Free Vibration Of A Cantilever Objective

Free Vibration Of A Cantilever Objective The purpose of this experiment is to determine the natural frequency of a cantilever beam study both undamped and damped free vibration motion of a cantilever beam. Vibration is the periodic motion of a body or system of connected bodies displaced from a position of equilibrium. In general, there are two types of vibration, free and forced. Free vibration is maintained by gravitational or elastic restoring force. Forced vibration is caused by an external periodic or intermittent force applied to the system. Both of these types of vibration may be either damped or undamped. Undamped vibrations can continue indefinitely because frictional effects are neglected in the analysis. Basically, if a system that is subjected to an initial disturbance and is left to vibrate on its own, the subsequent vibration is known as the free vibration. Vibrations without damping would result in a continuous vibration of the particular oscillatory body. As a matter of fact, it will produce a displacement-time graph of such nature as shown in the following figure. This graph is commonly referred to as the simple harmonic motion. http://upload.wikimedia.org/wikipedia/co mmons/4/44/Simple_harmonic_motion.png Figure 1: Simple Harmonic Motion (Displacement-Time Graph) However, in reality, just as with many other scientific theories, this is impossible because friction and other forces are present both internally and externally. As the system is subjected to these forces, this phenomena is called damping. The principle effect of damping is to reduce the amplitude of an oscillation, not to change its frequency. So, the graph of the amplitude of a normal damped oscillation might look like the following: http://www.efunda.com/formulae/vibrations/sdof_images/SDOF_UnderDamped_Response.gif Figure 2: Graph of Damped Oscillation (Displacement-Time Graph) Apparatus and Materials: 1. Cantilever beam apparatus -Modulus of elasticity of aluminium(E) : 70GPa -Dimension of the cantilever beam : 927mm (L) ÃÆ'- 19.09mm (W) ÃÆ'- 6.35mm (H) -Mass of the cantilever beam : 292.59g Mass of the damper : 122 g 2. Strain gauge 3. Strain recorder 4. Viscous damper Experimental Procedures: Figure 3: Experiment Setup without Viscous Damper Figure 4: Experiment Setup with Viscous Damper The computer and the strain recorder were switched on. The strain recorder application software was started by double clicking on the DC104REng shortcut icon on the computer desktop. The experiment setup was shown in Figure 3. The operation of the strain recorder and the recorder application software were referred to the operational manual. The viscous damper was removed if it was attached to the beam. The beam was held and displaced by, ymax, -20mm, -15mm, -10m, -5mm, 0, 5mm, 10mm, 15mm,and 20mm. The strain recorder reading for each displacement value from the Numerical Monitor screen of the application software was recorded manually. The relationship of the displacement (of the free end of the beam) and the strain recorder reading was obtained by plotting an appropriate graph using a spreadsheet. The beam is displaced by 30mm and the beam is left to vibrate on its own. The strain recorder reading was recorded by clicking on the Play and Stop button. The recorded file was retrieved by clicking on the Read USB button. The graph of the beam displacement versus time, t was plotted. The experiment was repeated by using beam displacement of 50mm. The viscous damper was connected as shown in Figure 3. Steps 7 and 10 were repeated by using beam displacement of 30mm and 50mm respectively. a) Theoretical Calculations As given in the experiment: Modulus of elasticity of aluminium,E = 70 GPa Length of the cantilever beam, L = 0.927m Width of the cantilever beam,b = 0.019m Thickness of the cantilever beam, h = 0.006m Mass of the cantilever beam, mcantilever = 0.293 kg Mass of the damper, mdamper = 0.122 kg b) Experimental Results and Calculations Free Vibration of Cantilever Beam at 30mm Displacement Natural Circular Frequency of Beam with Viscous Damper, The free vibration of the theoretical natural frequency of the cantilever beam in this experiment is 5.75Hz while the experimental natural frequency of the cantilever beam is 6.25Hz for amplitude of 30mm and 6.25Hz for amplitude of 50mm. The viscously damped vibration of the theoretical natural frequency of the cantilever beam is 3.45Hz and the experimental natural frequency of the cantilever beam for amplitude of 30mm and 50mm are 3.57Hz and 3.57Hz. Percentage error, % x 100% Free Vibration of Cantilever Beam at 30mm Displacement Percentage error, %= x 100% =8.70% Free Vibration of Cantilever Beam at 50mm Displacement Percentage error, %= x 100% =8.70% Viscously Damped Vibration of Cantilever Beam at 30mm Displacement Percentage error, %= x 100% =3.48% Viscously Damped Vibration of Cantilever Beam at 50mm Displacement Percentage error, %= x 100% =3.48% In this experiment, it is calculated that the percentage error for the free vibration is both 8.70% for 30mm and 50mm. For the viciously damped vibration, the percentage error for the 30mm and 50mm were both 3.48%. The results of the experiment were slightly inaccurate. This may be caused by the external force which is the air resistance as the beam oscillates. Another factor is caused by parallax error which occurred during the measuring of displacement before the beam was released as our eye level was not perpendicular to the scale of the metre rule. When the beam is released, it slightly hit the bottom of the container which decreases the original force released drastically which affects the amplitude of oscillation. Furthermore, the Modulus of Elasticity(Youngs Modulus) was given, which might not be accurate. All these source of error may affect the results of the experiment to be inaccurate. The results of the experiment can be improved by measuring the Modulus of Elasticity. Using a deeper container would also avoid the damper to hit the bottom of the container. Furthermore, the experiment can be done in a vacuum box to avoid air resistance. Eye level should be adjusted until it is perpendicular to the metre rule scale. This steps can increase the accuracy of the results. The damped period, damped natural frequency and the damping ratio of the system of free vibration is. When the amplitude is 30mm or 50mm for both cases, they have the same damped period, damped natural frequency and damped ratio. The percentage error for the free vibration of 30mm and 50mm were both 8.70% while for the viciously damped of 30mm and 50mm were both 3.48%. This indicates that the difference in amplitudes do not affect the frequency of the oscillation. From the general equation of frequency : , where c=speed of wave ÃŽÂ »= wavelength This formula proves that amplitude or displacement does not affect the frequency of the oscillation. If the strain gauge is mounted on the other end of the cantilever beam, the results would be not accurate as the gauge is very sensitive to changes. At the other end, there is not much difference in the change of length which affects the strain. In Figure 3, the strain can be detected more easily as the change in length is very obvious. This is because when the free end is free to vibrates, the vibration will be strong but the compression and tension that results on the surface of pressure sensor is not that strong. Conclusion : The theoretical natural frequency , for this experiment is 5.75Hz for free vibration cantilever. The value of both 30mm and 50mm frequency obtained were 6.25Hz which have percentage error of 8.70%. Whereas, the theoretical damped natural frequency , is 3.45 Hz. The value of both 30mm and 50mm frequency obtained were 3.57Hz which have percentage error of 3.48%. Furthermore, the results proves that the displacement does not affect the vibration(frequency) of the oscillation of the cantilever beam.

