Physioex Ex 7 Activity 5 and 6 - 2091 Words

ACTIVITY 5 Exploring Various Breathing Patterns You will establish the baseline respiratory values in the first part of this experiment. 1. If the grid in the data control unit is not empty, click Clear Table to discard all previous data. 2. Adjust the radius of the airways to 5.00 mm by clicking the appropriate button next to the Radius window. Now, read through steps 3–5 before attempting to execute them. 3. Click Start, and notice that it changes to Stop to allow you to stop the respiration. Watch the simulated lungs begin to breathe as a result of the external mechanical forces supplied by the pump below the bell jar. Simultaneously, the oscilloscope will display a tracing of the tidal volume for each breath. 4. After 2 seconds, click†¦show more content†¦Note that when a measure button is selected, two things happen simultaneously: (1) a bracket appears on the spirogram to indicate where that measurement originates on the spirogram and (2) the value in milliliters appears in the data table. Also note that when the FEV1 measure button is selected, the final column labeled FEV1/FVC will be automatically calculated and appear in the data table. The calculation is (FEV1/FVC) _ 100%, and the result will appear as a percentage in the data table. What do you think is the clinical importance of the FVC and FEV1 values? Why do you think the ratio of these two values is important to the clinician when diagnosing respiratory diseases? _______ FEV1/FVC _ 100% _ ______________________ Emphysema Breathing In a person with emphysema, there is a significant loss of intrinsic elastic recoil in the lung tissue. This loss of elastic recoil occurs as the disease destroys the walls of the alveoli. Airway resistance is also increased as the lung tissue in general becomes more flimsy and exerts less mechanical tethering on the surrounding airways. Thus the lung becomes overly compliant and expands easily. Conversely, a great effort is required to exhale as the lungs can no longer passively recoil and deflate. Anoticeable and exhausting muscular effort is required for each exhalation. Thus a person with emphysema exhales slowly. 1. Using this information, predict what lung values will change in the spirogram when the patient with

The Slice Of A Knife - 1296 Words

The Slice of a Knife He didn’t look that dead. Apart from the river of blood rushing out the gaping neck wound, he looked pretty much the same as he did a few minutes before. His hand was still clasped around his bottle of beer and face was still frozen in a permanent gaze of boredom. The only thing different about James’s face was the single tear that rolled down his cheek and hung on the cliff of his chin amongst his stubble. As it fell from his face, his body smashed forward into the wooden table. And in that moment I felt completely alone. James was the only reason I was there with the oudious group of so-called ‘friends’. Only a few moments before we had been having a wonderful time, drinking wine out of chipped coffee mugs and reminiscing about ‘the good old days’. Then in a beat of a heart, the lights gave out. Exploded glass cascaded from the ceiling and the sudden fright caused everyone to panic. There were a few minutes of clattering in the murky darkness before Bill switched his massive solar-powered lamp he (ever so conveniently) had with him. So typical of Bill, why had he even brought a lamp in the first place, particularly a solar powered one. He had also carried an excessive amount of electronic devices that he immediately proceeded to plug in as soon as he got the chance, perhaps thats why the power gave out. James was murdered in that dark but did Bill have reason to see James dead? With James out of the way he would be in total control of their company,Show MoreRelatedEssay about Hand Soap versus Hand Sanitizer1203 Words   |  5 Pagesmaterials needed for this experiment. To start you would need the following: 8 slices of fresh bread with no preservatives, sixteen sandwich bags, latex gloves, pen, toaster, knife, spray bottle, measuring teaspoon, liquid soap, hand sanitizer, a camera, a tray that is optional, (Bjornsson) and water (Shim). 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Hypotonic means the environment has less solutes compared to the inside of the cell. Hypertonic means that the environment has more solutes compared to the inside of the cell. With osmosis water will always move from hypotonicRead MoreMold Experiment1325 Words   |  6 Pageswith all pieces of bread. Bags were of the same brand and size and the bread slices were all members of the same package. Another factor to consider is being able to record quantitative data, by quantitative data is meant results that can be measure and collected in order to verify or disproof the hypothesis of such experiment. What is needed for the Mold Bread Experiment  · 15 slices of bread. Make sure all slices come out from the same bag of bread and all of them are similar size, weight andRead MoreHigh Fat and Butter Cake Recipes1521 Words   |  6 Pages1885 for National General Exibition of Budapest, and the first people who tasted the cake were Franz Joseph and Empress Elizabeth. 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Portrait of Mehmet II Free Essays

