦, then Therefore, R1 = 8.8kà ¢Ã¢â‚¬Å¾Ã‚ ¦ and R2 = 10kà ¢Ã¢â‚¬Å¾Ã‚ ¦. Choosing an Operational Amplifier The LF351 op-amp was chosen for this design. It only needed to function as a differential amplifier. Choosing the Series Pass Transistor The required output current was 1 Ampere. Therefore the maximum collector current of the series pass transistor had to be greater than 1 A. high power transistor was needed, but the current gain of power amplifiers is low (approximately 40). The base current and collector current for a transistor are related by the following expression. Substituting Current gain, hfe = 40 and Ic = 1 A, The LF351 op amp could not supply this base current. A Darlington Pair arrangement was used instead. Darlington Pairs have high current gain. The high power transistor chosen was TIP31C, packaged in a TO-220 Case. The current gain, hfe1 of this transistor was specified to be between 10 and 50, so a value of 30 was used. An NPN medium power transistor, BFY51 in a TO-39 metal package, was chosen for Tr2 in Figure 6. The current gain, hfe2 was found to be 123. Hence, total current gain of the Darlington Pair: hfe1 ÃÆ'- hfe2, i.e. 30 ÃÆ'- 123 = 3690. Substituting Current gain, hfetotal = 3690 and Ic = 1 A, Design of the Voltage Sensing Circuit The purpose of the Voltage Sensing Circuit was to determine the output voltage of the regulator and relay this voltage to the Analog to Digital Converter input. The Analog to Digital Converter (ADC) chip (ADC08040 IC) had a reference voltage of 4.5V. The maximum voltage possible was 9.5V. Hence if the voltage output was 9.5V, the ADC08040 input voltage should be 4.5V. VO had to be stepped down by a potential divider before it could be sent to the ADC08040. It was stepped down by a factor of . Let R1 = 1kà ¢Ã¢â‚¬Å¾Ã‚ ¦, then R2 = 1kà ¢Ã¢â‚¬Å¾Ã‚ ¦ This voltage was sent to a Unity Gain Voltage Follower (Figure 8) and was input to the ADC circuit. (Prof. Gift, 2012) Voltage Sensor.bmp Figure : Voltage Sensing Circuit Design of the Current Protection Circuit The purpose of this was to disconnect the load from the regulator when the current flowing through the load surpassed 1A. The protection circuit monitored the load current and sent a signal to a device to disconnect the load, when the current rose to over 1A. A 1à ¢Ã¢â‚¬Å¾Ã‚ ¦ shunt was used in series with the 9à ¢Ã¢â‚¬Å¾Ã‚ ¦ load resistor. The shunt voltage was used to determine cut-off. An instrumentation amplifier was chosen (INA114AP) to compare the temperature sensor voltage and a potential divider voltage. The shunt voltage was amplified to increase chances of accurate determination of when to disconnect the load. A potential divider was constructed to deliver a4V, and the shunt voltage was also amplified to 4V. Potential Divider: Which gives: Let R1 = 20kà ¢Ã¢â‚¬Å¾Ã‚ ¦ The voltage from the shunt was amplified to 4V as well, and this was done by an op-amp and two resistors set up in the non-inverting amplification configuration shown below. The reference used to be amplified was 0.9V from the shunt, as this was the value which, if exceeded, cut-off and disconnection of the load was supposed to occur. For an non inverting amplifier, Vo = 4V, Vi = 0.4V, And Let R1 = 2.4kà ¢Ã¢â‚¬Å¾Ã‚ ¦, R2 = 8.2kà ¢Ã¢â‚¬Å¾Ã‚ ¦ .Temperature Amp Input to INA.bmp Figure : Circuit for Comparison and Determination of Cut-off When both inputs have the same voltage across them, the instrumentation amplifier would have an output of zero. The transistor in Figure 10 would be turned off and the base would be at 0V. The transistor used was a 2N3904 (Ic = 200mA). If the output is non-zero, the base would be driven by a voltage and the transistor will be ON. When the output is zero (same inputs) the transistor would be OFF and the relay coil would be grounded through the transistor. Current would flow through the coil, producing a magnetic field, and the relay would latch. When the instrumentation amp inputs are different, the output would saturate at +Vcc, i.e. 9V. The coil would an equal voltage at either end and so would have no voltage drop across it, meaning no current flowing through it. The relay is effectively OFF. There is a Normally Open (N.O.) Switch between pins 2 3, and 7 5 of the relay as well as Normally Closed (N.C.) Switches across pins 2 3 and 7 6. The N.O. switches close and the N.C. switches open when the relay latches. The load was connected across the N.C. pins. When the instrumentation amp has the same inputs, (zero output), and there is a voltage drop across the coil, current flows and the relay latches, disconnecting the load from the circuit. The relay had a rated voltage of 6V and the coil had a measured resistance of 70.5à ¢Ã¢â‚¬Å¾Ã‚ ¦. The relays, however, were actually