A Overview Che Guevara History Essay

A Overview Che Guevara History Essay The principal subject of historical debate surrounding Che Guevara is whether or not he succeeded as a revolutionary. The debate can become quite implausible as some regard him as a folk hero of mythical proportions. There is a sense of irony in that Guevara has become worldwide fascination as a commercial product, although Guevaras motive for the revolutionary uprising was to conquer capitalism. This thesis will argue the ways in which Guevaras legacy has been received and interpreted (listed below), as well as identifying the origins of his profound popularity. Description of Preliminary Research and Research Intentions: Main areas or issues you plan to discuss in your essay The overall focus is the interpretation of Che Guevara and his legacy over time. With this, the main topics of the debate are: The life of Che Guevara was one of controversy and thereby one must place emphasis into questioning the significance he holds in the pantheon of international revolutionary heroes and ideals. Herewith, the historian must evaluate Guevaras success from a political/empiricist perspective. The complete commitment to the revolutionary struggle to create a new man and a just/social order that continues to inspire those who struggle against social injustice. With this, one must investigate how these ideals impact on the post-Guevara population of modern-day society. To do this the historian must evaluate Guevaras success from a social perspective. Guevara has become a popular symbol while his image is too often dissociated from the legend that built it. With this, one must evaluate how and why his image has become a dominant face of contemporary popular culture. In relation to this debate, Guevara has ironically become an important image for money-wielding capitalists. Therefore, the historian must evaluate Guevaras success from a determinist/economic perspective. Project Synopsis The thesis explores specifically whether or not Che Guevara succeeded as a political revolutionary and a powerful icon in contemporary popular culture after his death. Guevaras life provides a significant historical debate as Guevara has often been criticised as a murderer, a hypocrite and a failure. His attempt to unite several Latin-American nations under a communist rule was unsuccessful, although he is often regarded as a hero to many of the inhabitants of these countries. The precise thesis question to be focused on is Evaluate the changing views on Ernesto Che Guevaras success and legacy following his death in 1967 to the present day. This question was developed as an investigation into how and why Guevara obtained an iconic status in society, and whether or not he is regarded as being a success or a failure. Originally, this question focused only on Guevaras failed attempt of uniting Latin-American nations and placed an inquiry into why Guevara became so popular. Through thorough research and academic critique, it was discovered that there were more sophisticated elements to the thesis question. The life of Che Guevara was one of controversy and thereby one must place emphasis into questioning the significance he holds in the pantheon of international revolutionary heroes and ideals. Guevara made a complete commitment to the revolutionary struggle to create a new man and a just/social order that continues to inspire those who struggle against social injustice. Herewith, one must investigate how these ideals impact on the post-Guevara population of modern-day society. Guevara has also become a popular symbol while his image is too often dissociated from the legend that built it. With this, one must evaluate how and why his image has become a dominant face of contemporary popular culture, as well as the face of marketisation. Different historians have produced varying answers to the specific question. In the thesis, the strength of these claims is explored in an attempt to resolve the issue of whether Guevara succeeded or not, but the sources themselves their motivation, influences and perspective are also explored to ensure that the different historical perspectives are not simply described, but evaluated. This focus question is resultantly a mix of history and historiography. Project Essay Ernesto Che Guevara remains a potent iconic presence in society, with his life the subject of new biographies, his visage on T-shirts, and his highly-regarded influence in the political spectrum. The Argentinean-born guerilla leader who helped Fidel Castro seize power in Cuba in 1959 remains one of the few unsullied heroes available to the political left. His thoughts (as evidenced in his book, Guerilla Warfare) on revolutionary strategy, bureaucracy, education, economics, the role of the party, internationalism, attitude to work and democratic centralism have been regarded as the force behind the Latin-American Revolutions. Guevara had an indomitable belief in the worth of education and was self-taught in economics and Marxism. Marxs concept that it is not enough to interpret the world, it must be transformed was at the heart of Guevaras life. Guevara strongly believed that key analytical concepts must be adapted and modified by practice. Guevara felt that the struggle against capitalism and the construction of a new socialist society required a new type of human being who would be willing to make personal sacrifices for the well-being of others. Historian Richard Harris states, His life as a revolutionary was a success as evidenced by the continuing significance he holds in the pantheon of international revolutionary heroes and ideals. The example he set of complete commitment to the revolutionary struggle to create a new man, freed from his alienation, educated and ready to struggle every day for his liberty and a just social/international order continues to inspire those who struggle against social injustice and oppression and seek to create a new social order based on the ideals of socialism. In this context, Che has in death succeeded more than he ever could have imagined  [1]  . Historian Siles del Valle argues rather convincingly that Guevaras views on the new man motivated him, his comrades and the young B olivian revolutionaries who followed in their footsteps a few years later to sacrifice their lives for a new society and a new kind of human being. Many of the adherents of this theology of the new man established close links with popular revolutionary movements throughout the region. In Bolivia, after the failure of Guerillas guerilla movement, and in other countries such as Chile, Brazil and Peru, the most progressive sectors of the church, influenced by the ideals of liberation theology, associated themselves with Marxist and neo-Marxist revolutionary movements. In Bolivia, this tendency resulted in the participation of certain younger members of the Christian Democratic Party in a revolutionary guerilla movement that attempted to establish a base of operations in 1970 around the mining town of Teoponte, north of the capital of La Paz  [2]  . Although the idea of guerilla warfare was no longer accepted as a viable form of resistance to the military regime at the time, important elements within the Bolivian people began to idealize and even venerate the guerillas. Historian Siles de Valle illustrates the importance of how Guevaras death, his concept of the new man, the ideals of liberation theology, and the political movements inspired by Guevaras example have influenced Bolivian popular literature and politics right up to the present  [3]  . This influence is evident in that the first indigenous president of Bolivia, Evo Morales, is said to be re-launching Guevaras project of a peasants revolution in the country. Morales stated that he admires Guevara because, he fought for equality and for justice. He did not just care for ordinary people; he made their struggle his own.  [4]   The Deputy Assistant Secretary of Defense for Western Hemisphere affairs, Roger Pardo-Maurer IV, states, You have a revolution going on in Bolivia, a revolution that potentially could have consequences as far-reaching as the Cuban revolution of 1959. What is going on in Bolivia today could have repercussions in Latin America and elsewhere that you could be dealing with for the rest of your lives. Che Guevara sought to ignite a war based on igniting a peasant revolutionà ¢Ã¢â€š ¬Ã‚ ¦ This project is back  [5]  . Herewith, Evo Morales could become the countrys first authentically politically leftist president. In contrast, Historian Jay Mallin provides the argument that Guevaras influence was ineffective in Bolivia. He states that, charisma is never enough when it comes to leftist movements. The fate of Che Guevara, who failed to foment a Latin American revolution and left no coherent societal model behind for his followers, should have taught us that already.  [6]   Mallin also believes that Guevara had no purpose to be in Bolivia. Mallin affirms that, the peasants displayed little or no interest in aiding him [Guevara]  [7]  . During the 1950s, Bolivia had undertaken agrarian reform, and most of the peasants now owned their own land. A high-ranking Bolivian official commented: What could Che offer them? Cabinet posts? Mallins comment indicates that although Guevara was attempting to eradicate the alienation of the individuals on behalf of the population, the peasant majority perceived him as worthless as they had already been benefiting from the capitalists agrarian reform scheme s. Mallin considers Guevara to be a failure due to the fact that he was a leading theoretician and advocate of guerilla warfare, but he failed in an attempt to apply his own doctrines  [8]  . Since Castro came to power in 1959, he and Guevara had launched or encouraged more than a dozen guerilla operations throughout Latin America. Not one of these has succeeded in overthrowing a government; several have been wiped out completely; and some still splutter along  [9]  . Although much criticism of Guevara and his legacy emanates from the political center and right, there has also been criticism from other political groups such as anarchists and civil libertarians, Bolivian officials and right-wing conservatives, some of whom considered Guevara an authoritarian, anti-working-class Stalinist, whose goal was the creation of a more bureaucratic state-Stalinist regime. Mallins irrefutable argument is that Guevara was a man of considerable capabilities, but he chose to employ these talents in pursuit of violence as a means to a political end  [10]  . A doctor by profession, Guevara chose not to serve humanity selflessly, but rather to serve communism selflessly. And this indeed he did, relinquishing power and position in order to begin, literally, from scratch once again, to risk his life a new time in obedience to his tortured ideas. Therefore, Guevara can be considered a failure when evaluating his legacy within a political context. Although his attempt at unifying the Latin American nations provided him with an iconic status, the contemporary effort by politicians to follow in Guevaras footsteps has been deemed unsuccessful (except for Cuba as it still survives and was a critical reason for the Bay of Pigs Invasion in 1961  [11]  ), especially with the Bolivian president Evo Morales, who has little hope of fulfilling the expectations of h is followers. Called the most complete human being of our age by the French philosopher Jean-Paul Sartre, Guevaras supporters believe he may yet prove to be the most important thinker and activist in Latin America since Simon Bolivar  [12]  . The most important factor of Guevaras legacy after his death was his status as a popular icon, symbolizing revolution and left-wing political ideals among youngsters in Western and Middle Eastern Cultures. A dramatic photograph of Guevara taken by photographer Alberto Korda soon became one of the centurys most recognizable images, and the portrait was simplified and reproduced on a vast array of merchandise, such as T-shirts, posters, coffee mugs and baseball caps. When Guevara died, millions mourned his passing. Poets and philosophers wrote impassioned eulogies to him, musicians composed tributes, and painters rendered his portrait in a myriad of heroic poses. Marxist guerillas in Asia, Africa and Latin America anxious to revolutionize their societies held his banner aloft as they went into battle. And, as the youth in the United States and Western Europe rose up against the established order over the Vietnam War, racial prejudice, and social orthodoxy, Guevaras defiant visage became the ultimate icon of their fervent protest on influencing government policies. Guevaras body might have vanished, but his spirit has lived on; Guevara was nowhere and everywhere at once  [13]  . As Jorge Castaneda so aptly states in his evaluation of Guevara, Many of us today owe the few attractive and redeeming features of our daily existence to the sixties, and Che Guevara personifies the era, if not the traits, better than anyone  [14]  . Latin-American Historians Castaneda, Anderson and Taibo examine the extent to which Guevara was committed to both fomenting socialist revolution on a truly international scale and personally putting into practice his thesis that it was possible for a small but committed guerrilla fighting force to ignite a full-scale popular revolution in Latin-American nations saddled by oppressive regimes and U.S. imperialism. His commitment to these beliefs was shared by most of his closest friends and comrades as well as many admirers and sympathizers around the world. Guevara exemplified the principles of individual sacrifice, honesty, dedication to cause, and personal conviction in his beliefs. In fact, the example he created by the way he lived his life and met his death has transcended time and ideology to nurture and inspire new generations of fighters and dreamers  [15]  . Guevaras defiant visage, as Anderson believes, has become the ultimate icon of revolutionary spirit and commitment in the late twentieth century  [16]  . Guevara was