The most important aspect one has to consider when looking at the Portrait of Mehmet II is the historical context which represents the key to understanding the work of art in question. It is highly relevant to shift one’s focus from the artistic achievement to the historical background of the last two decades of the 15th century, i.e. We will write a custom essay sample on Portrait of Mehmet II or any similar topic only for you Order Now the time when the portrait was painted. The 1453 conquest of Constantinople was a cataclysm felt throughout the entire Western world. The Ottoman Empire, now a force everyone feared, had not been assessed at its true power. The giant empire was born in Central Anatolia, but soon expanded and incorporated a myriad of territories and ethnic groups, such as the Greek in Western Anatolia, Arab, Armenian and Kurdish on the shores of the Mediterranean (Melikian, Venetians and Turks: A Mutual Curiosity). The Venetians strongly opposed the expansion of the Ottoman Empire, which threatened the parts of Greece they controlled. Moreover, the demolished church of the Holy Apostles had been the model for their most famous monument, the 11th century masterpiece adorning the heart of Venice, the church of San Marco. Nonetheless, the advance and growth of the Empire continued. The peace agreement of 1479 saw Venice giving up important parts of the Greek territories they controlled, as well as the Albanian city of Shkà ¶der (Scutari in Italian) (Melikian, Venetians and Turks: A Mutual Curiosity). The peace agreement signed by the Ottoman Empire and the Venetian Republic stipulated that â€Å"a good painter† (Metropolitan Museum of Art, http://www.metmuseum.org/toah/hd/cedr/hd_cedr.htm) from Venice be sent to the Sultan’s court to paint a portrait that would be to Mehmet’s liking. This is why, one year later, after careful consideration, the Venetian doges dispatched their best portraitist, Gentile Bellini to Constantinople. A mixture of the East and the West, the Portrait of Mehmet II is an authentic instance of the successful meeting of two very different approaches to art. What is truly striking about the portrait is the warm Venetian light surrounding the face of the Sultan, which both lightens up his features, making the painting itself incredibly clear, and also gives the character a certain duality. This ruler-man duality illustrates Mehmet as a simple man, thanks to the clarity of the facial features, but also as an emblem, a precious figure in the history of humanity. This lighting technique is perhaps the best example of how the Renaissance naturalist trend and Oriental art are intertwined in this particular 15th century masterpiece. As far as facial features, the viewer cannot help but notice the nasal structure of the Sultan, an aquiline nose suggesting wisdom and courage, traits of character that are also symbolized by the heavy beard, an ancient symbol of masculinity and maturity. The contrast between the face of the Sultan and the edges of the painting, dominated by dark colors and a reduced amount of light, is supported by the choice of primary colors as far as the clothing of Mehmet is concerned. The two subtle shades of red that are to be identified in his robe, combined with the large white turban, a symbol of his greatness as a ruler, create a chromatic contrast that pleases the eye and highlights the face of the Sultan. Mehmet II, the Conqueror, seized Constantinople in 1453 putting an end to the Eastern-Christian world of Byzantium. Considered by many historians as â€Å"the late-medieval world’s most powerful man† (Jones), Mehmet II was only 19 when he followed his father at the throne of the Ottoman Empire. Because of his young age, the Western world disregarded him and severely underestimated his strength and determination. Nevertheless, in 1453 he summoned his ministers in Adrianople where he expressed his desire to conquer Byzantium (Mehmet II, http://www.theottomans.org/english/family/mehmet2.asp). After a two-month siege, and the refusal of his opponents to surrender, Mehmet II captured Constantinople. Following his great success, he entered the city accompanied by his chef ministers and rode to St. Sophia. He then kneeled in front of the church and sprinkled a handful of earth over his turban. This gesture would be known as the first step towards the conversion of St. Sophia into the most important mosque of the city (Mehmet II, http://www.theottomans.org/english/family/mehmet2.asp). As far as trade was concerned, the Republic of Venice was the most important player in the Near East, maintaining their good reputation in the area thanks to skilled diplomatic initiatives which were being unrolled on two levels. At the highest level, thanks to their ambassadors, the doges were involved in trade negotiations with Muslim sultans and other officials. These high-rank meetings followed strict proceedings, such as gift exchange. Relevant examples of this practice is the gift of the Venetian envoy Benedetto Sanudo to an emir consisting of fine cloth and Parmesan cheese, as well as the envoy’s present to the Sultan in Cairo – furs, cheese and luxurious textiles. In return, the representatives of the Venetian Republic received gifts ranging from watermelons and chickens, to Chinese porcelain. At a lower level, the Venetian Republic named consuls in the Near East. These were members of the Venetian nobility, elected by the Senate on two-year mandates and in charge of paying tribute to local officials (Metropolitan Museum of Art, http://www.metmuseum.org/toah/hd/cedr/hd_cedr.htm). Despite attempts from the papacy to prohibit trade between Venice and the Near East, the ties between the two parties could not be severed. On the contrary, Venetian officials always fought against such interdictions, and even defied the Pope in order to maintain the east-west trade exchanges (Metropolitan Museum of Art, http://www.metmuseum.org/toah/hd/cedr/hd_cedr.htm). The Portrait of Mehmet II is significant proof of the lengths that the Venetian state went to in order to ensure peace and good trading relations with the Sultan. Commercial Exchange, Diplomacy, and Religious Difference between Venice and the Islamic World. Metropolitan Museum of Art. April 2007. ;http://www.metmuseum.org/toah/hd/cedr/hd_cedr.htm; Jones, Jonathan. â€Å"The Sultan Mehmet II, attributed to Gentile Bellini (1480)†. The Guardian 26April 2003. April 2007. ;https://www.theguardian.com/culture/2003/apr/26/art; Melikian, Souren. Venetians and Turks: A mutual curiosity. International Herald Tribune 9 June 2006. April 2007. ;https://www.nytimes.com/; The Sultans. The Ottomans. April 2007. ;http://www.theottomans.org/english/family/mehmet2.asp; How to cite Portrait of Mehmet II, Essay examples

Key Resources for a Virtual Reality Gaming Centre †Free Samples

Question: Discuss about the Key Resources for a Virtual Reality Gaming Centre. Answer: Introduction Opportunities for virtual reality gaming centers are on gradual rise with global rise in disposable incomes(Saposnik G. T., 2010). As virtual reality creates an ambience with engulfs an individual into an experience virtual gaming is something that is drawing large number of crowds everywhere in the world. The scope of this report deals in the key resources that are used by virtual reality gaming centers for establishment. Analysis Virtual reality games creates an artificial atmosphere, hence the required resources includes hi-tech goggles, software which can create projection of an environment. An auditorium or a place of business for providing customers the experience has to be created. All equipment for the game needs to be purchased as jockey sticks if required, siting arrangement and the software needs to be updated or changed from time to time. Tremendous amounts of education and training programs are required of staffs and employees of the gaming center, hence the most important resource is the human resource who can handhold customers for using the technology feature. Virtual gaming allows individual a real world experience through the incredible power of technology. The headset that projects various images is the most important aspect of the game that allows experience over the space aspect. Conclusion There is a steep rise in virtual reality gaming business through steady investment in the field. Virtual gaming offers long-term bets on future of computing which can enhance the scope of hardware and software market enhancing to about $75 billion by 2020. Investment in 2016 alone has been to the tune of $6.8 billion. But there is a high level of indulgence in software required and technology involved. References Saposnik, G. M. (2010). Effectiveness of Virtual Reality Exercises in STroke Rehabilitation (EVREST): rationale, design, and protocol of a pilot randomized clinical trial assessing the Wii gaming system. International Journal of Stroke, 47-51. Saposnik, G. T. (2010). Effectiveness of virtual reality using Wii gaming technology in stroke rehabilitation. Stroke, 1477-1484.

