TETRAHEDRON KITE Essay

TETRAHEDRON KITE Essay TETRAHEDRON KITE Essay TETRAHEDRON KITE CAPITOL CENTER ELEMENTARY MESA DAY GRADE LEVEL: TYPE OF COMPETITION: COMPOSITION OF TEAM: MAXIMUM NUMBER OF ENTRIES: ELEMENTARY TEAM (PREPARED) 2 – 4 STUDENTS PER TEAM UNLIMITED GUIDELINES: Only 9† Jumbo Straws are acceptable. Both string, fishing line, and tape methods for construction are acceptable. Various covering materials are acceptable. (i.e. newspaper, wrapping paper, plastic wrap, tissue paper, etc...) Both the 10 cell and the 16 cell kite are acceptable and will be judged equally. With the rules comes 2 different sets of directions. One for the 10 cell and one for the 16 cell kite. The building of the kite can be done either way for either size kite. Judging: Kites are judged on 3 criteria: Style Integrity (30 points) – Does each tetrahedron have 6 straws? Does every tetrahedron have 2 sides covered? Is the covering unusual or attractive? Was there an effort to be neat? Are any of the parts of the kite colorful or decorative? Structural Integrity (30 points) – Are connections sturdy? Are coverings secure and the right size for the frame? Are straws rigid, e.g. neither curved nor bent? Flight Integrity (40 points) – Do the students successfully launch the kite? Do kites fly a minimum of 5 minutes? Once landed, are the kites still intact? 1 of 6 Elementary MESA Day 2005 16 Cell Directions DIRECTIONS FOR THE 16 CELL KITE Step #1: Tape 2 straws together as indicated in illustration. Repeat so there is a pair of taped straws. Step #2: Tape the 2 pairs of taped straws together to make a string of 4 taped straws. Step #3: Bend the two ends together and tape them together as well. Now you should have a square or diamond shape. Take a fifth straw and tape it between two opposite corners. Step #4: Bend the other two corners up and tape a straw between them. The middle straw becomes the hinge. Taping has to be clever to accommodate the folding and hold all the pieces together. 2 of 6 Elementary MESA Day 2005 16 Cell Directions Step #5: Two adjacent faces should be covered. Wax paper, tissue paper, or thin plastic works well. This shape works well as a cover for 2 sides. Fold flaps around straws and tape. Now you should have a tetrahedron, (a 4 sided figure) with 2 of the 4 sides covered in a thin material. It looks like a 3 sided pyramid. Front side Back side Step #6: Repeat steps 1-5 until you have 16 small tetrahedrons completed. You are now going to tape, sew, or tie 4 tetrahedron cells together to make a larger tetrahedron. Make sure the covered faces are parallel. To do this, first take 3 tetra cells and tape, attach them together at touching corners. Then, take the 4th tetra cell and attach it to the top of the other three, attaching it to the top of the three base tetra’s. Repeat this process until you have made 4 larger tetrahedrons with the small tetra cells. Now take those 4 larger tetrahedrons and make one BIG tetrahedron kite! Make a base with three of the four using the same procedure as in step 6. Then attach the fourth one to the top of the other three. You now have a tetrahedron kite. Congratulations! . 3 of 6 Elementary MESA Day 2005 10 Cell Directions DIRECTIONS FOR THE 10 CELL KITE Start Start by building 10 individual pyramids. Step #1: Cut string to be 60 inches in length. Step #2: Thread all but 2 inches of string through 3 straws (A, B, C). You should have 34 inches of string left. . . Step #3: Form the three straws into a triangle and tie off. Make sure the string is taut. Step #4: String two more straws onto the long end of the string. Use those two straws to form

Storytelling Improv Games to Improve Actor Skills

Storytelling Improv Games to Improve Actor Skills Most theater games are improv-based. Theyre intended to give actors an opportunity to expand and stretch their skills in a low-risk, no-stress, collegial situation. At the end of a session, however, actors will have improved their ability to imagine themselves in new situations and respond appropriately. Some improvisational exercises focus on a performers ability tell stories off-the-cuff. These activities are often stationary theater games, meaning the actors are not required to move about very much. With this in mind, a   story-telling improv game might not be as entertaining as other more physically dynamic games but is  still an excellent way to sharpen ones imagination. Here are a few easy-to-perform story-telling improv games, each one ideal for a class activity or a warm-up exercise at rehearsal: Story-story Known by many other names, Story-story is a circle game for all ages. Many ​grade school teachers use this as an in-class activity, but it can be just as fun for adult performers. The group of performers sits or stands in a circle. A moderator stands in the middle and provides a setting for the story. She then points to a person in the circle and he begins telling a story. After the first storyteller has described the beginning of the story, the moderator points to another person. The story continues on; the new person picks up from the last word and tries to continue the narrative. Every performer should get several turns to add to the story. Usually the moderator suggests when the story comes to a conclusion; however, more advanced performers will be able to conclude their story on their own. Best/Worst In this improv activity, one person creates an instant monologue, telling a story about an experience (either based upon real-life or based upon pure imagination). The person begins the story in a positive way, focusing on terrific events and circumstances. Then, someone rings a bell. Once the bell sound, the storyteller continues the story, but now only negative things occur in the plot. Each time the bell ring, the storyteller shifts the narrative back and forth, from the best events to the worst events. As the story progresses, the bell should ring more quickly. (Make that storyteller work for it!) Nouns From a Hat There are many improv games which involve slips of papers with random words, phrases or quotes written on them. Usually, these phrases have been invented by audience members. Nouns from a Hat is one of these types of games. Audience members (or the moderators) write nouns on a slip of paper. Proper nouns are acceptable. In fact, the stranger the noun, the more entertaining this improv will be. Once all of the nouns have been collected into a hat (or some other container), a scene begins between two improv performers. About every thirty seconds or so, as they establish their storyline, the performers will reach a point in their dialogue when they are about to say an important noun. Thats when they reach into the hat and grab a noun. The word is then incorporated into the scene, and the results can be wonderfully silly. For example: BILL: I went to the unemployment office today. They offered me a job as a... (reads noun from the hat) penguin.SALLY: Well, that doesnt sound too promising. Does it pay well?BILL: Two buckets of sardines a week.SALLY: Maybe you could work for my uncle. He owns a... (reads nouns from the hat) footprint.BILL: How can you run a business with a footprint?SALLY: Its a Sasquatch footprint. Oh yeah, its been a tourist attraction for years. Nouns from a Hat can involve more actors, as long as there are enough slips of paper. Or, in the same manner as Best/Worst, it can be delivered as an improvisational monologue.

Joint attention in autism Essay Example | Topics and Well Written Essays - 3750 words