truly a man who died for his beliefs, and because of his almost mythical self-sacrifice for his revolutionary ideals he has been the single most important figure of veneration for revolutionaries and guerilla fighters around the world. Historian Castaneda links Guevaras legacy to what he sees as the legacy of the international youth revolt that took place in the 1960s: à ¢Ã¢â€š ¬Ã‚ ¦This is the lasting legacy of that decade. It is also what made Guevara the perfect fit, the supreme emblem of that cultural revolt a man whose politics were conventional but whose attitude toward power and politics attained epic and unique dimensionsà ¢Ã¢â€š ¬Ã‚ ¦Ã‚  [17]   This component of Guevaras legacy can be evidenced through the increased involvement of the New Left youth revolts during the 1960s. The New Left sought to modify, rather than overthrow capitalism. It sought to make capitalism more inclusive and better share the massive wealth the United States enjoyed in the postwar period making the New Left relevant as this was a constituent of Guevaras ideologies. Castaneda supports his argument by stating that Che can be foundà ¢Ã¢â€š ¬Ã‚ ¦in the niches reserved for cultural icons, for symbols of social uprisings that fi lter down deep into the soil of society,  [18]   but while there is truth in this assertion it is also clear that Guevaras legacy is greater than this. Bolivian literature, as exemplified by Harris, is testimony to the influence on Bolivian society of Ches guerilla mission and death  [19]  . Though he is seen by many as a hero, opponents of Guevara, including Cuban exiles, think of him as a killer and terrorist. They point to what they see as the less savoury aspects of Guevaras life, taking the viewpoint that he was enthusiastic about executing opponents of the Cuban Revolution. Some of Guevaras writing is cited as evidence of this tendency, as quoted in an article by Alvaro Vargas Llosa. In his Message to the Tricontinental, Llosa writes of hatred as an element of struggle; unbending hatred for the enemy, which pushes a human being beyond his natural limitations, making him into an effective, violent, selective, and cold-blooded killing machine.  [20]   Critics in the United States assert that Che Guevara was responsible for the torture and execution of hundreds of people in Cuban prisons, and the murder of many more peasants in the regions controlled or visited by his guerilla forces. Contrary to Guevara supporters, these critics also argue that Guevara was a blundering tactician with no recorded combat victories. While supporters point to the Battle of Santa Clara as a major victory of Guevara, historian Alvaro Vargas Llosa writes, his greatest military achievement in the fight against Batista taking the city of Santa Clara after ambushing a train with heavy reinforcements is seriously disputed. Numerous testimonies indicate that the commander of the train surrendered in advance, perhaps after taking bribes. They believe that Guevara murdered individuals on dubious grounds and took their property, seized private manors for himself, and distributed property among communist bureaucrats rather than the peasants. The critics also st ate that he helped institute forced labour camps when communist volunteerism had failed. Herewith, his social legacy has proven to be notorious as early followers of Guevara have had to transcend hate in order to be attain freedom. A corresponding element of Guevaras legacy is his success and veneration within an economic context. Guevara believed that the revolutionary regime needed to promote the development among Cubas working class of a new communist consciousness based on moral rather than material incentives. He also believed strongly that the regime needed to adopt a centralised budgetary system for the equitable allocation of resources between different sectors of the economy in order to build socialism in Cubas corrupt and underdeveloped economy  [21]  . He was vehemently opposed to what has today become the market strategy in the remaining few socialist countries marketisation, material incentives, and enterprise financial self-management. Anderson believes that Guevaras image is lionised by commercial profiteers around the world  [22]  . Entrepreneurs have used and abused Guevaras visage in a variety of ways including ice-cream flavours, revolutionary tacos and is even the public face of Cub a in relation to tourism. Although Guevaras Marxist and economic ideologies were systematic and meticulous, he failed at managing the Cuban economy, as he oversaw the near-collapse of sugar production, the failure of industrialisation, and the introduction of rationing. In a broader sense, some critics, such as Che-Mart (author unknown), have merchandised their dislike of Guevara by marketing burlesque T-shirts at both Guevara and his supporters, casting aspersions, for example, on what they perceive as an irony. The irony can be evidenced in that Guevara was a motivated communist who lived the last years of his life as a revolutionary figure, in order to abolish American capitalism throughout Latin America, but is now one of capitalisms hottest selling images. The creator of Che-mart.com has written, Che has marketed his brand name brilliantly over the years, selling to specific niche in the market: young people who have no clue what Che has done or what he stands for. The cash continues to flow as most coll ege dorms world-wide are being adorned with his face. This comment eradicates Guevaras initial purpose and ideals of a world free of capitalism. Herewith, Guevaras legacy in an economic context is an ironic one, as what he fought against for so many years has allowed market oligopolies to take advantage and use his well-known visage to achieve what entrepreneurs love most: large profit margins from effective market capitalism. The complex facets of Che Guevaras revolutionary movement have created a mixture of interpretations through the passage of time, causing a distortion in the Guevara legend. He is singled out from other revolutionaries by many young people in the West because he rejected a comfortable bourgeois background to fight for those who were deprived of political power and economic stability. However, as evidenced in the thesis, Guevara was unsuccessful in his fight against peasant exploitation and Western capitalism. It is for this reason that Guevaras legacy is considered as rather disproportionate and can be regarded as a failure, when evaluating his political and economic success as a revolutionary. Paradoxically, Guevara can be considered a success as he has become a popular symbol while his image is too often dissociated from the philosophy that built it. It is the vulnerability of Guevaras spirit that makes him a contemporary hero although he might have failed as a revolutionary, he ha s somehow retained a powerful hold on the popular imagination, seeming to transcend time and place; his legacy continues to influence not only those who were inspired by him then but also those who are discovering him today.

