Education a Better Way of Life Essay

One question for graduating high school students is to go on to school to further their education and get a degree, or get a job and make money. If they choose to pursue an education, there are different degrees for them to get. For example, associate degree, bachelor degree, or an advanced degree such as a master degree. These choices are difficult for a young adult to make. The benefits of a higher education include: higher salaries, better long term health, children who perform at a higher level and lower divorce rates. Those with a master’s degree earned almost twice as much over people who have jobs as just a high school graduate. The higher levels of education lead to both higher levels of earnings for individuals. A person with a typical bachelor’s degree can earn about 61 percent more over a 40 year working life than a high school graduate. Studies show that people with a high school degree make $31,500 a year for fulltime year around workers. People with a master’s degree make $61,300 a year fulltime year around workers. The cause of going to school for extra years and earning a more advanced degree will affect how big your salaries will be. When a high school graduate choose to pursue an education they are more likely to live a healthier life. At every age and income level, higher levels of education are correlated with better health. At every age, individuals with a higher level of education are more likely to participate in a light exercise than those with lower levels of education. Smoking rates among college graduates have been significantly lower than smoking rates among other adults. Also individuals with a higher education level are less likely to become involved with drugs and have an alcohol problem. The cause of people not going to college to further their education will have an effect on their health for the rest of their life. Children with parents that have a college education are more likely to be more advanced and active in their age group. Studies show that 35 percent of kids whose parents have bachelor’s degree can recognize all of the letters of the alphabet before preschool, while 20 percent of kids whose parents just have a high school education. Children whose parents have a bachelor’s degree 55 percent have 3 to 4 skills, when 35 percent do whose parents just have an high school diploma. Parents with a higher education level their children are more likely to participate in after school activities nearly double than those with just a high school education. The cause of you going to pursue a higher education will have a great effect on your children. It will help them develop into better adults, which will help out society greatly. People pursuing a higher education will benefit society greatly. Higher levels of education are correlated with higher levels of participation in volunteer activities. The amount of hours a individual with a bachelors degree volunteers is 55, a person with just a high school diploma are close to 20 percent. Even blood donation goes up with a higher education. In every age group, adults with higher levels of education are more likely to vote than those with a less of an education. Almost every age group a bachelor’s degree nearly doubles a high school graduate who votes. The cause of having a higher education will have an effect on society in the future. When you have a college degree you are likely to get a good reliable job. A job that pays well, be your own boss, work the hours of your choice, and do what you love. If an individual would just have a high school diploma you could be stuck standing all day in a factory line working horrible night shifts doing the same thing all night. You could be not making the money you thought you would, have a horrible boss who yells at you and take orders from him all day. Another benefit of having a higher education is having a job that supplies you with health insurance. Unemployment rates are much lower for college graduates than for high school graduates. Having any degree increases your chances of not being unemployed greatly. Individuals with just high school diplomas will have a greater chance of living in poverty than those with a college degree. The cause of getting a college degree, will affect the rest of your life if you are going to be unemployed or living in poverty. While on the surface it appears to be a difficult decision, it turns out to be a really easy choice to make. Once you know the benefits in obtaining a degree the decision becomes much easier. The benefits such as: higher salaries, healthier life style, children performing at a higher level, and other benefits to society.

Importance of work groups in organizations Essay

Work groups help members to feel that they belong to a group that is unique and worthy to be in. the group belief that it can perform well as a team and be more effective than when they are apart. The groups develop positive attitude and good behavior which help them to trust each other as they continue contributing to the group. The team ability to face challenge is strengthened and the group feels safe and is able to explore and use their best skill and cooperate to get job well done. The ideas and opinions of group members are appreciated and they understand and respect the qualities that make each one of them unique from the others in order to understand what each one of them is supposed to do. WAYS WORK GROUPS ARE RELATED TO ORGANIZATION OUTCOME The resources available are used efficiently without wastage of any one of them. Time is used well to do the duties allocated to group members and the budget set is well utilized to balance the income and expenditure of the organization. There is increased productivity and less supervision of employees and employees are motivated to perform activities that lead to success of the organization. IMPACT OF MANAGEMENT PHILOSOPHY ON HUMAN RESOURCES MANAGEMENT Management philosophy helps to simplify activities which results to better performance because when the work to be done is simple, employees will be able to do it well and fast leading to high production. Costs go down in the purchase of raw materials and payment of workers and at the end of it all, profits margins will be high because revenue generated will be higher than the costs incurred in production. The basic skills help employees to do the job well and make contribution to the department they are assigned to work in because they will know what they are expected to do and do it perfectly. Employees will also have the full potential and are equipped to deal with changing demand in the organization. Good communication skills help to maintain safety in the work place and serve customers well. Employees are motivated and are satisfied with the job and problems are solved which results to growth in the organization. REFERENCE Odiorne George; Strategic Management of Human resource; Jossey-Bass, 1984.

Mark Twain Short Stories Essay

Samuel Langhorne Clemens, better known by his pen name of Mark Twain, is a widely renowned author whom, throughout his life, wrote countless short stories and essays criticizing politics, media, and other government and social areas. Twain was an avid supporter of civil rights and was extremely critical of the court systems. Twain often criticized how society treatment of criminals changes for every social class. Mark Twain uses his dark humor and irony to convey said theme in three of his more popular short stories, The New Crime, Running for Governor, and A Presidential Candidate. Mark Twain’s short story, The New Crime, illustrates the positive side of having a high social class and the special treatment from the court systems that comes along with wealth. Twain first writes about a series of ordinary murder cases committed by wealthy men and lords in which the murderers are all pardoned from their crimes and giving the insanity plea. The insanity plea basically states that if a person is mentally insane, they cannot be held accountable for any crimes they commit while insane. All of the murders from said cases are ordinary murders, which show no sign of insanity. This clearly displays that the men are only acquitted because of their deep pockets. One of Twain’s favorite literary devices is irony and he often uses it to ridicule the government. In The New Crime Twain uses irony when he writes, â€Å"The servant girl, Bridget Durgin, at the dead of night invaded her mistress’ bedroom and carved the lady literally to pieces with a knife. Then she dragged the body to the middle of the floor and beat and Lemacks 2 banged it with chairs and such things. †¦No such insanity plea was offered in her defense. † (Twain 5) This is ironic because, in Durgin’s case, she is obviously deranged but, since she is of low social standard, she is not offered the insanity plea and, instead, is promptly hanged. The reader knows that Twain is purposefully being ironic because he includes details such as the facts that she has no motive for the murder, saves the woman’s baby, and continues to hike through the snow with the child having left her shoes, which all show how clearly insane the girl is. In using his precious irony, Twain makes his point very clear and makes sure to drive the message of the judicial systems corruptness through to the reader. In Twain’s short story, Running for Governor, he writes about when he was nominated for governor of New York. He uses said story to show the negative side of having a high social status and how the media will treat one differently when they are put in the spotlight. Twain himself is the main character and has never done a single thing in all his life to be ashamed of. When his campaign begins, Twain feels that his advantage over his competition is that he possesses good character whereas, Twain’s two opponents are portrayed in the papers as terrible men. The next day newspapers start to come out accusing Mr. Twain of ridiculous crimes. One of the papers says that Twain has been convicted of perjury by thirty-four witnesses against a native woman in Cochin China! Twain is list all of the absurd accusations in the following pages. What Twain is doing is making the charges serious, such as murder, but also incredibly odd. The reason being to create a subtle, dark humor in all of the newspaper articles so that the reader will see how the media is clearly just making up stories about whomever runs for a political office. Twain uses this same technique in his short story, A Presidential Candidate, in which he jokingly writes that he has made up his mind to run for president but, instead of waiting on Lemacks 3 reporters to publish everything bad about him in the newspaper, he is going to come out with everything bad that he has done in the past. Twain uses dark humor when he writes, â€Å"The rumor that I buried a dead aunt under my grapevine was correct. †¦ Does that unfit me for the presidency? The Constitution of our country does not say so. † (Twain 21) Once again, as he did in Running for Governor, Twain is making up silly crimes that, even though they are serious, one cannot help but chuckle at them. Twain succeeds once more in ridiculing the media through dark humor. Mark Twain wrote hundreds of short stories, essays, and sketches. Many of these works contain two of his favorite techniques; dark humor and irony, which often accompany one another in Twain’s stories. It is through his expert use of the two figurative language devices, along with many others, that Twain was able to criticize the difference in treatment towards different social classes to the extent that he did. Lemacks 4 Works Cited Twain, Mark. Taming the Bicycle: And Other Essays, Stories, and Sketches. Ed. Eric C. Link. New York: Barnes & Noble, 2009. Print.

Dividend policy at Linear technology Case Study

Dividend policy at Linear technology - Case Study Example The paper tells that Linear technology has used all four types of dividend distributions. The company has used stock splits four times since its initial public offer (IPO) in 1993, 1996, 1999 and 2000, each of which has been 2 for 1 split. The company has also had share purchases every year since 1993 and every year thereafter except in 2000. Most of these share repurchases were done in 2002 and 2003. The dividend policy that Linear Technology chooses at a particular point in time will depend on a number of factors. These factors include the signal it wants to send to its shareholders, the need for funds to invest in new projects, the type of shareholders that the firm has, and the amount of cash the firm has at its disposal. The method of dividend payment should also depend on the tax implications. Linear Technology does not appear to be investing in any new projects. The figures also indicate that research and development expenses have declined since it reached its peak in 2001. Th is signifies that the company has to a certain extent run out of ideas. It is therefore sending the wrong signal to its shareholders who may believe that the company’s growth prospects are good. The only technology company that showed signs of consistent growth over the period has been Microsoft. Linear seems to be totally focused on satisfying shareholders in terms of dividend payouts and maintaining a positive cash flow. There is no mention of any new projects or initiatives to grow the business. If Linear Technology wants to grow it could obtain a loan easily because the company does not currently have any debts. Furthermore, interest on corporate debt is tax exempt and the interest rate on AAA rated corporate debt has fallen every year since 1995. This may help to increase the value of the company and also increase the returns on shareholders funds. An advantage of using debt to fund growth is that interest paid on loans is allowable as a deduction for tax purposes while a dividend is not. Funding Requirements Linear technology desires to have sufficient cash flows so that the company can withstand any financial crisis. The company however, has the capacity to obtain debt. Linear technology manages it payroll expenses by issuing stock options to compensate employees. Therefore, when the company does well employees receive a higher profit share and so the company is able to maintain a positive cash flow as well as pay out dividends on a quarterly basis. Available Resources The company has a significant amount of cash available and this can be backed up with its capacity to borrow. Linear currently has over $1.5m in cash and short term investments. This may not however, be sufficient to finance a major project but would become useful in the company’s bid to obtain a loan as it would provide a cushion in the event that the company is not able to pay interest expenses out of regular earnings. Costs and Benefits of Retaining Excess Funds Retaining excess funds can result in agency costs. Managers may be tempted to pay themselves excessively. It is more likely that they may not exercise care in the use of such funds since the pressures that normally arise from having limited funds do not exist. This lead to a waste of funds that could have been used to pay dividends. The benefits of retaining