Joint attention in autism - Essay Example The expression ‘’far-away’’, with which the child is characterized, describes perfectly the lack of social interaction that people have with autism. This is one of the reasons why children with autism may be referred to as ‘aloof’ or ‘withdrawn’ as they appear disinterested in the world around them (Wall, 2004, 5). Other behavioural aspects that show the existence of autism are avoidance of eye contact, lack of desire to interact or play with other children or adults, lack of desire to establish relationships and friendships, inability to interpret people’s feelings and emotions, lack of verbal and non-verbal social communication as well as some restricted repertoire activities. One of the factors that prove to be problematic while handling social behaviour of children with autism is ‘joint attention’. It can be described as the process by which one alerts another about any observation via nonverbal means such a s gazing or pointing (Wikipedia). Impairment in joint attention is common in every person with autism and thus it is considered as a fundamental area that needs to be studied in depth. Joint attention in typical development In the early years of their lives, infants of typical development are capable only of involuntary signals; a thing that is similar to what other animals do that have limited social behaviour themselves. From an evolutionary point of view, behaviour exists for communication purposes as the older, more mature and cognitively developed people are able to interpret them correctly and therefore understand the children’s needs. But unlike other animals, human infants’ communication skills improve very quickly. They tend to develop new cognitive capacities that enable them to extract socially relevant information from the voices, faces and gestures of other people (Slater, Lewis, 2002, 264). After the first year of their lives, the infants develop rapidly in a cognitive level while leaving behind the limited capacities he used to have. He gets one step closer to a fully developed human being who is able to understand the intentions of others through their behaviour. During this period, the infants quickly learn the procedure of understanding other people’s mind through specific procedures. First they look into their mother’s eyes with delight and follow the direction of her gaze for information. Then, it has been observed that the children smile in response to their mother’s voice in order to get her attention. Finally, the infants babble syllables; using words symbolically to get people’s attention and influence their behaviour. Not after the first year will the ability of understanding other’s thoughts develop in the child. The mind reading ability, which distinguishes humans from other animals, develops gradually over the first year. This ability is spotted first within the non-verbal communicati on (gaze, gesture- in other words joint attention) of the children and then, it is manifested more clearly in the child’s ability to speak and understand language. Joint attention in autism Recent studies have shown that children with autism cannot initiate joint attention skills; a thing that is called ‘joint attention deficit’. It is described as ‘a lack of spontaneous seeking to share enjoyment, interests or achievements with other people’ (American Psychiatric Association, 1995, p.72). Specifically, there are two different functions that joint attention behaviours seem to serve;

UK Medical Law Essay Example | Topics and Well Written Essays - 1250 words

UK Medical Law - Essay Example Terminally ill patients are also adaptable to a high level of disability as they value what little quality of life they have left. The legal position in respect of selective non-treatment was addressed by the House of Lords in Airedale NHS Trust v Bland1, wherein the applicant, a health authority sought an order to discontinue life-sustaining treatment and that the only medical treatment to be furnished should be for the purpose of enabling a peaceful and dignified death with the minimum of pain. The family of the patient supported this application. The respondent, 21-year-old Anthony Bland, had been in a persistently vegetative state for 3 years and though not brain dead, he had no cognitive function. The unanimous opinion of all the doctors who examined him was that there was no hope of recovery or improvement. Under these circumstances, it was considered appropriate to cease further treatment. The judge granted the order as requested and this was confirmed by both the Court of Appeals and the House of Lords. The House of Lords held that a doctor, who has to care for a patient who is incapable of consenting t o treatment, is under no obligation to prolong the patient's life regardless of the quality thereof. The court referred to ... sts of the patient, the court used the test laid down in Bolam v Friern Hospital Management Committee3, namely whether the proposed conduct would be in accordance with the opinion of a large informed and responsible group of medical practitioners. As the cessation of life-supporting treatment in this case was in accordance with the criteria set out in a discussion paper by the British Medical Association4, the court found that there had been compliance with the Bolam requirement. In this case Lord Mustill pointed to the need for legislation relating to euthanasia stating that, "The whole matter cries out for exploration in depth by Parliament and then for the establishment by legislation not only of a new set of ethically and intellectually consistent rules, distinct from the general criminal law, but also of a sound procedural framework within which the rules can be applied to individual cases." In R (Pretty) v. Director of Public Prosecutions5, Lord Steyn reiterated that reform of the law on assisted suicide should be undertaken by the legislature rather than by judges. Case law demonstrates the paradox that results from the current law. As Dame Butler-Sloss P. emphasised in B v An NHS Hospital Trust6, a competent patient may refuse any form of medical treatment, even life-prolonging medical treatment, for whatever reason. B was able to insist that the ventilator, which kept her alive, was to be disconnected.Diane Pretty was also able to make a competent and autonomous choice about the timing and manner of her death, but was unable to implement this decision due to a prohibition of assisted suicide and thus died in exactly the way she had tried to avoid. Bland, who could not make such a choice, was deemed to have an existence whose futility justified the

Perseverance Essay Example for Free

Perseverance Essay Perseverance is such a powerful word that has so many meanings. Mastering what this word means, results in such a successful life which yet takes a lot of discipline to achieve. Most peoples summaries of perseverance is never giving up even when things aren’t going your way. Which is correct, but I think about perseverance in references of some of our world’s greatest leaders. Take for instance one of America’s greatest Civil Rights leaders Dr. Martin Luther King Jr. People were so hatred, spiteful, and cruel to this extraordinary man. But did he ever give up when the going got tough, no. Did he just say, â€Å"Hey man, this is too hard for me to handle! †, no. What did he do, He kept pushing through. When people were spitting at him or cursing at him or even burning down his house, he didn’t stop what he was doing. Now you might ask why would someone go through so much trouble. Well that question is easy to answer. He never stopped because he believed in what he was doing. He believed that the dream he was chasing for, was to better the world and to better the human race. That’s why when he was announced deceased everyone commended him on his great accomplishments. He showed an abundance of perseverance. Nothing is better than you. You should never give up. You can take a break, but never give up. Perseverance is a very important and positive character trait to have in your life. You have to have steady persistence in spite of difficulties, discouragement, or obstacles. Failure only occurs when you stop trying or pushing through. You can’t go through life quitting everything that seems to be too hard to handle. If you’re trying to excel in something you have to stick to it, better yourself, and try harder. Someone or something is always going to be there trying to distract you from achieving your dreams and/or goals. Your job as a person is to decide not to be distracted and let go of anything that is standing in your way. You have to have faith, hope, consistency and hard work to accomplish anything. You also have to take responsibility for yourself. If you need help ask for it. Chances are someone has the same question as you but are just too scared to ask. Being optimistic and having self-confidence help you to reach your goals and purposes. Even though people express it more than others, perseverance not only ensures survival but it also ensures success. When we have that burning desire to achieve something, it is a great feeling of accomplishment when the goal we strive for is fulfilled. Unfortunately, throughout our journey, on the road to success there will be a great amount of trials and tribulations standing in our way. Only through perseverance can we conquer those obstacles that make our journey harder. When I used to have trouble with my schoolwork with not turning them in, not doing it, or turning them in late, I was so confused. I used to be unorganized and wouldn’t ask question when I don’t understand the work that was handed to me because I didn’t want to be made fun of. That’s what’s wrong with our generation now. No one wants to ask question because we’re scared of being laughed at or made fun of. I knew that I could do better than what I was doing. I knew that it would only get harder and harder as the days went on and when I collected more and more homework. I came home one day and decided to watch a movie just to ease my mind. I logged on my Netflix account and watched Pixars: Finding Nemo. This is one of my favorite childhood movies. As I watched it I heard the voice of Ellen DeGeneres who starred as Dorothy sing â€Å" Just keep swimming, just keep swimming, just keep swimming swimming swimming.† That’s when my life turned around for the better. That quote had me realize that when the going get tough, just keep going. When things become difficult, just keep going. When life throws obstacles your way, just keep going. When you feel like there’s nothing you can do, just keep going. My life has just began throwing obstacles out me. I know it will only get harder as time rolls on. But I’m confident and I know I can handle it. Th ere’s no obstacle too big that you can’t handle. If you feel as though it is too difficult to handle ask for help or guidance. There will always be someone who’s there to help you. Having a positive outlook on negative situations are the key to success. Having patience is another key to success. Knowing that things take time and nothing comes over night is a good way to think positively. For example: if you had a bad day at work, no one was doing their job correctly and and  cooperates are blaming you is a good time to show positivity. You can ask everyone to make sure their job is done correctly and hopefully the next day won’t be so bad. Without perseverance our world leaders wouldn’t explore new lands and human civilization would be impossible. A great number of modern successful international corporations were close to bankrupting, but perseverance enables them to stay and improve their businesses. People who have lack of perseverance either ends up poor job that pays less than minimum wage or with a tremendously bad life situation. Most people are waiting on someone to do their work for them. Relying on the government, law, and some donations but never put in the effort to do their own work. A perseverant person can stand all the difficulties of the environment and survive in the most difficult situations, including nature, unfavourable government, etc. Perseverance to me is the determination in a person to not let anything or anyone stop you from obtaining a goal. It is very important that everyone have perseverance because most people would not make it in life without it. It gives you ethics and makes you a more stronger and more responsible person. A person who is highly intelligent, and a scholarly genius, but is lethargic by nature, and reluctant to diligence, can hardly prosper in life, because he does not know how to use his brain and labour in the right direction. In this world, all the great things have been made or constructed only by perseverance.In human life, perseverance plays a very important role. Modern science, architecture, literature, music-in every sphere of life-perseverance is the root cause of suc ­cess and glory. Shakespeare did not compose such volumi ­nous works just in a day. He had to work hard during days and nights with tremendous perseverance to create such great masterpieces. Therefore, perseverance must be practised from the very childhood so that the noble habit becomes a part and parcel of ones life. With that great asset or goodwill, a man can walk easily on the hazardous road of his lifes journey; and success will be his and his only.

