Instrumentation systems assignment Lab Report Example | Topics and Well Written Essays - 750 words

Instrumentation systems assignment - Lab Report Example Single-point adjustment allows for the linear characteristic curve to be shifted in positive or negative direction over the entire measuring range. The large selection of pressure units of up to 6 different units is possible. It is far more than any complicated dual-scale, or multi-scale gauge can offer. The digital pressure gauge has a selection point for the required display unit to be posted on the screen. The desired value can be read directly eliminating the need for conversions (Kobata, Kojima and Kajikawa, 2012). Pressure is applied to the pressure sensors within the equipment. These sensors can either be resistive, capacitive or piezoelectric crystals. A pressure on the crystals causes a generation of electric current due to the piezoelectric effect. Since the generated voltages are slight, an amplifier is used to amplify the output to a readable value. The output is in analog form due to the analog sinusoidal voltage output from the transducers. The analog to digital converter is thus used to convert the analog output to produce its digital counterpart for ease of reading. The final output is displayed on a digital display screen (Morris, 2001). There are two operating keys on the Reference Type E. The left key turns the instrument on while at the same time used to execute its functions. Contrarily, the right key helps in switching between the MAX and MIN-value. The device displays the pressure range after turn-on for two seconds before changing into measuring mode. The functions of the device include: An indication on the display shows if the ZERO- and/or CONT-function is activated. By pressing the left key until ZERO and/or CONT disappears, the zero is reset to factory settings with the possibilities of reactivating the automatic turn-off function. It the actual pressure goes beyond the measuring range, OFL (overflow) appears on the display (Quinn, 1970). Pressures of known values were

Examples of ways to establish ground Essay Example for Free

Examples of ways to establish ground Essay Produce a briefing document for a new member of staff who will be delivering classes in your specialist area embedding functional skills. The document should demonstrate your understanding of: a) ways to establish ground rules with learners Beginners Massage Course Introductory Weekend Briefing document The aim of the Beginners Massage Course Introductory Weekend is to give people the chance to learn a few basic massage techniques and explore their interest in massage without having to commit to a full study programme. Before embarking on teaching the Intro weekend it is important to understand the need for ground rules: those already set by the organisation/ set by you, set by the learners themselves before /or during the course and rules agreed by both of you. Organisational Please read through our organisational policies procedures including Health Safety Fire policy; this enables you to understand what to do in the event of a fire and to instruct your students/learners on the evacuation procedure. the syllabus gives clear objectives; lesson plans with suggested time frames, how to assess, monitor and review the achievements of the students, different methods of teaching, resources to hand (course manuals,whiteboard etc.), progression routes from beginners, anatomy physiology through to practitioner level and also more course specific health and safety guidelines including advice on dress, jewellery, hygiene, use of equipment and the continuous observation of posture and correct stoke techniques. These provide a structure for the course for you the students to follow, supports the diversification of learning skills (demonstration, verbal, hands on, handouts etc.) and give clear guidelines on where to go next with their knowledge. There are a maximum of 10 students per class with a mix of male female of all ages though minimum age is 21. Due both to the  size of the room and our past experience we have found that this is an ideal number for a learning group. Requirements sent to all students at time of booking: please arrive by 9.50am you may wish to change into loose comfortable clothing please bring 2 large bath towels leave all your valuable at home i.e. we rings, necklaces, earrings etc. as we cannot be responsible for any loss or damage to these items as they will have to be removed during the class For the comfort of the student you will be working with, please ensure your nails are short. These requirements ensure the smooth running of the course, all students having correct equipment/can learn equally and the well-being of students. Tutor set At the start of the course it is good practice to establish some basic housekeeping practices: evacuation procedures, whereabouts of toilets, suggested break/lunch times and use of mobile phones. Introduce yourself. This gives a little of your background to the students, gives them an idea of where they can go and your experience. Give a brief overview of the weekend, how it will run Review/ recap at the end of each day what they have learnt and ask if there are any questions/areas that need attention. This way give structure to the course and helps manage expectations for the students. Student led/negotiated Give students opportunity to introduce themselves Students choose to work with another student and this partner can be kept for the whole weekend or they may change. Students are more compliant when they set the rules so allow them to decide if when they are ready to move onto the next technique or wish to review and repeat what they have already done. This way gives opportunity to learn the syllabus whilst allowing some fluidity in what pace the class moves at, allows access for everyone to learn equally and working with individual learning requirements. Understanding more about each other gives a feeling of community or familiarity within the group so mutual respect empathy can take place.

