Justify the Need for Keeping Records and Describe the Types of Records You Would Maintain Essay

In this essay I would look at the need for record keeping and describe the types of records I would maintain as a teacher. Predominantly there are normally three reasons for keeping records namely for health and Safety reasons which may also be a legal requirement. Secondly for the teaching purpose so the teacher knows what the student has done and what there progress is. Thirdly for auditing and quality standards reasons which may mean the organization may need to satisfy external agencies who may have financial and quality interests (Watts 2008: online). To understand the type of records we need to keep we need to look at the learner’s journey through the course. The learner would normally join a course after being recommended or seeing some sort of marketing material. Here the justification to the organization of keeping a record of how a student joined so the college or training company could focus their marketing activity to those areas which are more successful. After this process normally the learner would attend an induction programme where the Information and Guidance forms would be filled in as well as the initial enrolment forms. Normally, at this stage the full structure of the course and the next steps would be discussed for progression on to other courses. Then the initial assessment would be done to see at what level the learners are at so if there is a need to give more supervision then that could be addressed at this stage or it could run parallel to the course. The diagnostic assessment would also be carried out at this stage to identify the strengths and weaknesses and highlight any skills gaps. The outcome of the above assessments would then become the foundation on which you would develop the Individual Learning Plan (ILP) for the learner, which will set out the learner plan to learn, the resources required and the timetable for the learning to occur. At this stage one has to remember that the teaching and learning of the course has not necessarily started yet this paperwork is normally filled out to meet funding, quality and legislative requirements. So the need for these records to be kept and filled out accurately may mean the difference in the teacher being able to deliver the course to that student or an extreme scenario of the college being closed to all students due to the quality of the records not being up to scratch. At the end of the day as Gravells (2008:10) mentions if you can’t deliver the session if there are good records which you have kept somebody else could deliver the session with minimum disruption occurring. This can only happen if records relating to the session plans and other documentation to deliver the course are at hand and can be accessed as well as the register to show the learner attended the sessions.

My first fight

I was a ferocious lion. I lost my temper uncontrollably. Nathan was bleeding incessantly from his nose. Blood imputed on my right knee and my left hand. The entire playground stood motionless. I could perceive each and every person looking at me with sheer admiration. They gazed at me like I was a lion and Nathan was a gazelle, regardless of Nathan being virtually twice my stature. I can still remember the events of my first fight as if they took place yesterday. I was pushed in to taking part in such an abhorrent incident on the first day of primary school during my first six months in the country. My uncle revealed to me that the reason that I had not begun school immediately was because my family arrived to the country halfway through the academic year. My family and I had just started to settle down in the country, adapting to the weather and the environment when my parents wounded me with the news that they had found me a school to grace with my presence. Endeavouring to learn a new language was demanding enough, let alone new children, teachers and books all of whom spoke a different language. The majority of the children in my class had all attended the nursery and infants before entering primary school. Therefore, I did not share, or relate to the experiences they shared together, like playing with the sand building castles, competing in various skipping games, riding on bicycles, drinking milk in the afternoons and having much fun with the paint. As a result, I felt disconcerted by so many questions rushing through my head. Was I going to be accepted into one of or any of these groups of eight year olds? Was I going to be the only one without a partner when doing paired work? Was I going to be the only one sitting unaccompanied in the dining hall? Unfortunately, the events that took place aggravated me more than I expected. On the first day when the teacher was introducing me to the class, I felt so unbefitting and mortified when she publicized I had just arrived from another country. There was that split-second when some of the children looked at me like I was an outsider, an alien. Voices were whispering from each corner of the room â€Å"who is he?† I felt isolated, remote, and would never have contemplated that after two days their thoughts would be on the contrary. After being introduced to the class by my teacher, Ms fielding introduced me to Carl, who would accompany me for the day. She then seated the pair of us on a table with two other children Nathan and David. It was time for literacy hour and everyone had to write about what they accomplished over the half-term break. As my skills were not to the standard of the other children, I decided to have a peak at what the others were writing about. To my amazement, nobody actually seemed to be doing any work apart from Carl, who later spent the majority of the morning session at the toilet. Meanwhile, David decided to smell a mixture of pens, which to this day I think is very peculiar. Nathan had written down the title â€Å"My First Fight†, but then started to doodle on a spotless new table. David brought his sniffing to a standstill and began a conversation with Nathan about football. The rest of the class were having extremely noisy conversations, in contempt of the teacher's numerous shrieks to bring the noise to an end. It seemed that she had absolutely no control over people a third of her age. Nevertheless, there was one person who had an immense effect on the class, Mrs Fassal, the deputy-head teacher. The second she walked in the class was so quiet a pin drop could be heard. As she walked in she had a quick glance around the classroom and she became aware of the vandalising offence Nathan had committed. She bellowed at our table asking â€Å"Who did it?† There was a slight pause. The whole class was listening as if they were an audience to a verdict. Mrs Fassal shouted again, â€Å"Who did it?† â€Å"The new boy did it Mrs Fassal†, Nathan alleged. â€Å"Yeah, the new boy did it Mrs Fassal†. David accused. â€Å"And you Carl, did you see anything?† â€Å"No Miss, I was at the toilet† Carl replied. I felt trapped like a wild animal in a cage big enough only for a mouse. I was so infuriated with Nathan's spitefulness, blaming me for his relentless vandalising acts. Nonetheless, I had a feeling that soon, very soon, Nathan would pay for his horrendous accusations. Mrs Fassal would not listen to any of my cries for help. However, she kept me back at morning break and yelled at me so loud, Carl later said he heard her in a playground full of screaming children. After morning break, I remained with Mrs Fassal until lunchtime, but I was sanctioned to have my lunch break. As Carl was my escort for the day, he invited me to play a game of football with him and his friends. Nevertheless, some of Carl's acquaintances particularly Nathan, seemed uptight on the subject of allowing me to engage in recreation. I was not perturbed in the slightest way, even so Carl managed to persuade them for me to join the game. During the first five minutes of the game, I did not touch the ball, instead I decided to see how everyone played. It emerged that Nathan was physically the biggest in comparison to the other boys and was using this to his advantage. I noticed that all Nathan was doing was jostling anyone that came near him, or whenever he wanted the ball. None of the players seemed to confront Nathan or show any sign of discomfort. Instead, they gave out the impression they were frightened Nathan would hurt them if they showed any sign of discomposure. Throughout my observation of the game, unexpectedly the ball arrived at my feet. Nathan was scampering towards me. We all knew what he was out to do. He had that look on his face like a tiger just about to take down his prey. Passing the ball was not an option, it was a game of knockouts, and it was everyman for himself. There were two options available to me, either to be clamped down and fall to the ground, or move out the way as soon as he lunged at me. I felt like a gazelle being run at by a lion. It was a split-second decision, so I decided to kick the ball to the left and spin around to the right as soon as he lunged at me. He fell to the ground as if he had been shot in the back. The entire playground stood in total and complete amazement. Nathan was a raging bull. He went on his knees and tilted his head up with a fuming look, as though he was about to eradicate someone. I warned him and said â€Å"No fighting, fighting no good† however I knew he was going to take no notice. He roared like a lion and charged at me like a rampant bull. As Nathan tried to rugby tackle me I seized him in a headlock and kneed him in the face continuously. Fortunately, for Nathan we were detached by Mr Chiriste, the school keeper. All the anger Nathan had caused me earlier, all the fury, all the upset, in addition to me being yelled at until I nearly cried was released in those few seconds. Thankfully I did not get into a great deal of trouble despite the fact I caused Nathan to bleed. The majority of the children in the playground backed me up by saying Nathan started the fight and I fought in self-defence. The chance of me losing my temper was as likely as Mike Tyson not losing his after being slapped in the face. Even at the tender age of eight, I never lost my temper unless exceedingly provoked. It is almost impossible to imagine what it takes for such a tranquil eight year old to reach that point of anger. On that particular Wednesday, that level of anger was caused by Nathan Tyler, and he paid the price for his actions. Looking back on my first fight, I think it is quite comical why I became so discoloured over such a minor incident. If I was in Nathan's situation I would have almost certainly preferred to blame the new boy, rather than face a monster like Mrs Fassal. Nevertheless, the thought of eight year olds making each other bleed is quite frightening.