Guilt of Commiting a Crime or Misdemeanors :: essays research papers

The Guilt of Committing a Crime or Misdemeanor   Ã‚  Ã‚  Ã‚  Ã‚   In the movie Crimes and Misdemeanors, the main character, Judah Rosenthal, make a life changing decision when he decided to kill his mistress. For Judah, there were no other alternatives to keep his affair a secret. His mistress, Delores, wanted to confront Judah’s wife Merriam to tell her about the affair that had been going on for the last past three years since Judah could not tell her himself. He knew that if Merriam found out she would not forgive him and he could not stand to see her suffer and his life crumbled to pieces. The public finding out about the affair would also had created problems for his buisness. He is known as a successful ophthalmologist who is well respected by his patients. Hiring a hit man to kill Delores is the only option to keep his affair a secret. For three years Judah and Delores carried on an affair. Their relationship had all started when they met on an airplane. She was a flight attendant and he was a rich ophthalmologist sitting in first class attending a business trip. The moment they started talking, they hit it off which soon led to an affair. She got an apartment in New York City so that she could be close to Judah. Of course, the affair was just a convenience thing for Judah, but on the other hand Delores starts to feel true feelings about him. She wanted him all to herself. One day, when Judah came home from work he found an unopened letter on the living room table sent to Merriam from Delores. Judah quickly looked around and opened the letter. The letter was about Delores confessed to Merriam about the three year love affair between her and Judah and how she wanted to meet up with Merriam. Judah was furious and put the letter into the fire. He went to Delores’s apartment and confronted her about the letter t o ask her why she would do such a thing. He also told her that thankfully that he got to the letter before Merriam did. She told him that it was time to put this affair to an end so that she and Judah could be together. Judah mentioned that he never made any promises of them being together and he would certainly tell his family about his secret. On occasions, Judah felt like he needed to talk to someone about this so he turned to one of his patients Ben who was a Jewish Rabbi that was steadily going blind.