Should women be allowed in combat (yes) arguing for the issue Research Paper

Should women be allowed in combat (yes) arguing for the issue - Research Paper Example First, women who comprise almost 14 percent of the armed forces should be allowed to serve fully in front- line combat units because they have proven themselves to be mentally, morally, and physically able to lead and execute combat-type operations (Healey, 57). As a result, some of these female marines feel qualified for the opportunity of taking on the role. My personal experience has been that women are as good leaders and team builders as men. I have noticed that women have good interpersonal and communication skills. They are good at taking orders; they are careful, keen and observant, and incorporating them in the combat can make it very successful (express.co.uk). Secondly, there is no clear evidence that integrating women soldiers into military operations or previously closed units damages cohesion or has other ill effects. In fact and independent report has suggested that women who serve in combat in Afghanistan and Iraq had a positive impact on the accomplishment of the mission (King, 409). Allowing women in the military makes the army looks normal to the society and increases its operational capability. General Sir Peter Wall put is that "they are fundamental to the operational effectiveness of the UKs Armed Forces, bringing talent and skills across the board† (express.co.uk).   Allowing women in combat creates a mixed gender force thus keeping the military strong. Deploying and recruiting women who are in better shape is much easier than many men who are sent in combat. Over the years I have realized that women are as intelligent as men and a woman, who commits into doing something, always does it perfectly (express.co.uk). Lastly, women should be allowed in combat because it will elevate their status in the military. Combat duty is often necessary for promotion to senior positions, therefore, denying female personnel the experience further entrenches sexism as very few will reach the highest

The Historical Relevance of the Movie Saving Private Ryan Essay

The Historical Relevance of the Movie Saving Private Ryan - Essay Example Besides, the movie acts the role of a link between past and present. Thesis statement: The movie "Saving Private Ryan" is historically relevant because it portrays World War II from personal and general perspectives. Plot summary The movie begins with a World War II veteran’s (Ryan) visit to Normandy American Cemetery and Memorial in France. The film is presented as a flash-back, which represents the Normandy Invasion of 1944, undertaken by America and its allies against German control over French territory. The initial landing on French soil was undertaken and successfully accomplished by Captain John H. Miller. Dancyger opines about Miller that â€Å"His conscious self-sacrifice to save Ryan elevates the premise of the narrative to mediation on the question of what is worth dying for, and the film implies that there are issues and events in life that are worth dying for† (197). Then, the whole attention is shifted to the main plot of the story. Within this context, Ge neral George Marshall came to know that Ryan family is to be informed that four brothers are lost during the war. But George Marshall was aware of the fact that Private First Class James Francis Ryan (fourth brother) was not dead but missing in action. The following part of the film revolves around Miller’s attempt to find out Ryan. The troop members travel through Neuville, Vierville and Ramelle and finds out Ryan. In the end, Ryan and others survive and Miller was succumbed to death. Then the viewers came to know that the old man in the beginning of the film who visit’s Miller’s grave was Ryan. Historical relevance As pointed out, the movie "Saving Private Ryan" is interconnected with one of the important events during World War II. Within this context, the movie can be considered as attempt from the director to commemorate the soldiers who fought bravely to save the whole world from Nazism and Fascism. Besides, the director makes use of the main character (Mi ller) as a mouthpiece to communicate with the viewers. The director shows ample importance to the relationship between past and present. The first scene in the film represents the present condition, in which a World War veteran visits a grave yard. When the camera suddenly shifts attention to another scene, and the time element becomes stagnant. This leads to a sequence of scenes in which the camera focuses upon the hardships faced by the soldiers during the World War II. As the whole world was undergoing imminent threat from Adolf Hitler and his ideology of Aryan supremacy, the plot selected by the director can be considered as historically relevant. The movie’s plot is interconnected with war history, especially the World War II. But the director does not try to portray the World War II as a whole. Instead, he made use of a specific incident within the World War II as the plot for his movie. For instance, the Invasion of Normandy in France by America (say, in 1944), and its allies was an important event during the World War II. It paved the way towards the ultimate downfall of Adolf Hitler. Instead of telling the story from a third person perspective, the director made use of the character Miller as the eye witness and participant of the war. Within this context, the film must be considered as a tribute to the soldiers who fought for the wellbeing of humanity. One can easily identify that the physical and mental trauma faced by the soldiers during World War II is an eye opener for the whole world. The director gave ample importance to the combat scenes and same is to be considered as a kaleidoscopic vision into the darker side of war. Besides, the movie represents the survival instinct of human beings in critical

Political Science Essay Example | Topics and Well Written Essays - 500 words - 8

Political Science - Essay Example Even though Nick knew that whatever he did was wrong and kept on due to the belief that he could convince any debating side towards his own views, one day he met his match. William H. Macy, the Vermont senator wanted to place poison labels especially on cigarette packs in order to discourage people from the smoking (Longworth). Nick saw this as a motive to ruin his career and went ahead to conduct a public relation campaign with Rob Lowe, a Hollywood agent, so as to include cigarette smoking in the movies. Nick still on continuing with his quest, received a number of death threats regarding his work of encouraging people to smoke. Eventually, Nick met with an alluring reporter that worked for Washington Newspaper called Katie Holmes. This reporter ran a damaging profile on Nick putting him in a tight position to argue on supporting people to smoke after she produced one of his nude pictures (Ebert). The film reaches a climax when Nick is forced to look back at his job and assess the negative influence his job may have on his son. Eventually, it turns out that Nick eventually gets to his senses and accepts the reality of smoking and the need to discourage it (Ebert). Filibusters are often obstructive tactics employed by senators in order to delay a given bill. In regard to smoking, there have been a lot of filibusters played by many policy makers. Filibusters should be eliminated as they discourage crucial laws that affect the heath of its citizens, for instance cigarette smoking, from being discouraged. Nick had been employed by a Big Tobacco company to act as their spokesman and encourage more people to join smoking. Even though the government knew the repercussion smoking had on its citizens in the movie, still measures to curb smoking could not be implemented immediately due to filibusters. The senator at one point tried to pass a law to ensure that cigarettes had a poisonous ban put on them, but did

Case Study Example | Topics and Well Written Essays - 1250 words

Case Study Example Underlying pathology and admission to ED Mrs. S was admitted to the hospital post fall, from bed to floor, complaining of severe pain on her left leg. She got unable to stand or bend due to her left leg. From her past history, Mrs. S became placed on a five leads cardiac monitor and her blood samples got taken. Her chest, pelvis and left hip x-ray got organised. The results obtained indicated her chest x-ray as clear, but with complete dislocation of the femoral prosthesis from the acetabular cup. Multiple dislodge metallic wiring also got noted. She then got diagnosed as having a dislocated left prosthetic hip which was reduced by gentle traction in ED. Goals of treatment The goals of treating Mrs S dislocated left prosthetic hip got set as; relieving her from pain, help her hip joint work better, and improving her walking and other movements (Kneale & Davis, 2005). Like other patients who suffer from hip dislocation, Mrs S undergoes groin and hip pain. Her pain emanates from her co mplete dislocation of her femoral prostheses from the acetabular cup. The treatment intends to reduce and control the pain. It is vital that Mrs S got provided with pain medication. Once this goal becomes achieved, the patient can undergo the rest of the medication process in a relaxed state. Another aim of her treatment was to get Mrs S left prosthetic hip to work better. Through gentle traction, Mrs S left hip prostheses should get back to its anatomical position in the acetabular. Once this repositioning gets achieved, Mrs S hip would get back to perform its range of muscular movement operations. The treatment focuses on stretching and strengthening the muscles that surround the hip joint. This allows the hip to gain back its strength and motion. When repositioning of the dislocated left hip prosthesis gets achieved, Mrs S should get to improve her walking and other movements. The goal of the treatment is to allow Mrs S to participate in activities such as walking. Increasing the patient’s mobility will allow her to live a more fulfilling life. The aforementioned treatment goals for Mrs S got achieved through providence of pain medication and gentle traction (Kneale & Davis, 2005). After evaluation of her pain, Mrs S got administered with sufficient analgesia. While at the ED, the patient got administered with intravenous morphine to relieve her off her pain. To improve her mobility and relocate her dislocated prosthesis, gentle traction of the leg with mild sedation helped to achieve the goals (Valle, 2010). Role of technology The first technology employed in the treatment of Mrs S was the 5 lead cardiac monitor. The cardiac monitor got used as part of the patient’s physical examination tests (Marx et al, 2010). This monitor got used to test and check for problems with the electrical activity of the patient’s heart. This monitor translates the hearts electrical activity into waves on a paper. The 5 lead cardiac monitor got used in the treatment of the patient to check if her heart’s electrical activity was okay. The monitor helps to indicate whether the electrical impulse within the heart gets conducted normally. The use of X ray technology on Mrs S’s chest, pelvis and left hip assists to provide the internal structure of these parts of the

The garden that climbs the stairs and national theater concert hall Research Paper

The garden that climbs the stairs and national theater concert hall - Research Paper Example Sustainable development in form of landscape art is a dynamic process, which enables all people to realize their potential and improve their quality of life in ways, which simultaneously protect and enhance the earth’s life support systems. Blanc acknowledges the impacts that landscape art can have on the environment or place and are committed to reduce these by putting up measures and creativity to assist in doing so. In trying to achieve this, Blanc has identified key performance indicators that will assist in their commitment. One of those indicators is to reduce CO2 emissions from existing bad environment and surroundings as well as distribution center’s by at least 50% by 2020, against a baseline of 2006 (Abraham, 180). The second is to reduce CO2 emissions from the new stores by 50% by 2020 against the baseline of 2006. To realize these goals, Blanc knew that major changes had to be adopted in the the National theatre concert hall, and for that reason the landscapers decided to form a garden climbing up which covered the full spectrum of environmental sustainability skills. The aim of the garden could have been to deliver a theatre hall that reduces the impacts on the environment, whilst offering a robust, balanced and operational store. This core team researched, designed and specified a brand new national theatre concert hall (Carron, 12). Gill Smith, who was the leader of the Environmental Sustainable Team at Scott Wilson facilitated the production of the Environmental Sustainability Statement. For the project, two sites were elected which were fundamentally similar. By doing this a base line store was to be built at Gorton in Manchester and a trial Environmental store was to be built at Cheetham. The stores are of similar size and experience similar climatic condition. The only variables are the environmental initiatives within the Environmental Store (Kibert,