Dangers With Living in Close Proximity to Power Lines

Dangers With Living in Close Proximity to Power Lines Research Task: ASSESSMENT OF DANGERS ASSOCIATED WITH LIVING IN CLOSE PROXIMITY TO POWER LINES GAËLLE ROBERTSON Introduction There have been several deliberations about the biological effects of exposure to electric and magnetic fields (EMF) and their possible detrimental effects on the health of humans and animals over the years. Illnesses attributed to power lines include abnormal heart pulses, leukaemia, cancers, miscarriages, birth defects, and other conditions that might lead to premature death. Regardless of the conclusions of many studies that find no evident risks, many people remain uncertain about the safety of power lines. The aim of this investigation is to determine and discuss the ethical issues behind power lines in residential areas and whether there are dangers that should be seriously considered. Research Question Are electromagnetic fields around power lines harmful to people living in close proximity to them? Hypothesis Those exposed to power lines in close proximity for long periods of time may obtain health problems however the power lines are not the main cause of the health issue but rather a factor. The reason for this is that there is not sufficient research conducted to prove that power lines are dangerous and that no health programmes have advised people to refrain from living near power lines or protected them from them either. There are many possible risks associated with electromagnetic radiation as it is not only available from power lines but also from apparatus such as microwave ovens, computers, wireless networks and cell phones. However these are more powerful forms of electromagnetic fields that are essentially more detrimental to human health than power lines. Data Research All electricity is generated, transmitted, or used and electric and magnetic fields are created due to the existence and motion of electric charges. (Gledhill, 2014) An electromagnetic field (EMF) has two components: an electric field and a magnetic field. When two objects have a voltage difference between them, an electric field is created. There is an electric field between a power line and the ground below because the power line is at a large voltage relative to the ground. (Nedlands, 2006)The electric field is measured in volts per meter (V/m) or in kilovolts per meter (kV/m). (See Figure 1 below) A magnetic field exists when electric current flows through a wire. Thus magnetic fields surround the power lines conducting current from the power station to residential areas. (Geoff Cackett, 1979)Transformers decrease these high voltages for local distribution to homes and businesses. Figure 1 – Graph indicating the relationship between the Magnetic Field and Distance from the High-Voltage Power Line (Runge, 2011) The magnetic field from a power line can vary extensively because the current in the wires depends on the amount of power expended. In contrast, the electric field from a power line varies very little because the voltage fundamentally remains constant. In general, these fields are time-varying vector quantities categorised by a number of constraints which include their frequency, phase, direction, and magnitude. (Portier, 1998) Electric and magnetic fields (EMFs) are areas of energy that are invisible and connected with the usage of electrical power(Birnbaum, 2014)EMFs are characterized by wavelength or frequency into one of two radioactive categories: non-ionizing and ionizing.( See Figure 2 below) High-voltage power lines that transmit electricity expose anything nearby to electromagnetic radiation as they create electromagnetic fields around them. (Goldberg, 2014) Electromagnetic radiation is any form of energy that is sent as waves or rays between two places. Electricity and magnetism are both jointly responsible for many kinds of radiation. (Knapp, 2002) Figure 2 Table indicating differences between ionizing and non-ionizing radiation types (Gledhill, 2014) The strongest EMFs are found around those major transmissioned lines that carry the highest voltages and currents. EMFs are also present around suburban distribution systems that carry large currents but at much lower voltages,. (Nedlands, 2006) Electric and magnetic fields are also different in the way they interact with our bodies. Electric fields have very little penetration, while magnetic fields can penetrate to our inner organs. (Toufexis, 1989) A biological effect is any change that could occur either short term or long term in the physical state of the human body. (Runge, 2011) EMF’s