Monomer free essay sample

An example of a polymer is PH (polyhydroxybutyrate) -PH is a natural polyester polymer produced by the bacteria/enzyme Allegiances Torturous as an energy storage material. Production To produce the polymer PH, genetically modified bacteria such as Allegiances Torturous is placed in an aqueous medium and supplied with a rich carbon based food source such as glucose, providing growth(bacteria getting bigger) and proliferation(bacteria dividing and multiply). Once the population is large enough it is moved to a different environment where certain nutrients such as nitrogen is restricted from the nutrient supply so the organism stops reproduction and the bacteria produces PH as a nutrient source to be metabolites later. -When the process is done the bacteria is lased (cut open) and cleaned, PH is extracted with a solvent which can be a number of different substances, this too is separated from the remaining mass.By placing the solvent into water, PH will precipitate into a fine white po wder with a purity of at least 98%, the solvent is also usually recycled in a closed system. We will write a custom essay sample on Monomer or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page -The powder collected in the extraction stage can be made into pellets or small chunks using machinery, to improve durability and trench, plasticizer can be added, these pellets can be used in moulds or made into larger pieces by compaction.Properties -High tensile strength of mamma(with additives) -Thermoplastic (softens when heated, flexible, easily reshaped and is recyclable) -Insoluble in water -High PM -Biodegradability -Absorbability/Non-TOXicity -Brittle however it can be genetically manipulated with additives in order to make it more durable. Uses -Can be used in the fast food industry for things such as utensils, cups and plates because PH is insoluble in water, non-toxic, high tensile strength and degradable -The biodegradability of PH has great appeal for the potential replacement of widely used polymers derived from petrochemicals.Petrochemicals such as polypropylene and polyethylene are often used for packaging, although they are hazardous to the environment, as when th ey are discarded they do not decompose. -PH could thus be a replacement for disposable nappies and packaging in the form of bottles, plastic bags and cling film as PR is flexible, biodegradable and non-toxic. -This would eliminate the need for recycling without fear of pollution, for PH can be impolitely decomposed by bacteria into only carbon dioxide and water. The absorbability and biodegradability of PH also open it to many other uses, which are currently not possible with other petrochemical products. -PH is currently being utilized in the medical industry, where plates can be made from PH to be left in place to heal fractured bones due to its strength and once the bones heal PH is slowly broken down within the body without any adverse effects. Sutures Can also be made from PH as it is non-toxic and objectionable meaning that it wont be rejected from the human body as it is insoluble in water meaning that it wont dissolve in the body Advantages -It is biodegradable so unlike polyethylene and other petroleum derived plastics it will help to reduce the levels of rubbish in landfills. -It is compatible with organisms (objectionable) so therefore it is not rejected by our bodys immune system so it can be used safely -It is a renewable resource Disadvantages -The main disadvantage of PH is that it is extremely expensive to produce, costing approximately 4 times that of polyethylene. The demand for PH currently is not high enough for its production to be economically viable -The reduct ion of PH requires medical professionals which in summary WOUld increase the cost of production -Extremely brittle so therefore it cannot sustain high impacts while being used however currently this has been solved by adding plasticizer and other additives yet this increases the cost of production. -The recovery of the polymer can be difficult while giving only modest yields.Evaluation and Current progress -Currently PH is considered not an efficient alternative to petroleum based polymers such as ethylene due to its cost as it is approximately 4 times for expensive than ethylene. However as technology advances it may one day become an efficient alternative as modifications such as additives are used to make the polymer more cost-effective as well as different production are being sought out. -For example, experiments are being done to find an alternative for nutrient sources.They are starting to be derived from waste material such as molasses and other agricultural wastes. This will in turn reduce the cost of production greatly -Also recent genetic engineering results have proven that transferring the enzyme, Allegiances Torturous into E. Coli acetate will create an environment that will allow faster growth, higher yields and easier recovery meaning that one day PH can become a viable alternative to petroleum based polymers.Discuss the need for alternative sources of the compounds presently obtained from the petrochemical industry -Many polymers and fuels are currently derived from petrochemicals such as crude oil which are convenient and economical Petrochemicals are chemicals made from compounds of natural gas, coal and petroleum -Over the last century the use of petrochemicals has increased dramatically since it serves as a primary source f energy for transportation , while it is also used to produce materials such as plastic. However the world reserves of petrochemicals are dwindling due to: There nature of being a non-renewable and unsustainable resource Increasing rates of consumption and demand Rising costs due to its depletion Substantial environmental issues such as pollution from the combustion of these petrochemicals and the release Of greenhouse gases. -Currently, it is predicted that the Australias crude oil and petroleum reserves will last around another 10-20 years and since fossil fuels are not renewable they will non run out -Therefore we need an alternative source of petrochemicals that are renewable and sustainable and that source is biomass. Biomass: carbon based material produced by living organisms, mainly plants -Alternative sources such as biomass would be favorable to use as it would prevent problems such as: Facing the same problem of exhaustion that petroleum will be facing soon Causing the release of more carbon into the carbon pool in the form of carbon dioxide Explain what is meant by a condensation polymer -A polymer formed when monomers combine via a chemical process called indentation which involves the elimination of a small molecule (often water or methane) as by-product when pairs of monomer molecules join together.Examples of condensation polymers include natural ones such as cellulose, starch, cotton and also synthetic (man made) ones such as polyester, nylon and PET Describe the reaction involved when a condensation polymer is formed -In a condensation reaction two monomers chemically combine by eliminating a small molecule as by-product (usually water or methane) Two molecules join together and rele ase another. The type of end product resulting from a indentation popularization is dependent on the number of functional end groups of the monomer which can react -Usually formed by the reaction of 2 functional groups egg.C-NAH (amine), C-OH (alcohol), O=C-OH (carboxylic acid), O=C-NAH (Amide) n(HO-C6H1004-B) + (n 1)H2O -In the formation of cellulose seen above, n p glucose monomers combine to form the cellulose chain and (n 1) molecules of water where n is the number of monomers When two ; glucose monomers react, a hydroxyl group from each combine to condense a water molecule, leaving an oxygen atom linking the two monomers. This process repeats to form a long chainDescribe the structure of cellulose and identify it as an example of a condensation polymer found as a major component of biomass -Cellulose consists of a hexagonal carbon based rings with five carbons and a lone oxygen atom in each ;-glucose monomer. The bottom 4 carbons each have a hydrogen and hydroxyl group link ed where it has free electrons and the lone carbon on top has a hydrogen and COACH group -Cellulose as said in the previous dot point is a natural condensation polymer that undergoes a condensation reaction with the removal of water For bonding to occur, every second glucose molecule must be inverted.This results in the COACH group to be inverted, resulting in a linear structure Of the polymer. Strong H bonding between OH groups makes cellulose strong hard and resistant to chemical attack and insoluble in water since the hydroxyl groups cannot interact with water and they therefore cannot break the hydrogen bonds. This is an example of why cellulose can be used in building material such as wood and insulation -Also the bulky COACH substitutes makes accounts for cellulose rigidness and high crystalline. The existence of both intra-chain (within chains) and inter-chain (between chains) hydrogen bonding makes cellulose a very strong and hard to separate monomer. -Since cellulose has hundreds and thousands of ;-glucose monomers in a chain it is hard, rigid and has a high melting point. -In summary there are many factors that make cellulose a very strong and rigid polymer. Cellulose is the most abundant polymer in nature since it is used in cell walls to provide strength -Normal dry plant matter (which forms a large proportion of the earths biomass) are made of about 50% cellul ose, and plants on earth produce approximately 500 billion tones of the substance each year. Therefore it is the most abundant component of the biomass. It is a renewable source that is formed during photosynthesis Identify that cellulose contains the basic carbon-chain structures needed to build petrochemicals and discuss its potential as a raw material -The basic carbon-chain structures that are used to make petrochemicals are short- chained alikeness such as ethylene, propane and butane and since glucose contains six carbons it has the potential to be used to convert into the alikeness aforementioned Cellulose to Ethylene -Cellulose is a major component of biomass where cellulose itself can be Rosen down and since it is from biomass It is renewable. This means that cellulose contains the basic carbon chain structures that can be used to build compounds that are presently obtained from petrochemicals -However before it can be used in petrochemicals it must be converted in to ethylene through these steps: 1 . Break the cellulose down into glucose using either Decomposition with Noah and cellulose or Acid Hydrolysis (with heating) Th e reason for using these methods is that there are many hydrogen bonds between chains making cellulose quite compact and hard to separate. 2. Fermentation of glucose into ethanol Yeast and bacteria ferment the glucose down into ethanol, releasing CA Egg.