Introduction to Wind Tunnel

The basic concept and operation of subsonic wind tunnel was demonstrated in this experiment by conducting airfoil drag analysis on a NACA 0015 airfoil. The small subsonic wind tunnel along with apparatus such as, the manometer rake, the inclined manometer and the pitot – static tube were used with different baffle settings to record varying pressure readings. To achieve this objective, some assumptions were made for the lower range of subsonic flow to simplify the overall analysis.From the obtained aerodynamic measurements using a pitot-static tube mounted ahead of the airfoil at the test section, the actual velocity was determined and by relating it to the theoretical velocity, the velocity coefficient was calculated. The velocity coefficient varies for each baffle setting by a factor of decimals, thus the velocity coefficient can be used as a correction factor. Further, the coefficients of drag were calculated for the following angles of attack, 10o, 15o, and 20o and were co mpared with the published values. INTRODUCTIONThe wind tunnel is an absolute necessity to the development of modern aircrafts, as today, no manufacturer delivers the final product, which in this case can be civilian aircrafts, military aircrafts, missiles, spacecraft, and automobiles without measuring its lift and drag properties and its stability and controllability in a wind tunnel. Benjamin Robins (1707-1751), an English mathematician, who first employed a whirling arm to his machine, which had 4 feet long arms and it, spun by falling weight acting on a pulley however, the arm tip reached velocities of only few feet per second. 4] Figure 1: Forces exerted on the airfoil by the flow of air and opposing reaction on the control volume, by Newton’s third law. [1] This experiment will determine drag forces experienced by a NACA 0015 airfoil, subjected to a constant inlet velocity at various baffle settings with varying angles of attack.DATA ANALYSIS, THEORATICAL BACKGROUND AND PROCEDURE Apparatus in this experiment as shown in the figure 2, consisted of a small subsonic wind tunnel. The wind tunnel had an inlet cross-section of 2304 in2 and an outlet crosses section of 324 in2. A large compressor forced air from room) into the inlet through the outlet tunnel and back into the room. This creates a steady flow of air and a relative high velocity can be achieved in the test section. Instrumentation on the wind tunnel consisted of an inclined manometer and a pitot-static tube in the test section also a manometer rake behind the tested objet (airfoil NACA 0015). The manometer rake consisted of 36 inclined manometers; number 36 is used as a reference for the static pressure. All other manometer measures the pressure behind the object in the airflow. Figure 2: Wind tunnel set up with instrumentation [5]Before the experiment was performed the laboratory conditions were recorded, the room temperature was measured to be 22. 5 C (295. 65) and the atmospheric pressur e 29. 49 inHg (99853. 14Pa). Theory The setup of this experiment includes a NACA 0015 airfoil placed in the wind tunnel. Considering the cross-sectional area A1, velocity V1, and the density of air p1 at the inlet and similarly the cross-sectional area A2, velocity V2, and the density of air p2 at the outlet and by assuming that no mass is lost between the inlet-outlet section, we get the mass conservation equation, p1 V1 A1 = p2 V2 A2 (1).Further, the airflow can be assumed to be incompressible for this experiment due to low velocity, the equation (1) can be reduced to V1 A1 = V2 A2 (2), moreover, the air is assumed to be inviscid, the Bernoulli’s equation, p1+12? V12=p2+12? V22 (3) and the equation (2) can be reduced to Vth=2(p1-p2)/? 