are able to induce the conductive matter of the human body and may result in observed changes in the human health. The epidemiological studies have inspired laboratory research into how EMFs could be associated with cancer. It is generally recognised by researchers that EMFs cannot initiate a cancer. They suggest instead that EMFs may play a part in promoting the growth of an existing cancer. Researchers from the University of Tasmania and Britains Bristol University(See Figure 3 below) found that in a study of 850 lymphoma, leukaemia and cancer related conditions that living for an elongated period near high-voltage power lines increased the risk for these conditions much later in life (Zeman, 2011). However, the British Medical Journal published a paper on the investigation of the effect of 50 Hz magnetic fields on the existence of several types of cancer and concluded by stating that the extremely low frequency magnetic fields of high voltage power lines at typical residential levels do not appear to be associated with an increase in cancer among various adults; this also pertains for the haematological malignancies and for tumours of the nervous system as well as for the male and female hormone related cancers in genitals. (Verkasalo., 1996) As for specific cancer types, the presence of extremely low frequency magnetic fields remains indefinite. Numerous studies appea r to display a weak association between incidence of some cancers and the exposure to power-frequency magnetic fields. The reason for this is that the electromagnetic energy from power lines are of extremely low frequency and therefore low energy. They are evidently different in frequency from ionizing radiation such as X-rays and gamma rays and are non-ionizing. Biological material absorbs the energy from higher-frequency more readily. In contrast, extremely low frequency EMF does not have enough energy to heat body tissues or cause ionization. Generally, the evidence that power line fields cause or donate to cancer is weak to non-existent according to most scientists. Figure 3 – The study conducted by the University of Tasmania and Britains Bristol University produced these results. (Zeman, 2011) According to ESKOM and several other studies, electric fields of the intensity encountered close to power lines, cannot damage crops. (See Figure 4 below) Laboratory studies that expose animals to electromagnetic fields, looking for variations in body function, chemistry, behaviour or general health and have also concluded that they have no effect on the fertility, behaviour, carcass quality, reproduction, meat, milk and egg production or the development of their offspring. (Rayleigh, 2006) Figure 4 – Table indicating results of various investigations conducted on the effects of power lines on crops (Rayleigh, 2006) Disadvantages of power lines in residential areas: Recent studies approve a reported association between eminent long term health risks (e.g. cancer) and proximity to residential power lines, but it is not certain if the observation is coincidental or not. Physical impossibility of any health effect has been argued by scientists due to weak levels of EMFs, while others uphold that the potential health risks should not be terminated. (Zeman, 2011) The World Health Organization (WHO) publications state that EMF such as those from power lines, can also cause short term symptoms such as headaches, fatigue,anxiety, insomnia, prickling and/or burning skin, rashesand muscle pain. (Verkasalo., 1996) Power lines are not visually appealing in residential areas and are more prone to external damage as they are exposed to people living around them. Advantages of power lines in residential areas: House prices are less expensive closer to power lines as people usually look for homes without obstructions. Any technical or maintenance problems are fixed as soon as possible as many people depend on the residential power lines. There is no compelling evidence of health hazards from power lines as many forms or research indicate that some health risks are associated with power lines in close proximity but it does not prove that they are the direct cause of any biological dangers. (Goldberg, 2014) CONCLUSION Therefore there are known health risks that appear to relate to power lines and their electromagnetic fields emitted but no evidence completely proves that biological effects have been conclusively demonstrated to be caused by living near high-voltage power lines. Many scientists believe that exposure to the low-level EMFs near power lines is safe, but some scientists continue research to look for possible health risks