Analytical Essay Sample on Lord of the Flies by William Golding

Analytical Essay Sample on Lord of the Flies by William Golding Lord of the Flies by William Golding was written just after World War II. It is the classic story of a group of boys stranded on an island attempting to build a society. The Lord of the Flies has faced its share of criticism from many writers. One such writer, R.C. Townsend, criticizes Golding’s work in â€Å"The Lord of the Flies: Fool’s Gold†. Townsend argues that children should not be reading Golding’s work because his views on the defects of human nature are ludicrous. Also, he argues that Golding contradicts his main theme in the conclusion of novel. Despite Townsend’s criticism, Lord of the Flies should be a required reading because it expresses the opinions of many people who have lived through World War II. One of Townsend’s main points was that The Lord of the Flies attempts to convert children to Golding’s way of thinking. He says about Golding, â€Å"he is†¦exploiting the thousands of students who are committed to the book† (2). Townsend truly believes that if a person is young and unwise he/she will take on the views of the author that he/she reads. In addition, he believes that the people who assign the book to students are guilty like Golding for sending out the wrong messages. He says, â€Å"teachers of literature and political science†¦have contributed greatly. It is they, after all, who assign the book and it seems that the book was first read (and still is read) as a required reading† (2). Teachers can assign the book because students should be able to analyze whether the thesis is correct or not. Townsend’s criticism fails to consider several important points. The Lord of the Flies does not necessarily cause students to have a negative view of the human race. Once one reaches a certain age he/she develops his/her own opinions. Some, like Golding, believe that one is prone to violence, while others believe that with some direction one can be naturally good. Also, Townsend fails to acknowledge that the book is not assigned to young students. It is a required reading, when one is able to comprehend the main theme of the book and determine whether it is right or wrong. Furthermore, Townsend’s point that any book or magazine brainwashes a student is ridiculous. For example history at LHS teaches us about the communist perspective. We learn that government controls production in a society that teaches group interest over self interest. A student at LHS does not necessarily support the ideals of communism after reading about it. Almost everything a person reads will mo st definitely be written in a slanted point of view. Townsend fails to see that students are vulnerable to the views of elders, which is not true. Another main point made by Townsend was that Golding’s conclusion to Lord of the Flies did not support his thesis. Golding’s thesis was that man is naturally born with defects, prone to violence and corruption. The conclusion occurrs when the savage boys, led by Jack and Roger, chase Ralph attempting to kill him while burning down the island. While Ralph runs his life he maintains a panicky feeling as his heart pumps a thousand times per second when all of a sudden, out of the blue, he runs into a naval officer. The naval officer claims to have seen the smoke from the savage fire, indicating rescue. Townsend is clearly dissatisfied with the ending. In his editorial he points out, â€Å"We are still relieved that the book ends†¦far less unhappily than it might have had Golding either carried its fable out to the conclusion that would be most natural to it or followed the implications of his thesis to the end†(3). According to Townsend, the best way for Goldin g to support his conclusion would be to carry out the ending letting Ralph die. Because Ralph continues to live, he prevents more attackings by the savages, which contradicts Golding’s thesis that man would be prone to even more violence. On this issue, Townsend makes a valid point. The conclusion does not support the thesis. In the conclusion, Ralph, a good natured boy, runs for his life against the savage boys. To his luck he runs into a British Naval officer. The conclusion raises a battle between good and evil. If good defeats evil, then further violence will be prevented. On the other hand, if evil defeats good, violence is inevitable. According to Golding’s thesis, man is naturally prone to violence. By running into the British naval officer, Ralph defeats the evil in all of the boys when they are reminded of their civilized past in Britain. Ralph prevents further violence, as his life is no longer in danger. The ending to the violence contradicts Golding’s theme that man will naturally be violent. Also the fact that a British naval officer rescues the boys and not a German naval officer coincides with this point. It is another example of how good defeats evil. The British had an alliance with the Allies, who prevented the Germans from militarily or violently conquering the world Golding could have supported his thesis in the conclusion better by showing a continuation of violence with the death of Ralph. J.C. Townsend may criticize every aspect of Golding’s book, but Golding had to do something right in his book, otherwise it would not have been a bestseller. The book maintains the reader’s attention as the novel progresses with a lot of action from the meeting to introduce the idea of the rescue fire to the power struggle between Ralph and Jack. Although Townsend feels that conclusion was dissatisfying because Golding’s thesis was not supported, what conclusion to a novel satisfies a reader? No matter how the writer ends the novel there will always be readers who want a happy ending or readers who want a realistic ending. Furthermore, Townsend points out that Golding wrote a happy ending to his novel. Golding could have wanted to end the novel on a good note without realizing he would cause much controversy. This is one reason Townsend mentions that the book should be banned from schools. On the other hand it is important to read the works of people whose views are much different than ours. Golding lived during a time of war, which could have put the world into a different perspective for him.

Java PROGRAMMING Essay Example | Topics and Well Written Essays - 250 words

Java PROGRAMMING - Essay Example In a structured programming language, the outright benefit and advantage is that it helps the programming setup to minimize complexities. This logic and line of thought stems from the fact modularity would help a programmer to solve and confront the problems in a reasonable manner and fashion. It is needless to stress and over-emphasize the fact that once the logical structures are streamlined, the flow would be seamless and thus a programmer would have more clarity when dealing with data (Hughes, 2009). Secondly, there are the prospects of increased productivity because the modularity allows a programmer to work on several different projects concurrently. This is to imply and say that the modules may be engaged and re-used many times, thus reliability and dependability would be improved. Subsequently, time and costs would be saved since it is far much easier to replace the singular modules rather than a huge amount of codes (Hughes, 2009). A practical case and instance of an application is the Java Programming which is an object-oriented language. This stems from the fact that it a language used to serve the purposes outlined above in the name of merits and