Race Car Aerodynamics

Race Car Aerodynamics Gregor Seljak April 8, 2008 1 Introduction First racing cars were primarily designed to achieve high top speeds and the main goal was to minimize the air drag. But at high speeds, cars developed lift forces, which a? ected their stability. In order to improve their stability and handling, engineers mounted inverted wings pro? les1 generating negative lift. First such cars were Opel’s rocket powered RAK1 and RAK2 in 1928. However, in Formula, wings were not used for another 30 years. Racing in this era 1930’s to 1960’s occured on tracks where the maximum speed could be attained over signi? ant distance, so development aimed on reducing drag and potencial of downforce had not been discovered until the late 1960’s. But since then, Formula 1 has led the way in innovative methods of generating downforce within ever more restrictive regulations. Figure 1: Opel’s rocket powered RAK2, with large side wings 2 Airfoils Airfoil can be de? nead as a shape of wing, as seen in cross-section. In order to describe an airfoil, we must de? ne the following terms(Figure 2) †¢ The mean camber line is a line drawn midway between the upper and lower surfaces. †¢ The leading and trailing edge are the most forward an rearward of the mean camber line. Compared to an aircraft 1 †¢ The chord line is a line connecing leading an trailing edge. †¢ The chord length is the distance from the leading to the trailing edge, measured along the chord line. †¢ The camber is the maximum distance between mean camber line and chord line. †¢ The thickness is the distance between the upper and lower surfaces. Figure 2: Airfoil nomenclature The amount of lift L produced by the airfoil, can be expressed in term of lift coe? cient CL 1 2 (1) L = V? SCL 2 where V? denotes the freestrem velocity, ?uid density and S the airfoil area. 2. 1 Flow over an airfoilProperties of an airfoil can be measured in a wind tunnel, where constantchord wing spannes the entire test section, from one sidewall to the other. In this conditions, the ? ow sees a wing without wing tips. Such wing is called in? nite wing and streches to in? nity along the span. Because the airfoil section is identical along the wing, the properties of the airfoil and the in? nite wing are identical. Therefore the ? ow over an airfoil can be described as a 2D incompressible inviscid ? ow over an in? nite wing. Lift per unit span L? generated by an arbitrary airfoil(or any other body) moving at speed V? through the ? ud with density and circulation ? is 2 given by Kutta-Joukowsky theorem L? = V? ? . (2) Circulation around an airfoil, can be calculated with the concept of a vortex sheet, which was ? rst introduced by Prandtl an his colleagues. Consider an airfoil of arbitrary shape and thickness as shown in Figure 3. Circulation can be distributed over the whole airfoil area with surface density(vortex sheet strength) d? /ds = ? (s), where ? (s) must satisfy Kutta condition ? (trailing edge) = 0 (3) Entire circulation is then given by ?= ? (s)ds , (4) where the integral is taken around the complete surface of the airfoil.However, there is no general solution for ? (s) for an airfoil of arbitrary shape and it must be found numericaly, but analytical solutions can be found with some aproximations. Figure 3: Simulation of an arbitrary airfoil by distributing a vortex sheet over the airfoil surface. 2. 2 Thin airfoil theory Here we discuss thin airfoil in freestream of velocity V? under small angle of attack ?. Camber and thickness are small in relation with chord length c. In such case, airfoil can be described with a single vortex sheet distributed over the camber line(Figure 4). Our goal is to calculate the variation of ? s), such that the chamber line becomes streamline and Kutta condition at trailing edge, ? (c) = 0, is satis? ed. 3 Figure 4: Thin airfoil approximation. Vortex sheet is distributed over the chamber line The velocity at any point in the ? ow is the sum of the uniform freestream velocity and velocity induced by the vortex sheet . In order the camber line to be a streamline, the component of velocity normal to the camber line must be zero at any point along the camber line. w ? (s) + V? ,n = 0 , (5) where w ? (s) is the component of velocity normal to the chamber line induced by the vortex sheet and V? n the component of the freestrem velocity normal to the camber line. Considering small angle of atack and de? ning ? (x) = dz/dx as the slope of the chamber line, V? ,n can be written as (Figure 5) V? ,n = V? ? ? dz dx (6) Because airfoil is very thin, we can make the approximation w ? (s) ? w (x) , (7) where w (x) denotes the component of velocity normal to the chord line and can be, using the Biot-Savart law, expressed as c w (x) = ? 0 ? (? )d? 2 ? (x ? ? ) (8) Substituting equations (6), (7) and (8) into (5) and considering Kutta condition, we obtain 1 2? c 0 ? (? )d? dz = V? ? ? x dx ? (c) = 0 undamental equations of thin airfoil theory. 4 (9) Figure 5: Determination of the component of freestrem velocity normal to the chamber line In order to satisfy this conditions , we ? rst transform our variables x and ? into c c x = (1 ? cos ? 0 ) (10) ? = (1 ? cos ? ) 2 2 and equation (9) becomes 1 2? ? 0 ? (? ) sin ? d? dz = V? ? ? cos ? ? cos ? 0 dx (11) with a solution that satis? es Kutta condition ? (? ) = 0 ? (? ) = 2V? A0 ? 1 + cos ? An sin(n? ) + sin ? n=1 (12) In order to ? nd coe? cients A0 and An , we substitute equation (12) into equation (11) and use the following trigonometric relations ? 0 sin(n? ) sin ? ? = cos(n? 0 ) cos ? ? cos ? 0 (13) ? sin(n? 0 ) cos(n? )d? = cos ? ? cos ? 0 sin ? 0 (14) ? 0 and ? nnaly obtain ? dz An cos(n? 0 ) = (? ? A0 ) + dx n=1 5 (15) This equation is in form of a Fourier cosine series expansion for the function dz/dx. Comparing it to the general form for the Fourier cosine expansion we obtain 1 ? dz A0 = ? ? d? 0 (16) ? 0 dx 2 ? dz cos(n? 0 )d? 0 (17) An = ? 0 dx The total circulation due to entire vortex sheet from leading to the trailing edge is c cc ? (? ) sin ? d? (18) ? (? )d? = ?= 20 0 Substituting equation (12) for ? (? ) into equation (18) and carrying out the integration, we obtain ? = cV? ? A0 + A1 (19) 2 hence the lift per unit span, given by Kutta-Joukowski is 2 L? = V? ? = c V? ? A0 + ? A1 2 (20) This equation leads to to the lift coe? cient in form cl = ? (2A0 + A1 ) = 2? ? + 1 ? ? 0 dz (cos(n? 0 ) ? 1)d? 0 dx (21) and lift slope dcL = 2? (22) d? Last two results are important. We can see, that lift coe? cient is function of the shape of the pro? le dz/dx and angle of attack ? , and that even symmetrical wing produces lift, when set under an angle of attack. Lift slope is constant, independently of the shape of the pro? le, while the zero lift angle lS ? ?L=0 = ? 1 ? 0 dz (cos(n? 0 ) ? 1)d? 0 dx (23) depends on the shape. The more highly chambered the airfoil, the larger is ? L=0 2. 3 Vi scid ? ow By now, we have studied the inviscid incompressible ? ow. But in real case, ? ow is viscous. It is time to compare our theoretical results with real one. In Figure 6, we can see variation of lift coe? cient with the angle of attack. 6 At low angles of attack cl varies linearly with ? , as predicted by the theory. However, at certain angle of attack, cl reaches it’s maximum value cl,max and starts to decrease. This is due to viscous e? ect of the ? uid (air). First, the ? w moves smoothly over the airfoil and is attached over most of the surface, but at certain value of ? seperates from the top surface, creating a wake of turbulent ? ow behind the airfoil, which results in drop in lift and increase in drag. Figure 6: Variation of lift coe? cient with the angle of atack. To increase lift of the airfoil, we must increase cl,max . As we have seen, the cl,max of the airfoil primarily depends on it’s shape. Airfoil’s shape can be changed with use of multiele ment ? aps at the trailing edge and slats at leading edge. They increase chamber of the airfoil and therefore its cl,max .The streamline pattern for the ? ow over such airfoil can be seen in Figure 7. 3 Finite wings Properies of airfoils are the same as the properties of a wing of in? nite span. However, all real wing are of ? nite span and the ? ow over ? nite wing is 3 dimensional. Because of higher pressure on the bottom surface of the wing, the ? ow tends to leak around the wing tips. This ? ow establishes a circulary motion that trails downstream of the wing. A trailing vortex is created at each wing tip. These wing-tip vortices induce a small downward component of air velocity, called downwash . It produces a local relative wind which is Figure 7: Flow over multielement airfoil. directed downward in the vicinity of the wing, which reduces the angle of attack that each section of the wing e? ectively sees ?ef f = ? ? ? i (24) and it creates a component of drag, de? ned as induc ed drag. 3. 1 Prandtl’s classical lifting-line theory The idea of lifting line theory, is to use two dimensional results, and correct them for the in? uence of the trailing vortex wake and its downwash. Let’s replace a ? nite wing of span b, with a bound vortex 2 extending from y = ? b/2 to y = b/2. But due to the Helmholtz’s theorem, a vortex ? ament can’t end in a ? uid. Therefore assume the vortex ? lament continues as two free vortices trailing downstream from the wing tips to in? nity(Figure 8). This vortex is due to it’s shape called horseshoe vortex. Downwash induced by such vortex, does not realistically simulate that of a ? nite wing, as it aproaches at wing tips. Instead of representing the wing by a single horseshoe vortex, Prandtl superimposed an in? nite number of horseshoe vortices, each with an in? nitesimally small strength d? , and with all the bound vortices coincident along a single line, called the lifting line.In this model, w e have a continious distribution of circulation ? (y ) along the lifting line with the value ? 0 at the origin. The two trailing vortices in single horseshoe vortex model, have now 2 A vortex bound to a ? xed location in ? ow 8 Figure 8: Replacement of the ? nite wing with single horseshoe vortex. Figure 9: Superposition of an in? nite number of horseshoe vortices along the lifting line. became a continious vortex sheet trailing downstream of the lifting line,and the total downstream velocity w , induced at the coordinate y0 by the entire trailing vortex sheet can be expressed as w (y 0 ) = ? 4? b/2 ?b/2 (d? /dy )dy y0 ? y (25) The induced angle of attack at the arbitrary spanwise location y0 is given by ? i (y0 ) = arctan ?w (y0 ) ?w (y0 ) = , V? V? (26) where we considered V? ? w (y0) and arctan(? ) ? ? for small values of ?. Now we can obtain an expression for the induced angle of attack in term of the circulation distribution along the wing ?i (y0) = ? 1 4? V? 9 b/2 ?b/2 (d? /dy )dy y0 ? y (27) Combining results cl = 2? (y0) V? (28) and cl = 2? [? ef f (y0 ) ? ?L=0 ] (29) for coe? cient of lift per unit span from thin airfoil theory, we obtain ? ef f = ?(y0 ) + ? L=0 ?V? c(y0 ) (30)Substituting equations (27) and (30) into (24), we ? nally obtain the fundamental equation of Prandtl’s lifting line theory. ? (y 0 ) = 1 ?(y0 ) + ? L=0 (y0 ) + ?V? c(y0 ) 4? V? b/2 ?b/2 (d? /dy )dy y0 ? y (31) Just as in thin airfoil theory, this integral equation can be solved by assuming a Fourier series representation for the distribution of vorticity N An sin n? ?(? ) = 2bV? (32) n=1 where we considered transormation y = (? b/2) cos ? , with 0 ? ? ? ? and coe? cients An must satisfy Equation (31). With such vorticity distribution, Equation (31) becomes ?(? 0 ) = N N 2b sin n? 0 nAn An sin n? 0 + ?L=0 (? 0 ) + ?c(? 0 ) n=1 sin ? 0 n=1 (33) The total lift distribution is obtained by integrating equation for lift distribution over the span L= b/2 ?b/2 V? ?(y )dy (34) C oe? cients of lift and induced drag3 , can be calculated via equations CL = and CD = 2 L = q? S V? S D 2 = q? S V? S 3 b/2 ?