associated with these fields. The risks are clearly small if there are any risks associated with living near power lines. References Birnbaum, L. S., 2014. Department of Health and Human Services. [Online] Available at: http://www.niehs.nih.gov/about/od/index.cfm [Accessed 2 August 2014]. Geoff Cackett, R. K. A. S., 1979. Core Physics. In: C. Ratray, ed. Oxford: Oxford University Press, p. 211. Gledhill, M., 2014. Electromagnetic fields (EMF). [Online] Available at: http://www.who.int/peh-emf/about/WhatisEMF/en/ [Accessed 2 August 2014]. Goldberg, R. B., 2014. Environment, Health and Safety. [Online] Available at: http://www.ehso.com/ehshome/emf.htm [Accessed 2 August 2014]. Knapp, B., 2002. Visual Science Encyclopedia. In: M. Sanders, ed. Heat and Energy. Danbury: Grolier Educational, pp. 13-14. Nedlands, 2006. Powerlines, Electromagnetic Fields and Health. [Online] Available at: http://www.public.health.wa.gov.au/cproot/1372/2/Powerlines_Electromagnetic_Fields_and_Health.pdf [Accessed 2 August 2014]. Portier, C. J., 1998. National Institute of Environmental Health Sciences. [Online] Available at: http://www.niehs.nih.gov/health/assets/docs_a_e/emf1.pdf [Accessed 2 August 2014]. Rayleigh, R., 2006. EFFECT OF ELECTRICAL FIELDS, IONS AND NOISE. [Online] Available at: http://oregonstate.edu/dept/coarc/sites/default/files/publication/88 DC lines cattle crops (88).pdf [Accessed 2 August 2014]. Runge, K., 2011. Eskom Fact Sheet. [Online] Available at: http://www.niehs.nih.gov/emfrapid. [Accessed 3 August 2014]. Toufexis, A., 1989. Health: Panic Over Power Lines. Times Magazine, 127 July , pp. 40-42. Verkasalo., D., 1996. British Medical Journal. [Online] Available at: http://www.bmj.com/content/313/7064/1047.abstract [Accessed 3 August 2014]. Zeman, G., 2011. Health Physics Society. [Online] Available at: http://hps.org/hpspublications/articles/powerlines.html [Accessed 3 August 2014]. Glossary Plagiarism Checker 1 | Page

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Ever since I was a child, I have been fascinated by science and have had a great enthusiasm for learning. â€Å"You understand something completely when you see it† – this is how I grew up with the passion for machines. I perused a course in Sandwich Mechanical program at PSG College of Technology, which is rated by the All India Council for Technical Education as the best industry linked college for Mechanical Engineering in India .The specialty of this course is that it integrates course work and industrial training which has given me ample hands on work. The curriculum was diverse and it provided me an opportunity to explore various avenues in the domain. Through the course of my college life, I have worked in several areas to realize nexus between engineering and statistics. In my third year when I took a course titled â€Å"Statistics and Quality Control†, I found myself being drawn very much towards the realm of numbers and their diversified applications. This interest drove me to an extent that I completed an online edX course in â€Å"Introduction to Statistics: Descriptive Statistics†, a course of study offered by BerkeleyX. Manufacturing continues to have become a commodity within the value chain and now the fact is indisputable. After some research and discussion with my Professors, I concluded that, higher the rate of manufacturing commoditization, greater the focus on optimization, which drives down product costs. Hence, I decided that Lean manufacturing would be the area where I want to work on. To understand the real life application of concepts, I attended a two week training programme at Larsen &Toubro, Pune. I worked with the design and manufacturing department responsible for developing modular bridges for army purposes. It wa... ...ply chain, lean manufacturing by itself is not enough for success and needs to be complimented with Six Sigma to address the causes of variability. The detailed study of Operations Research, Lean Manufacturing, Manufacturing Systems Design and Supply chain management has helped me visualize the scenario better. Leaner the system, the more susceptible it is to exceptions. I would like to work as a corporate leader in future, specializing in product development and management. . My immediate goal is to equip myself with the knowledge and the necessary skill required for an entrepreneur or smart manufacturing process. My long term career plan is to head a group of managers and directors who are as motivated and passionate as I, in an entrepreneurial setting, and to work on technologies and businesses that radically change the life of millions of people around the globe.