Corporate strategy and business objectives (Michael Porter) Case Study

Corporate strategy and business objectives (Michael Porter) - Case Study Example An elimination process enables us to confirm that MDCM falls into the Efficient, Predictable Operators quadrant. To begin with, we are informed that MDCM did neither research and design (R&D) nor marketing. A company that is focused on using differentiation as its competitive strategy would typically be actively engaged in R&D. Secondly, the medical device manufacturing industry is not one defined by a relatively high rate of change partly due to the nature of its market and partly due to the high cost of medical devices. The first overall strategic goal of MDCM is to bring down the company’s cost structure (more information would be required before we can specify by what percentage). From the case we are informed that MDCM had the worst operating and profit margins and also that its high internal costs did not allow it to price competitively against smaller, more efficient rivals (Jeffery and Norton 3). The CFO, Sharon Leis, confirm this where she states that MDCM had the least efficient cost structures in the industry. In spite of its high cost structure we are informed that MDCM continued to excel in customer satisfaction (Jeffery and Norton 3). The second strategic goal of this company is reduce the time it takes for different business functions to access updated, relevant information in 24 hours or less. When gather from the case that it takes too long for both CFO and marketing and sales staff to get the information they need. CFO Sharon Leis laments that it takes her 45 days whereas the VP of marketing and sales Pat Perry complains that it takes his staff a week to get the relevant information. This means that it takes too long before the organization devises a plan to tackle whatever threat or opportunity that may arise. The CEO Max McMullen realized that both of these overall strategic goals will depend a lot on the IT infrastructure and systems of the organization. For this purpose McMullen hired a CIO to

U.S. energy policy Research Paper Example | Topics and Well Written Essays - 750 words

U.S. energy policy - Research Paper Example According to Bazerman, climatic changes and diminishing energy resources became a concern and various government offices were supposed to give a detailed explanation which was later termed as â€Å"a predictable surprise, or a failure to act in time.† This explanation is what formed the need for government to have control on future occurrences. In addition, other needs for energy and climatic control developed over the years. To begin with, climate change characterized by long warm periods necessitated implementation of Energy Policy in order to contain the situation. Bazerman notes that scientists and politicians had to come up with solutions to address the climatic changes and â€Å"other energy issues including oil, transportation, and electricity policies† (1). These were the initial concerns when the technological advancements were few and human population was little. Another reason for formulation of U.S Energy Policy was need for energy independence. Grossman (1) acknowledges the U.S government effort under the tenure of President Carter, whereby there was increased government funding to stimulate new technologies for alternative energy. In addition, the country also wanted to reduce the over dependence on fossil fuels such as cove reasons coal and oil whose amounts diminish with time. In addition to the above, other reasons include formation of sustainable energy sources, improving energy efficiency, creation of jobs, reduction of air pollution and energy cost (ACEE E 1). Many benefits are accrued from efficient energy sources and can be spread in various sectors of the economy and even at personal level. For example, efficient energy systems promote investments, which in turn provide employment opportunities to the citizens. For actualization of the above objectives, the government had to setup various institutions to oversee the implementation of various legislations passed through Acts of parliament. To