Developing a Training Plan Essay Example for Free

Developing a Training Plan Essay Organizations can help to improve employee communications and ethical practices among employees by having a successful training program in place. When a successful training program is in place, those trainings can provide other unique opportunities for organizations because those trainings can help to give employees important information that can help them be more successful at their job. When employees are successful at their job, that then equals more success for the organization. Training new employees and team environments is best implemented when the organization develops a training program that will give the employees useful information they will need to get a full understanding of the organizational structure, policies, and goals of the company. This paper will review some practices that prevented Enron from collaborating and communicating effectively, provide training ideas that could have helped the management staff be successful and lastly, address how this training plan could have improved Enron’s management team and other employees. When developing a successful training plan, one must identify the issues that were present within Enron’s leadership and management team. Training should start from the top, that way, the people with leadership status, including the management team, will be well prepared to successfully train their staff to do a job well done. Organizational Behavior 12th ed stated that norms are the acceptable standards of behavior within a group that are shared by the groups members (2007). When it comes to Enron, the norms of the leadership and management team displayed unethical behavior. It is imperative that leadership and management staff know that they are a team working towards the overall success of the company. This wasn’t the case at Enron, the management team did not work together as a team. When working in a team, communication plays a huge part in having a successful outcome. The management staff at Enron did not have effective communications. Management staff thought more of how contracts could be beneficial to them, instead of how beneficial those contracts were to Enron’s overall success. Another downfall to Enron was the fact that they didn’t conduct a competitive bidding process. Not conducting a competitive bidding process ultimately affected the business as a whole and the employee’s job stability. When the leadership and management team decided to have disregard to their obligations, but more regard to unethical decisions, the downfall of Enron began. With that being said, a training plan would have definitely been beneficial for Enron to implement. The downfall of Enron happen because there was no successful training plan implemented. In order for teams to be successful and effective at what they are trying to accomplish, they must communicate and communicate clear and concise, which would have been in the training plan. Effective communications can mean the difference between success and failure. Being that, an effective training plan should include information ranging from employee communications, ethical practices, conflict resolution, decision making and any other useful information that will help the team work together to reach overall success. This training plan will focus on effective communications, the structure and responsibility of the Enron team, conflict resolution, team building and ethical decision making. These are things that are important to any team working towards achieving their goals and objectives set by the organization. When it comes to structure and responsibility, the leaders at Enron did not train their management staff to make the right choices and do the right thing. Leadership in Organizations stated that managers are people who do things right and leaders are people who do the right thing (2007). The leaders at Enron did not do the right thing, so the managers could not do things right. Without proper training, leadership and management staff can not delegate task and implement strategies in a successful manner, because there weren’t taught themselves. A training plan would instill in Enron employee’s the vision and integrity the leaders, managers and employees have.

The Effects Of Using Cartoon Videos

The Effects Of Using Cartoon Videos Using multimedia is more and more useful in teaching and it has been applied as teaching materials for language teacher. Audiovisual method helps language learners not only understand what they hear but also improve their vocabulary, pronunciation. To encourage the development students listening comprehension, audiovisual materials with subtitles were supposed a powerful pedagogical tool which can help improve the vocabulary learning of second-language learners by Fazilatfar, Ghorbani L. Samavarchi (2011). The main purpose this paper investigates teaching method of using audiovisual material as cartoon videos with subtitles and this paper is a survey to get results of the effect of using cartoon videos with Vietnamese subtitles to develop English listening skill of first years students at Quang Trung technical college in Vietnam, who are fifty students of low-level of English. INTRODUCTION In recent years, the variety of educational technology offers language teachers more opportunities when they select materials as multimedia or electronic to teach students the target language in the classroom (Shiao-Ling Tsai, 2011). Cartoon videos with subtitles are kind of useful and important audiovisual materials in teaching/ learning the second language. Also, cartoons have supposed a potentially valuable contribution in teaching by Van Wyk (2011) and they have visually impacted all students immediately without discrimination of age or background, are able to respond in some way to the educational point being made. Indeed, Cartoon videos with subtitles are kind of useful and important audiovisual materials in teaching/ learning the second language. Using educational cartoon videos with subtitles can attract students attention, so develop the students motivation on listening skill and effect of vocabulary acquisition on listening skill. The purpose of listening comprehension, the student must understand what good listening comprehension entails and understand meaning of the dialogue, so vocabulary learning was often consider to be of paramount importance (Taiwei Wu, 2008). To understand the importance of subtitle towards vocabulary acquisition and improve listening skill through watching cartoon videos/ audiovisual materials, many teachers help students how to get that. In a research of a group of authors as Abdolmajid Hayati and Firooz Mohmedi (2011) expressed that acquisition of various types of language properties may be acquired by watching subtitled television programs, which may use to be improvement in the ability to discern separate words in the flow of spoken language, word pronunciation, and proficiency in constructing correct sentences. However, in the other line this group of researches has also supposed more and more English a foreign language (EFL) teacher have begun to use movies in their classes at different levels. But the teachers of English Were sometimes in a dilemma whether they should show a  ¬Ã‚ lm with or without subtitles and in what language and, above all, which way will bene ¬Ã‚ t their students most in relation to listening comprehension. This means that the vocabulary plays role as language subtitles are very important in development of listening skill. Many researchers have ever carried out on audiovisual materials/ cartoon videos with subtitles on listening comprehension/ listening skill of language learners and many important finding have figured out. However, with the latest researches that can relate much with this research paper, and they were found strong points to inherit and weak points to study for the best knowledge of this paper for contexts of language students in Vietnam. Also, the researcher of this paper takes up the issues and conducts study in order to determine the role of Vietnamese subtitles in language learning and teaching for low-level of first students at Quang Trung technical college. In other words, the aim of study would like to find out what of method is likely to be more effective in developing English listening skill for low-level students. With relevant articles, which researcher of this paper found out to answer the following sub-research questions? What are the effects of cartoon videos with Vietnamese subtitles on vocabulary acquisition? How can the language teachers use cartoon videos with subtitles effectually in teaching English listening comprehension? LITERATURE REVIEW Many researchers have ever studied about many aspects of audiovisual material on listening comprehension/ listening skill. However, among these, the researcher of this paper find out some researches that relevant to the effect of subtitling on vocabulary acquisition and the support of subtitle on listening skill through watching cartoon videos. The subtitles effect on vocabulary acquisition. In the research of Shiao-Ling Tsai (2011), He recruited participants as 65 children of Taiwanese fifth graders from 2 classes at elementary school in Tai Chung. All of them have learned English for two years at least and have been taught by the same English teacher at school during research. The participants were divided into 2 groups with one English-subtitle watching the English cartoon videos with English subtitle and one non-subtitle watching the English cartoon videos without English subtitles for 20 minutes each lesson. After three-month course ended up, the post-test was conducted to test the students English listening comprehension with following interview results : While viewing the video, 50% of students of the English-subtitle group and 90% of the students of the non-subtitle group worried that they may not understand what the characters said. 80% of the students of English-subtitle group and 90% the students of the non-subtitle group said they paid attention when they vie wed the video. 70% of the students of the English-subtitle group and also 70% of the students of the non-subtitle group thought that they may not understand the content of the video without Chinese subtitle. 70% of students of the English-subtitle group and 100% of the students of non-subtitle group responded they guessed the meanings when they did not understand what the characters said. Besides, Shiao-Ling Tsai remarked that most of the English-subtitle group students were excited while they watched the videos and learning attitude seemed better than that of the non-subtitle group. In summary, from the research of Shiao-Ling Tsai, there was the effect of vocabulary acquisition in watching cartoon videos through using subtitles or not subtitles. Understanding the content of cartoon videos or not which is criticized by cartoon videos with subtitles. Those mean that vocabulary acquisition to be provided through cartoon videos. In addition, one more evidence which persuaded that the subtitles effected on vocabulary acquisition. In the research of Fazilatfar, Ghorbani and Samivarchi (2010),The effect of standard and reversed subtitling versus no subtitling mode on L2 vocabulary learning, the researchers of this study writing had found vocabulary scores of participants who watched the movie in subtitling condition were higher than without subtitles. The researchers of this study carried out studying with 100 Iranian EFL learners, who had studied English as a compulsory course during their junior high school and high school. Moreover, they were enrolled at a private English center called Oxford institute presently and also had finish the Intro level of Interchange Third Edition series and had started the Interchange 1 level. Then, the5-minute-long episode of an animated cartoon was selected for the experiment with following three groups: Group A (non-subtitling) included those participants who watched the movi e with original sound track and without the subtitles, Group B (standard subtitling) watched the movie in a foreign language (English) in sound track and native language (Persian) in subtitles, and Group C (reversed subtitling) watched the movie with foreign language (English) in subtitles and native language (Persian) in sound track. After watching, the test results of the tests administered were analyzed by three form tests namely 1.form recognition, 2.meaning translation, and 3.multiple-choice. With the form recognition test, scores in the reversed subtitled (C) condition were higher than in the standard subtitled