1-A2A12 (4) in order to find the theoretical velocity. The pitot – static tube is used to calculate the actual velocity of the flow by using, Vact= 2(p2-p1)? (5). Furthermore, the velocity coefficient can be calculated using, Cv=VactVth (6).The pressure and shear stress acting on the NACA 0015 airfoil produces a resultant force R, which according to the Newton’s third law produces an equal and opposite reaction force. For this experiment, in the condition of lower range of subsonic velocity, it can be assumed that pressure and density will be constant over the airfoil thus, D=jj+1? (uo2-ui2)dy=-12? uj2+uj+12o-uj2+uj+12iyj+1-yj (7) can be used to calculate the drag and, CD=Drag12(? air*Velocity2*area) (8) can be used for calculating the coefficient of drag. Procedure Part 1, Variation of inlet cross section:In this first part we recorded the pressure behavior in the test section by decreasing the inlet area. After the safety instructions were given by the TA and a chart for the readings prepared on the white board the wind tunnel was turned on. Two students were taking readings simultaneously from the inclined manometer in the test section and the static pitot tube, the readings were recorded in table 1. Bet ween each reading the compressor was turned off due to the sound level, it was important to give the compressor some time after each start up to have the same conditions as in the previous measurement.Part 2, recording the wake profile of NACA 0015 For this part of the experiment the inlet area was fully opened and the airfoil first set to an angle of attack of 10, the wind tunnel was turned on and all 36 readings recorded (table 2) from the manometer rake. The measurement was repeated for an angle of attack of 15 and 20. RESULTS AND DISCUSSION The linear relationship between the V actual and the V theoretical approves of the theory that the velocity coefficient, Cv can be used as a correction factor for the theoretical velocity. This is further demonstrated in (Graph2). The calculated results are shown in table 1.The approximated literature values of the coefficient of drag for NACA 0015 airfoil were obtained from a NASA published report [3] for the 10o AoA, the percent relative er ror is 3. 1%, for 15o AoA, the percent relative error is 31. 0%, and for the 20o AoA, the percent relative error is 38. 7%. Increases in angle of attack lead to a more disturbed airflow behind the wing section. This disturbed airflow created more drag, these drag forces were clearly observable in table 3, 4. The angle of attack can be increased until the total drag forces become larger than the resultant lift- force; a wing is then no longer effective and stalls.The calculated drag forces are shown in tables 2-4. According to NASA, in their published report of Active flow control at low Reynolds numbers on a NACA 0015 airfoil, its is suggested that, by positioning the wake rake around 4. 5 times chord length behind wing to survey the wake. Further, two pressure orifices on opposite tunnel walls, aligned with the wake rake can be used to determine the average wake static pressure. This type of wake rake enables the wake to be surveyed with only a few moves of the wake rake, hence imp roving the measurements of drag using wake rake. 2] At large angles of attack, the upstream velocity of the airfoil can no longer be considered as the free-stream velocity, largely due to the miniature size of the wind tunnel relative to the NACA 0015 airfoil hence, the assumption that the uo max > ui is valid for this experiment.CONCLUSION Ergo, it is evidently seen in the graphs 1 and 2 that, the averaged velocity coefficient, Cv, 1. 063 can be used as the correction factor for the theoretical velocity. Further, the accurate (4-32) drag forces were calculated to be 2. 72 N, 13. 46 N, and 46. 4 N for the following angles of attack, 10o, 15o, and 20o. Moreover, the drag coefficient were also calculated based on the observed data and than were directly compared with the literature values. For the 10o of angle of attack, the percent relative error was very minimal at 3. 1% however; the drag coefficients for the 150 and the 20o were not very accurate, with the percent relative error of 31. 0% and 38. 7% respectively. This can be improved by implementing a smaller airfoil, so that the proportion of the wind tunnel covered by the airfoil is significantly smaller.Also, the skin friction losses along the edges of the wind tunnel may very well be taken into the account to achieve greater accuracy. Finally, it can be concluded that, as the angle of attack of the airfoil increases, the drag force will also increase due to the effect of flow separation. REFERENCES [1] Walsh, P. , Karpynczyk, J. , â€Å"AER 504 Aerodynamics Laboratory Manual† Department of Aerospace Engineering, 2011 [2] Hannon, J. (n. d. ). Active flow control at low reynolds numbers on a naca 0015 airfoil. Retrieved from http://ntrs. nasa. gov/archive/nasa/casi. ntrs. nasa. gov/20080033674_2008033642. pdf [3] Klimas, P.C. (1981, March). Aerodynamic characteristics of seven symmetrical airfoil section through 180-degree angle of attack for use in aerodynamic analysis of vertical axis wind turbi nes. Retrieved from http://prod. sandia. gov/techlib/access-control. cgi/1980/802114. pdf [4] Baals, D. D. (1981). Wind tunnels of nasa. (1st ed. , pp. 9-88). National Aeronautics And Space Administration. [5]Fig. 1, Wind tunnel set up with instrumentation, created by authors, 2012 APPENDIX Sample Calculations Note: AoA = ANGLE OF ATTACK. Sample calculations part 1, Baffle opening 5/5: Conversion inH2O to Pa (N/m2): 1 inH2O=248. 