Emotional Memory Essay

Emotional memory pertains to an individual’s recollection of incidents that have occurred in the past. The mechanism behind such strong retention is mainly based on the emotions that are associated with that particular event, resulting in a increased level of attention that facilitates encoding of the event in the memory of an individual. Emotional memory is also involved in ruminations of the occurrence, regardless of the length of time that has already passed away since the actual event. This kind of memory can be distinguished from other neurobiological concepts of memory because its retention is very strong due to the influence of emotions, which technically magnifies details of the incident. Research has shown that emotional memory is imprinted in the cortical region of the brain. This description is supported by observations that several neural activities occur in the cortex, thus facilitating memory retention. Several studies have indicated that emotional memory involves two major processes, namely encoding and post-encoding. The first process of encoding involves the heightened level of attention of an individual during the actual event, while post-encoding pertains to the consolidation of the details of the event after the actual incident, coupled with enhancement that is triggered by the emotions that were set off at that time. One prime example of an emotional memory is the vivid recall of an accident that is associated with physical injury and blood. Regardless of the length of time that the incident has occurred, the individual who was involved in the accident is still capable of remembering the accident even after several years. One complication of emotional memory is that an individual finds it difficult to dissociate his emotions with regards to a particular incident. It is thus extremely hard for an individual to go back to the site of an accident if this person almost died at that time. It has been suggested that evolution also plays a role in emotional memory, wherein the brain of human beings has acquired the capacity to retain details of an event in order to survive that particular incident. It may thus be possible that through fear, early primates and other higher mammals may have learned to stay away from predators and other harmful environmental components in order to survive in the wild. These species may have adapted such modes of memory by being subjected to extreme discomfort or pain that is related to incidents such as toxin exposure or predation and thus their perception for harmful conditions may have been imprinted in their brains and possibly passed on to their offspring. The exact mechanism behind the retrieval of memories associated with a particular incident based on emotional settings still remains elusive up to this date. The unique feature of storage for a prolonged period of time further complicates the pathway and several analysts have attempted to address this question. Neurobiologists have suggested that emotional memory may be act as a complete process unless an individual is able to retrieve the information associated with a specific incident in the past. Storage of information, or encoding, is simply one component of the entire emotional memory pathway yet the retrieval of specific information is essential in determining that the entire process has been completed. It has also been suggested that emotional memory is easier to access over the neutral events, and this is also partly due to the role of amygdala, which influences how the hippocampus functions at such events. In addition to the emotional influence, sleep also sways the brain to remember specific incidents, wherein the amount of sleep can result in a positive or negative condition for memory. According to Sterpenic et al. (2007), memory is influenced by sleep through the imposition of neural correlates. Through the application of functional magnetic resonance imaging (fMRI), a comparison of neural connections was examined among subjects who were able to sleep for a sufficient amount of time and those who were deprived of sleep. The investigation was designed towards a stage wherein the subjects were allowed to undergo post-encoding, which is one of the two stages of emotional memory. The investigation showed that subjects who received enough hours of sleep had the ability to remember the positive events that occurred. On the other hand, an interesting observation came from those subjects who were subjected to a particular negative event. They observed that regardless of sufficiency or lack of sleep, the subject participant was able to retain the details of the negative event, most probably through the characteristic emotion that was generated from the negative stimuli. Another observation gathered by neurobiologists regarding emotional memory was that several regions of the brain were responsible in retaining such details and emotions. The two major brains areas involved in emotional memory were the hippocampus and the cortex. Specific regions of the cortex that were responsible for emotional memory included the prefrontal cortex, which is also involved in criminality. It seems that negative emotions, such as that involved in emotional memory, are largely stored in this region of the brain. Moreover, fMRI scanning showed a functional connection between these two regions of the brain and the combinatorial effect of these regions was magnified when the incident is featured with negative stimuli or emotions. It is interesting to know that sleep may also have a selective effect on the memory of an individual. The amygdala was observed to only stimulate the hippocampus for encoding when a negative event has occurred and this happens with or without sleep. On the other hand, a happy incident will only be stored in the hippocampus if an individual receives enough sleep. Such selective storage of details may be largely influenced by emotions during that particular event, and not simply by the amount of time that an individual was able to sleep. Such kinds of research investigations are thus important in the providing a better understanding of how emotions influence an individual’s memory and ultimately, one’s mental condition. It has also