found to latch at a voltage of 3.2V. Therefore for calculation purposes 3.5V is used = 49.6mA was needed to latch the relay. A potential divider was used to provide the required voltage for the relay. For a resistor R3, This caused a voltage drop across the coil, larger enough to activate the coil when necessary. The voltage across resistor R3 is given by, For Ic = 49.6mA, The Base Current of the transistor is given by For Ic = 49.6mA, and hfe = 100, To bias the base of the transistor for the 9V output of the op-amp, A 16kà ¢Ã¢â‚¬Å¾Ã‚ ¦ resistor was used. This would change VBE of the transistor. The new VBE was well within the operating range required for the resistor. Temperature Cutoff.bmp Figure : Current Protection Circuit Design of the Current Sensing Circuit The Current Sensing Circuit determined the voltage regulator output load. This value of current would be received by the ADC input. The ADC chip (ADC08040 IC ) was 4.5V. The Current LUT could convert a maximum of 1.29A. This means when the regulator reaches 1.29A, the ADC will be at 4.5V. A 1à ¢Ã¢â‚¬Å¾Ã‚ ¦ shunt resistor was placed in series with the load. The 9V regulated output would now be applied to a combined load of 10à ¢Ã¢â‚¬Å¾Ã‚ ¦. Voltage drop across the shunt: Therefore: The output voltage across the shunt is 0.9V. This will correspond with the maximum voltage which will give all 1s at the ADC output. Thus the voltage must be stepped up using a non-inverting op-amp. The voltage of 0.9V was stepped up to 4.5V. This means the gain is = 5 Let R1 = 2k à ¢Ã¢â‚¬Å¾Ã‚ ¦. Therefore, R2 = 8kà ¢Ã¢â‚¬Å¾Ã‚ ¦ The potential divider voltage was passed through the amplifier and then input into the ADC. Current Sensing Circuit.bmp Figure : Current Sensing Circuit Design of the Temperature Protection Circuit This disconnects the load from the regulator when the temperature of the Power Transistor (TIP31C) reached 40 °C. The Power Transistor temperature was monitored and at 40 °C, a signal would be sent from the circuit to a device, disconnecting the load. The LM35DZ was chosen. Its sensitivity was 10mV/ °C. At 40 °C, the temperature sensor output would be 0.4V. An instrumentation amplifier (INA114AP) was chosen to compare the temperature sensor voltage and the potential divider voltage. For a more accurate determination of the load, the temperature sensor output voltage was amplified. The potential divider delivered a voltage of 4V, and the sensor output voltage was also amplified to 4V. Therefore: Let R1 = 20kà ¢Ã¢â‚¬Å¾Ã‚ ¦ An op amp and two resistors were used to build a non-inverting amplifier in order to set the temperature sensor voltage to 4V. The reference voltage was 0.4V, since it is at this point cut-off should take place. For a non-inverting amplifier: , , Let R1=1kà ¢Ã¢â‚¬Å¾Ã‚ ¦ and R2=9kà ¢Ã¢â‚¬Å¾Ã‚ ¦, Temperature Amp Input to INA.bmp Figure : Amplifier Circuit for Comparison and Determination of Cut-off . When both input voltages are the same, the amplifier output would be 0V, turning off the transistor. (No VBE present). A 2N3904 transistor was used (Ic = 200mA), so the current would be large enough to latch the relay. If the amplifier output is not 0V, there would be a voltage drop across the base and the transistor would be ON. When the amplifier output is 0V, the transistor would be OFF, grounding the relay, causing current flow in the coil, latching the relay. When the amplifier inputs are at different levels, the output saturates at +Vcc = 9V. Equal voltages exist at both ends of the coil, so no current flows hence the relay is OFF. A Normally Open (N.O.) Switch exists across pins 2 3, and 7 5 of the relay. Normally Closed (N.C.) Switches exist across pins 2 3 and 7 6. The N.O. switches close and the N.C. switches open upon latching. Consider this load connected across the N.C pins and the amplifier has equal inputs. The amplifier output is 0V, causing a voltage drop across the relay coil, causing current flow and latching of the relay. It follows then that the load is disconnected from the circuit. For a resistor R3, R3 was used to activate the coil by creating a voltage drop across it. For Ic = 49.6mA, For biasing, A 16kà ¢Ã¢â‚¬Å¾Ã‚ ¦ resistor was used instead. Temperature Cutoff.bmp Figure : Temperature Protection Circuit This circuit was designed to relay the temperature of the power (TIP31C) to the ADC input. The ADC chip (ADC08040 IC ) reference voltage was 4.5V. The Temperature LUT could convert up to 129à ¢Ã‚ Ã‚ °C. At this temperature, the ADC should be 4.5V. A Temperature Sensor (LM35DZ) in a TO-92 package used to determine the temperature. This had a sensitivity of 10mV/ °C. At 129 °C, VO = 1.29V. Sensor output voltage was stepped up using a non-inverting op amp by a factor of , Let R1 = 1k à ¢Ã¢â‚¬Å¾Ã‚ ¦. R2 = 2.49kà ¢Ã¢â‚¬Å¾Ã‚ ¦ à ¢Ã¢â‚¬ °Ã‹â€  2.5kà ¢Ã¢â‚¬Å¾Ã‚ ¦ The sensor voltage was amplified and input into the ADC. Temperature Sensing Circuit.bmp Figure : Temperature Sensing Circuit A copper strip board was used to build the voltage regulator circuit since the solderless breadboard could only take up to 0.5A. Inputs: Voltage Supply of 15V Outputs: Voltage Sensing Output OV Ground Regulated 9V Output Temperature Sensing Voltage A voltage follower was used to buffer the output. The circuit was constructed as seen in figure 15: Figure : Complete Sensing and Cut-off Circuit DESIGN OF THE ANALOG TO DIGITAL CONVERSION CIRCUIT An 8 bit representation was used with reference to the 4.5V signal. The analog signal was converted to a digital signal from the 3 sensing circuits using the schematic shown below. Analog to digital conversion was done using the. A resistor pack was used to provide over current protection. This circuit was built and tested for each of the three sensing circuits. A combination of LEDs was used for the input of the analog voltage. AD Converter Circuit.bmp Figure : Schematic for ADC control configuration Op amps were used to buffer the inputs. The outputs were mapped onto the respective pins of the 40-pin IDE cable used to interface with the Spartan III Board. Figure : 40 Pin Expansion Connector (Spartan III Toolkit Datasheet) Data was transmitted using these pins to the ADC. DIGITAL COMPONENT The FPGA board was programmed so as to use the Seven Segment Display. Xilinx ISE 7.1i was used to design and construct the display for all the variables. Design of the Basic Display Unit Multiplexers, Frequency Dividers, a Look up Table Device and a Binary Coded Decimal to 7-Segment Converter were used to create the Display Unit. The 16-bit 31 Multiplexer Multiplexers may have more than one input but usually have one output. A combination of numbers is assigned to each input pin. Using these combinations, the respective input data is sent to the output pin. Therefore the bits that are chosen which input data set to display. In this design, two multiplexers were used, a 4-bit 41 and a 16-bit 31 multiplexer. 31 means 3 data inputs, 16- bit means each input is of 16 bit capacity. 16bit3to1muxschem.bmp Figure : Schematic Diagram of a 16-bit 3 to 1-line Multiplexer The 4-bit 41 Multiplexer The 4-bit 41 multiplexer can handle up to four combinations of inputs. To select which input is displayed, two bits are necessary. The output was a bus of width 4 bits. It split the 16 bit output into four sets of 4 bits. The 4-bit 41 multiplexer is shown in figure 19. 4bit4to1mux.bmp Figure : Schematic Diagram of a 4-bit 4 to 1-line Multiplexer Binary Coded Decimal (BCD) to 7-Segment Display Unit The BCD unit accepts four bits of data, e.g. D3D2D1D0, and determines which segments of the 7-segment display to turn on and off so as to represent the value of the input data. Figure 20 shows a 7-segment display. This type of display is common in electronic equipment e.g. calculators, microwaves, digital clocks. The Minimum Expressions for the BCD are: Seg_a = D3D2D1D0 + D2D1D0 + D3D2 + D3D1 Seg_b = D2D1D0 + D2D1D0 + D3D2 + D3D1 Seg_c = D2D1D0 + D3D2 + D3D1 Seg_d = D2D1D0 + D2D1D0 + D2D1D0 + D3D1 + D3D2 Seg_e = D0 + D2D1 + D3D1 Seg_f = D3D2 + D2D1 + D1D0 + D3D2D0 Seg_g = D3D2 + D3D1 + D2D1D0 + D3D2D1 For each expression, logic gate circuits were created. Each segment was then used to build the final BCD to 7-Segment Converter. The combinations of segments that would form the values were organised. The Look-Up-Table (LUT) This was used to determine which display unit anodes were to be turned on and off. There were four individual 7-segment displays. Each one had its own anode and as such could be controlled by choosing the anode of the respective display. lut.bmp Figure : Schematic Diagram of a Look-Up-Table (LUT) Modulo 4 Counter The Modulo 4 counter was used to perform automatic cycling of the anodes to be displayed. Only one anode was on at a time for each different combination. Moduloo4counter.bmp Figure : Schematic Diagram of a Modulo 4 Counter For multiplexed displays, the entire display is not lit up as the same time. The characters are made up of segments which, under certain conditions, become active. Each character is displayed one at a time. Switching of characters takes place so fast it appears that all the displays are on at the same time. The speed of switching is called the frequency divider (in this case 1kHz). This activates the modulo 4 counter which causes the LUT to choose one of four inputs to be chosen from the 4-bit 4 to 1 multiplexer to send to the 7 segment display. The Combined Display Unit Data Unit.bmp Figure :Schematic Diagram of the Display Unit Upgrade of the Display Unit to display the Decimal Point The LUT controls the switching of the anodes on the four 7 segment displays. Each 7 Segment Display has a decimal point that can be turned on or off if necessary. This was necessary in this project when displaying voltage and current. For a voltage, the decimal point is on the 3rd anode, a2. 