2 Pa (at 1atm) ?2inH2O ? 248. 82 PainH2O=497. 64 Pa Theoretical velocity: Equation (4): Vth=2(p1-p2)/? 1-A2A12 , where p1-p2=497. 64 Pa, A2=2304 in2, A1=324 in2, ? Density air (ideal gas law) laboratory conditions; 22. 5 C (295. 65K), 29. 49 inHg (99853. 14Pa): ? =pRT=99853. 14Pa287JkgK(295. 65K)? 1. 1768 kgm3 ?Vth=2(497. 64pa)/1. 1768kgm31-2304 in2324 in22=29. 37m/s Actual velocity: Equation (5):Vact= 2(p2-p1)? where p1-p2=522. 52 Pa, ? =1. 1768 kgm3 ? Vact= 2(522. 52Pa)1. 1768 kgm3=29. 80 m/s Velocity coefficient: Equation (6): Cv=VactVth=29. 8029. 37=1. 0 15 Sample Calculations Part 2, Angle of attack 10o, tube 1For dL, tube number 36 served as a reference pressure for all readings: 26. 4cm – 9. 2cm = 17. 2cm or 0. 172m Pressure difference, equation (7): ?p=SG*? H2O*g*L*sin? =1*1000kgm3*9. 81ms2*0. 172m*sin20o=577. 06 Pa Velocity, equation (8) note; pressure difference previously calculated: V1=2*SG*? H2O*g*L*sin air=2*577. 06 Pa1. 1768kgm3=31. 32 m/s Drag force, equation (9), for ui a velocity away from the tunnel wall was chosen to achieve a more realistic drag force: D=jj+1? (uo2-ui2)dy=-12? uj2+uj+12o-uj2+uj+12iyj+1-yj=-121. 1768kgm3(31. 32ms)2+( 31. 5ms)2o-2(31. 5m/s)2i0. 01m=0. 07 N Total drag force, summation lead to:Dtotal = 9. 04 N, however due to the boundary layer along the inner walls of the wind tunnel a more accurate summation is the sum of the values of tubes 4-32 which results in a total drag force of 2. 72 N. Coefficient of Drag Equation (9), for the drag force the more accurate summation of tube 4-32 was used : CD=Drag12(? air*Velocity2*area)=2. 72N12(1. 1768kgm3*31. 50ms2*(0. 1524m*1. 00m)=0. 031 To compare the Cd to a value found in literature the Reynolds number is required: Re=? air*V*cViscosity=1. 1768kgm3*31. 50 m/s*0. 1524m1. 789*10-5kgs*m=315782. 35 Observation and Results for Part 1Table 1, Observations/Results part 1| Baffle Opening| Inclined Manometer (inH2O)| Pa ( x 248. 82 Pa/inH2O)| Pitot Static (inH2O)| Pa ( x 248. 82 Pa/inH2O)| V theoretical (m/s)| V actual (m/s)| Cv| 5;5| 2. 00| 497. 640| 2. 10| 522. 52| 29. 37| 29. 80| 1. 015| 4;5| 1. 80| 447. 876| 1. 90| 472. 75| 27. 87| 28. 35| 1. 017| 3;5| 1. 15| 286. 143| 1. 25| 311. 02| 22. 27| 22. 99| 1. 032| 2;5| 0. 45| 111. 969| 0. 46| 114. 46| 13. 93| 13. 95| 1. 001| 1;5| 0. 05| 12. 441| 0. 08| 19. 905| 4. 64| 5. 82| 1. 252| Table 1: The theoretical velocity was calculated using the eq. (4) and the actual velocity was calculated using the eq. 5) from the obtained pressure data from the hand held pitot tube. The velocity coeffic ient, Cv, was calculated using the eq. (6). Note: The sample calculations are given in the appendix section of this report. Graph 1: The results from Table 1 were used to create the plot of V actual Vs. V theoretical. Graph 2: The plot of the velocity coefficient and the actual velocity. From the plot, it can be clearly seen the very minute difference between the velocity coefficient values. Observation and Results for Part 2 Table 2, Observations/Recordings part 2, Angle of attack 10 | Fluid length in tube ( ±. 1cm), Inclination 20|Tube Nr. | L (cm)| dL (cm)| Pressure (Pa)| u (m/s)| Drag force (N)| 1| 9. 2| 0. 07| 0. 07| 0. 07| 0. 07| 2| 9. 0| 0. 00| 0. 00| 0. 00| 0. 00| 3| 9. 0| 0. 00| 0. 00| 0. 00| 0. 00| 4| 9. 0| -0. 07| -0. 07| -0. 07| -0. 07| 5| 8. 8| -0. 13| -0. 13| -0. 13| -0. 13| 6| 8. 8| -0. 13| -0. 13| -0. 13| -0. 13| 7| 8. 8| -0. 07| -0. 07| -0. 07| -0. 07| 8| 9. 0| 0. 00| 0. 00| 0. 00| 0. 00| 9| 9. 0| 0. 00| 0. 00| 0. 00| 0. 00| 10| 9. 0| -0. 03| -0. 03| -0. 03| -0. 0 3| 11| 8. 9| -0. 03| -0. 03| -0. 03| -0. 03| 12| 9. 0| -0. 03| -0. 03| -0. 03| -0. 03| 13| 8. 9| -0. 07| -0. 07| -0. 07| -0. 07| 14| 8. 9| 0. 64| 0. 64| 0. 64| 0. 64| 5| 11. 