Mixing Educator Basic Principle Engineering Essay

Mixing Educator Basic Principle Engineering Essay An educator is a device which mixes two liquids of different flow rates giving a solution of desired flow rate. Educators are made using a venturi design. It enables small pumps to circulate large volumes of tank solution. When pumping is used for solution agitation, the use of an educator will circulate four to five gallons of solution in the tank for every one gallon you pump. Fig 1.1: Mixing educator Basic principle It operates on the principle of flow dynamics pressurized fluid is accelerated through the nozzle to become a high velocity stream that entrains the tank content and intimately mixes with them. The combined stream exists the educator at a high velocity creating a flow field capable of causing additional agitation and mixing the tank contents. Tanks have used pumps without educators for solution mixing for years. Now with the usage of educators, the efficiency has been increased. Educators reduce the energy consumption of the pumps motors and will allow a smaller and less expensive pump to be used to perform the same job. Tank educators motive fluid may come from two sources. The tank liquid may be recirculated through the educator via and external pump or a secondary fluid maybe introduced into the tank. Secondary fluid can be liquid or a gas. Fig 1.2: Functioning of the Educator Usage Tank mixing educators are widely used in many applications to effectively and efficiently mix tank solutions. They offer many benefits over other approaches and are available in many different types of styles, sizes and materials. Tank Mixing Educators are used to agitate liquid, dissolve powdered solids in liquid, and to mix two or more liquids intimately within a tank or other vessel without the use of baffles or moving parts inside the tank. They are used to drain flooded cellars, empty tanks and sumps or bunds. Also used for pumping and mixing operations in oil treating systems. De-watering sand and coal barges, Introducing anti-knock fluids and colouring matter into gasoline. Continuous blending, Acidifying ,production of emulsions, Caustic zing of oils, Mixing drilling mud It can also be used to pump food products, sand and filter clay or activated carbon. Tank mixing. Educators are currently installed in the following types of re-circulating process tanks: Plating tanks Cleaning tanks Phosphate tanks E-coat paint tanks Sludge tanks Paint booths Anodizing tanks Cooling towers Fertilizer tanks Pulp tanks Decorative fountains Salt water aquariums Reef tanks Features As there are no moving parts in the educator, it minimizes the maintenance expenses. Optimum flow field enables more activity within the tank than competitive units without changing pumps. Compact design and ease of mounting prevents the educator from interfering with other tank equipment. The educator can be installed in a wide variety of open vessels or closed tanks.   It eliminates stratification and promotes a homogenous tank with relation to pH, temperature, solids or gas dispersion, and distribution of chemicals. As the educator can generate a directed flow field within the fluid being mixed including viscous fluids, slurries, and suspension ,it produces a unique agitation not available with other types of mixers. Liquids of different specific gravity can be mixed easily. It is excellent for scrubbing application. In-tank mounting eliminates the need for costly, complex mounting structures above tanks. Benefits Ensures homogeneous fluid mix throughout the tank. More thorough mixing results in solution uniformity such as temperature, pH level, solids/gas dispersion and chemical distribution which helps in ensuring product and process quality. Eliminates sludge build-up and reduces the tank cleaning time. Enables the usage of small pumps to circulate large volumes of tank solution. Smaller pumps are less costly to purchase- Units are small in relation to the work they do and cost is correspondingly low. Smaller pumps are less expensive to operate. Simplifies operation and maintenance as there are no moving parts it eliminates the need for compressed or blower air and the resulting oil contamination and/or ventilation problems. Self-Priming Educators are self-priming. They operate equally well in continuous or intermittent service. No Moving Parts Educators have a very simple design and are reliable. There are no moving parts to wear or break in a basic educator. Even when equipped with accessories such as regulating spindles, snap valves, float mechanisms only a little maintenance is required. Corrosion and Erosion Resistant Because they can be made of practically any workable material, or coated with corrosion-resistant materials, educators can be made highly resistant to the actions of the liquids handled or the environment in which located. Educators can be used in hazardous locations where electrically operated alternates would require explosion proofing at considerable cost .Hence they are very safe. Automatically Controlled Units can be adapted for automatic control by means of a pressure liquid regulating spindle or a snap-valve and float arrangement. Easy to Install Connections can be made to suit your piping requirements. Little space is required to accommodate units and they are normally so light in weight they can be supported by the piping to which they are attached. CHAPTER 2 TYPES OF EDUCATORS Water jet educators The Water Jet Educator is a type of ejector which utilizes the kinetic energy of a pressurized liquid to entrain another liquid, mix the two, and discharge the mixture against a counter pressure. These types of ejectors are used throughout industry for pumping, mixing and various other operations. During the operation, the pressure liquid enters the educator through the pressure nozzle producing a high velocity jet. This jet action creates a vacuum in the line which causes the suction liquid to flow up into the body of the educator where it is entrained by the pressure liquid. Both liquids are discharged against back pressure after being thoroughly mixed in the throat of the educator .The body with no pockets permits the pressure liquid to move straight through the educator and reduces the possibility of solids in the suction material collecting and clogging. In the suction chamber the pressure drop held to a minimum. Advantages: Low initial cost. Self-priming Easy to install Little or no maintenance required No moving parts No electrical connections required Fig 2.1: Water Jet Educators Automatic educators Automatic Water Jet Educators are used to pump out sumps where liquid accumulates slowly but must be evacuated when it has reached a predetermined level.As the liquid in the sump (basin, tank, cellar, bilge, etc.) is accumulated, it raises the ball float until the upward action of the float opens the snap-acting valve, admitting motive fluid into the pressure connection of the educator. The jet action of the motive fluid creates a vacuum in the educator and entrains the suction fluid, discharging both the fluids then. The sump level drops to a point where the snap acting valve shuts off ,as the suction fluid is pumped out. Pumping action does not take place until the sump again fills to the operating level. Advantages: Automatic operation. No electrical connection required. Only 2 moving parts- snap-acting valve and ball float. The full assembly is so compact it can be installed in tanks as small as 13 1/2 diameter. Condensate and mixing educator Fig 2.3: Condensate Educator These educators are designed to mix two liquids in various proportions in operations where the pressure liquid is the greater proportion of the mixture. In operation, the pressure liquid issues from the nozzle at high velocity and entrains the suction liquid. The high turbulence in the throat of the educator mixes the two liquids, blending and emulsifying thoroughly and completely. Colloidal suspensions are produced.. The pressure drop between the pressure liquid and the discharge should be at least 10 psi for adequate mixing, and the difference between the discharge pressure and the suction pressure should not exceed 75% of the difference between the operating pressure and the suction pressure. Applications: Removal of condensate Mixing gasoline Diluting acids and alkali Blending and proportionating chemical solutions Tank mixing educator It is done by mechanical agitation. They are used to agitate liquid, dissolve powdered solids in liquid, and to mix two or more liquids intimately within a tank without using baffles or moving parts inside the tank. Normally, the tank is filled by means of the educators. Mixing occurs as soon as the level of liquid in the tank covers the suction of the educator. In addition to the mixing obtained between the fluids in the educator, the jet action of the discharge from the educator serves to agitate the tank thus preventing stratification. Hopper equipped educator Hopper-Type Educators are made for handling slurries or dry solids in granular form and are used for ejecting sludges from tank bottoms, for pumping sand from filter beds and for washing and conveying granular materials. Typical materials handled include: borax, charcoal, diatomaceous earth, lime, mash, fly ash, rosin, rock and granulated salt, sand, dry sawdust, light soda ash, dry sodium nitrate, powdered sulphur, wheat and many others. Fig 2.5: Hopper Equipped Educator Advantages: no moving parts easy design (made from machine able or cast able materials) no maintenance required Water jet sand educator Water Jet Sand and Mud Educators are used in pumping out wells, pits, tanks, or sumps where there is an accumulation of sand, mud, or other material not easily handled by the standard educator. Heavy sludge residue can be handled easily from refining operations. They have an open suction and are designed to be submerged in the material being handled. The pressure liquid, passing through the nozzle, produces a high velocity jet which entrains the sludge or mud. Discharge then takes place through a vertical pipe or hose. Annular Multi-Nozzle Water Jet Educator Annular Multi-Nozzle Water Jet Educators are designed to handle solids and semi-solids. Water is introduced though the nozzles on the periphery. The pressure water creates a vacuum which draws in and entrains the material being handled. Fig 2.7: Multi -nozzle Water Jet Educator. Advantages: Highest efficiency Low discharge High air handling capacities. Plastic tank educators There are 2 types: PPL (Glass Reinforced Polypropylene) and PVDF (KYNAR ®). Educator circulation ratio of supply to discharge is1:5 Polypropylene (PPL) It is a polymer prepared catalytically from propylene which differs from HDPE by having an isotactic replacement of a hydrogen atom by a methyl group on alternate carbon atoms in the main chain. Although largely unreactive chemically the presence of the methyl groups makes Polypropylene slightly more susceptible to attack by strong oxidizing agents than HDPE. Quick Facts: Maximum Temperature: 275 °F 135 °C Minimum Temperature: 32 °F 0 °C Melting Point: 338 °F 170 °C   Tensile Strength: 4,500 psi   Hardness: R95   UV Resistance:  Poor   Translucent ,Rigid Specific Gravity: 0.90 Advantages: High temperature resistance Excellent resistance to dilute and concentrated acids, alcohols ,mineral oils . Good resistance to aldehydes, esters, aliphatic hydrocarbons. Limited resistance to aromatic and halogenated hydrocarbons. KYNAR (PVDF): Is a high molecular weight