0 9. 0 V For a current, the decimal point is on the 4th anode, a3. 0. 9 9 A This means that the point will only be on when S0 and S1 select to display voltage or current, and when the third or fourth anodes are on respectively. The Essential Prime Implicants were chosen from a truth table and the minimized expression was produced as follows: The Logic Gate circuit was constructed as shown below and implemented in Xilinx ISE 7.1i. A Macro was then created and connected appropriately in the Updated Display Unit Schematic. Decimal Point Upgrade.bmp Figure : Logic Gate Circuit for Decimal Point Upgrade Upgrade of the Display Unit to display the Units for each Variable The Display Unit was upgraded a second time in order to allow the units of each parameter to show Parameter Unit Symbol for Unit Voltage Volts V Current Amperes A Temperature Degrees Celsius à ¢Ã‚ Ã‚ °C Table : Parameters to be Displayed and their Respective Units The BCD Converter had to be updated to ensure when certain select bits were chosen, the segments would align to form the unit symbol on the first anode. Since there are four select inputs, D3D2D1D0 , there are 16 possible combinations of these bits forming different outputs. 0000 to 1001 in binary form represents 0 to 9 in decimal form. This means that there are combinations 1010 to 1111 to choose from to display a unit. 1101 was chosen for voltage, 1110 for current and 1111 for temperature. Figure : Common

Human Resources :: Management Employment Essays

Human Resources With today's workforce becoming increasingly diverse and organizations doing more to maximize the benefits of the differences in employees, Human Resource managers are evolving from the "old school" sideline player to the front-line fighters. Organizations are relying on managers to get the people who get the job done, and of course, make the company money. People have always been central to organizations, but their strategic importance is growing in today's knowledge-based business world like never before. An organization's success increasingly depends on the knowledge, skills, and abilities of its employees, particularly as they help establish a set of core competencies which distinguish one organization from its competitors. When employees' talents are valuable, rare, difficult to imitate and organize, an organization can achieve a sustained competitive advantage. In order to "compete through people", an organization has to be able to do a good job of managing their human capital: the knowledge, skills, and capabilities that add value to the organizations. Managers must develop strategies for identifying, recruiting, and hiring the best talent available. Develop these individuals in ways that are specific to the needs of their individual firms, encourage them to generate new ideas while familiarizing them with the company strategies, invite information sharing, and rewarding collaboration and team work. The basis on which compensation payments are determined, and the way they are administered, can significantly affect employee productivity and the achievement of organizational goals. Establishing compensation programs require both large and small organizations to consider specific goals. Employee retenti on, compensation distribution and adherence to the budget must be carefully weighted against the overall organizational goals and expectations. Compensation must reward employees for past performance while serving as a motivation tool for future performances. Internal and external equity of the pay program will affect employees' concepts of fairness. Organizations must balance each of the concerns while still remaining competitive. For internal equity an organization can use one of the basic job evaluation techniques to determine relative worth of job. The most common are the ranking and classification methods. The job ranking system arranges jobs in numerical order on the basis of the importance of the job's duties and responsibilities to the organization. Job classification slots jobs into preestablished grades with higher rated grades requiring more responsibilities, working conditions, and job duties. External equity can be determined by a wage survey. Data obtained from the surveys will facilitate establishing the organization's wage policy while ensuring that the employer does not pay more, or less, than needed for jobs in the relevant labor market.