Anna’s Story: Neglect of The Innocent :: Short Story Essays

Anna’s Story: Neglect of The Innocent {Anna turned three years old on November 1st, 2002. We still have gotten no word from Nicole, but my mother seems to think that she is no longer in the state of Tennessee. - S.M, December 2002} Fun, wild, and party loving†¦this all comes to mind when I think of my aunt Nicole. I can’t remember her ever being very responsible, but yet she was my favorite out of my mothers three other sisters. Three years ago, this party girl had a beautiful baby who she named Anna Michelle. Nicole has not seen Anna since she was ten days old. The reason for this is that my baby cousin Anna has been living with my family and I. This is Anna’s story: Anna came into this word like most of the rest of us. She developed inside her mother Nicole’s stomach for nine months, and was successfully delivered on November 1st, 1999 in the Johnson City Medical Center at 4:23am. She was a healthy baby, weighing in at six pounds and 5 ounces, with no defects or sicknesses, and delivery time was a mere five to six hours. Nicole and Anna were doing wonderful, and were allowed to go home that next evening around 8:00. You would think that after nine months of baby planning, Nicole would have everything that a baby would need, like diapers, food, and clothes. But like I said before, Nicole was a true party girl, always living life on the edge and taking the fast road in life, and defiantly never planning for anything, and apparently did nothing of this sort. Nine days later, baby Anna and mommy Nicole were at our front door. Anna had on an old looking nightgown and a dirty bib, and to tell you the truth, her mother Nicole was not looking much better. The diaper bag that Nicole was grasping looker fairly new, but we couldn’t help but notice that it was barley filled. She had only two jars of baby food, and maybe one or two diapers for Anna.

Natural Language Processing in Theoretical Application :: essays research papers

Natural Language Processing in Theoretical Application Abstract:   Ã‚  Ã‚  Ã‚  Ã‚  In this paper, I will be discussing the creation and implementation of a device that will utilize the concepts of natural language processing and apply it to everyday activities. The device will be a carry-along unit that can be adapted to several devices a person would use everyday, like the car, items in the kitchen, and your computer. This device will be portable, compact, durable and adaptable. The device will not just adapt to any device however, the capability to interface with the device will have to be built into the objects that the device will interact with. I will discuss about this in length during the paper, as this will present the largest difficulty in making the device an actuality and usable. Another aspect I will also talk about is training. No natural language processing system is perfect, actually none are. The user must be trained with the system and adapted to the system to really make it work. This will require technicians to not only train the user to use the device and adapt it to the user’s products but also to provide constant technical support. In this design a preset lexicon must be set to make this design plausible. I will relate how big this lexicon can be and how flexible future designs of this lexicon will appear. I will also provide logical breakdowns of commands being used, with copious amounts of examples for several environments. I will also discuss where troubles could arise in the actual implementation of the product and what semantic flaws could occur with frequency. Finally, I will discuss the feasibility of this design and whether the market and the technology are ready for this kind of attempt at natural language processing software integration. Introduction â€Å"The Jacques Boxâ„ ¢ will knock your socks off! This revolutionary product will change the way humans use their everyday products forever. Want to change the radio station in your car without taking your eyes off the road? Wrist deep in cake batter and you need to preheat the oven? Tired of using the excuse that you’ve â€Å"only got two hands†? Well not anymore, with The Jacques Boxâ„ ¢, you can now activate anything from your car, your computer or even your whole kitchen with just the sound of your voice.† Sounds good coming across the radio, or being offered for three easy payments of 149.99, but the reality of this is much further then the present.