been shown that emotions play a major role in the storage of details in the brain. In an investigation that involved manipulation of the context of emotion of subject participants, the activity of the neural networks in the brain was examined. A specific memory tested also allowed the comparison of retrieval capacities of the brain and the research conducted by Smith et al. (2005) showed that the presence of emotions increased the likelihood that an individual will retain the details of the incident. The emotional memory tested in this study showed that the actual area of brain involved in this mechanism is the left side of the amygdala, as well as the left side of the frontotemporal region of the cortex. The study also showed that the right side of the amydala and the frontotemporal cortex was not capable enough of storing details of a specific incident, regardless of its coupling to emotions. It is thus possible that when an individual has damaged the left side of his brain, then it is impossible for him to recall any other details of his past. It should also be understood that cognition is mainly based on memory as well as emotion, yet for several yesterday there were not attempts performed into looking into the finer details of the pathway. In addition, there were also only a few reported regarding the interaction of the amygdala and the cortex and on how these two regions responded to each other’s messages. The advent of high definition imaging technologies such as the magnetic resonance imaging allowed the visualization of internal regions of the brain that were perceived to be unreachable by an other analytical means. References Smith, A. P. , Henson, R. N. , Rugg, M. D. and Dolan, R. J. (2005). Modulation of retrieval processing reflects accuracy of emotional source memory. Learning and Memory, 12, 472–479. Sterpenich, V. , Albouy, G. , Boly, M. , Vandewalle, G. , Darsaud, A. , Balteau, E. , Dang-Vu, T. T. , Desseilles. M. , D’Argembeau, A. , Gais, S. , Rauchs, G. , Schabus, M. , Degueldre, C. , Luxen, A. , Collette, F. , Maquet, P. (2007). Sleep-related hippocampo-cortical interplay during emotional memory recollection. PloS Bi

Free Essays on Why Special Education Teachers Must Know Direct Instruction.

Abstract The goals of Direct Instruction are explicit in the method design. The concepts of appropriate use of material, placement of children and its operation and implementing techniques make up the system that has proven to be an effective instructing instrument. For the purpose of this paper I am going to focus on the fist two and how it is critical in the design of this approach. Direct Instruction has also proven to be effective with teaching special needs students. It is intuitive to think that the goal of teachers should be to teach in the most effective manner. Direct Instruction is a way of doing this. Knowing its principles and having assurance in what it does is a must for all special educators as research has proved in time and time again. Why Special Education Teachers Must Teach Direct Instruction Direct Instruction (DI) is a methodical manner of providing instruction. The underlying philosophy of Direct Instruction is that student learning is ultimately the responsibility of the teacher. The systematic approach of Direct Instruction includes the idea that the design in which information is organized is the most critical aspect of student learning. The various components of direct instruction cooperate to make up this systematic design. One component, appropriate use of material, ensures that concepts are delivered clearly and concisely. Upon mastery of fundamental concepts more challenging ideas can thus be added which is then considered learning (Engelmann, 1997). Acceleration evolves from the ability to learn or master material. As acceleration implies, you are able to move from one concept to another but in less time than it took when you were initially mastering material. It is important to note that mastery of information has to occur or acceleration will not take place. Another critical aspect of Direct Instruction is the placement of children. This ensures that students are learni... Free Essays on Why Special Education Teachers Must Know Direct Instruction. Free Essays on Why Special Education Teachers Must Know Direct Instruction. Abstract The goals of Direct Instruction are explicit in the method design. The concepts of appropriate use of material, placement of children and its operation and implementing techniques make up the system that has proven to be an effective instructing instrument. For the purpose of this paper I am going to focus on the fist two and how it is critical in the design of this approach. Direct Instruction has also proven to be effective with teaching special needs students. It is intuitive to think that the goal of teachers should be to teach in the most effective manner. Direct Instruction is a way of doing this. Knowing its principles and having assurance in what it does is a must for all special educators as research has proved in time and time again. Why Special Education Teachers Must Teach Direct Instruction Direct Instruction (DI) is a methodical manner of providing instruction. The underlying philosophy of Direct Instruction is that student learning is ultimately the responsibility of the teacher. The systematic approach of Direct Instruction includes the idea that the design in which information is organized is the most critical aspect of student learning. The various components of direct instruction cooperate to make up this systematic design. One component, appropriate use of material, ensures that concepts are delivered clearly and concisely. Upon mastery of fundamental concepts more challenging ideas can thus be added which is then considered learning (Engelmann, 1997). Acceleration evolves from the ability to learn or master material. As acceleration implies, you are able to move from one concept to another but in less time than it took when you were initially mastering material. It is important to note that mastery of information has to occur or acceleration will not take place. Another critical aspect of Direct Instruction is the placement of children. This ensures that students are learni...