(y )dy (35) ?i (y )? (y )dy (36) ?b/2 b/2 ?b/2 Note the di? erence in nomenclature. For 2D bodies, coe? cients have been denoted with lowercase letters. In 3D case, we use capital letters 10 respecteviliy. Considering expressions (32) and (33), they can be written as CL = A1 ? AR (37) and 2 CL (1 + ? ) (38) ?AR here AR is aspect ratio of ? nite ? ng, de? ned as AR = b2 /S , and ? = N 2 2 (An /A ? 1) . Note that CL depends only on the leading coe? cient in Fourier series expansion and that ? ? 0. Therefore, the lowest induced drag will be produced by a wing where ? = 0, that is, n = 1. Such circulation distribution is given by ? (? ) = 2bV? A1 sin ? and is known as elliptical circulation distribution CD,i = 4 Ground e? ect The main di? erece between wing application in aviation and car racing is, that cars are in contact with the ground. Therefore, wing experien ces some additional e? ects due to ground proximity.Remember the wing tip vortices we mentioned at the beginning of the previous section. They do nothing but harm, as they increase drag and decrease lift at given angle of attack. When ?ying near to the ground, the ground partially blocks(Figure 10) the trailing vortices and decreases the amount of downwash generated by the wing. This reduction in downwash increases the e? ective angle of attack of the wing so that it creates more lift and less drag than it would otherwise. This e? ect is greater, the closer to the ground the wing operates. Figure 10: E? ect of the ground proximity on creation of the trailing vortices.Another way to create downforce is to create low pressure area underneath the car, so that the higher pressure above the car will apply a downward force. The area between car’s underbody and the ground, can be thougth as an example of Venturi nozzle. The Venturi e? ect may be derived from 11 a combination of Bern oulli’s principle and the equation of continuity. The ? uid velocity increases through the constriction to satisfy the equation of continuity, while it’s pressure decreases due to conservation of energy. The gain in kinetic energy is supplied by a drop in pressure.The main advantage of ground e? ect is, that it produces almost no drag. 5 Applications in car racing Now summarize what we have learned so far. The coe? cient of lift increases with increasing angle of attack. At some angle, ? ow seperates from the wing, which causes drop of lift coe? cient. With use of multidimensional ? aps, we increase chamber of the airfoil and thus maximum coe? cent of lift. In 3 dimensional case, vortices appear at wing tips. They reduce wing’s e? ciency and increase drag. The lowest drag can be achieved with elliptically shaped wing. Dimensions of the wing are also important.Wing with greater surface, produces more lift and wing with higher aspect ratio induces less air resista nce. In the next sections, we will see, how engineers used this principles at developing the main aerodynamical parts of racing cars. 5. 1 Rear wing First rear wing appeared in 1966, when Jim Hall equiped his Chaparral 2E with a rear wing. From then on, use of wings grew quickly. First wings were mounted high over the rear end of the car to operate in indisturbed ? ow. They were also mounted on pivots, so the driver was able to change the angle of attack during the ride. High mounted wings often broke o? uring the race and were therefore prohibited by FIA. In Formula 1, wings were ? rst introduced in 1968 at the Belgium grand prix, when Ferrari used full inverted rear wings, and Brabham did likewise, just one day after the Ferrari’s wings ? rst appeared. Modern rear wings produce approximately 30-35 % of the total downforce of the car. A typical con? guration(Figure) consists of two sets of airfoils connected to each other by the wing endplates. The most downforce is provided by the upper airfoil. To achieve the greatest possible lift coe? cient, it consists of multiple high aspect ratio elements, which prevent ? w separation. Angle of attack depends on circuit con? guration. On tracks with many turns, more downforce is needed, therefore the wing is set at higher angle of attack. Conversely, on tracks with long straights, wing has small angle attack, thus reducing air drag and allowing higher top speeds. Lower airfoil section ac12 Figure 11: Chapparal 2E (left) and Ferrari 312 (right). tually reduces the downforce produced by total rear wing, but it creates a low-pressure region just below the wing to help the di? user4 to create more downforce below the car. Ususally it consists of two elements.Another important part of rear wing are endplates . They provide a convenient way of mounting wings, but also have aerodynamic function. They reduce the 3D e? ect of the wing by preventing air leakage around the wing tips and thus formation of trailing vortices. An additional goal of the rear endplates is to help reduce the in? uence of up? ow from the rear wheels. The U-shaped cutout from the endplate further alleviates the development of trailing vortices. 5. 2 Front wing The front wing on the car produces about 1/3 of the car’s downforce and it has experienced more modi? ations than rear wing. It is the ? rst part of the car to meet the air mass, therefore, besides creating downforce, it’s main task is to e? ciently guide the air towards the body and rear of the car, as the turbulent ? ow impacts the e? ciency of the rear wing. Front wings appeared in Formula 1 just two weaks after the ? rst rear wings, on Lotus 49B. First front wings were quite simple with single rectangular airfoil with ? at vertical endplates to reduce wing tip vortices. First improvement appeared in 1971, with so-called Gurney ? ap. This is a ? at trailing edge ? p perpendicular to the chord and projects about 2% of the chord. It can improve the perfor mance of a simple airfoil to nearly the same level as a complex design. The same year, the concept of elliptical wing was applied. March equiped it’s 711 with elliptical front wing. Two years later Ferrari avoided wing-body interaction with wing mounted quite far ahead 4 See section 5. 3 13 Figure 12: Modern rear wing consists of upper(2) an lower(3) airfoil section mounted on endplates (1) with U-shaped cutout (4). from the body. Multi element wings were introduced in 1984 by McLaren.The angle of attack of the second element was allowed to be modi? ed so that the load applied on the front wing could be changed to balance the car according to the driver’s wishes. In 1990 Tyrell raised the nose of it’s 019 to increase the ? ow under the nose cone and improve ? ow conditions under the car. This concept avoids wing-body interaction and allows the front wing to operate in undisturbed ? ow. It also enlarges e? ective area of the wing. After Imola 1994, the FIA regula tions do not allow any chassis parts under a minimum ground height. This clearance is di? erent between the centre and the side of the car.Teams used this to curve front wing in the centre of the span and regain some of the lost ground e? ect. In 1998, regulations decreased the width of Formula 1 car, so the front wings overlapped the front wheels. This created unnecessary turbulence in front of the wheels and reducing aerodynamic e? ciency of the wing. With reducing wing’s span this could be avoided, but it would also decrease wing’s aspect ratio. Insted this, teams use wing tips to direct the air around the wheels. 14 Figure 13: Con? guration of modern front wing. Two element airfoil (1 & 2) is mounted under the nose of the car (5).Endplates (4) direct air around the wheels and curved area (4) under the nose increases wing’s e? ciency. 5. 3 Ground e? ect The second revolution in Formula 1 aerodynamics occurred about a decade after the ? rst, with the introucti on of the Lotus T78 in 1977. Lotus T78 and it’s further development, Lotus T79, were ? rst cars to use ground e? ect. The underbody took shape of inverted wing pro? le(Figure). The decreasing crosssectional area accelerated the air? ow and created low pressure underneath the car. The gap between the bottom of the sidepods and the ground was sealed with so-called sidepods. They helped to maintain 2D ? w characteristics that provide increased downforce and reduced drag, compared to a typical 3D wing. Skirts enabled very high cornering speeds and were prohibited by the rules, due to safety reasons and from 1983 onwards, the tehnical regulations in Formula 1 require the underbody panel between the wheels to be completely level. The ? ow wolume between the vehicle and the ground is strongly dependent on the car’s attitude relative to the ground. This correlation is illusrtated in Figure. Very small ground clearence results in positive lift, since there is almost no air? ow between the underbody and the ground. With in- 15Figure 14: Some historical milestones in front wing develpment. Lotus 49B, March 711, Ferrari 312 T2 and Tyrrell 019. Figure 15: Lotus T79 and sketch of it’s underbody creasing ground clearence the air? ow produces low pressures causing overall lift to be lowered to negative values and then to rise again as ground clearence continues to increase. This is due to the fact that the ? ow velocity under the car decreases as ground clearence increases. More downforce can be generated using a di? usor between the wheels at the rear of the car. The air enters the di? user in a low-pressure, high-velocity state after accelerating under the 16 ar. By gradually increasing the cross-sectional area of the di? user, the air gradually slows down and returns to its original free-stream speed and pressure. The di? user’s aim is to decelerate the air without it separating from the tunnel walls, which would cause a stall, reducing the down force and inducing a large drag force. By installing an inverted wing close to the di? user exit 5 it is possible to create a low-pressure area, which essentially sucks the air from the di? user. The di? user and wing combination permits a higher air mass ? ow rate through the di? user, thus resulting in higher downforce.Sharp edges on the vertical tunnel walls generate vortices from entrained air and help con? ne the air through the di? user and reduce the chance it will separate. Figure 16: Correlation between lift coe? cient and ground clearence(left) and di? user on Ferrari F430(right) Again Chaparral, showed completely new way to create downforce. The Chaparral 2J in 1969 used two rear fans to suck in air from under the car, thus creating low pressure under the car. Big advantage of this concept is, that downforce can be generated independently of the speed. Fans were also used in Formula 1. Brabham BT46 used a rear mounted fan driven o? he gearbox. It won it’s debut rac e in 1978, but was promptly banned by the governing body. Barge boards were ? rst seen in 1993 and their purpose is to smooth the air? ow around the car and into the radiator intakes. They are most commonly mounted between the front wheels and the sidepods (See Figure) . Their main purpose is to direct relatively clean air into the sidepods. Clean air is from the low section of the front wing where air? ow is fairly una? ected 5 See rear wing section 17 Figure 17: Two cars which used fans to create downforce. The Chaparral 2J â€Å"sucker car† (left) and Brabham BT46 â€Å"fan car† y the wing and far away from tires, which may throw stones and debris in to the radiator. Bargeboards also produce vortices, to seal the area between the sidepots and the surface. They work as a substitude for skirts. Figure 18: Bargeboards on McLaren MP4/8 6 Conclusion References [1] J. D. Anderson; Fundamentals of Aerodynamics 18 [2] Applied Aerodynamics: A Digital Textbook, http://www. de sktopaero. com/appliedaero/preface/welcome. html [3] W-H Hucho: Aerodynamics of Road Vehicles [4] Peter Wright: Formula 1 Technology [5] Milliken,Milliken: Race Car Vehicle Dynamics [6] F. Mortel: Cran? eld Team F1: The Front Wing 19