Relationship Education at the Secondary Level Essay -- Teaching Teache

Relationship Education at the Secondary Level The process of education begins from the day we are born until the day we pass on from this earth. When in this evolution and sophistication of education, however, are we taught to think for ourselves and develop our own ideas about the world? Although we are nurtured to make life decisions on a daily basis, the relationship between the college, university, and society is where core competencies are molded to help drive us toward the desired professional roads to be taken. At the very onset of entering college, teachers and professors teach us how to think in logical ways for ourselves, rather than automatically follow the required scripted lessons to be learned. We are taught to find fallacies in arguments such as David Thomas The Mind of Man. He regards males as Specifically, boys are to be blamed for their own disadvantages.(121) The rest of this article keeps this same consistency through to the end. He describes females as much higher and knowledgeable persons and all males are just a subspecies that cannot do anything right. Another author, bell hooks, sees the world in a completely different light in her article Class and Education. As a professor, she gave everyone equal treatment. It did not matter if you were male or female, white or black; you were treated as an equal. The colleges, universities and independent institutes for specialized professional pursuits, are keys to opening doors for our future positions in society. These institutions Grabow 2 of secondary education are devoted to transferring current technology and information to equip the latest generation in society with the mandatory skill sets necessary to take a position in todays professional world. Col... ...st by driving their students toward logical assessments for their professional pursuits by integrating learned information from the world and the classroom. Works Cited Brooks, Gwendolyn. We Real Cool. Presence of Others. Andrea Lunsford, John Ruszkiewicz. Boston: Bedford/ St. Martins 1991, 133. hooks, bell. Keeping Close to Home: Class and Education. Presence of Others. Andrea Lunsford, John Ruszkiewicz. Boston: Bedford/ St. Martins 1989, 93-103. Rose, Mike. Lives on the Boundary. Presence of Others Andrea Lunsford, John Ruszkiewicz. Boston: Bedford/ St. Martins 1989, 105-118. Spayed, John. Learning in the Key of Life. Presence of Others. Andrea Lunsford, John Ruszkiewicz. Boston: Bedford/ St. Martins 1998, 58-63. Thomas, David. The Mind of Man. Presence of Others. Andrea Lunsford, John Ruszkiewicz. Boston: Bedford/ St. Martins 1993, 120-124.

Patterns of Images and Imagery in Macbeth :: Macbeth essays

Patterns of Imagery in Macbeth Shakespeare's Macbeth is full of different types of imagery. Many of these images are themes that run throughout the entire play at different times. Five of these images are nature, paradoxes, manhood, masks and light vs. darkness. Nature: "Thunder and lightning." This is the description of the scene before Act I, Scene i, Line 1. The thunder and lightning represent disturbances in nature. Most people do not think of a great day being filled with thunder and lightning. The witches are surrounded by a shroud of thunder and lightning. Also, the first witch asks in Line 2 about the meeting with Macbeth, "In thunder, lightning, or in rain?" The meeting will also be filled with these disturbances. The witches are also surrounded by more unpleasant kinds of weather: "Hover through the fog and filthy air" (Line 11). The weather might personify the witches, meaning that the witches themselves are disturbances, though not limited to nature. The bad weather also might mean that the witches are bad or foul ("filthy air") creatures. In Act II, Scene i, it is a dark night. Fleance says, "The moon is down" (Line 2), and Banquo says, "Their (Heaven's) candles are all out (there are no stars in the sky)." (Line 5) Darkness evokes feelings of evilness, of a disturbance in nature on this fateful night. It creates a perfect scene for the baneful murders. Another disturbance in nature comes from Macbeth's mouth, "Now o'er the one half-world / Nature seems dead" (Lines 49 - 50). This statement might mean that everywhere he looks, the world seems dead (there is no hope). It might also give him the idea that the murder he is about to commit will have repercussions spreading far. The doctor says in Act V, Scene i, Line 10, "A great perturbation in nature," while talking about Lady Macbeth's sleepwalking. This is just another example of how nature is disturbed by human doings, placing emphases on mankind (following the Humanistic philosophy). The Paradox: The witches' chorus on Act I, Scene i, Line 10: "Fair is foul, and foul is fair," is a paradox. It is also a prophecy, where one thing seems like another (the characters of the play), or about how things will change through the story (again the characters). Being so early in the play, it is a good "grabber" for the reader. Since it isn't a simple statement, it makes the reader think about the line to find some meaning for themselves. It is easier to grasp a meaning of this line further along in the book.