Comparing US and French Cultures :: essays research papers

Looking back at my experiences in France, I realize just how different our two cultures are. Furthermore, I found it very interesting how, after reading the text, both my parents, one being from France and the other from the United States, reflect the cultural values of their country to a tee. For example, my father has always been the authoritarian parent and my mother the authoritative. French fathers were described in the text as being an "in-control" type parent and using "direct-punishment". He was the strict parent, and my mother, who practiced the typical parenting style used in the United States (authoritative), used a more balanced approach. I would have to say that having both styles of parenting during my childhood had positive as well as negative aspects to it. As described in the text, I did indeed experience more anxiety and withdrawal perhaps due to my fathers authoritarian parenting. However, the positive aspects were that I did well in school and had the utmost respect for my father. I was taught to respect and even if it was out of fear, it worked. As far as socialization agents and their influences are concerned, I have had plenty of experiences in France where the institutions proved to be very different than those in the United States. The schools were extremely strict. For example, when my sister and I were in the school cafeteria all the students were told to put their hands behind their heads and be silent. When my sister made a noise she was sent outside in the pouring rain (with a cast on, which could not get wet). They tied her shoes together so she couldn't run away. Because my sister kept crying, they decided that the only way to get her to stop would be to throw ice cold water in her face. My parents were less than pleased about the occurrence and immediately took us out of the school. Furthermore, when I was in third grade, I remember the teacher spanked us with a wooden board because we went to the bathroom without asking. These experiences probably influenced my behavior in school for the rest of my life. I have always been extremely obedient in school and respected my authority. Another difference I have found between France and the United States is that in France, personal space is much smaller than in the United States.

A class performance Essay

magine you are going to direct act 3 scene 4 for a class performance what advice would you give to your actors to make this scene interesting and tense? Hello, with the performance creeping closer all the time we need to look at act 3 scene 4 so today we will be concentrating on that, I will be giving you all some advice to made the scene tense and interesting for your audience who will be watching you all I will first go thought the basis plot of this scene telling you in detail of a few important features. So here we go Macbeth and his wife lady Macbeth are hosting a banquet at their castle the other lords attending are Ross, Lennox and other lord that are un-named. Macbeth and Lady macbeth enter and sit on the thrones provide for them there is some dialog greeting the lords and thanking them for them for coming before this scene macbeth has ordered two murders to go and kill his loyal friend Banquo and his son Flence because they are a threat to Macbeth as Banquo is the only other one except lady macbeth that knows about the witches and their predictions in the predictions the witches tell Banquo he will not be king himself but he will father a line of kings so Macbeth feels that if Flence is dead then there is no way that will happen and no one will take over from Macbeth as king, but the murder bring bad news he has successfully killed banquo but his son escaped. Macbeth is not too worried because he does not feel he is too much of a threat at the moment but will grow up to be trouble. Lady macbeth still knows nothing and is carry on with the banquet while Lady macbeth is talking to the lords Banquos ghost enters and sit in Macbeths place no one else can see this because it is in Macbeth mind the lords start to ask Macbeth to take a seat on the table to join in with the feast but Banquo ghost is sat there. The other lords can’t work out why Macbeth won’t sit down and join them. Macbeth then starts to talk about Banquo to the lords and says that he could not make it tonight. Inside Macbeth mind the ghost is talking over. Macbeth starts to talk to the ghost Lady Macbeth and the lords are very puzzled by this. One of the lords Ross say the king is unwell Lady macbeth reassures the lords that everything is fine then talks to Macbeth on her own Macbeth tells her what he sees Lady macbeth tells him to behave and act like a man and it is all in your head. They both resume back to the lords, as Macbeth can no longer see the ghost. But the he comes back. In angry Macbeth starts shouting at Banquos ghost. Ross asks him what he sees but Lady macbeth steps in so that he doesn’t say anything she asks them all to leave which they do they are very puzzled as to the way the king has acted. But noting is said. After they have all left Macbeth and Lady macbeth talk Macbeth is going on about how Banquo and he is dead and his blood is on his hands, At the end of the scene Lady macbeth says â€Å"you lack the seasons of all natures, sleep. He is lacking this sleep because thought out the play sleep is one of the main themes and it is only for innocent people which he is not because he has killed Duncan he was killing god too because they though that the king was god so they had gone against god and killed him. So they were now evil and they would have no sleep. Well that is a round up of this sence as you can see it is one that needs a lot of effort put into to keep the audience concentrating on the play. Paul as Macbeth you have a big role to play in this scene also do you Pam Lady macbeth is trying very hard to take control over the situation and stop Macbeth spilling the beans on the bad deeds that he has done. You need to make sure that you look like you are in control of the matter and know how to handle it. When you are telling Macbeth to act like a man you need to be very harsh with him knock him back into the real world and make him see sense. Paul when you are talking to Banquos ghost at first you are very scared but then you could out of your shell slowly and face up to him, you will need to speak as if you are angry so talk in a low husky voice. Pam your voice needs to be firm and stern both of you need to act tired as you can as both of you are getting no sleep as I have already explained so if you take all this information I have told you today and work on it you will have them all hanging off the edge of their seat thank you for you all coming today I hope this advice has been help to you all.