condition (B), and scores those in the standard subtitled condition (B) were relatively higher than in the non-subtitled condition (A); with meaning translation test, the results were suggested that the participants in the reversed subtitled condition (C) outperformed those in the standard subtitled condition (B), and the participants in the standard subtitled condition (B) outperformed those in the non-subtitled condition (A). Finally, with multiple-choice test indicated that: lexical gains in the reversed subtitled condition (C) were higher than those in the standard subtitled condition (B), and lexical gains in the standard subtitled condition (B) were higher than those in the non-subtitled condition (A) One study by Abdolmajid and Firooz (2011) focused on 90 students with the average age 22, who were chosen from a group of 200 juniors and seniors majoring in Teaching English as a Foreign Language on the basis of their scores on the English language pro ¬Ã‚ ciency test at Islamic Azad University of Masjed Soleyman in south west of Iran. They were divided into three groups randomly to watch film with English Subtitle Group (ESG), Persian Subtitle Group (PSG) and Without Subtitle Group (WSG). After 6 weeks researchers of this writing conducted experimental research, results hade collected from a multiple-choice comprehension test in each section of day, which was administered in order to evaluate their listening comprehension and provide grounds for comparison. Besides, results had been also collected by the final test of viewpoints about the effect of subtitled and/or non-subtitled  ¬Ã‚ lms. By score results, researchers of this writing supposed that students had learned not onl y vocabulary through the English videos with English subtitles but also getting more benefit through English videos subtitled in Persian. On the whole, the researchers were found above, which refer for this writing the cartoons videos with subtitles effect on vocabulary acquisition. The research papers forwarded videos with subtitles or without subtitles, and subtitles in the first language (L1) or the second language (English-L2). The researcher of these writings recognized that the effects of videos with subtitles are not only on listening comprehension but also on vocabulary acquisition by their subtitles. Such as in the research The effects of viewing subtitles of English cartoon videos on Taiwanese fifth graders English listening comprehension was written by Shiao-Ling Tsai (2011), Chinese subtitles in English cartoon video also help students in listening comprehension and reminiscence vocabulary. Besides, English videos with Persian subtitles (Fazilatfar, Ghorbani and Samivarchi , 2010) help students to understand meaning vocabulary and improve listening comprehension better , this is consistent with the consider ation by Abdolmajid and Firooz (2011). From these reasonable considerations, the researcher of this paper judges that cartoon videos with Vietnamese subtitles effect on vocabulary positively with students of low-level English in Vietnam. Cartoon videos with subtitles are used effectually in teaching English listening comprehension. The use of cartoon videos with subtitles appropriately with context/ circumstance and object of learners is much benefit in teaching listening comprehension. Language teachers are suggested to consider the benefit of using captions when teaching listening skills through video viewing (Jing-mei Chung, 1999), which could not only make comprehension of authentic video less difficult and encourage conscious language learning but also increase students interest in maintaining or increasing their knowledge of the target language by promoting new lexicon in a appropriate context. Moreover, the video programmes with English subtitles would motivate students to improve their listening comprehension more than other programmes but watching a film with L1 subtitles, which made them understand the film better was claimed to be suitable for beginners because of the limited rang of vocabulary items Abdolmajid Hayati and Firooz Mohmedi (2011). The suitability of context with object of learners as children was through research of Shiao-Ling Tsai (2011). In this study, Taiwanese fifth graders were chosen to research about the effects of viewing subtitles of English cartoon videos on listening comprehension. And the kind of English cartoon videos were not only suitable and interesting videos for children as The Ant Bully, The Wild, Valiant, The Incredibles, and Flushed but also educational morals of contents. Subtitles and vocabulary were simple because of suitable cartoon videos styles that made language learners, as children seem to be motivate and interesting in watching. However, the results had acquired on listening comprehension through watching cartoon videos with subtitles and without that was difference. On the contrary, Paul Markham (1999), he chose participants who were advanced, uni- versity-level ESL students participated in the study. They were intensive English language students who represented fifteen differen t first language backgrounds. With 2 two excerpts from educational television programs as whales and civil rights, but both of them were approximately of equal difficulty and the syntactic complexity of the captions. Thus, to use of cartoon videos in suitable object of learners and context on listening comprehension, this is important for teaching language. In addition, In a study of Jing-mei Chung (1999), the research was carried out to study on 183, 17 to 19 year-old, 4th year non-English major students of technology school, in Taiwan. With the circumstance, these students were chosen in the random circumstance and in low-intermediate of English proficiency. Besides, the training of their English listening was neglected in long time, and the students environment is surrounded by mother tongue. The two episodes were chosen to view which was one of school material videos caption, Family Album, U.S.A.: Book I, is Basic English and improvement of learners. Jing-mei Chung collected the results from multiple-choice test and open-ended attitude questionnaire and considered that most students mentioned video captions in the target language and in their mother language. And he also judged caption in target language making propitious condition for students listening comprehension. However, using video captions in the circumstance of crowded stu dents and irregular English listening are not very effectively. The method of Researches and research findings The latest researcher used many ways in their research methods in order to find out the best findings in teaching Language listening comprehension through videos with caption/subtitles or cartoon videos with subtitles. The first, in the study about the effect of applying two techniques to video viewing of Jing mei Chung (1999) who used Multiple-choice test and survey Open-Ended attitude questionnaire in his researcher to analyze so that he brought out findings of using advance organizers and captions. And these findings were suggest to do benefit more than using one technique only in teaching listening comprehension for students. The second, by analysis of results with quantitative and interview method through the research The effects of captioning videos used for foreign language listening activity of Paula, Susan, Tetyana (2010), which they researched on 150 foreign language learners from a large Midwestern university in the USA with 2 times of watching videos (with no captioning and with captioning). The finding, which they found out to be listening twice to a video, could reduce listeners anxiety, activate selective and global listening strategies, and promote automaticity in processing of listening. The third, Abdolmajid Hayati and Firooz Mohmedi (2011) used Multiple-choice tests only to evaluate the results through a pilot study with 90 Iranian students who were at average age 22, studying Islamic Azad University of Masjed Soleyman. Based on results of score of 3 groups (English Subtitle Group, Persian Subtitle Group, Without Subtitle Group) after watching a documentary film, which help them to find out the finding for research title: The effect of  ¬Ã‚ lms with and without subtitles on listening comprehension of EFL learners. The results demonstrated that students listening comprehension would improve through video programmes with English subtitles more than the other programmes. But because of students limited range of vocabulary items, watching a f ilm with the mother tongue language was supposed to be suitable for beginning learners. To summarize, in order that the English learners develop listening comprehension for language learners in Vietnam better, various strategies of teaching and learning through subtitled materials need to be chosen appropriately, such as English cartoon videos with Vietnamese subtitles will create learners more easily understanding of content than without subtitles. Moreover, watching L1 subtitling videos/ L1 subtitling cartoon video may help student acquire vocabulary or improve English words easily, this is suitable with English learners in Vietnam, specially, for elementary English level of learners. Limitation of the latest researches and appropriateness for the context of language learners in Vietnam The purpose of this research paper is finding out the effects of audiovisual materials such as cartoon videos with subtitles on development of listening comprehension for the second language learners (English language learners), and limitation of research contexts or research materials and research of relevant researches that suggest whether they will be appropriate application with this paper or not. In one study of the use cartoons with subtitles so that teaching vocabulary (Fazilatfar, Ghorbani and Samivarchi, 2010), which researchers made a pilot study of watching cartoon videos in three conditions: without subtitles, English dialogues with Persian subtitles and Parisian dialogues with English subtitles. These researchers only paid attention to vocabulary acquisition through subtitling-video, without mention listening comprehension, though achievement of listening comprehension. Additionally, learning through cartoon videos with subtitle to develop one field of English for specif ic such as English listening comprehension of economics of Van Wyk (2011), he only mentioned that how the videos with subtitles helped major students of economy had the best way of comprehension about the context of nations economy. Perhaps this method should use for teaching specific English. Besides, using educational cartoon videos with subtitles about animals in development of listening comprehension (Shiao-Ling Tsai, 2011; Paula, Susan, Tetyana (2010), vocabulary acquisition and their contents were limited for one subject matter as animals, thus listening comprehension did not uphold to other subject matter, such as communicate English. Circumstances of language students of Quang Trung technical college are low-level of communicate English. English is not supposed important in students thought in their future, so they do not have much motivation to study but that is not judicious awareness because English is an international language that becomes indispensability for everyone. Moreover, their English, which they were taught in secondary schools and high schools before was Basic English with writing and reading comprehension better than listening and speaking comprehension. So their listening comprehension is rated weakly. With the purpose of development listening comprehension, the research of this paper would like to use English cartoon videos with Vietnamese subtitles to help them study better. Therefore, the research methods are relevant above, which may help the writer of this paper in references of appropriate findings for writing paper of methodology. Conclusion In conclusion, many researchers studied about the effects of videos with subtitles on listening comprehension of second language learners and they have also come up important findings that help teaching methods of language teachers better in the epoch, which English is international language. By the reference of relevant researches, the researcher of this paper summarized some of findings of the latest researchers in order to approach those findings in bringing into play of research method. However, for object students study communicate English, who are at the age of 16 to 22 year-old, selecting of kind of appropriate cartoon videos with Vietnamese subtitles and time length of viewing so that conduction is good for findings in methodology of this research paper.