thermoplastic polymer with excellent chemical inertness. Quick Facts: Melting point : 352 ° F Heat deflection at 66 psi (ASTM D 648) : 300 ° F Heat deflection at 264 psi (ASTM D 648) : 235 ° F Maximum serving temperature for short term : 340 ° F Maximum serving temperature for long term : 285 ° F Thermal conductivity (ASTM C 177) : 1.32 Btu-inch/hr-ft~2-  ° F Specific heat : 0.23 Btu/lb-  ° F Coefficient of linear thermal expansion (ASTM D 696) : 7.110~5 Applicable temperature range for thermal expansion : 50-300 ° F Advantages: Highly resistant to oxidizing agents and halogens. Completely resistant to aliphatic aromatics, alcohols, acids and chlorinated solvents. Resistant to most acids and bases. Mechanically strong Thermally stable Resistant to low temperatures Self-extinguishing Non-toxic High dielectric strength Stable to ultraviolet and extreme conditions. CHAPTER 3 CUSTOM TANK EDUCATOR MANIFOLD DESIGN Manifold designs can be customized for various applications. Shown below is a type of design used by various industries for a number of applications. The main advantage of such a design is that it is highly efficient. Fig 31: Manifold Design CHAPTER 4 TYPES OF COATING 4.1 Fusion Bonded Coating A single coating offers excellent abrasion resistance that it can withstand the punishment of sand blasting.5-3 mils thick coating can be applied. Fig 4.1 Machine able Excellent Abrasion Resistance 300 ° F Continuous Service Impact Resistant Withstands Saltwater Environment Self-Lubrication Electrical Insulation 4.2 Edathon Coating This coating is applied by electrostatic powder spray or fluidized powder bed. Its strength, radiation resistance, wear resistance and creep resistance are greater than those of other fluoropolymers such as PTFF,FEP or PEA. Excellent Corrosion Resistance Excellent Abrasion Resistance 300 ° F Continuous Service Good Non-Stick Characteristics Excellent Dielectric Insulation Resistance to radiation High chemical and temperature resistant Fig: 4.2 Edathon Coating Edathon Coated Tank Nozzle CHAPTER 5 DESIGHNING OF AN EDUCATOR 5.1 Materials of Construction Carbon steel 316 SS Bronze PVC PPL PVDF Titanium Teflon Fiberglass 5.2 Design and Dimensions As it is one of the most cost-efficient and effective ways for manufacturers to get the best performance from their re-circulating process tanks, it is easy to see why tank mixing educators are the design of choice for all major manufacturers. To obtain optimal mixing performance, it is important to understand these product differences and how to specify and install educators. Liquid mixing educators consists of a nozzle, a venture and a body to hold parts in their relative positions and to provide a suction chamber. Additional accessories such as regulating spindles, snap values and floats for controlled agitation can also be added to the design. Liquid jet educators are manufactured in a variety of types and sizes as well as materials .The standard type are: 264 type-0.5 inch to 6 inch 266 type-0.5 inch to 6 inch 242 type-0.5 inch to 24 inch Before determining the correct type and size of the educator certain variables such as pressure, temperature, density required ,entrainment rates and operating conditions must all be considered. Fig 5.2 Design Fig 5.3: Dimensions of an Educator Table 1: Types of educators Dimension A Dimension B Dimension C Dimension D Size Max Free Passage IN (mm) IN (mm) IPS (mm) IN (mm) 3/8 0.2656 5.00 (127) 2.50 (64) 3/8 MNPT (10) .50 (12) 3/4 0.4062 7.25 (184) 3.69 (94) 3/4 MNPT (20) .81 (20) 1-1/2 0.5625 10.88 (276) 5.50 (140) 1-1/2 FNPT (40) 1.12 (28) 2 0.8125 14.50 (368) 7.69 (195) 2 FNPT (50) 1.62 (41) 3 1.1875 22.00 (559) 11.75 (298) 3 FNPT (80) 2.50 (63) 4 consult 25.00 (635) 12.00 (305) 4 FNPT (100) 3.00 (76) 6 consult 35.00 (889) 25.00 (635) 6 FNPT (150) 4.50 (114) CHAPTER 6 WORKING As the motive liquid enters the tank contents into the suction openings ,a thorough mixing takes place within the unit before being discharged. Further mixing and agitation is provided by the discharge flow within the tank. The motive fluid is drawn from the tank. Requirements for Mixing: Minimum inlet pressure 10 PSIG Maximum inlet pressure 100 PSIG For efficient operation the inlet pressure should be within the range of 20 to 70 PSIG. As the solution is pumped through an educators orifice, a low pressure area is created that acts to pull solution from behind the bell shape of the educator and direct the solution out of the bell end.  Ã‚  For each gallon of solution that is pumped through the educator, five gallons of additional solution is circulated within the tank. Fig 6.1: Working CHAPTER 7 GUIDELINES FOR SPECIFYING MIXING EDUCATORS Step 1: Determine the needed turnover rate: How many times per hour does the tank solution need to circulate through the educators? The answer is application dependent and based on solution viscosity and the number of particulates. A general rule of thumb is 20 turnovers per hour. Some typical guidelines are given below: à ¢Ã¢â€š ¬Ã‚ ¢ Plating and rinsing tanks: 10 to 20 turnovers per hour although (some plating tanks may require more than 30 turnovers per hour). à ¢Ã¢â€š ¬Ã‚ ¢ Cleaning tanks: at least 10 turnovers per hour à ¢Ã¢â€š ¬Ã‚ ¢ Heavily soiled tanks: up to 20 turnovers per hour à ¢Ã¢â€š ¬Ã‚ ¢ Critical cleaning tanks: more than 20 turnovers per hour. Step 2: Calculate the needed flow rate: Multiply the turnover rate by the tank volume and then divide by 60. Example: Let, turnover rate/hr. =10; Tank volume=800 gallons Then 10 x 800=800 gph Now 8000 à · 60 =133.3 gpm Step 3: Determine the needed inlet flow rate: As educators mix at a 5:1 ratio, take the gallons (litters) per minute and divide by 5. Example: 133.3 à · 5 = 26.7 gpm Step 4: Determine the educator size required with the help of the performance table. Step 5: Determine how many educators you need: Multiple educators may be used to obtain the needed flow rate or to prevent stagnation which is a common problem in square and rectangular tanks. In general, using multiple educators in larger tanks will provide more effective mixing than one centrally located educator. Step6: Determine the educator placement: As little agitation occurs below the level of the educator, in order to obtain maximum liquid turnover, the educators should be positioned as close as possible to the bottom of the tank. If settling cannot be tolerated, install the educators 1 (.3 m) above the bottom of the tank. Educators should be placed so the flow field will reach the farthest and highest liquid level at the opposite side of the tank. Mounting adapters are available to direct flow as needed. The educators should be placed 12 (.3 m) apart for uniform and even agitation. CHAPTER 8 OBSERVATIONS AND CALCULATIONS Mathematical Model The educator designed here is made up of fiberglass and is based on the operating data for type 264. For the test the eductant used is water and the suction fluid used is blue ink. Eductant pressure, suction head and discharge pressure were varied and the eductant and suction flows were measured. For example: The following table shows the values calculate when using a .48 educator, with 15 PSI pressure available. The flow rate through the nozzle will be 25 GPM-The total amount circulated will be 125 GPM. Table 2: Observations Size orifice and NPT connection Pressure (PSI) 8 10 15 20 25 30 35 40 Nozzle Flow (USGPM) .20 1/4 NPT 3.2 3.5 4.3 5.0 5.5 6.1 6.6 7.0 .30   Ã‚   3/8   6.2 7.5 9.2 10.7 11.9 13.1 14.1 15 .37 3/4 11.8 13.5 17 19 21 23 25 27 .48 1 18.7 21 25 29 33 36 39 42 .62 1 1/2 33 41 47 53 58 63 67 8.2 Graphical Analysis The graph for flow vs. pressure drop was calculated for different diameters is show below: Fig 8.2 : Graphical Analysis (Flow Vs Pressure Drop) 8.3 Performance Table Table 3:Performance and observation The values for the designed educator we measured and tabulated below: Size IPS Pressure Difference, PSI 10 20 30 40 50 60 70 80 90 100 120 140 Motive Flow (GPM) 7.1 10.0 12.3 14.2 15.8 17.4 18.7 20.1 21.3 22.4 24.6 26.5 3/8 MNPT Outlet Flow (GPM) 35 50 61 71 79 87 88 90 91 92 94 96 Max. Plume Length 4 8 12 16 22 29 36 43 50 58 72 86 Table 4:Performance Study The estimated values for the educators of various other sizes are tabulated below: 3/4 MNPT Motive Flow (GPM) 15.4 21.8 26.7 30.8 34.5 37.8 40.8 43.6 46.3 48.8 53.4 57.7 Outlet Flow (GPM) 77 109 134 154 172 189 192 195 197 200 204 209 Max. Plume Length (FT) 5 11 17 24 33 42 53 64 74 85 106 127 Motive Flow (GPM) 30.8 43.6 53.4 61.6 68.9 75.5 81.5 87.2 92.5 97.5 107 115 1-1/2 FNPT Outlet Flow (GPM) 154 218 267 306 345 378 384 389 395 400 409 417 Max. Plume Length (FT) 7.5 16 24 34 46 60 75 90 105 120 150 180 2 FNPT Motive Flow (GPM) 61.6 87.2 107 123 138 151 163 174 185 195 214 231 Outlet Flow (GPM) 308 436 534 616 689 755 767 778 789 799 818 835 Max. Plume Length (FT) 11 23 34 48 65 85 106 12 148 170 212 255 Motive Flow (GPM) 142 201 246 283 317 347 375 401 426 449 491 531 3 FNPT Outlet Flow (GPM) 708 1,003 1,228 1,417 1,585 1,737 1,764 1,790 1,815 1,836 1,880 1,920 Max. Plume Length (FT) 16 34 51 73 99 129 161 193 225 257 322 386 4 Flanged Motive Flow (GPM) 246 349 427 493 551 604 652 698 740 780 856 920 Outlet Flow (GPM) 1,232 1,744 2,136 2,448 2,760 3,024 3,072 3,112 3,160 3,200 3,272 3,336 Max. Plume Length (FT) 22 41 60 95 132 164 196 228 260 295 360 424 6 Flanged Motive Flow (GPM) 493 698 854 986 1,102 1,208 1,304 1,395 1,480 1,560 1,712 1,840 Outlet Flow (GPM) 2,464 3,488 4,272 4,896 5,520 6,048 6,144 6,224 6,320 6,400 6,544 6,672 8 Flanged Motive Flow (GPM) 986 1,395 1,709 1,971 2,205 2,416 2,608 2,790 2,960 3,120 3,424 3,680 Outlet Flow (GPM) (FT) 4,928 6,976 8,544 9,792 11,040 12,096 12,384 12,448 12,640 12,800 13,088 13,344 10 Flanged Motive Flow (GPM) 1,971 2,790 3,418 3,942 4,410 4,832 5,216 5,581 5,920 6,240 6,848 7,360 Outlet Flow (GPM) 9,856 13,952 17,088 19,584 22,080 24,192 24,576 24,896 25,344 25,600 26,176 26,688 CHAPTER 9 CONCLUSION This report consists of the basic principle, the design and a performance study of the mixing educator. Chapter 1 is basically an introduction to the topic and summarizes the principle, applications, features and advantages of the educator. Chapter 2 summarizes the different types of educators used in the industries today. Chapter 3 shows the different custom made designs. Chapter 4 shows the types of coatings used on the educators and its advantages. Chapter 5 summarizes the designing of the educator. Its consists of the educators of different dimensions and their construction. Chapter 7 summarizes the guidelines for specifying the educator. Chapter 8 consists the mathematical model and the performance study. Tanks have used pumps without educators for solution mixing for years .Now with the usage of educators ,the efficiency has been increased .Educators reduce the energy consumption of the pumps motors and will allow a smaller and less expensive pump to be used to perform the same job CHAPTER 10 REFRENCES Robert D. Blevins, Applied Fluid Dynamics Handbook, 1984. Crane Co., Flow of Fluids Through Valves, Fittings and Pipe, 1988 J. R. Lawson, Educator Testing for Waste Dilution, Dec. 28, 1981. Otis, R. H., Preliminary Design Study for an Enhanced Mixing Educator for Gas Turbine Exhaust Systems, Masters Thesis, Restricted Distribution, Naval Postgraduate School, March 1998. Stephen W. Dudar,Preliminary Design Study of an Enhanced Mixing Educator System for the LHA (R) Gas Turbine Exhaust  [Chapter 5]. Robert H. Perry, Cecil H. Chilton, Sidney D. Kirkpatrick, Chemical Engineers Handbook, Fourth Ehtion, 1963.