Professional Values and Awareness Essay

In this assignment I will identify issues that affect the care provided in a home for adults with learning disabilities. Using the â€Å"case study† format I will focus on the interpersonal relationships and identify the underlying factors that influence them, then provide explanations for these by applying established theories. Churton (2000:214) describes a case study as â€Å"a detailed investigation of a single research area†¦Ã¢â‚¬ . The case study will form a unique representation of the individuals involved at the time they were observed. As a single study the outcomes may not be representative of all care homes, but it is reasonable to assume many issues may be similar. As a student I was able to observe both staff and clients in their normal routines. I was accepted as a member of the care team and took part in daily activities. This form of research is described in Giddens (1997:542) as â€Å"Participant observation†. Becker describe the role of the researcher as â€Å"someone who watches the people he is studying to see what situations they ordinarily meet and how they behave in them† (cited in Marsh I. 1996:124), however the by taking on a role within the group that justifies their presence the researcher acts as more than a passive observer and becomes a participant. As a stranger to the group my presence will have affected the behaviour of the clients and studies have shown that the presence of students affects the way that qualified staff work (Reed J & Procter S. 1993:31). My own preconceived ideas of Learning disabilities and the staff and clients previous experience of students will all have contributed to the behaviour I witnessed. On my first day at the placement I was introduced to my mentor (the deputy manager). We discussed the homes basic philosophy and the clients’ disabilities. I was introduced to the nine clients, and the staff approximately 15. During this first meeting my mentor made me feel welcome and allayed some of my fears about the placement. Unfortunately other than two brief conversations this was the only time I worked with her over the six-week placement. The staff are mostly female with only four male staff. They were of all ages and came from a mix of races and religions, some single and others married with children. All of the staff are support workers and most have NVQ level 3 or are currently studying towards it. I found all the staff very friendly and felt welcome, but I also felt a like a ‘spare part’, as the clients were encouraged to do things for themselves, very little intervention was necessary. Record keeping, giving medication and supervising the clients at the many activities they attended were the main tasks. The days soon became very predictable with set activities and â€Å"opportunities† to be achieved. The slowness of the day meant that staff talked a lot, discussing personal matters as well as how they felt about the clients and their jobs. Conversation included issues around the low regard support workers had from the general public and other health care professionals, the quantity of paper work to be completed daily and the emphasis placed on it, little support and understanding from the management, and having to attend college in there own time. My personal performance was influenced most by the lack of a mentor. Without a mentor to shadow I would try to â€Å"latch onto† a member of staff only to find that we were on different activities or were at the end of their shift. My shifts and my mentors were not together, when I asked the manager if I could swap my weekend to the same as my mentors, she told me that there was no need for me to work with my mentor at all. I was left feeling very isolated. The need for student and mentor to work together â€Å"as much as possible† to build successful relationship is highlighted in Baillià ¯Ã‚ ¿Ã‚ ½re’s Study Skills for Nurses (Maslin-Prothero1997:32). Good mentoring is a two-way process requiring willingness from both mentor and mentee to build a collaborative relationship (Ellis et al 1995:121, Ajiboye P. 2000:11). Formal mentoring is relatively new to nursing (Maslin-Prothero 1997:51), and is closely related to Project 2000 (Salvage J.1999:14). The ENB define mentors as â€Å"an appropriately qualified and experienced first-level nurse/midwife/health visitor who by example guides assists and supports the student in learning new skills, adopting new behaviour and acquiring new attitudes† (as cited in Quinn F. 1995:188). Mentorship has existed for centuries with references dating back to Greek mythology (Ellis R. et al 1995:109), and it is widely used for career development in business, where mentors are â€Å"role models, talent developers and door openers†(Tyson S. & Jackson T. 1992:121). There are several theories on how mentoring works, most emphasise the mentor as a facilitator allowing the student to experiment while ensuring the safety of the patient/clients, and providing a â€Å"developmental bridge between theory and practice† (Ellis R. et al 1995:109). Communication and interpersonal skills are the foundations on which a successful relationship is built and are therefore essential skills in a mentor (Ellis R. et al 1995:121). However the mentor themselves may be the most important factor. A mentor is a role model good or bad. Hopefully the student will witness a high standard of practice and set their own standards similarly. But when the standard is low it depends on the students’ knowledge of the theory as to whether they choose to imitate the mentor or apply their own higher standard. Bandura (cited in Ellis R. et al 1995:116) describes this process as Social Learning Theory, a three-stage process. Stage 1 Observational Learning: Imitating a good role model Stage 2 Inhibitory/Disinhibitory Effects: bad practice rejected or imitated Stage 3 Eliciting Effect: good practices learned and core knowledge improved. The break down of the mentor mentee relationship on my placement may have been for variety of reasons, poor communication, unrealistic expectations or time constraints. Supernumerary students have time to observe and reflect, but mentors may have an already busy schedule and supervising students can become just another pressure (Reed J. & Procter S. 1993:36). Students in this environment may find themselves being used as â€Å"another pair of hands† (Ajiboye P. 2000:11). Many texts cite good leadership of the manager as vital to forming an atmosphere conducive to learning (Quinn F. 1995:182). A good manager will find time to inspire staff to enthusiastically provide high quality care (Grohar-Murray 1997:125). In the philosophy of care/service values of the placement it states that â€Å"we have a well trained staff who have achieved a NVQ in care or are working towards it† (not referenced to protect confidentiality). However the staff studying the NVQ had to attend college in there own time. This caused resentment towards the management as the staff felt that the qualification was for the company’s benefit, but at their expense. Tappen (1995:69) recognises that by allocating staff time to attend lectures or college days without them incurring financial penalties the outlook is changed from just gaining a ‘paper qualification’ to ‘an opportunity’ to develop skills and increase personal knowledge. Encouraging staff to develop new skills is a great motivator. Motivation has been described as â€Å"the oil that keeps the machinery turning† (Dell T. 1988:59) and is a key element in many leader/management theories. Many motivation theories are based around the concept of fulfilling needs. Maslow (1968 cited in Hogston R. & Simpson