John Proctor Was Never Defeated English Literature Essay

John Proctor Was Never Defeated English Literature Essay Ernest Hemingway says, Man is not made for defeat. A man can be destroyed but not defeated (http://www.englishforums.com). In Arthur Millers play The Crucible, the court cannot defeat John Proctor. Although they take his life, they cant take his pride. John Proctor is a well-respected husband and citizen, but everything takes a turn in Proctors life when he commits a secret sin with Abigail Williams. His hamartia, or affair with Abigail, leads to his downfall. Proctor is seen as a tragic hero because he is well respected in Salem, he possesses a flaw, and he finds a way to overcome his flaw. As the trials begin in Salem, Proctor realizes he can put a stop to them. In fear of ruining his name and reputation, he keeps his adultery with Abigail to himself. His tragic flaw, or pride in his name, underscores his inability to let go. He makes an effort to bring down Abigail, but when he fails, Proctor reveals the sin he committed with Abigail publicly. The storys peripeteia comes when Proc tor is arrested. Proctor changes, realizing that the witch trials are his fault. In the last act, Proctor has a chance to confess that he is a witch in order to live. Instead, Proctor chooses to refuse the confession in hopes of saving his name. This is Proctors biggest turning point of the play. His catharsis is achieved because he dies being freed from his earlier sins. A proud and respected man, John Proctor possesses a flaw that changes him throughout the course of the story, but it is Johns ability to overcome his flaw that distinguishes him as the tragic hero of The Crucible. In The Crucible by Arthur Miller, John Proctor is viewed as a highly appreciated individual. Proctors high authority, influence in the town, and good deeds demonstrate his respected position in society. Arthur Miller describes John Proctor as a farmer in his middle thirties who is respected and feared in Salem(19). He is respected and feared because of his large amount of land. When Proctor speaks to Mr. Putnam and Giles Corey in the beginning of Act I, Proctor asks Giles to help him carry the lumber to his home. When Mr. Putnam asks what lumber he is speaking of, Proctor says, My lumber. From out my forest by the riversideà ¢Ã¢â€š ¬Ã‚ ¦. I bought that tract from Good Nurses husband five months ago(30). Proctors wealth and position in society is proven when he describes his land to be a forest. It exemplifies his respect in the town, because, in the time of the Salem witch trials, a person with a large amount of land is regarded as a man with a high status in town. Proctors high opi nion is also shown through his influence on Salem. In Act IV Reverend Parris expresses his fear towards the riot that is occurring in Andover and heading towards Salem. In the midst of his terror, Parris realizes the influence that John Proctor has in the town. He says, John Proctor is not Isaac Ward that drank his family to ruin. I would to God it were not so, Excellency, but these people have great weight yet in town(118). Parris explains how Proctors influence in Salem is so immense that Proctors death would cause Salem to collapse. Parris suggests that if Proctor is hanged, people will start a rebellion in Salem. The people of high authority act as a basis in Salem, and their death would only cause more confusion. With this confusion the villagers will riot and overthrow the court. Proctors respect and influence is a result of his good deeds shown in Salem. As Hale is questioning Proctor, Proctor describes his kindness with a good deed he committed. He states, I nailed the roof upon the church, I hung the door-(62). This small deed shows that Proctor cares about the community, and not only himself. Proctor is respected by the townspeople because of his charitable actions in Salem. Although Proctor illustrates the characteristics of a well-rounded individual, his tragic flaw prevents him from forgetting his adultery with Abigail. Throughout The Crucible John Proctors flaw is portrayed when his reputation is jeopardized. Proctors flaw is first shown on page 52 when he is speaking to Elizabeth about the conversation he had alone with Abigail. Elizabeth believes that Proctors feelings for Abigail prevent him from going to the court and proving that the court is a fraud. Proctor then judges Elizabeth stating that she will not forget about the incident that happened with Abigail. Elizabeth responds by saying, The magistrate sits in your heart that judges you. I never thought you but a good man Johnà ¢Ã¢â€š ¬Ã‚ ¦ (52). Elizabeth introduces Johns flaw. His pride in his name is restricting him from entering the court and proclaiming that the court is corrupt. If it means he would have to confess about his adultery with Abigail and ruin his reputation, then he would not do it. As Reverend Hale is questioning the Proctors, he asks them if they believe in witches. When Hale asks if Elizabeth believes in the Gospel, Pro ctor says, She do not mean to doubt the Gospel, sir, you cannot think it. This be a Christian house, sir, a Christian house (66). Proctor tries to save his name by saying that Elizabeth believes in the Gospel. He is afraid that Hale will get the wrong impression from Elizabeth. This will put a mark on their familys name. Proctors pride in his name causes him to answer Hale and turn away any suspicion that Hale has against the Proctors. Reverend Hale shows another example of Proctors flaw. While Hale convinces Elizabeth to talk Proctor into confessing, he tells Elizabeth that Proctors life is worth more than his pride. He says, Life, woman, life is Gods most precious gift; no principle, however glorious, may justify the taking of ità ¢Ã¢â€š ¬Ã‚ ¦. Let him give his lieà ¢Ã¢â€š ¬Ã‚ ¦. [F]or it may well be God damns a liar less than he that throws away his life for pride (122). Hale explicitly points out Proctors flaw. He proves that Proctor is viewed as a prideful man, and Hale belie ves that Proctor is ruining his life for the goodness of his name. Hale believes that life is more important than ones reputation. Proctor, however, is more inclined towards his reputation than his life. On page 133 Proctor throws his life away to keep his name and save the lives of those that were accused. After signing the testimony that claims his witchery, Proctor asks that it remain private. When Danforth disagrees Proctor snatches the paper and says, Because it is my name! Because I cannot have another in my life! Because I lie and sign myself to lies! Because I am not worth the dust on the feet of them that hang! How may I live without my name? I have given you my soul; leave me my name (133). Proctors flaw once again leads to his downfall. His pride in his name for both his family and people of Salem lead to his hanging; however, Proctor reaches a self-realization and discovers a way to overcome his flaw. As the play comes to an end, Proctor shows his ability to surpass his tragic flaw and distinguish himself as a tragic hero. Proctors first moment of self-realization appears on pages 72 to 73. When Elizabeth is being arrested, Proctor realizes that the witch trials are his fault. He understands that Abigail wants to destroy Elizabeth in hopes of getting back in bed with him. Proctor rips the warrant of Elizabeths arrest and says, Ill tell you whats walking Salem-vengeance is walking Salem. We are what we always were in Salem, but now little crazy children are jangling the keys of the kingdom and common vengeance writes the lawà ¢Ã¢â€š ¬Ã‚ ¦. Ill not give my wife to vengeance (73). John blames Abigail by saying that vengeance is walking Salem. Abigail is the vengeance. Proctor realizes that his pride has put others in danger. Because of the danger he has put on others, he decides to act against the court. Another moment of self-realization occurs when John publicly announces his adul tery with Abigail. He declares Abigail a whore and states that she must be stopped. He says, Excellency, forgive me, forgive me. She thinks to dance with me on my wifes grave! And well she might for I thought of her softly. God help me, I lusted, and there is a promise in such sweat. But it is a whores vengeance and you must see it (102). Proctor realizes that Abigail continues to gain power in the court. When all else fails, Proctor confesses to his adultery with Abigail. He destroys his reputation, not for his own sake, but for the sake of others. Proctors last lines show his final self-realization. Before his death, Proctor is able to overcome his flaw. He snatches the paper that includes his confession and crumples it. He says, You have made your magic now, for now I do think I see some shred of goodness in John Proctor. Not enough to weave a banner with, but white enough to keep it from such dogs (133). Although Proctor has a chance of living, he understands that the rest of hi s life would continue as a lie. By denying that the confession be nailed to the church door, Proctor gives his life up in place of his name. He understands the importance of his name, but he sentences himself for the sake of others. By sacrificing himself, Proctor is able to achieve peace and to free himself of his past sins. Ultimately, John Proctor was never defeated. He died a man of strength and power to his name. Although his soul was taken, his legacy remained. Through all of Proctors struggles he was able to retain his name and die in peace. In the beginning of the play, Proctor is a dishonest character trying to rid himself of his past, but his self-pride makes it difficult for him to let things go. However, as the play comes to an end, Proctor realizes the evil in the witch trials, and he dies with a renewed goodness. John Proctor is seen as the protagonist of this tragedy because he demonstrates the characteristics of a typical tragic hero. Well respected in Salem, Proctor shows good traits of a common man. Eventually, Proctors hamartia and tragic flaw lead to his death. However, Proctor also undergoes a moment of self-realization. Proctor reaches his catharsis in the last few pages of the play when he realizes the goodness in what he has accomplished. Proctor decides to surrender himself to dea th, rather than live a life of lies. He realizes that a public confession will offend the accused that have risked their lives for their reputation. Although Proctors tragic flaw leads to his death, Arthur Miller ultimately concludes Proctor as a man who pertains to goodness rather than guilt.

Psychoanalitic Approach to The Minister’s Black Veil Essays -- Ministe

  Ã‚   "All within hearing immediately turned about, and beheld the semblance of Mr. Hooper, pacing slowly his meditative way towards the meeting-house. With one accord they started, expressing more wonder than if some strange minister were coming to dust the cushions of Mr. Hooper’s pulpit ·" Working in the realm of the Gothic, Nathaniel Hawthorne hits upon psychological points that few of his readers are willing to explore. Of course, one may not be able to relate to an example involving such an "eccentric" display as Mr. Hooper’s. There is a sudden hush throughout the audience, followed by a rush of low whispering. He walks past them, oblivious to the goings-on and proceeds to the front. Something has changed, and everyone is aware. It is painfully obvious that he wanted everyone to know, for the wounds of the change were self-inflicted · Putting the scenario this way helps to give an anonymous and general view to the former example. This method is used to show how realistic, even common, this somewhat absurd event may actually be. In a psychological analysis, this is a necessary element in both de-personalizing a situation and giving it potential for universal application. In Hawthorne’s "The Minister’s Black Veil," many interpretations by way of psychological analysis are possible, and, once exposed, quite apparent. Once revealed, there are many routes for understanding the story in a psychoanalytical context. The main approaches this essay will take involve a "Jungian" analysis, that is, one involving the use of some of the theories and conclusions of German psychoanalyst and pioneer, Carl Gustav Jung, a former student and friend of Sigmund Freud, in interpreting the actions of the characters in the story. Jung’s discord with Fr... ...Jung, whose assertions not only help in the clinical aspect, but in the search for the common message in all of human literary (this includes oral) tradition. Hawthorne’s Gothic shows, whether conscious or not, the underlying conflict that lies within the people of his time as well as the time in which each of his stories take place. It is with this that the key to understanding the self lies within the commonly untapped recesses of the unconscious, an uncomfortable and unnerving concept for everyone, particularly those that have many things to hide. Works Cited Jung, Carl Gustav. Abstracts of the Collected Works of Carl G. Jung. Rockville, Maryland. 1976. Jung, Carl G. The Structure and Dynamics of the Psyche. Tr. R. F. C. Hull. New York, NY. 1960 Lauter, Paul, et al. The Heath Anthology of American Literature. New York, NY; Boston, Mass. 1998   

The Goal: A Process of Ongoing Improvement by Eliyahu M. Goldratt :: essays research papers

The Goal: A Process of Ongoing Improvement by Eliyahu M. Goldratt The heart of this story is based around the life of Alex Rogo, Plant Manager for Uniware a division of Unico. After a very upset customer approaches Alex’s boss, Bill Peach, he is given an ultimatum to turn the plant around in three months. Due to the limited amount of time available, there are not many outside tools available such as consultants, surveys, etc. With very few hopes, Alex foresees the inevitable until he remembers his conversation with Jonah, a physicist Alex knew from a previous job. The Goal: It is not until Alex’s job is in jeopardy that he decides to devour into his conversation with Jonah. During the conversation, Jonah asks him several questions to analyze his company’s situation. The conversation leads ultimately to the question, "What is the goal of any business?" After rethinking his conversation, Alex realizes that the goal of any business is to make money. Furthermore, if the goal is to make money any action toward this goal is consider productive and any action not moving towards the goal is nonproductive. Alex unsure of such a simple answer decides to contact Jonah to continue the search for more answers. Measurements: Once Alex contacts Jonah they define the following measurements to define the success of any plant’s production: 1. Throughout = rate that the system is used to generate money through sales. This measurement would consist of what a product would be worth when sold at market value after deducting operational expense and inventory. 2. Inventory = all the money invested in purchasing items that will be sold. This could include the remains of their machines after being used toward the investment. 3. Operational expense = all the money used to turn inventory into throughput. This would include such items as depreciation of a machine, lubricating oil, scraps, etc. Balancing a Production Line: Jonah explains to Alex that a plant that is continuously productive in considered inefficient. He further explains that continuous production will result in high absenteeism, poor quality and employee turnover. Based on this, he would need to reduce operational expense and inventory to improve throughput to demonstrate a balanced line of production. Jonah leaves him to ponder the understanding of two things: what are the dependent events and statistical fluctuations in his plant. Bottlenecks During a hiking trip with Alex’s son, he produces a game for a few of the kids to demonstrate an ideal balance line of production. He does this by setting up dependents and uses a die to measure the statistical fluctuations. At the end of the game, he concluded that the bottleneck’s speed of production is what