Reflective Journal Assignment

Reflect on your portfolio of professional development in order to demonstrate how your practice has developed across the year. BY PhDKaur Reflective Journal Assignment 3 i) Reflect on your portfolio of professional development in order to demonstrate how your practice has developed across the year. it) Reflect on the GTC research ‘How does collaborative Continuing Professional Development (CPD) for teachers of the 5-16 age range affect teaching and learning? † Reflect on the role of the professional teacher in the light of the GTC professional standards and the National Standards forQualified Teacher Status. You should link this paper to reading on teacher professionalism and opportunities for professional development. Professional Tutor: word count: 2000 Part 1 Introduction The challenge of achieving progression for a group of students, each representing individual learning backgrounds and different levels of ability, has been an area of considerable professional develop ment. If students are expected to make different rates of progress, then their experiences in the classroom must be tailored to their individual learning n pupil learning. Thus, differentiation arguably nas the greatest impact onMy teaching groups represent a diverse range of abilities and needs including English as an additional language (EAL), disabilities, or academic talent. Differentiation is synonymous with the umbrella term ‘personalised strategies for learning' and encompasses Assessment for Learning (AFL) and inclusion. Convery and Coyle (1993) demonstrate the significance of differentiation as the entitlement of every learner to have his/her individual needs and abilities catered for, and the teacher's responsibility to find effective ways of managing those needs matching them to appropriate teaching and learning styles.However within the current education system, individualised learning for all in a class of 30 pupils is compounded by inadequate behaviour for learni ng and constrained resources. Professional development My initial perception of the purposes and strategies of differentiation consisted of an expectation that all learners were expected to achieve the highest levelled learning objective, through a system of differentiated instruction. I struggled to understand what differentiation meant in practice and where it aligned with my personal perspectives of education and classroom values.The lack of clarity around regarding my expectations of differentiation meant that although I planned for progression in lessons, I failed to appreciate its value in learning for the individuals in the class. In practice, differentiating by outcome involved whole-class activities, with prior assessment data determining pupils' individual targets. Pupils expected to achieve the ‘most' learning outcomes did not, as I focused on supporting pupils of lower ability, thus different groups of pupils did not make sufficient progress.The dynamic model of le arning processes (O'Brien and Guiney, 2001) greatly nfluenced my philosophical and professional perspectives of differentiation. This 3D model encompasses a holistic view of the learning process, where pedagogical, emotional and cognitive factors must be synthesised in order to enable the learner to develop autonomy and self-awareness. The model states that differentiation should not be construed for pupils with SEN, nor should it be a purely reactive response, with teachers intervening when learners experience difficulty.I adopted the model as a framework for my planning, a key strength being the goal in achieving autonomy for the learner, as differentiation targets the development of elf-awareness. In practice this meant providing challenge and choice-making opportunities, through problem-solving activities, questioning knowledge as objective truth and reflecting upon the answers that students can or cannot give when confronted by uncertainty.The model suggests that questioning th eir own beliefs is most likely to be achieved through interaction with others, a beneficial approach as the pupils at Highbridge Academy needed to develop social skills such as team work. Shitting my tocus trom a ‘pupil-labour premium' mindset to gauge the success ot learning activities i. e. he pupils were able to achieve the task set, towards an attitude whereby I consciously planned the development of pupils' self-awareness was a crucial step in my professional development.An example of where this belief was put into practice was a lesson developing the concept of density with a Year 7 group. Students were given a list of possible activities they could complete to learn about density. The activities included: using a water table to explore properties of various objects, measuring the volume and mass of objects and calculating their density, reading about density in the textbook and watching a video showing density xperiments. The activities were based on visual, auditory, k inaesthetic, and tactile learning styles.Students had to choose and complete a minimum of two activities, from two different learning styles. These ‘choice boards' were organized so that students chose options focusing on several different skills. Reflecting upon the lesson it was clear that the ‘buzz' created in the classroom was not entirely due to the novelty of the lesson format but due to the structured activities encouraging independence and self-realisation of their own skills. Some pupils, whose prior data indicated they would not achieve the higher level learning bjectives, were able to achieve higher levels than expected.The following lesson, I used a similar format, grouping pupils together and observed that many pupils naturally gravitated towards certain roles (e. g. recording, observing, organising). In order to develop team-work skills and awareness of how teams work it was important that I made pupils aware of these roles, especially those that did not co me naturally to them. The creation of an environment involving mutual support of each other's learning was a turning point in shaping my classroom culture. Upon reflection it is obvious that this insight required me to move onto less didactic ethods of teaching.Schon (1983) values the capacity of teachers to ‘step away and undertake ‘reflection-on-practice', enabling teachers to gain confidence and intuitively respond to needs by reflecting. Following a series of ‘choice board' lessons in the 7K Forces unit I consciously planned activities which encompassed the wider skills, knowledge and understanding of science and pupils' learning experience. Thus my view of differentiation developed to encompass a long-term goal of enabling pupils to become confident, self-aware learners. Conclusion Many views of differentiation are teacher-centric, viewing the process as created by he teacher.My study of Wgotskys zone of proximal development (the gap between the actual develop ment level as determined by independent problem solving under adult guidance or in collaboration with peers) reinforced the need to plan the teacher-student dialogue in order to focus on emerging skills and abilities and to give students control in shaping their learning experiences. (Ugotsky, 1962). The teacher- student relationship and the pedagogical environment created, shape the quality ot learning experiences for the learner, now and in their future.My experience shows hat responding to learner's needs intuitively is a key component of AFL and differentiation. Differentiation should not be considered a concession to lesson planning, but underpin an entire teaching approach. It is equally the responsibility of the pupil and the teacher, as pupils must be prepared to identify when they need support in their learning to become independent learners. However, in order to contribute to the end of having learners become self-determining members of their community at the levels they a re most capable of achieving, then they require opportunities to exercise choice in their learning choices. art 2 The GTCE's 8 codes of professional practice highlight a series of aims that distinguish the teaching profession' (GTCE professional standards, 2009). Initially, I associated being a professional with a pre-determined product and brand image than with pedagogy. My superficial interpretation of teacher professionalism comprised of adopting behaviours in accordance with a ‘paradigm' of teaching that I assumed was expected from me from my peers and mentors. The QTS standards were a reference guide but provided a purely mechanistic outline of accomplishments validating my aptitude to teach.Current research regarding effective CPD Researching other viewpoints of professionalism and my experiences over the training year has shaped my professional ideologies and perspectives. Fundamentally, teaching centres on the concept of the ‘reflective practitioner'. Schon (1983 ) called it the knowledge acquired through ‘reflection in action', and my experiences have highlighted four essential characteristics: competence, craft, collaboration, and continual reflection.These are reflected within my goals, abilities, standards and the development of the these qualities will directly impact the effectiveness of my teaching, Pratte and Rury (1991, p. 2) defined teaching as ‘a craft profession, built on a conscience of craft, rather than a conventional ideal of professionalism'. They argued that teachers need embodied knowledge to perform their Jobs, ‘something that they learn by doing and that is experientially learned, rather than acquired in a systematic, highly formal fashion'.However, research has shown there should be a personal entitlement to professional development throughout a teacher's career, one that is not link 2005). ed solely to school targets but personalised and structured (Cordingley The use of the term ‘reflective pra ctitioner' logically entails that CPD must also be ooted in extended reflection. However, Schools often rely on ‘one-off workshops to achieve these aims, a shortcoming highlighted in an Ofsted 2009 CPD report. These approaches to CPD appear insufficient to foster learning which fundamentally alters what teachers teach or how they teach (Boyle, Lamprianou and Boyle, 2005).To support effective CPD and to ensure that acquired knowledge and skills are consolidated, implemented and shared with other teachers, research advocates collaborative CPD programmes. Sharing the expertise, knowledge and skills of teachers in the same school, in other schools and using consultants to provide in- chool programmes of support can tackle specific needs (Ofsted, 2009). Levin and Rock (2003) claim that teachers involved in collaborative CPD can become more reflective, critical and analytical when they think about their teaching style in the classroom.Little (1993) lists four categories of professio nal interaction that builds a culture of learning in practice where teachers: Engage in focused discussions about teaching and learning Observe and evaluate the teaching of their colleagues Engage in collaborative planning and design of lessons Actively teach each other and take leadership roles offering workshops This distinguishes a professional culture, where it is the responsibility of the community administrators to assure quality of the teaching staff, from that of a bureaucratic culture where administers are responsible.One of my professional goals is to strive for innovation in my practice. Collaborative CPD has been shown to foster an environment of active risk-taking where teachers try new ways of working, moving beyond the safe and familiar' (Humes 2001). This can often be stressful when confidence is undermined by a lack of experience. Cordingley et al. (2005) suggested collaboration provided ‘moral support to teachers s they work through making difficult changes'. In order to adapt and learn from experience, essential for developing the capacity to bring about purposeful change, higher order thinking is required.Resnick (1987; cited in Land and Jonassen 2008) stresses the importance of the social setting to cultivate the disposition to engage in metacognitive strategies, closely aligned to Wenger's (2007) concept of a ‘community of practice' a notion of teachers' adapting and learning from experiences gained through the actual practice of teaching and their mutual involvement in ‘study groups'. Such study groups would encourage risk- taking and provide an effective locus for learning about and inquiring into the teaching of thinking and related topics (what Shulman and Sherin (2004) refer to as a ‘big idea'). Cordingley et al. ) recommend the use ot research literature as a springboard for experimentation within CPD groups carrying out exploratory lesson planning. This promotes understanding and use of the relationship betw een abstract theoretical knowledge and experiential knowledge gained through direct classroom experience. Crucially, this ‘big idea' connects to the broader professional concerns and rofessional lives of teachers. It provides a platform where teachers can become more knowledgeable about the theory and practice of learning and teaching, motivation, and contemporary issues in education beyond their academic obligations of the PGCE.Additionally, teachers maintain an awareness of educational matters beyond the immediate scope of teaching. In light of this research and my experiences I have identified the following key areas for professional development next year. Firstly, I will develop self-evaluation, observation and peer review skills, professional dialogue and feedback. Secondly I ill dedicate an hour a week to reading professional Journals and texts. This can have very beneficial results, especially if what is read is reflected on in peer discussion.Thirdly I will focus on de veloping resources with colleagues, which should guard against isolation and repetition of ideas and work. I believe researching existing effective practice will help me as an NQT, to keep an eye on the wider world of education. In conclusion, effective CPD requires structured, peer-centric reflection. This does not depend solely on the school's provision but my own efforts in reviewing my progress and targets throughout the formative NQT year.