Main Character Of The Novel Essay

Throughout the book, we see that George Elliot has a distinct pre-occupation and interest with presenting the working class rural community in an authentic light. She writes the book as a social anthropologist, studying the more primitive community of the time. She has a large amount of sympathy towards the poor, although she herself was not a member of the working class. Using the story as a vehicle she aims to expose the plight and indignity of the poor in Victorian England, it was her main motive. Therefore, her focus throughout the book is in fact village life; in this case a fictional village named Raveloe. Focusing on the villagers, their attitudes and their way of life acts as a way of also commenting socially and politically on the injustices they face. Raveloe can easily be regarded as the main character as without it, the narrative following Silas has little significance. The village shapes the narrative, being responsible for most of the major areas of interest in the tale. All the individual characters provide interest and together form the character of the town, from characters such as Dunsey to Dolly. The story begins with a sympathetic description of the ‘honest folk’ of Raveloe. Our first real source of interest in the novel comes from the villager’s hostile reaction to Silas. We are initially told about Silas through the eyes of the villagers. Elliot echoes the villagers process of thought and way of speech throughout the novel, namely at the beginning. The sound of Silas’ loom is described as ‘questionable’ and he is said to have a ‘dreadful stare’. She is mimicking the mannerisms and phraseology of Raveloe as a whole and its reaction to the unknown. Silas’ mechanical method of working on the loom is seen as un-natural by the villagers, who can only judge him on their own experiences, centred round farming and agriculture. Due to this unfamiliarity, they see even pitiful attributes as sinister. His bad eyesight is thought of as a ‘stare’. This reaction of the village acts just as a reaction of a human character. It is typical of the village to think this way. In this respect then, the village can be regarded as any other character would. It has attributes and a predictable nature. It is these collective attributes of the community that make Raveloe one character, with which Silas’ relationships revolve. His relationships and connections with the characters of the community provide the most significant points of interest in the novel. Initially, there is the theft of his gold by Dunsey, then his integration into the community with the help of Dolly and later his confrontation with Godfrey over the fate of Eppie. Dolly represents the warmer, caring part of the Raveloe community, opposite to William Dane, the bitter symbol of Silas’ past. She is described to ‘seek the sadder and more serious elements of life and pasture her mind upon them’. Dolly seems to almost gain sustenance from helping those in need, in this case Silas. She helps him with the upbringing of Eppie, offering clothes and her own time. She fulfils her found role in the community. Although she can be seen as the prime example of the village’s moral capability, such sentiments are seen universally. When Silas informs the villagers of his lost gold, the villagers group together in order to help him. By entering ‘The Rainbow’, Silas enters the hub of the village community, beginning the process of his integration. After seeing the authenticity and depth of Silas’ grief, any former rumours disappear as the villagers begin to relate him to themselves, seeming anxious to help. The event acts as a rare source of excitement, as the villagers become incapable of distinguishing reality from imagination, fabricating information concerning a pedlar ‘with ear-rings’. However this all represents a symptomatic characteristic of the village – a concern to help others. The villagers’ reaction concerning the pedlar, is an indication of another key characteristic of Raveloe – a belief in superstition. Although the villagers provide lengthy descriptions of this so called thief, we know that no such character even exists. It is an example of how, in such close cut communities, little matters, true or false, can be embellished, escalating into common belief, leading to the creation of new superstitions. Silas is initially associated with the devil and spirit worship. These suspicions are only heightened by his apparent skill with herbal remedies, his strange cataleptic fits, as well as his past home, ‘North’ard’, where wizards, magic and folklore were associated. However his evident massive bereavement following the loss of his gold dispels any former rumours. Much of this superstition originates from the villagers discussions in the ‘Rainbow’, an important focus of the novel. This can be seen in the tale of ‘Cliff’s Holiday’, a well known rehearsed tale. Mr Macey, the apparent head of this specific social community, describes how a tailor, known as Cliff, had tried to ‘ride the tailor’ out of his son, attempting rising up the class system by making a gentleman out of his son. The story however ends with the son dying, and Cliff following him soon after. The story entails much superstition, mentioning ‘old Harry’, a euphemism for the devil, suggesting this unnatural desire to climb the class system was responsible for the death of the boy. The villagers, opposite to Cliff, are in fact very accepting of what they have been given. They feel content with what God has given them. Their pre-occupation is not to rise out of poverty but to merely co-operate with each other in order to make it bearable. This is seen in Dolly’s clear desire to help anyone in need, or at least to do the best she can. None of the villagers seem to complain about their conditions. They support Silas and each other. Another example of this is in Aarons desire to help Silas later on in the novel with his garden. He has no qualms about working in his spare time, he sees it as simply a decent thing to do. These sentiments would largely be a result of his mother, Dolly, and the way she brought him up. The meetings in the Rainbow are an important aspect of the social nature of Raveloe. Like going to Church, it is a social function. This religious aspect of Raveloe is alien to Silas due to his origins of the non-conformist Lantern Yard. He knows nothing of churches, only chapels. This complete lack of knowledge somewhat isolates him from the community; he does not go to church. However Dolly, is adamant that Eppie shall be brought up in the Raveloe faith and at the same time, introduces Silas back into religion. Both the working class are present in such functions as well as the gentry. The gentry are represented by the Cass family. The squire sees himself above the other members of the community, only becoming involved with them at festive, social occasions, such as the new-year party at the Red House. They are differentiated from the poor and, unlike Dolly, Mr Macey or any other members of the lower class community, represent little more than themselves. The Cass family are one of the villagers’ topics of discussion. They perceptively see the faults of the upper class just as they see faults in the lower classes. They take a specific disliking to Dunstan, due to his lack of respect of anyone, especially those below him. Godfrey is also seen as weak, Mr Macey describing him as a ‘slack baked pie’, commenting on his moral flaws. The primitive but nevertheless logical philosophy of, those who do well are rewarded while those who don’t suffer, is apparently proven in both cases. Dunstan ends up dying due his greed, while, although it is unknown to them, because of his rejection of Eppie, Godfrey is seemingly punished by Nancy being unable to conceive. Silas’ innocence on the other hand, is eventually rewarded. He is blessed with Eppie, who changes his life. These conclusions follow the villager’s moral code, maintaining justice. Categorically speaking, the village has a variety of overall attributes and a predictable nature so therefore can be described as a character. Furthermore, being the main focus of the novel, we can go on to suggest it is the main character. We are more aware of the values and nature of Raveloe as a whole than any specific character – even Silas. All the main events of the novel are shaped by the village. Each personality of each character represents a different aspect of the village as a whole. These individual characters amount to create one, main character which dictates the narrative and plot of the novel. Elliot’s concentration on her depictions of the village, indicate that she desired it to be the main focus. Obviously Silas is important, however, it is the events that unfold around him in Raveloe that really influence the direction of the novel.