Cengel Solutions

Chapter 4 Fluid Kinematics Solutions Manual for Fluid Mechanics: Fundamentals and Applications by Cengel & Cimbala CHAPTER 4 FLUID KINEMATICS PROPRIETARY AND CONFIDENTIAL This Manual is the proprietary property of The McGraw-Hill Companies, Inc. (â€Å"McGraw-Hill†) and protected by copyright and other state and federal laws.By opening and using this Manual the user agrees to the following restrictions, and if the recipient does not agree to these restrictions, the Manual should be promptly returned unopened to McGraw-Hill: This Manual is being provided only to authorized professors and instructors for use in preparing for the classes using the affiliated textbook. No other use or distribution of this Manual is permitted. This Manual may not be sold and may not be distributed to or used by any student or other third party.No part of this Manual may be reproduced, displayed or distributed in any form or by any means, electronic or otherwise, without the prior written permission of McGraw-Hill. 4-1 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics Introductory Problems 4-1C Solution We are to define and explain kinematics and fluid kinematics. Analysis Kinematics means the study of motion.Fluid kinematics is the study of how fluids flow and how to describe fluid motion. Fluid kinematics deals with describing the motion of fluids without considering (or even understanding) the forces and moments that cause the motion. Discussion Fluid kinematics deals with such things as describing how a fluid particle translates, distorts, and rotates, and how to visualize flow fields. 4-2 Solution We are to write an equation for centerline speed through a nozzle, given that the flow speed increases parabolically. Assumptions 1 The flow is steady. 2 The flow is axisymmetri c. The water is incompressible. Analysis A general equation for a parabola in the x direction is u = a + b ( x ? c) General parabolic equation: 2 (1) We have two boundary conditions, namely at x = 0, u = uentrance and at x = L, u = uexit. By inspection, Eq. 1 is satisfied by setting c = 0, a = uentrance and b = (uexit – uentrance)/L2. Thus, Eq. 1 becomes u = uentrance + Parabolic speed: ( uexit ? uentrance ) L2 x2 (2) Discussion You can verify Eq. 2 by plugging in x = 0 and x = L. 4-3 Solution location. For a given velocity field we are to find out if there is a stagnation point.If so, we are to calculate its Assumptions 1 The flow is steady. 2 The flow is two-dimensional in the x-y plane. Analysis The velocity field is V = ( u , v ) = ( 0. 5 + 1. 2 x ) i + ( ? 2. 0 ? 1. 2 y ) j (1) At a stagnation point, both u and v must equal zero. At any point (x,y) in the flow field, the velocity components u and v are obtained from Eq. 1, Velocity components: u = 0. 5 + 1. 2 x v = ? 2. 0 ? 1. 2 y (2) x = ? 0. 4167 y = ? 1. 667 (3) Setting these to zero yields Stagnation point: 0 = 0. 5 + 1. 2 x 0 = ? 2. 0 ? 1. 2 y So, yes there is a stagnation point; its location is x = -0. 17, y = -1. 67 (to 3 digits). Discussion If the flow were three-dimensional, we would have to set w = 0 as well to determine the location of the stagnation point. In some flow fields there is more than one stagnation point. 4-2 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-4 Solution location. For a given velocity field we are to find out if there is a stagnation point.If so, we are to calculate its Assumptions 1 The flow is steady. 2 The flow is two-dimensional in the x-y plane. Analysis The velocity field is ( )( ) V = ( u, v ) = a 2 ? ( b ? cx ) i + ? 2cby + 2c 2 xy j 2 (1) At a stagna tion point, both u and v must equal zero. At any point (x,y) in the flow field, the velocity components u and v are obtained from Eq. 1, Velocity components: u = a 2 ? ( b ? cx ) 2 v = ? 2cby + 2c 2 xy (2) b? a c y=0 (3) Setting these to zero and solving simultaneously yields Stagnation point: 0 = a 2 ? ( b ? cx ) 2 x= v = ? 2cby + 2c xy So, yes there is a stagnation point; its location is x = (b – a)/c, y = 0. Discussion If the flow were three-dimensional, we would have to set w = 0 as well to determine the location of the stagnation point. In some flow fields there is more than one stagnation point. Lagrangian and Eulerian Descriptions 4-5C Solution We are to define the Lagrangian description of fluid motion. Analysis In the Lagrangian description of fluid motion, individual fluid particles (fluid elements composed of a fixed, identifiable mass of fluid) are followed. DiscussionThe Lagrangian method of studying fluid motion is similar to that of studying billiard balls and other solid objects in physics. 4-6C Solution We are to compare the Lagrangian method to the study of systems and control volumes and determine to which of these it is most similar. Analysis The Lagrangian method is more similar to system analysis (i. e. , closed system analysis). In both cases, we follow a mass of fixed identity as it moves in a flow. In a control volume analysis, on the other hand, mass moves into and out of the control volume, and we don’t follow any particular chunk of fluid.Instead we analyze whatever fluid happens to be inside the control volume at the time. Discussion to a point. In fact, the Lagrangian analysis is the same as a system analysis in the limit as the size of the system shrinks 4-3 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-7C Sol ution description. We are to define the Eulerian description of fluid motion, and explain how it differs from the LagrangianAnalysis In the Eulerian description of fluid motion, we are concerned with field variables, such as velocity, pressure, temperature, etc. , as functions of space and time within a flow domain or control volume. In contrast to the Lagrangian method, fluid flows into and out of the Eulerian flow domain, and we do not keep track of the motion of particular identifiable fluid particles. Discussion The Eulerian method of studying fluid motion is not as â€Å"natural† as the Lagrangian method since the fundamental conservation laws apply to moving particles, not to fields. -8C Solution We are to determine whether a measurement is Lagrangian or Eulerian. Analysis Since the probe is fixed in space and the fluid flows around it, we are not following individual fluid particles as they move. Instead, we are measuring a field variable at a particular location in sp ace. Thus this is an Eulerian measurement. Discussion If a neutrally buoyant probe were to move with the flow, its results would be Lagrangian measurements – following fluid particles. 4-9C Solution We are to determine whether a measurement is Lagrangian or Eulerian. AnalysisSince the probe moves with the flow and is neutrally buoyant, we are following individual fluid particles as they move through the pump. Thus this is a Lagrangian measurement. Discussion If the probe were instead fixed at one location in the flow, its results would be Eulerian measurements. 4-10C Solution We are to determine whether a measurement is Lagrangian or Eulerian. Analysis Since the weather balloon moves with the air and is neutrally buoyant, we are following individual â€Å"fluid particles† as they move through the atmosphere. Thus this is a Lagrangian measurement.Note that in this case the â€Å"fluid particle† is huge, and can follow gross features of the flow – the ballo on obviously cannot follow small scale turbulent fluctuations in the atmosphere. Discussion When weather monitoring instruments are mounted on the roof of a building, the results are Eulerian measurements. 4-11C Solution We are to determine whether a measurement is Lagrangian or Eulerian. Analysis Relative to the airplane, the probe is fixed and the air flows around it. We are not following individual fluid particles as they move. Instead, we are measuring a field variable at a particular location in space relative to the moving airplane.Thus this is an Eulerian measurement. Discussion The airplane is moving, but it is not moving with the flow. 4-4 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-12C Solution We are to compare the Eulerian method to the study of systems and contr ol volumes and determine to which of these it is most similar. Analysis The Eulerian method is more similar to control volume analysis.In both cases, mass moves into and out of the flow domain or control volume, and we don’t follow any particular chunk of fluid. Instead we analyze whatever fluid happens to be inside the control volume at the time. Discussion In fact, the Eulerian analysis is the same as a control volume analysis except that Eulerian analysis is usually applied to infinitesimal volumes and differential equations of fluid flow, whereas control volume analysis usually refers to finite volumes and integral equations of fluid flow. 4-13C Solution flow. We are to define a steady flow field in the Eulerian description, and discuss particle acceleration in such aAnalysis A flow field is defined as steady in the Eulerian frame of reference when properties at any point in the flow field do not change with respect to time. In such a flow field, individual fluid particle s may still experience non-zero acceleration – the answer to the question is yes. Discussion ( a = dV / dt ) Although velocity is not a function of time in a steady flow field, its total derivative with respect to time is not necessarily zero since the acceleration is composed of a local (unsteady) part which is zero and an advective part which is not necessarily zero. 4-14C SolutionWe are to list three alternate names for material derivative. Analysis The material derivative is also called total derivative, particle derivative, Eulerian derivative, Lagrangian derivative, and substantial derivative. â€Å"Total† is appropriate because the material derivative includes both local (unsteady) and convective parts. â€Å"Particle† is appropriate because it stresses that the material derivative is one following fluid particles as they move about in the flow field. â€Å"Eulerian† is appropriate since the material derivative is used to transform from Lagrangian to Eulerian reference frames. Lagrangian† is appropriate since the material derivative is used to transform from Lagrangian to Eulerian reference frames. Finally, â€Å"substantial† is not as clear of a term for the material derivative, and we are not sure of its origin. Discussion All of these names emphasize that we are following a fluid particle as it moves through a flow field. 4-5 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission.Chapter 4 Fluid Kinematics 4-15 Solution We are to calculate the material acceleration for a given velocity field. Assumptions 1 The flow is steady. 2 The flow is incompressible. 3 The flow is two-dimensional in the x-y plane. Analysis The velocity field is V = ( u , v ) = (U 0 + bx ) i ? byj (1) The acceleration field components are obtained from its definition (the material acceleration) in Cartesian coordinates, ? u ?u ?u ?u +u +v +w = 0 + (U 0 + bx ) b + ( ? by ) 0 + 0 ?t ?x ?y ?z ?v ?v ?v ?v ay = + u + v + w = 0 + (U 0 + bx ) 0 + ( ? by )( ? b ) +0 ?t ?x ?y ?z ax = (2) here the unsteady terms are zero since this is a steady flow, and the terms with w are zero since the flow is twodimensional. Eq. 2 simplifies to ax = b (U 0 + bx ) ay = b2 y (3) a = b (U 0 + bx ) i + b 2 yj Material acceleration components: (4) In terms of a vector, Material acceleration vector: Discussion For positive x and b, fluid particles accelerate in the positive x direction. Even though this flow is steady, there is still a non-zero acceleration field. 