0| 1. 68| 1. 68| 1. 68| 1. 68| 16| 12. 0| 1. 01| 1. 01| 1. 01| 1. 01| 17| 9. 0| -0. 03| -0. 03| -0. 03| -0. 03| 18| 8. 9| -0. 03| -0. 03| -0. 03| -0. 03| 19| 9. 0| 0. 00| 0. 00| 0. 00| 0. 00| 20| 9. 0| 0. 00| 0. 00| 0. 00| 0. 00| 21| 9. 0| -0. 03| -0. 03| -0. 03| -0. 03| 22| 8. 9| -0. 07| -0. 07| -0. 07| -0. 07| 23| 8. 9| -0. 07| -0. 07| -0. 07| -0. 07| 24| 8. 9| -0. 10| -0. 10| -0. 10| -0. 10| 25| 8. 8| -0. 10| -0. 10| -0. 10| -0. 10| 26| 8. 9| -0. 03| -0. 03| -0. 03| -0. 03| 27| 9. 0| 0. 00| 0. 00| 0. 00| 0. 00| 28| 9. 0| 0. 00| 0. 00| 0. 00| 0. 00| 29| 9. 0| 0. 00| 0. 00| 0. 00| 0. 00| 30| 9. 0| 0. 00| 0. 00| 0. 0| 0. 00| 31| 9. 0| 0. 07| 0. 07| 0. 07| 0. 07| 32| 9. 2| 0. 34| 0. 34| 0. 34| 0. 34| 33| 9. 8| 0. 34| 0. 34| 0. 34| 0. 34| 34| 9. 2| 0. 07| 0. 07| 0. 07| 0. 07| 35| 9. 0| 5. 84| 5. 84| 5. 84| 5. 84| 36| 26. 4| 0| Reference| 0. 00| 0. 00| Total drag force (1-35)| 9. 04| Total drag force (4-32)| 2. 72| Coefficient of drag calculated| 0. 031| Coefficient of drag literature| 0. 030| Table 3, Observations/Recordings part 2, Angle of attack 15 | Fluid length in tube ( ±. 1cm), Inclination 20| Tube Nr. | L (cm)| dL (cm)| Pressure (Pa)| u (m/s)| Drag force (N)| 1| 8. 2| 0. 06| 0. 06| 0. 06| 0. 06| 2| 8| -0. 01| -0. 01| -0. 1| -0. 01| 3| 8| -0. 01| -0. 01| -0. 01| -0. 01| 4| 8| -0. 04| -0. 04| -0. 04| -0. 04| 5| 7. 9| -0. 08| -0. 08| -0. 08| -0. 08| 6| 7. 9| -0. 04| -0. 04| -0. 04| -0. 04| 7| 8| -0. 01| -0. 01| -0. 01| -0. 01| 8| 8| -0. 01| -0. 01| -0. 01| -0. 01| 9| 8| 0. 19| 0. 19| 0. 19| 0. 19| 10| 8. 6| 0. 49| 0. 49| 0. 49| 0. 49| 11| 8. 9| 0. 49| 0. 49| 0. 49| 0. 49| 12| 8. 6| 0. 39| 0. 39| 0. 39| 0. 39| 13| 8. 6| 0. 56| 0. 56| 0. 56| 0. 56| 14| 9. 1| 1. 40| 1. 40| 1. 40| 1. 40| 15| 11. 1| 2. 51| 2. 51| 2. 51| 2. 51| 16| 12. 4| 2. 74| 2. 74| 2. 74| 2. 74| 17| 11. 8| 2. 40| 2. 40| 2. 40| 2. 40| 18| 11. 4| 2. 00| 2. 00| 2. 00| 2. 00| 9| 10. 6| 1. 47| 1. 47| 1. 47| 1. 47| 20| 9. 8| 1. 06| 1. 06| 1. 06| 1. 06| 21| 9. 4| 0. 79| 0. 79| 0. 79| 0. 79| 22| 9| 0. 63| 0. 63| 0. 63| 0. 63| 23| 8. 9| 0. 49| 0. 49| 0. 49| 0. 49| 24| 8. 6| 0. 39| 0. 39| 0. 39| 0. 39| 25| 8. 6| 0. 32| 0. 32| 0. 32| 0. 32| 26| 8. 4| 0. 26| 0. 26| 0. 26| 0. 26| 27| 8. 4| 0. 26| 0. 26| 0. 26| 0. 26| 28| 8. 4| 0. 26| 0. 26| 0. 26| 0. 26| 29| 8. 4| 0. 26| 0. 26| 0. 26| 0. 26| 30| 8. 4| 0. 26| 0. 26| 0. 26| 0. 26| 31| 8. 4| 0. 26| 0. 26| 0. 26| 0. 26| 32| 8. 4| 0. 32| 0. 32| 0. 32| 0. 32| 33| 8. 6| 0. 56| 0. 56| 0. 56| 0. 56| 34| 9. 1| 0. 56| 0. 56| 0. 56| 0. 56| 35| 8. 6| 6. 30| 6. 0| 6. 30| 6. 30| 36| 26. 2|   0. 00| Reference  | 0. 00  | 0. 00  | Total drag force (1-35)| 19. 55| Total drag force (4-32)| 13. 46| Coefficient of drag calculated| 0. 145| Coefficient of drag literature| 0. 100| Table 4, Observations/Recordings part 2, Angle of attack 20 | Fluid length in tube ( ±. 1cm), Inclination 20| Tube Nr. | L (cm)| dL (cm)| Pressure (Pa)| u (m/s)| Drag force (N)| 1| 8| 0. 16| 0. 16| 0. 16| 0. 16| 2| 7. 6| 0. 03| 0. 03| 0. 03| 0. 03| 3| 7. 6| 0. 03| 0. 03| 0. 03| 0. 03| 4| 7. 6| 0. 03| 0. 03| 0. 03| 0. 03| 5| 7. 6| 0. 03| 0. 03| 0. 03| 0. 03| 6| 7. 6| 0. 03| 0. 03| 0. 03| 0. 03| 7| 7. 6| 0. 03| 0. 3| 0. 03| 0. 03| 8| 7. 6| 0. 09| 0. 09| 0. 09| 0. 09| 9| 7. 8| 0. 16| 0. 16| 0. 16| 0. 16| 10| 7. 8| 0. 23| 0. 23| 0. 23| 0. 23| 11| 8| 0. 50| 0. 50| 0. 50| 0. 50| 12| 8. 6| 1. 17| 1. 17| 1. 17| 1. 17| 13| 10| 2. 37| 2. 37| 2. 37| 2. 37| 14| 12. 2| 3. 58| 3. 58| 3. 58| 3. 58| 15| 13. 6| 5. 39| 5. 39| 5. 39| 5. 39| 16| 17. 6| 7. 21| 7. 21| 7. 21| 7. 21| 17| 19| 7. 88| 7. 88| 7. 88| 7. 88| 18| 19. 6| 7. 88| 7. 88| 7. 88| 7. 88| 19| 19| 7. 04| 7. 04| 7. 04| 7. 04| 20| 17. 1| 5. 73| 5. 73| 5. 73| 5. 73| 21| 15. 1| 4. 09| 4. 09| 4. 09| 4. 09| 22| 12. 2| 2. 44| 2. 44| 2. 44| 2. 44| 23| 10. 2| 1. 37| 1. 37| 1. 37| 1. 37| 4| 9| 0. 66| 0. 66| 0. 66| 0. 66| 25| 8. 1| 0. 29| 0. 29| 0. 29| 0. 29| 26| 7. 9| 0. 23| 0. 23| 0. 23| 0. 23| 27| 7. 9| 0. 23| 0. 23| 0. 23| 0. 23| 28| 7. 9| 0. 19| 0. 19| 0. 19| 0. 19| 29| 7. 8| 0. 19| 0. 19| 0. 19| 0. 19| 30| 7. 9| 0. 19| 0. 19| 0. 19| 0. 19| 31| 7. 8| 0. 19| 0. 19| 0. 19| 0. 19| 32| 7. 9| 0. 46| 0. 46| 0. 46| 0. 46| 33| 8. 6| 0. 50| 0. 50| 0. 50| 0. 50| 34| 8| 0. 29| 0. 29| 0. 29| 0. 29| 35| 8| 6. 40| 6. 40| 6. 40| 6. 40| 36| 26. 2| 0| 0. 00| 0. 00| 0. 00| Total drag force (1-35)| 51. 30| Total drag force (4-32)| 46. 64| Coefficient of drag calculated| 0. 489| Coefficient of drag literature| 0. 300|