Tim OBriens Things They Carried :: Things They Carried Essays

The Things They Carried In 1990, Tim O'Brien released his second novel about Vietnam, and in the late Sunday edition of the New York Times in March, Robert Harris, editor of The Book Review, reviewed O'Brien's work. According to Harris, only a few novels have found a way to clarify, with any lasting impression the meaning the war had for the soldiers who served there. He believes that O'Brien's work moves beyond the typical war story filled with fighting and battle and instead spends his time examining courage and fear. Harris believes that this is done with sensitivity and insight and by "questioning the role that imagination plays in helping to form our memories and our own versions of the truth" (1). The Things They Carried is a collection of interwoven stories, and while it is a work of fiction dealing with the same platoon, Harris believes that it can in no way be considered a novel due to the structure, but rather it is a collection of short stories unified by characters and theme. At the same time, he also believes that while it is not a novel, all of the stories cohere and it is still a worthy piece of fiction. Harris goes on to say that while there is a lot of gore, as is typical of war stories, O'Brien explains why it was necessary through the voice of the text. Harris quotes from the story "How to Tell a True War Story" which states, "If you do not care for obscenity, you don't care for truth; if you don't care for the truth, watch how you vote. Send guys to war, they come home talking dirty" (2). Without the gore, the emotional ride that O'Brien takes his reader would not have the impact and the reader would not understand the value of the journey O'Brien has taken. Harris gives several examples of how O'Brien meshes together the physical situations as well as the emotional baggage of the platoon. In the title story, O'Brien juxtaposes the items that soldiers carry: gum, candy, sewing kits, assault rifles, machine guns, grenades. Along with these physical items, the soldiers carry the weight of grief, terror, love and shame. O'Brien spends the book dissecting courage and cowardice, moving beyond literal descriptions.