4-16 Solution particle. For a given pressure and velocity field, we are to calculate the rate of change of pressure following a fluid Assumptions 1 The flow is steady. The flow is incompressible. 3 The flow is two-dimensional in the x-y plane. Analysis The pressure field is P = P0 ? Pressure field: 2U 0 bx + b 2 ( x 2 + y 2 ) ? 2? ? (1) By definition, the material derivative, when applied to pressure, produces the rate of change of pressure following a fluid particle. Using Eq. 1 and the velocity components from the previous problem, DP ? P ?P ?P = +u +v + Dt ?t ?x ?y Steady ( w ?P ?z (2) Two-dimensional ) ( = (U 0 + bx ) ? ?U 0 b ? ? b 2 x + ( ? by ) ? ? b 2 y ) where the unsteady term is zero since this is a steady flow, and the term with w is zero since the flow is two-dimensional.Eq. 2 simplifies to the following rate of change of pressure following a fluid particle: ( ) DP 2 = ? ? ? U 0 b ? 2U 0 b 2 x + b3 y 2 ? x 2 ? ? ? Dt (3) Discussion The material derivative can be applied to any flow property, scalar or vector. Here we apply it to the pressure, a scalar quantity. 4-6 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permi ssion. Chapter 4 Fluid Kinematics 4-17 SolutionFor a given velocity field we are to calculate the acceleration. Assumptions 1 The flow is steady. 2 The flow is two-dimensional in the x-y plane. Analysis The velocity components are Velocity components: u = 1. 1 + 2. 8 x + 0. 65 y v = 0. 98 ? 2. 1x ? 2. 8 y (1) The acceleration field components are obtained from its definition (the material acceleration) in Cartesian coordinates, ? u ?u ?u ?u +u +v +w = 0 + (1. 1 + 2. 8 x + 0. 65 y )( 2. 8 ) + ( 0. 98 ? 2. 1x ? 2. 8 y )( 0. 65 ) + 0 ? t ?x ?y ?z ?v ?v ?v ?v + u + v + w = 0 + (1. 1 + 2. 8 x + 0. 65 y )( ? 2. 1) + ( 0. 98 ? 2. 1x ? 2. 8 y )( ? 2. ) +0 ay = ?t ?x ?y ?z ax = (2) where the unsteady terms are zero since this is a steady flow, and the terms with w are zero since the flow is twodimensional. Eq. 2 simplifies to Acceleration components: ax = 3. 717 + 6. 475 x a y = ? 5. 054 + 6. 475 y (3) At the point (x,y) = (-2,3), the acceleration components of Eq. 3 are Acceleration compone nts at (-2,3): ax = ? 9. 233 ? -9. 23 a y = 14. 371 ? 14. 4 Discussion The final answers are given to three significant digits. No units are given in either the problem statement or the answers. We assume that the coefficients have appropriate units. 4-18 SolutionFor a given velocity field we are to calculate the acceleration. Assumptions 1 The flow is steady. 2 The flow is two-dimensional in the x-y plane. Analysis The velocity components are Velocity components: u = 0. 20 + 1. 3 x + 0. 85 y v = ? 0. 50 + 0. 95 x ? 1. 3 y (1) The acceleration field components are obtained from its definition (the material acceleration) in Cartesian coordinates, ? u ?u ?u ?u +u +v +w = 0 + ( 0. 20 + 1. 3 x + 0. 85 y )(1. 3) + ( ? 0. 50 + 0. 95 x ? 1. 3 y )( 0. 85 ) + 0 ? t ?x ?y ?z ?v ?v ?v ?v + u + v + w = 0 + ( 0. 20 + 1. 3 x + 0. 85 y )( 0. 95 ) + ( ? 0. 50 + 0. 95 x ? 1. y )( ? 1. 3 ) +0 ay = ?t ?x ?y ?z ax = (2) where the unsteady terms are zero since this is a steady flow, and the terms with w are zero since the flow is twodimensional. Eq. 2 simplifies to Acceleration components: ax = ? 0. 165 + 2. 4975 x a y = 0. 84 + 2. 4975 y (3) At the point (x,y) = (1,2), the acceleration components of Eq. 3 are Acceleration components at (1,2): ax = 2. 3325 ? 2. 33 a y = 5. 835 ? 5. 84 Discussion The final answers are given to three significant digits. No units are given in either the problem statement or the answers. We assume that the coefficients have appropriate units. -7 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-19 Solution We are to generate an expression for the fluid acceleration for a given velocity. Assumptions 1 The flow is steady. 2 The flow is axisymmetric. 3 The water is incompressible. Analysis In Problem 4-2 we found that along the centerline, u = uentranc e + Speed along centerline of nozzle: ( uexit ? uentrance ) x2 (1) ?u ?u ?u ?u +u +v +w ?t ?x y ?z (2) L2 To find the acceleration in the x-direction, we use the material acceleration, ax = Acceleration along centerline of nozzle: The first term in Eq. 2 is zero because the flow is steady. The last two terms are zero because the flow is axisymmetric, which means that along the centerline there can be no v or w velocity component. We substitute Eq. 1 for u to obtain Acceleration along centerline of nozzle: ax = u ( uexit ? uentrance ) 2 ? ( uexit ? uentrance ) ?u ? = ? uentrance + x ? ( 2) x ? ? ?x ? L2 L2 ? (3) or ax = 2uentrance Discussion ( uexit ? uentrance ) L2 x+2 ( uexit ? uentrance )L4 2 x3 (4) Fluid particles are accelerated along the centerline of the nozzle, even though the flow is steady. 4-20 Solution We are to write an equation for centerline speed through a diffuser, given that the flow speed decreases parabolically. Assumptions 1 The flow is steady. 2 The flow is axis ymmetric. Analysis A general equation for a parabola in x is General parabolic equation: u = a + b ( x ? c) 2 (1) We have two boundary conditions, namely at x = 0, u = uentrance and at x = L, u = uexit. By inspection, Eq. 1 is satisfied by setting c = 0, a = uentrance and b = (uexit – uentrance)/L2. Thus, Eq. becomes Parabolic speed: Discussion u = uentrance + ( uexit ? uentrance ) L2 x2 (2) You can verify Eq. 2 by plugging in x = 0 and x = L. 4-8 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-21 Solution We are to generate an expression for the fluid acceleration for a given velocity, and then calculate its value at two x locations. Assumptions 1 The flow is steady. 2 The flow is axisymmetric. AnalysisIn the previous problem, we found that along the centerline, u = uent rance + Speed along centerline of diffuser: ( uexit ? uentrance ) 2 L x2 (1) To find the acceleration in the x-direction, we use the material acceleration, Acceleration along centerline of diffuser: ax = ?u ?u ?u ?u +w +u +v ?z ?t ?x ?y (2) The first term in Eq. 2 is zero because the flow is steady. The last two terms are zero because the flow is axisymmetric, which means that along the centerline there can be no v or w velocity component. We substitute Eq. 1 for u to obtain Acceleration along centerline of diffuser: ( uexit ? uentrance ) x 2 ? ( uexit ? entrance ) x ?u ? = ? uentrance + ax = u ? ( 2) ? ?x ? L2 L2 ? ? or ax = 2uentrance ( uexit ? uentrance ) 2 L x+2 ( uexit ? uentrance ) 2 4 L x3 (3) At the given locations, we substitute the given values. At x = 0, Acceleration along centerline of diffuser at x = 0: ax ( x = 0 ) = 0 (4) At x = 1. 0 m, Acceleration along centerline of diffuser at x = 1. 0 m: ax ( x = 1. 0 m ) = 2 ( 30. 0 m/s ) ( ? 25. 0 m/s ) ( ? 25. 0 m/s ) 3 (1. 0 m ) + 2 (1. 0 m ) 2 4 ( 2. 0 m ) ( 2. 0 m ) 2 (5) = -297 m/s 2 Discussion ax is negative implying that fluid particles are decelerated along the centerline of the diffuser, even though the flow is steady.Because of the parabolic nature of the velocity field, the acceleration is zero at the entrance of the diffuser, but its magnitude increases rapidly downstream. 4-9 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics Flow Patterns and Flow Visualization 4-22C Solution We are to define streamline and discuss what streamlines indicate. Analysis A streamline is a curve that is everywhere tangent to the instantaneous local velocity vector.It indicates the instantaneous direction of fluid motion throughout the flow field. Discussion If a flow field is steady, streamlines, pathlines, and st reaklines are identical. 4-23 Solution For a given velocity field we are to generate an equation for the streamlines. Assumptions 1 The flow is steady. 2 The flow is two-dimensional in the x-y plane. The steady, two-dimensional velocity field of Problem 4-15 is Analysis V = ( u , v ) = (U 0 + bx ) i ? byj Velocity field: (1) For two-dimensional flow in the x-y plane, streamlines are given by Streamlines in the x-y plane: dy ? v = dx ? along a streamline u (2) We substitute the u and v components of Eq. 1 into Eq. 2 and rearrange to get dy ?by = dx U 0 + bx We solve the above differential equation by separation of variables: dy dx = by ? U 0 + bx Integration yields 1 1 1 ? ln ( by ) = ln (U 0 + bx ) + ln C1 b b b (3) where we have set the constant of integration as the natural logarithm of some constant C1, with a constant in front in order to simplify the algebra (notice that the factor of 1/b can be removed from each term in Eq. 3). When we recall that ln(ab) = lna + lnb, and that –lna = ln(1/a), Eq. 3 simplifies to Equation for streamlines: y= CU 0 + bx ) ( (4) The new constant C is related to C1, and is introduced for simplicity. Discussion Each value of constant C yields a unique streamline of the flow. 4-10 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-24E Solution For a given velocity field we are to plot several streamlines for a given range of x and y values. 3 Assumptions 1 The flow is steady. 2 The flow is two-dimensional in the x-y plane. Analysis From the solution to the previous problem, an equation for the streamlines is 1 Streamlines in the x-y plane: y= C (U 0 + bx ) (1) y0 (ft) Constant C is set to various values in order to plot the streamlines. Several streamlines in the given range of x and y are plotted in Fig. 1. The directi on of the flow is found by calculating u and v at some point in the flow field. We choose x = 1 ft, y = 1 ft. At this point u = 9. 6 ft/s and v = –4. 6 ft/s. The direction of the velocity at this point is obviously to the lower right. This sets the direction of all the streamlines. The arrows in Fig. indicate the direction of flow. Discussion -1 -2 -3 0 1 2 3 x (ft) 4 5 The flow is type of converging channel flow. FIGURE 1 Streamlines (solid blue curves) for the given velocity field; x and y are in units of ft. 4-25C Solution We are to determine what kind of flow visualization is seen in a photograph. Analysis Since the picture is a snapshot of dye streaks in water, each streak shows the time history of dye that was introduced earlier from a port in the body. Thus these are streaklines. Since the flow appears to be steady, these streaklines are the same as pathlines and streamlines. DiscussionIt is assumed that the dye follows the flow of the water. If the dye is of nearly th e same density as the water, this is a reasonable assumption. 4-26C Solution We are to define pathline and discuss what pathlines indicate. Analysis A pathline is the actual path traveled by an individual fluid particle over some time period. It indicates the exact route along which a fluid particle travels from its starting point to its ending point. Unlike streamlines, pathlines are not instantaneous, but involve a finite time period. Discussion If a flow field is steady, streamlines, pathlines, and streaklines are identical. -27C Solution We are to define streakline and discuss the difference between streaklines and streamlines. Analysis A streakline is the locus of fluid particles that have passed sequentially through a prescribed point in the flow. Streaklines are very different than streamlines. Streamlines are instantaneous curves, everywhere tangent to the local velocity, while streaklines are produced over a finite time period. In an unsteady flow, streaklines distort and t hen retain features of that distorted shape even as the flow field changes, whereas streamlines change instantaneously with the flow field.Discussion If a flow field is steady, streamlines and streaklines are identical. 