P. 1999:295/303) devised a hierarchy with seven levels, the first level are basic physical needs such as food and water progressing up to more psychological needs of self fulfilment. Individuals climb the pyramid a step at a time motivated by fulfilment at the previous level (see appendix 1). Kafka (1986 cited in Tappen 1995:304) offers five basic factors for motivation, Economic security, Control, Recognition, Personal self-worth and Belonging. But unlike Maslow the five may be placed in any order, as one person may be motivated more by the need to belong than the need for money (see appendix 2). Self-esteem/worth and belonging are needs common to both Maslow and Kafka. If managers boost self-esteem by acknowledging good practice and recognising achievements they enhance the feeling of belonging. Without feedback staff often feel overlooked and isolated. To be constructive feedback should contain both positive and negative elements and be based on observed behaviour, given objectively it can highlight areas that need strengthening and increase motivation. Kron (1981 cited in Tappen R. 1995:420) described this â€Å"positive feed back† as a â€Å"psychological paycheque†. The need to belong affects students, when they are included in procedures, and given opportunities to express opinions and don’t feel â€Å"in the way† they become part of the team. Being accepted boosts self-esteem and motivates learning (Oliver R & Endersby C. 1994:94) Dell statement that â€Å"people work harder for recognition than for money†(Dell T. 1988:59) is supported by a study of the affect of incentives such as pay increases and shorter hours. When each incentive was implemented productivity was found to increase. When the incentives were removed and working conditions returned to normal it was expected that the productivity would fall. In fact productivity rose â€Å"to the highest levels ever†. Mayo’s conclusion was that being in the study had caused the group to bond (belong) and that the interest (recognition) showed by researchers had encouraged the workers to achieve the level they believed the researchers expected of them (Mayo E. 1933 cited in Barratt M. & Mottershead A. 1999:74). If the security of â€Å"belonging† is absent self-esteem deteriorates which can lead to an â€Å"increase in complaints and fatigue†¦and absenteeism is likely to rise†(Barratt M.& Mottershead A. 1999:73). Lack of appreciation and support are two of the ten factors cited by Tappen (1995:455) that contribute to ‘burnout’. As the â€Å"most caring and most highly committed are often the ones most prone to burnout† (Eisenstat & Felner cited in Crawford J. 1990:48) it’s frequently linked to health care. Burnout is defined as, (Kozier B et al 2000:1387). † an overwhelming feeling that can lead to physical and emotional depletion, a negative attitude and self concept, and feelings of helplessness and hopelessness† There are many methods to prevent burnout. One of these I observed, and have been guilty of my self, is the ability to suddenly become deaf. For example one client would continually ask for a ‘cup of tea’, to which staff would respond ‘you’ve just had one’ and the client would reply ‘I’ve just had one’ and walk away. But if the frequency of requests increased or they interrupted another activity staff would often pretend not to hear, they would ovoid eye contact and turn away. By ignoring the client it extended the periods between acknowledged requests. For the same reason this client was always last to receive his cup of tea when it was being made for the group. This coping mechanism ‘denial’ is one of many established ways to deal with stress (Kenworthy N. 1996:91). In denial you reject the thing that is unacceptable choosing to believe it isn’t there. Denial is very similar to ‘repression’ where although aware of the feelings you block them out, Tappen suggest that this can leave the caregiver with a â€Å"vague sense of unease† towards the client. Having denied hearing the request staff would then repress their guilt, leaving them with an uneasy feeling towards the client. This practice while not acceptable, had no long-term affects on the client as he would simply ask again a few minutes later, however if all requests where dealt with in the same way it could become harmful to the client (Tappen R. 1995:11). Another behaviour I witnessed was the reliance on PRN medication; a different client was very vocal following staff around the home asking questions about her forthcoming blood test. After a couple of failed attempts to reassure her it was decided she needed PRN to clam her down. The staff had coped by rationalising the situation. Rationalisation uses one explanation to cover up a less acceptable one i.e. their reason for giving the medication was to calm the client down. But the real reason was it would stop her bothering them with questions. (Tappen R.1995:11). Often in learning disabilities carers see a client’s failure to behave in an acceptable way or achieve targets as a personal failure (Brown H. Smith H. 1992:95). These failures or ‘client losses’ are another factor that contributes to burnout (Tappen R.1995:455). Other factors often experience by learning disabilities cares also contribute to burnout such as ‘low pay’, ‘discrimination’ and ‘inadequate advancement opportunities’. Learning disabilities are often referred to as â€Å"the Cinderella of the Cinderella services†(Parish C. 2001:13), and as such tend to attract the least skilled workers, who are given a low status even in relationship to carers in other fields (Brown H. & Smith H. 1992:93). Care is traditionally seen as â€Å"women’s work† and therefore â€Å"unskilled and unworthy† (Brown H. & Smith H. 1992:162/166). This is reflected in the fact that care staff are predominately women working part time, earning low levels of pay and having few opportunities to advance their careers (Hudson B. 2000: 88). Care work is rarely undertaken solely for financial gain; often the motives are more altruistic (Dagnan D. 1994:127). A study into staff satisfaction found that â₠¬Å"in spite of low pay† care staff â€Å"found rewards in the close nature of the caring relationship† (Hudson B. 2000:89). Recent government white papers ‘NHS and Community Care Act’ and ‘Valuing People’ aim to enhance the status of learning disabilities by reorganising the way that the service is provided (Beacock C. 2001:23), and â€Å"give those working in social care a new status which fits the work they do† (Hudson B. 2000:99). These proposals may ultimately improve the status of the service, but in the short term the changes are creating more paperwork, require new skills, and are leading to greater job insecurity. These factors are adding to an already stressful job (Hudson B. 2000:96). Studies found that the main causes of stress for care workers were â€Å"the inability to provide service users with what they needed, accountability or responsibility without power, frustration at office politics and uncertainty about the future† (Hudson B. 2000:90). ‘Powerlessness’ and ‘unresponsiveness to client needs’ added to ‘too much paper work’ are more factors that can contribute to burnout (Tappen R. 1995:456). Care staff are under a great deal of pressure, in their daily work they face all of the ten factors that contribute to burnout. This must ultimately have an affect on the way care is provided. I have no doubt that the staff at my placement are genuinely caring people who do their best to provide a high standard of care for their clients. However sometimes the quality of care I witnessed reflected the pressures they were facing. 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