Interpretation of Martin Luther King's Letter from Jail Essay

Interpretation of Martin Luther King's Letter from Jail - Essay Example The central ideas of the letter: love and justice, can be seen from the first lines of Martin Luther King’s letter. He tries to disapprove accusation of not being a Birmingham insider. Martin Luther King claims that he had an invitation to Birmingham and had managerial ties as the Southern Christian Leadership Conference’s president. In addition, he did not consider himself as Birmingham outsider because of the fact that everyone who live within the territorial boundaries of the United States of America could not be referred to as outsiders. This justifies the justice and love idea of Martin Luther King’s letter. Martin Luther King’s letter focuses on nonviolent resistant defense to racism; Martin Luther King argues in the letter that people have a moral responsibility to resist unjust laws. This shows the commitment of Martin Luther King to advocate love and justice to the people of America. The letter though experienced an early setback; it enjoyed a bro ad publication and was considered the major text for the civil rights movement in the United States in the early 1960s. Martin Luther King responded through his letter to the call for unity and acted as a declaration to fight racial inequality. This again supports the thesis of this paper: the significance of love and justice in using appeals to logic, emotion and ethics. The "Letter from Birmingham Jail" by Martin Luther King literary puts into terms his life thesis statement. Martin Luther King illustrated meticulously his reasoning through the use of appeals to emotion, logic, and ethics. A logical appeal is that which utilizes facts, reason and documented evidence to drive a point. Martin Luther King makes in his letter a logical appeal where he responds to being referred to as an extremist. King does this by asserting that majority of historical figures that are today considered heroes were perceived as extremist in their time. Martin Luther King mentions people like Thomas Jef ferson, Apostle Paul, Jesus Christ and Abraham Lincoln (549). In this particular aspect, King uses facts and reason to put across a logical appeal to the reader: if he is considered an extremist because of campaigning for freedom, then all the other people are extremists as well. Martin Luther King cites an illustration of this by pointing out the manner in which the police at Birmingham mistreated the protesters (522). Although he does not in particular cite a source, the event was publicized widely. Martin Luther King uses evidence to invalidate the accusations by the clergymen. He also uses firsthand accounts in illustrating his points. King talks about the way he expected the white religious leaders to provide aid, but found opposition and reluctance instead (550). Martin Luther King states his arguments through providing firsthand account of his real experience. This however relies on the perception of the writer in order to be useful. Credibility is needed for this reason. In order to obtain credibility, explanations as to why things are done in a particular way must be given. Martin Luther King begins his letter by informing readers that he is writing the letter (540-541). Informing readers the reason for particular writings gives the readers insight to the real meaning of