4-11 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-28C Solution We are to determine what kind of flow visualization is seen in a photograph. Analysis Since the picture is a snapshot of dye streaks in water, each streak shows the time history of dye that was introduced earlier from a port in the body.Thus these are streaklines. Since the flow appears to be unsteady, these streaklines are not the same as pathlines or streamlines. Discussion It is assumed that the dye follows the flow of the water. If the dye is of nearly the same density as the water, this is a r easonable assumption. 4-29C Solution We are to determine what kind of flow visualization is seen in a photograph. Analysis Since the picture is a snapshot of smoke streaks in air, each streak shows the time history of smoke that was introduced earlier from the smoke wire. Thus these are streaklines.Since the flow appears to be unsteady, these streaklines are not the same as pathlines or streamlines. Discussion It is assumed that the smoke follows the flow of the air. If the smoke is neutrally buoyant, this is a reasonable assumption. In actuality, the smoke rises a bit since it is hot; however, the air speeds are high enough that this effect is negligible. 4-30C Solution We are to determine what kind of flow visualization is seen in a photograph. Analysis Since the picture is a time exposure of air bubbles in water, each white streak shows the path of an individual air bubble.Thus these are pathlines. Since the outer flow (top and bottom portions of the photograph) appears to be ste ady, these pathlines are the same as streaklines and streamlines. Discussion It is assumed that the air bubbles follow the flow of the water. If the bubbles are small enough, this is a reasonable assumption. 4-31C Solution We are to define timeline and discuss how timelines can be produced in a water channel. We are also to describe an application where timelines are more useful than streaklines. Analysis A timeline is a set of adjacent fluid particles that were marked at the same instant of time.Timelines can be produced in a water flow by using a hydrogen bubble wire. There are also techniques in which a chemical reaction is initiated by applying current to the wire, changing the fluid color along the wire. Timelines are more useful than streaklines when the uniformity of a flow is to be visualized. Another application is to visualize the velocity profile of a boundary layer or a channel flow. Discussion Timelines differ from streamlines, streaklines, and pathlines even if the flo w is steady. 4-32C Solution For each case we are to decide whether a vector plot or contour plot is most appropriate, and we are to explain our choice.Analysis In general, contour plots are most appropriate for scalars, while vector plots are necessary when vectors are to be visualized. (a) A contour plot of speed is most appropriate since fluid speed is a scalar. (b) A vector plot of velocity vectors would clearly show where the flow separates. Alternatively, a vorticity contour plot of vorticity normal to the plane would also show the separation region clearly. (c) A contour plot of temperature is most appropriate since temperature is a scalar. (d) A contour plot of this component of vorticity is most appropriate since one component of a vector is a scalar.Discussion There are other options for case (b) – temperature contours can also sometimes be used to identify a separation zone. 4-12 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution pe rmitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-33 Solution For a given velocity field we are to generate an equation for the streamlines and sketch several streamlines in the first quadrant. Assumptions 1 The flow is steady. 2 The flow is two-dimensional in the x-y plane.Analysis The velocity field is given by V = ( u , v ) = ( 0. 5 + 1. 2 x ) i + ( ? 2. 0 ? 1. 2 y ) j (1) For two-dimensional flow in the x-y plane, streamlines are given by dy ? v = ? dx ? along a streamline u Streamlines in the x-y plane: (2) We substitute the u and v components of Eq. 1 into Eq. 2 and rearrange to get dy ? 2. 0 ? 1. 2 y = dx 0. 5 + 1. 2 x We solve the above differential equation by separation of variables: dy dx = ?2. 0 ? 1. 2 y 0. 5 + 1. 2 x > dy dx ? ? 2. 0 ? 1. 2 y = ? 0. 5 + 1. 2 x Integration yields ? 1 1 1 ln ( ? 2. 0 ? 1. 2 y ) = ln ( 0. 5 + 1. 2 x ) ? ln C1 1. 2 1. 2 1. 2 here we have set the constant of integration as the natural logarithm of some constant C1, with a constant in front in order to simplify the algebra. When we recall that ln(ab) = lna + lnb, and that –lna = ln(1/a), Eq. 3 simplifies to Equation for streamlines: y= 5 y 4 3 2 C ? 1. 667 1. 2 ( 0. 5 + 1. 2 x ) 1 The new constant C is related to C1, and is introduced for simplicity. C can be set to various values in order to plot the streamlines. Several streamlines in the upper right quadrant of the given flow field are shown in Fig. 1. The direction of the flow is found by calculating u and v at some point in the flow field.We choose x = 3, y = 3. At this point u = 4. 1 and v = -5. 6. The direction of the velocity at this point is obviously to the lower right. This sets the direction of all the streamlines. The arrows in Fig. 1 indicate the direction of flow. Discussion 6 (3) 0 0 1 2 3 4 5 x FIGURE 1 Streamlines (solid black curves) for the given velocity field. The flow appea rs to be a counterclockwise turning flow in the upper right quadrant. 4-13 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation.If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-34 Solution For a given velocity field we are to generate a velocity vector plot in the first quadrant. Scale: 6 Assumptions 1 The flow is steady. 2 The flow is two-dimensional in the x-y plane. Analysis 5 y4 The velocity field is given by V = ( u , v ) = ( 0. 5 + 1. 2 x ) i + ( ? 2. 0 ? 1. 2 y ) j 3 (1) 2 At any point (x,y) in the flow field, the velocity components u and v are obtained from Eq. 1, Velocity components: u = 0. 5 + 1. 2 x 10 m/s v = ? 2. 0 ? 1. 2 y 1 0 (2) 0To plot velocity vectors, we simply pick an (x,y) point, calculate u and v from Eq. 2, and plot an arrow with its tail at (x,y), and its tip at (x+Su,y+Sv) where S is some scale factor for the vector plot. For the vector plot shown in Fig. 1, we chose S = 0. 2, and plot velocity vectors at several locations in the first quadrant. 1 2 3 4 5 x FIGURE 1 Velocity vectors for the given velocity field. The scale is shown by the top arrow. Discussion The flow appears to be a counterclockwise turning flow in the upper right quadrant. 4-35 Solution For a given velocity field we are to generate an acceleration vector plot in the first quadrant.Assumptions 1 The flow is steady. 2 The flow is two-dimensional in the x-y plane. Analysis The velocity field is given by V = ( u , v ) = ( 0. 5 + 1. 2 x ) i + ( ? 2. 0 ? 1. 2 y ) j (1) At any point (x,y) in the flow field, the velocity components u and v are obtained from Eq. 1, Velocity components: u = 0. 5 + 1. 2 x v = ? 2. 0 ? 1. 2 y Scale: (2) 6 The acceleration field is obtained from its definition (the material acceleration), Acceleration components: ?u ?u ?u ?u ax = +u +v +w = 0 + ( 0. 5 + 1. 2 x )(1. 2 ) + 0 + 0 ?t ?x ?y ?z ?v ?v ?v ?v ay = + u + v + w = 0 + 0 + ( ? 2. 0 ? 1. 2 y )( ? 1. 2 ) +0 t ?x ?y ?z 5 4 y 3 2 (3) 1 0 0 where the unsteady terms are zero since this is a steady flow, and the terms with w are zero since the flow is two-dimensional. Eq. 3 simplifies to Acceleration components: ax = 0. 6 + 1. 44 x a y = 2. 4 + 1. 44 y 10 m/s2 (4) 1 2 3 4 5 x FIGURE 1 Acceleration vectors for the velocity field. The scale is shown by the top arrow. To plot the acceleration vectors, we simply pick an (x,y) point, calculate ax and ay from Eq. 4, and plot an arrow with its tail at (x,y), and its tip at (x+Sax,y+Say) where S is some scale factor for the vector plot. For the vector plot shown in Fig. , we chose S = 0. 15, and plot acceleration vectors at several locations in the first quadrant. Discussion Since the flow is a counterclockwise turning flow in the upper right quadrant, the acceleration vectors point to the upper right (centripetal acceleration). 4-14 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill C ompanies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-36 For the given velocity field, the location(s) of stagnation point(s) are to be determined.Several velocity Solution vectors are to be sketched and the velocity field is to be described. Assumptions 1 The flow is steady and incompressible. 2 The flow is two-dimensional, implying no z-component of velocity and no variation of u or v with z. Analysis (a) The velocity field is Scale: V = ( u , v ) = (1 + 2. 5 x + y ) i + ( ? 0. 5 ? 1. 5 x ? 2. 5 y ) j (1) 5 Since V is a vector, all its components must equal zero in order for V itself to be zero. Setting each component of Eq. 1 to zero, Simultaneous equations: x = -0. 421 m 4 3 u = 1 + 2. 5 x + y = 0 v = ? 0. 5 ? 1. 5 x ? 2. y = 0 y 2 We can easily solve this set of two equations and two unknowns simultaneously. Yes, there is one s tagnation point, and it is located at Stagnation point: 10 m/s y = 0. 0526 m 1 0 (b) The x and y components of velocity are calculated from Eq. 1 for several (x,y) locations in the specified range. For example, at the point (x = 2 m, y = 3 m), u = 9. 00 m/s and v = -11 m/s. The magnitude of velocity (the speed) at that point is 14. 21 m/s. At this and at an array of other locations, the velocity vector is constructed from its two components, the results of which are shown in Fig. . The flow can be described as a counterclockwise turning, accelerating flow from the upper left to the lower right. The stagnation point of Part (a) does not lie in the upper right quadrant, and therefore does not appear on the sketch. -1 0 1 2 3 4 5 x FIGURE 1 Velocity vectors in the upper right quadrant for the given velocity field. Discussion The stagnation point location is given to three significant digits. It will be verified in Chap. 9 that this flow field is physically valid because it satisfies th e differential equation for conservation of mass. 4-15 PROPRIETARY MATERIAL. 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-37 For the given velocity field, the material acceleration is to be calculated at a particular point and plotted at Solution several locations in the upper right quadrant. Assumptions 1 The flow is steady and incompressible. 2 The flow is two-dimensional, implying no z-component of velocity and no variation of u or v with z. Analysis (a) The velocity field isV = ( u , v ) = (1 + 2. 5 x + y ) i + ( ? 0. 5 ? 1. 5 x ? 2. 5 y ) j (1) Using the velocity field of Eq. 1 and the equation for material acceleration in Cartesian coordinates, we write expressions for the two non-zero components of the acceleration vector: ax = ?u ?u +u ?t ?x +v ?u ?y +w ?u ?z Scale: = 0 + (1 + 2. 5 x + y )( 2. 5 ) + ( ? 0. 5 ? 1. 5 x ? 2. 5 y )(1) + 0 10 m/s2 5 4 and ay = ?v ?v +u ?t ?x +v ?v ?y +w ?v ?z = 0 + (1 + 2. 5 x + y )( ? 1. 5 ) + ( ? 0. 5 ? 1. 5 x ? 2. 5 y )( ? 2. 5 ) + 0 3 y 2 1 At (x = 2 m, y = 3 m), ax = 11. 5 m/s2 and ay = 14. 0 m/s2. b) The above equations are applied to an array of x and y values in the upper right quadrant, and the acceleration vectors are plotted in Fig. 1. Discussion The acceleration vectors plotted in Fig. 1 point to the upper right, increasing in magnitude away from the origin. This agrees qualitatively with the velocity vectors of Fig. 1 of the previous problem; namely, fluid particles are accelerated to the right and are turned in the counterclockwise direction due to centripetal acceleration towards the upper right. Note that the acceleration field is non-zero, even though the flow is steady. 0 -1 0 1 2 3 4 5 x