Pbsl1114Cardiovascular Dynamics Laboratory Report

PBSL1114 Physiology for Human Movement Cardiovascular Dynamics Laboratory Report Student ID 2010004614 Due date and Value: This report must be submitted as a soft copy via email to [email  protected] hk no later than 5:00 pm 4 April 2012. Penalties apply for late submission, see course outline for details. You must attend the laboratory session to get a mark for the related report. References used when answering questions must appear in a reference list at the end of your report. Value: This report contributes 10% of your final grade. RESULTS Subject name: Cheng Yat HinSex: 0MF (circle)Age: 21 Table 1. Heart Rate (HR), sitting, lying and standing Time (min)HR (b. min-1) Sitting HR (readings 3 minutes post-sitting BP determination)3:0075 3:0577 3:1080 3:1580 3:2080 3:2580 3:3076 Mean sitting HR78. 29 Lying HR (5 minutes after lying down)5:0070 5:0570 5:1068 5:1568 5:2070 5:2569 5:3069 Mean Lying HR69. 14 Standing HR- immediately after standing from lying0:00104 -10 sec after standin g from lying0:1084 – 20 sec after standing from lying0:2086 – 30 sec after standing from lying0:3088 Standing HR- 2 min after standing from lying80 Table 2.Blood Pressure (BP), sitting, lying and standing. BP readerSystolic BP (mmHg)Diastolic BP (mmHg)MAP (mmHg) Sitting BP11227490 21207489. 33 31237188. 33 41237289 51217489. 67 Mean sitting BP121. 87389. 27 Sitting BP (automated BP monitor)1087082. 67 Trial Lying BP 11035269 2985670 Mean Lying BP100. 55469. 5 Standing BP Standing BP – ASAP after standing from lying12989102. 33 Standing BP – 2 min after standing from lying1208395. 33 Rebreathing air from a paper bag. Resting sitting HR pre-breathing into bag:75 (b. min-1) HR after 30 seconds breathing into bag: 70 (b. in-1) HR after 120 seconds breathing into bag:75 (b. min-1) Human diving response. Water Temperature: 17 o C HR (b. min-1)Systolic BP (mmHg)Diastolic BP (mmHg)MAP (mm Hg) Pre-immersion (immersion position)711187388 At 30-sec immersion (1)4314 67699. 33 At 30-sec immersion (2)511298197 Average deviation of immersion values from pre-immersion value-2419. 56. 510. 165 QUESTIONS (marks shown in brackets: total = 30, percent of final grade = 10%): Answers must not be longer than the number of lines stated at the end of each question (10 pt font minimum).Answers exceeding the stated limits will receive a mark of zero. Use your own words. This is an individual report. Plagiarism (e. g. , copying or lending answers, not referencing sources) will be penalized. Marks will be deducted if you break any of these rules. Include the references you used in a list at the end of your report. 1. Marks for data recording (correctly/neatly) and calculations (DO NOT ANSWER) _____ (5) 2. Are the relationships between resting values for HR while lying, sitting and standing (2-minute post-lying value) what would be expected?Justify your response. (maximum 4 line response) (5 marks) From lying to sitting to standing, the resting HR is expected to increase, which the effect is shown in the subject (lying mean value = 69. 14 bpm, sitting mean value = 78. 29 bpm and standing after 2 min = 80 bpm). From lying to sitting to standing, more blood is pulled downward by gravity to the lower part of the body, making less venous return thus lowering the stroke volume. To compensate the decrease of SV thus to maintain the cardiac output, HR increases. 3.Are the relationships between resting values for BP while lying, sitting and standing (2-minute post-lying value) what would be expected? Justify your response. (maximum 4 line response) (5 marks) The blood pressure should gradually rise from lying to sitting to standing, which is observed in the subject (MAP of lying: 69. 5mmHg, sitting: 82. 67 mmHg and standing: 95. 33 mmHg). From lying to sitting to standing, more blood is pulled downward by gravity to the lower part of the body. To push the blood upward so as to maintain enough blood flow to the brain, blood pressure needs to increa se for working against the effect of gravity. . Explain the changes observed in HR and BP during the period following the subject moving from lying to standing. (maximum 4 line response) (5 marks) When the subject moving from lying to standing, BP should drop momentarily and HR should rise. The drop in BP is due to the pooling of blood in the lower part of the body. After sensing the drop in BP, the baroreceptor increases HR by the control of SNS and PNS. Then BP should rise again as the result of increased HR. The change is not seen in the subject. It might be due to other factors like the psychological factors masking the effect, or errors in measurement. . Were the observed changes in HR when your subject was rebreathing air from a paper bag as expected? Explain your answer with reference to what was expected and why. (maximum 4 line response)(5 marks) The rise in HR is expected when the subject is rebreathing air. The expectation is due to the increased CO2 concentration in the expired air will increase the blood PCO2, which be noticed by the chemoreceptors in carotid and aortic bodies. The receptors will then relay the information to CNS and indirectly leads to the increase in HR by autonomic nervous system.But the effect is not observed in the subject. 