What does the Rebublic by Plato teach us about philosophy and its Essay

What does the Rebublic by Plato teach us about philosophy and its relation to poltiics - Essay Example According to Plato, politics and virtue should go hand in hand, the latter being learnt philosophically. In politics, there are different, conflicting ideas. Plato believed that different, divergent views in a political system can be harmonized. The best political order in any state leads to peace in the society. Plato advocates for dependable systems of governance because they give citizens a chance to flourish in whatever they are doing. However, Plato says that the freedom given to citizens to do whatever they like should not be used to discriminate others. The rights of other citizens must be honored. Freedom to perform certain duties should not lead to violation of other people’s rights. Consequently, Plato asserts that, the best political order cannot be obtained without virtue (Bloom 5). Plato was a student of Socrates during the turbulent times in Athens. Socrates had been convicted of impiety. He was charged with inciting Athen’s youths against the gods put in place by the political leaders. Plato stated that the judgment given to Socrates was unjust. In particular, Plato stated that human beings will never have justice until real philosophers take charge of the political systems. According to Plato, it is only philosophers who can honor the political will of the citizens. Evil will continue to affect human race until philosophers acquire power. In addition, evil will only be eliminated in the society when people in power receive divine intervention form a supreme being. (iep, par 2). While in Athens, Plato set up an academy where citizens could be taught principle ideas concerning politics and philosophy. Plato taught his students about mathematics, rhetoric, dialectics, and virtue. These subjects were necessary for any person who wanted to be in politics. Plato’s students became exemplary leaders in the society; they advocated for the use of reason in making right political decisions (iep, par 2). For Plato, politics was an area of significant concern. Politics determined how people lived in a state. Political power is often used to acquire wealth, and status. Plato’s political philosophy concentrated on three areas; state, power, and democracy. Through the republic, Plato wanted political leaders to make the right decision whenever they are faced with dilemmas. Making the right political decisions is the main test of exemplary leadership, it also defines statesmanship. Political leaders must make rights decisions concerning peace and war. Peace and war are critical choices that any statesman or political leader can make while in power. According to Plato, the decisions made concerning peace or war should not be based on public opinion. Leaders should make decisions without succumbing to public pressure. Such leaders have philosophical wisdom in them. Philosophy is, therefore, necessary in the governing of states. In making decision, Plato proposes that leaders evaluate beliefs; right beliefs lead to correct decisions thereby leading to best political order (Bloom 7). The republic also advocates for the prevailing of justice in the society. Justice forms a crucial part of ethics and political concepts in any state. In some instances, justice can refer to individual virtue, and harmonious living in the society. According to Socrates, leaders can exercise justice by ensuring that every citizen speaks the truth. This definition is based on morality principles such as honesty and goodness. However, Plato says that such a definition of justice is not applicable to the modern society where there is the power of critical thinking

Knowldge Sharing case Essay Example | Topics and Well Written Essays - 500 words

Knowldge Sharing case - Essay Example â€Å"A sufficient reason for KM is that right now a major and increasing part of the world’s wealth is being generated from represented objects, rather than objects themselves† (Gamboa, 1998). When a company implements the strategy of KM into the business the company is attempting to improve the culture of the business. Implementing a new strategy into a company can be a challenging experience as many companies that have implemented KM into the businesses they operate have discovered. Knowledge Management is not yet a style of management that is taught in schools. The Knowledge Management style of management is a fairly new style of management. â€Å"A knowledge-based system is an application that falls under the umbrella of a branch of computer science properly known as artificial intelligence† (Thomas, & Howells, 2000). When someone implements the strategies of KM they would implement them in different styles. Each form of Knowledge Management has a different strategy. This is why it is difficult to implement the strategies of Knowledge Management within a company. The company needs to choose what type of Knowledge Management practice to implement within the company and to implement the strategies accordingly.

Material Selection Case Study Essay Example | Topics and Well Written Essays - 2750 words