Feminism in Ireland Essays

Feminism in Ireland Essays Feminism in Ireland Paper Feminism in Ireland Paper It is often said now, that Ireland is a modern European state. Men and women are legally equal; through European equality legislation this must be the case. However, Irelands history has had quite a bleak story to tell about women. In this essay, that history will be traced. The struggle women undertook in order to be allowed to vote, the female war for independence alongside the more publicised male effort and the constitutional frailties that still exist will all be described in the essay. The contemporary womens movement will also be discussed, taking in issues such as contraception, divorce, abortion and working rights, which preoccupied women in post-revolutionary Ireland. These problems, although prominent in all Western countries at the time, had particular relevance for Irish women and in many cases were far harder to overcome. Although the modern state Ireland is now has equality on the face, women still struggle in daily life with issues such as the male domination of many industries, the persistence of sexual stereotyping and the lack of progress on matters such as abortion and child care. This essay attempts to describe the development of the feminist movement in Ireland and discuss the peculiarities of the movement as opposed to those in other states, taking into account the Church, the nationalist movement and the male-dominated governments. Women in early Irish society had many of the rights that feminists have fought for in the twentieth and twenty first centuries. The original patriarchal law evolved and changed, so that women held an equal role to men in many ways. (MacCurtain and i Corri : in 1978; 1) The adoption of Christianity in Ireland had little impact on this Brehon Law, and the two existed side by side. However, on the Norman invasion, the Irish customs became diluted with those of the English, and the subsequent imposition of English law on Ireland in the seventeenth century (ibid; 11), Irish women lost their equal status. As the Church in Rome gained power and became less liberal, Christianity, combined with English law, became the dominant force in Ireland. As a result, according to Donnacha i Corri in in his essay Women in Early Irish Society (ibid), in its attitude to women and their place in society as in its attitude to many other matters modern Ireland enjoys no continuity with its Gaelic past. In the 1800s, the womens movement began in Ireland, as it did all over Western Europe. Irish feminism was naturally associated with British feminism, as both groups were looking for reforms from the same centre Westminster. Before 1900, the feminists focused on issues such as:attaining equal educational rights for girls, legal protection for married women regarding property and children, and a broadening of employment opportunities for single women. Political equality and more particularly, the parliamentary vote for women remained an ideal for most activists. (Cullen Owens 2001; 9) Successes in these areas were brought about in the 1870s and 1880s in acts such as the Intermediate Act, opening higher education to girls (MacCurtain and i Corri in 1978; 47), and a series of Acts between 1970 and 1882 which gave property ownership rights to married women. The middle- and upper-class women who supported the movement at the time seemed to win both educational and legal equality; it was political equality that was yet to be won. (Cullen Owens 2001; 9) In the 1900s, this issue came to the forefront and the womens suffrage movement reached prominence. When it came to this political equality, Irish suffragettes faced some extra problems the British ones did not have to deal with. Only one issue mattered to Irish politicians in the first two decades of the new century: Irelands domination by Britain and whether or not to fight for independence. (Smyth 1993; 20) Women had difficulty in deciding whether they should fight within their party (home rule or unionist) so that votes for women would be included in a subsequent constitution or fight for their party so that they would be repaid with the vote. Women tried both these approaches. More again tried another, refusing to support any particular side, fighting solely for suffrage. (ibid; 22) These women, with the first group, were soundly criticised by nationalists for seeking the vote from an alien government while some Home Rule Supporters were afraid of jeopardising the passage of such a bill. (Cullen Owens 2001; 13)