6. What is the human diving response? Did your subject show the diving response? (maximum 4 line response)(5 marks) Human diving response is the increase in MAP and decrease in HR as a result of breath holding and the reflex after the face touched water. This is done by the increased parasympathetic activities to the heart pacemaker cells (lower HR), increased sympathetic activities to limbs leading to vasoconstriction in the limbs (increase MAP). The subject showed the diving response, as there is a egative change in HR and a positive change in MAP 30s after immersion List of references used 1. http://ep. physoc. org/content/23/1/1. full. pdf+html 2. http://www. livestrong. com/article/307646-posture-hear t-rate/ 3. http://www. livestrong. com/article/268891-heart-rate-body-positions/ 4. http://www. livestrong. com/article/299614-blood-pressure-supine-vs-standing/ 5. http://en. wikipedia. org/wiki/Aortic_body 6. http://en. wikipedia. org/wiki/Cartoid_body 7. http://www. mendeley. com/research/mechanism-human-diving-response/

Business †Accounting Essay

In the file ACC 561 Week 3 Discussion Question 1 you will find right answers on the following task: â€Å"Select a costing method: process, job, or activity based. Describe the nature of your chosen method. What types of organizations should choose that method? How is this method different from the costing methods you did not choose? Use your selected costing method to create a real-life business management scenario that includes realistic numbers. What management decisions may one make based on your scenario?† Business – Accounting Alternative Costing Methods The text presents job and processing costing systems as virtual â€Å"polar extremes,† there are many situations where it may be best for a company to use a hybrid system that combines attributes of both systems. Describe such a situation and discuss how the hybrid system may be better than either pure job or pure process systems. Think Twice Assume you own a business that makes two complementary products for which you allocated manufacturing overhead proportionally. A competitor is trying to undercut your price for one of the products. How might ABC costing help you better compete with this pending threat? Activity Base Costing- How do managers cost products or services using ABC systems? When should managers consider using an ABC costing system? How should they decide to adopt this method? Alternative Costing Methods I would like you all to select a costing method: process, job, or activity  based. Describe the nature of your chosen method. What types of organizations should choose that method? How is this method different from the costing methods you did not choose? I have implemented a job costing system in my company. If you were my corporate controller, how would you implement a job-costing system? Why is process costing a better costing method for cert†¦ Follow the link to get tutorial – https://bitly.com/12BiSuQ College is a great time for young people to find themselves and to really find out what they are made of. However, there is a lot to learn. Some students only really become comfortable at college when it’s about time to leave! Don’t let that be you. Here are some great college tips. Business – Accounting Alternative Costing Methods The text presents job and processing costing systems as virtual â€Å"polar extremes,† there are many situations where it may be best for a company to use a hybrid system that combines attributes of both systems. Describe such a situation and discuss how the hybrid system may be better than either pure job or pure process systems. Think Twice Assume you own a business that makes two complementary products for which you allocated manufacturing overhead proportionally. A competitor is trying to undercut your price for one of the products. How might ABC costing help you better compete with this pending threat? Activity Base Costing- How do managers cost products or services using ABC systems? When should managers consider using an ABC costing system? How should they decide to adopt this method? Alternative Costing Methods I would like you all to select a costing method: process, job, or activity based. Describe the nature of your chosen method. What types of organizations should choose that method? How is this method different from the costing methods you did not choose? I have implemented a job costing system in my company. If you were my corporate controller, how would you implement a job-costing system? Why is process costing a better costing method for certain industries? What would happen if they used a job costing system? Can we explain three major source documents and how they are used in job costing systems? Why are these source documents needed?