Material Selection Case Study - Essay Example The outcome is that presently golf clubs have been developed that perfectly suit each of the aforementioned groups. It is now even possible to customize the manufacturing of these kits to satisfy individual taste, preferences and financial strength. Golf manufacturers have been able to satisfy their customers, largely because of the wide array of materials available for use. Through research and development, new materials or new combinations of existing ones have been unearthed to develop even better fitted kits. A recent study by Peterson (2003) has revealed the extent to which technology and material selection for that matter, has contributed in boosting golfer player performance over the past 20 years. The author found, for example, that the average driving distance of median tour players has increased by 27.3 yards from 1993 to 2003.The improvement in performance was traced to better golf equipment developed for the game by manufacturers. This report reviews commonly used materials in manufacturing golf clubs. In doing so, it gives plausible reasons why and how they were incorporated as materials into golf clubs. The report concludes with the presentation of some possible materials that could be used in future for manufacturing these equipments. Golf clubs come in various shapes, sizes and colors... The shaft of a golf club measures about 89 to 115 centimeters in length and has a diameter of about 12 millimeters towards the grip end of the club. The most common way of classifying shafts is based on the extent to which they bend when swings of a player are applied to them. On the basis of how they withstand this pressure, they are described as either being stiff or soft. Stiffer shafts facilitate relatively faster swings than their softer counterparts for a given load applied. Generally, the stiffer the shaft, the greater it can potentially impart the ball when struck. However, if it is too stiff, a golfer may not be able to apply enough swing to it for its maximum effect to be manifested. In that case, it leads to a loss of distance coverage. This problem notwithstanding, stiffer shaft gives greater accuracy than their softer counterparts. Materials used for making shafts are steel, graphite fiber, a combination of steel and graphite, among others. The grip is the end of the shaft opposite to the head. It is commonly made from materials such as rubber, synthetic leather, or derivatives of these materials. The third component of a golf club is the club head. This is that part of the club that comes into direct contact with the ball when hit. A golf club head can be made from persimmon or maple wood, metal inpregrenated woods such as titanium or iron or steel woods, among others. 3.0 Materials used in manufacturing golf clubs As already mentioned, various materials are employed in the manufacturing golf clubs. These materials possess unique properties that aid the making of superior and easy to use golf clubs. This section takes a good look at these materials and highlights some

Harm-reduction interventions in British substance-misuse services Essay

Harm-reduction interventions in British substance-misuse services - Essay Example In order to overcome harms and complications, it is always important that a comprehensive harm reduction program is planned and executed in such a manner that it minimizes the harm. A comprehensive harm reduction program or activities therefore always aim to take a broader view of the drug use and how it can create harm and what actions can be taken to reduce such harm. Harm reduction therefore does not need to fall into the ambit of harm to the health only however, the social and economic affects of such harm shall also be accounted for.( Dahlgren and Whitehead,1991). It is because of this reason that any initiative aimed at harm reduction must be comprehensive enough to cater to different and diversified determinants of the harm reduction. This literature review will therefore focus on the harm reduction interventions in Britain substance misuse services by reviewing the policies and programs and actions that have been undertaken to reduce the harm associated with the drug use. UK Harm Reduction Alliance (UKHRA) defines harm reduction in really broader terms and includes really a diversified set of terms to explain and define the term. This definition is however, borrowed from the work of Newcombe who defines harm reduction as â€Å"Harm reduction is a term that defines policies, programmes, services and actions that work to reduce the health; social; and economic harms to individuals; communities; and society that are associated with the use of drugs† (Newcombe 1992) The above definition of harm reduction therefore indicate that harm reduction encompasses policies and programmes that are basically aimed at reducing the impact of drug use not only on the individuals but also on the communities as well as a society as a whole. Further, the overall range of harms includes health, social as well as economic harms that can potentially damage not only an individual’s life but also affect the society as a whole. It is critical to note that the use of

Challenges for a Business in an International Market Essay

Challenges for a Business in an International Market - Essay Example This essay discusses that a number of challenges await a business that aims to conquer the international market. One of these challenges is the existing global trade in a particular location. Global trade has existed since the forefathers of the present generation embarked on a quest to look for new places to offer the products that they had to offer. From the finest spices and ingredients, global trade that occurred during the earlier centuries also offered the finest materials and jewelries and even human labor. The international market has already been penetrated by merchants long before the New York Stock Exchange was established. Local businesses have organizational structures that deliberate to be able to achieve holistic goals. There are also instances that the members of the administrative assembly could either be friends or relatives. A member of the organizational structure can personally talk or approach another if there are certain issues needed immediate attentions. Comm unication is a breeze since it is being carried out on a timely manner and the message or the instruction is carried out with supervision. This type of interaction does not materialize in businesses in the international market. Though these international businesses have a local organizational management that looks after the status of the business in the local market, there is an office considered as the headquarters for each of these companies that will look after satellite offices strategically disseminated in various locations worldwide. There are memoranda or circulars that these headquarters will circulate to satellite locations which may not benefit a particular satellite office. Either local management of the affected office will make amends regarding the order or the directive will be disregarded and not be fully implemented (Howes & Tah, 2003, pp. 181-200).

The Future of Women's Professional Sport Essay Example | Topics and Well Written Essays - 2750 words

The Future of Women's Professional Sport - Essay Example The author of the essay "The Future of Women's Professional Sport" begins with the short introduction. He mentions that until recently, women’s professional sports were considered by many to be a novelty at best. Yet to assume men’s sports have been widely accepted throughout a long period of time would be incorrect. In 1950, only one professional sport, major league baseball, was dominant in America. Men’s professional football, basketball, and hockey organizations were, by comparison, niche businesses. It was only with the advent of television that interest in all men’s sports grew, for most at a fast pace starting in the 1960’s. To understand where the future of women’s professional sports might be headed, it is important to understand its past and its present in terms of the challenges that have been overcome as well as the problems that remain to be faced. Prior to the 1960’s, U.S. women lived in a society that discouraged girlsâ €™ participation in sporting activities and work outside the home. Because of this, few females at the time had aspirations of sport as a career path. The women who did pursue their athletic goals were therefore not as advanced as their male counterparts and remained unprepared to take advantage of the new media. Girls’ and women’s sports received a boost in 1972 when Title IX became law. To sum up the author says that excluding a few sports, such as tennis, ice skating and gymnastics, low salaries and unequal publicity are some of the problems that many professional female athletes still face.