How To Make Homemade Drain Cleaner

How To Make Homemade Drain Cleaner Why pay for expensive drain cleaners when you can apply chemistry to make the products yourself? Here is how to make homemade drain cleaner to unclog your drain cheaply and effectively. Homemade Drain Cleaner Method #1: Baking Soda and Vinegar The same chemical reaction that makes bubbles for the classic science fair chemical volcano can be used to loosen gunk from a slow drain. When baking soda and vinegar are mixed, carbon dioxide is produced. This agitates material in the clog, making it easier to flush away. Remove as much excess water as possible.Pour a liberal amount of baking soda (sodium bicarbonate) into the drain. You can use half a box, if you like.Pour vinegar (weak acetic acid) into the drain. The reaction between the chemicals will produce bubbles.If you have a plunger, try to loosen the clog.Rinse with hot water.Repeat if desired. Mixing baking soda and vinegar is safe and non-toxic. The products are also easy to find and inexpensive, so if your drain is just slow rather than seriously clogged, its a good option to try. If no water is draining at all, you may need to break out the big guns. Drain Cleaner Method #2: Sodium Hydroxide The active ingredient in serious drain cleaner is sodium hydroxide or lye. If youre a true do-it-yourself type, you can actually make sodium hydroxide from the electrolysis of sodium chloride (table salt) in water. Another way to make lye is from ashes. You can purchase sodium hydroxide (also called caustic soda) at any hardware supply store.  Some commercial products also contain small metal flakes, which react with sodium hydroxide to produce hydrogen gas and a lot of heat. The heat helps melt greasy clogs. Fill a plastic bucket most of the way full with cold water. Sodium hydroxide can react with metal, so a glass bowl is fine too, but  dont use a metal pot.Add 3 cups sodium hydroxide. You can stir it with a plastic or wooden spoon. The mixture will fizz and heat up.Pour this solution into the drain. Let it work its magic for 30 minutes,Rinse with boiling water. Safety Information The sodium hydroxide dissolves organic material, like hair and grease. This is a highly effective chemical, but as with commercial drain cleaner, you need to follow safety instructions. Sodium hydroxide can burn your skin and evolve caustic vapors. So, wear gloves and avoid handling sodium hydroxide or putting unprotected hands in the water after adding this product. Make sure air circulation in the room is good and avoid using more product than you need.  While you could simply pour sodium hydroxide in your drain, its much safer for you and your plumbing to mix it with water first to dilute it. Not that you would, but dont drink it or leave it where children or pets might get into it. Avoid inhaling the fumes. Basically, follow the safety precautions listed on the container. Additional Tips A common problem with bathroom sinks, showers, and bathtubs is hair caught in the drain. Remove the drain and pull away any hair or other matter that has become trapped. If you havent tried it already, clear the U-shaped trap below the drain, Put a bucket under the drain and use a wrench to unscrew the trap from the plumbing. Shake it out or use an old toothbrush to push debris through the joint. Rinse it with water before screwing it back into place.

I want you to choose a suitable topic for each page Assignment

I want you to choose a suitable topic for each page - Assignment Example I think the film exhibits Curley more as a â€Å"Mayor of the Poor† evident in the way he offers himself to be the most approachable person of that rank in comparison to others that assumed the same position before. This is evident in the way he constantly makes contact with the people whom he thought desperately needed money and voted for him immensely. Hence, disentangle them from what they were struggling with in financially. Literally, he had no business with the rich but more specifically the poor who comprised the immigrants and supported him politically in maintaining his mayoral position. Curley extensively utilized his charismatic and magnetic speaking prowess in outdoing his competitors (Allison & Bulger 33). Hence, it is for this reason he manages to offer series of speeches throughout the city and country to win people’s heart. One incident that he successfully managed to outdo his competitor was when he was challenging Kenny. He took his speech and read impeccably to the people besides later repeating how Kenny would have done while repeating sections and statements that his competitor showed flaws in delivering it. Hence, revealing the dull and weakness side of Kenny. Curley’s house is a metaphorical representation of his life and political career. It signifies his rise in politics and personal life from a poor background to the level he is at the top of everybody by being a mayor in Boston. Similar to any political career that has a climax, this also happens to Curley whereby after loosing power, skills as well as other political antics becomes obsolete to the extent together with his wife moves to a small house. This is shifting of power from one personality to another especially, which is a common scenario when attached its attachment encompasses material and position. The film utilizes Curley’s climax in his political career in revealing the true traits of this charismatic mayor. This is because while he was poor and

Environmental Legislation Essay Example | Topics and Well Written Essays - 1000 words

Environmental Legislation - Essay Example To critically examine this concept in order to reach an acceptable conclusion of the essay. However, there is need to know exactly what the Subsidiarity concept means not only in a European union perspective but a global perspective as well. Subsidiarity as a principle states that matters need to be handled or addressed by the smallest or lowest(in case of an hierarchical order) competent authority on any given field(Bernie, P. & Boyle, A., 2002). By applying the Subsidiarity principle, we mean that any central authority or government needs to have subsidiary functions performed by officials who are closest to the root problem. This rule however does not overlook the role of a superior authority as long as the superior authority can perform the task more effectively and efficiently at the local level. Subsidiarity is the guiding principle for defining the boundary between Member State and EU responsibilities. If the area concerned is under the exclusive competence of the Community or the Member States, the question does not arise. If instead the competence is shared between the Community and the Member States, the Subsidiarity principle clearly establishes a presumption in favour of devolution. In other words, only if the lower decision-making level (local, regional, national) cannot act sufficiently and effectively, can the Union take action With this respect, the European constitution presently being ratified will provide for the enhancement of the Subsidiarity principle. This will be particularly be done by a means of an outright obligation by the established institutions of the union to directly inform the national governments of all member states, at each and every stage of the legislative process. This will be aimed at restoring the faith within the union as well as being a means of bringing member states closer to the drawing board. On top of this the there will be the establishment of an early warning system. This system will assist in commanding respect for the Subsidiarity principle since it will enable parliaments of all member states to request the commission to review any piece of legislative proposals if the member state feels that it violates the Subsidiarity principle. CRITICAL EXAMINATION OF EU SUBSIDIARITY CONCEPT: The major objective of the European environmental policy is to protect, improve and preserve environmental quality. In addition to this it is also geared towards the protection of human life, with these tasks at stake it also has to ensure that natural resources are utilized sustain ably. It also seeks to enhance international measures to combat environmental problems both regionally and internationally (article 174 of the European commission treaty). For example, a legislation may be passed designed to set allowable levels of emissions or pollution whether water or air pollution (bell, 2006). Other environmental laws and legislations are designed for a preventive role. These types of laws seek to assess and analyse the possible impacts of human activities and devise means to avoid such activities ever-taking place on legal grounds. Environmental law emerged as a distinct system in the 1960s in some of the major industrial nations like the U K, France