Strategies Used for the Gifted and for Those Who Are Developmentally Delayed Essay Example for Free

Strategies Used for the Gifted and for Those Who Are Developmentally Delayed Essay Generally when we talk of individuals with disabilities, the very core or center of concern always falls on individuals with developmentally disorders, physically handicapped, emotionally disorders. We tend to miss out the individuals who are born as â€Å"gifted†. Well for us, as the title says (gifted), being born gifted is more of a blessing than the other way around. But the truth of the matter is, it is not as easy as it may seem to be. If individuals with different kinds of disorders have special needs, so do gifted individuals. It may just be in a different manner, in a dissimilar kind and in a more diverse situation but there still is a special need and this is also need to be properly addressed in the same manner as with the other disabilities. Since both gifted and with disabilities individuals need special needs, corresponding modifications, strategies and adjustments should be done accordingly to be able to suit to their needs thus learning process can occur. Both classroom set up should be designed in accordance to provide optimum conduciveness in learning. Both have its own sets of teaching strategies that would be best effective in each set of exceptionalities. Initially, both gifted and developmentally delayed individuals should be properly assessed based on either a preliminary checklist or assessment obtained from the professionals such as developmental pediatrician or psychiatrist. Obtaining the assessment would help us discriminate or distinguish individuals that are mild moderate and severe. It also goes the same with gifted children, we need to know which are mildly gifted, moderately and highly gifted in order to be able to address their needs more appropriately. Another psychological truth that we need to learn is that most learning occurs when an optimal match between the learner’s current understanding and the challenge of new learning material has been carefully engineered. Choosing an appropriate program for both gifted and developmentally delayed individuals has always been indeed a challenge to anyone. Sets of programs are always done individualistic may it be for gifted individual or individual with developmental delay because both have unique characteristics that make them so personal and different from one another. Moreover, most often than not, the progress programs given to these two exceptionalities are based on their pace. Generally, for the developmentally delayed students the initial step for learning process to occur is behavior modification. Once the behavior is properly addressed, meaning the teacher is able to get the attention and behavior of the student, will the learning take effect. In gifted children, however, the initial step is to discover the child’s area of giftedness and create a program that will attend and enhance farther his special needs. Behavioral modification is not the basic concern at this point except for some social aspect such as coping up with peers older of his/her age. If that case happens, that is the only time that behavior intervention is needed. If teaching methods use for developmentally delayed students are direct instructions and task analysis, thus making tasks as simple and as directly instructed as possible for easier mastery, for gifted students, it is making it more complex and abstract to maintain the student’s interest and be challenged with it. If the gifted students master a particular unit, they need to be provided with more advanced learning activities, not more of the same activity as before. With developmentally delayed students, repetitions of activities and tasks are advisable to be able to incur mastery. Moreover, gifted students’ learning characteristics are best served with thematic, broad based and integrative content rather than just single-subject areas in which are being used in developmentally delayed students. Compacting are used with gifted student to streamline curriculum in order to allow them to move at a quicker pace and have time to pursue in alternate topic while in developmentally delayed students, the (general) task or activity is broken down into pieces of smaller tasks to be able to effectively master the (general) task.

Design And Fabrication Of A Hydraulic Ram Pump Engineering Essay

Design And Fabrication Of A Hydraulic Ram Pump Engineering Essay Abstract The Design and Fabrication of a Hydraulic Ram Pump (Hydram) is undertaken. It is meant to lift water from a depth of 5 feet below the surface with no other external energy source required. The overall cost of fabrication of this hydram shows that the pump is relatively cheaper than the existing pumps. Chapter 1 INTRODUCTION 1.1 Historical Background: The first hydraulic ram pump was invented by John Whitehurst in England in 1772. This pump was non-self-acting. In 1796 a Frenchman, Joseph Michael Montgolfier, had added a valve, which made the device self-acting. In 1809, the first American patent was issued to J. Cerneau and S.S. Hallet .Prior to the 1840s most ram pumps in America were imported from Europe, but in 1843, H.H. Strawbridge of Louisiana put an American made model into use. Rural communities in America found the features of the pump very attractive. Articles in magazines brought further recognition and understanding of the ram and its possibilities. A detailed book on the ram, published in 1842, was in its 16th edition by 1870. In 1879, The Peoples Cyclopedia included the hydraulic ram among the 55 most important inventions in the history of mankind. It defined the hydraulic ram as: A simple and conveniently applied mechanism by which the weight of falling water can be made available for raising a portion of itself to a considerable height. Patents on the ram abounded in the 1840s and 1850s, but after 1858 none were secured until 1870 when another burst of interest saw four patents awarded in 3 years. Cost was a major factor in the growth of ram use. Not only were the machines inexpensive to buy, but they also were simple to install and were almost maintenance-free. For more than 100 years rams were major movers of water to homes, farms, industries, railroads and towns. They contributed to improved crop production, introduction of extensive landscaping and, perhaps most importantly, to health and sanitation. With the advent of electrical pumps, interest in the hydraulic rams became dormant. Ram pumps were allowed to rust in the stream until expensive parts, fossil fuel shortages, and environmental concerns brought back to the publics mind the need for a pump that is inexpensive, requires almost no repairs or maintenance is self-acting, and can raise water to a considerable height vertically. Ram pumps are again becoming increasing popular in both developing and developed countries. They are being operated successfully worldwide. 800px-Roscheiderhof-lambachpumpe Figure An early Hydraulic Ram Pump 1.2 Hydraulic Ram Pump: The hydram uses energy of falling water to lift water. There is no separate motor or mechanism that operates the pump. In real life application water is diverted from a water source and made to flow in a straight and sloping pipe, called the drive pipe. The falling action of water causes a gain in its kinetic energy. The gain in energy increases with increase in velocity of water. The hydram is located at the bottom of the drive pipe. The water flows through its main valve. When this valve closes water is brought to a sudden stop. The kinetic energy gained by water while falling down is converted to pressure energy. This is the energy which all pumps use to lift water. Some amount of the water is pushed into the delivery pipe due to this pressure and delivered where it required is. Essentially, a hydram is an automatic pumping device which utilizes a small fall of water to lift a fraction of the supply flow to a much greater height; ie it uses a larger flow of water falling through a small head to lift a small flow of water through a higher head. All hydrams need a large amount of falling water to provide the energy utilized by them. This is why they can only be used when the source is very large compared to the amount of water required to be pumped. Usually, 5 to 10% of the water from the drive pipe is pumped. The rest goes back to the main water source 1.3 Advantages and Application: The hydraulic ram pump can be used with great effectiveness in communities which are located at a higher elevation than their source of water. The hydram pump uses the power of falling water to pump a small portion of that water uphill. It requires absolutely no fuel or electricity and operate only water pressure. There are only two moving parts which are lubricated by the water itself thus making a hydram a very simple device. Hydrams can be used in many diverse situations for example for domestic purposes or irrigation The source of water supply to the hydram could be a stream, a spring, an irrigation canal, an artesian well, or even an existing gravity flow water system. In the mountainous topography, there are many places where, if a hydram were installed, much time spent hauling water could be used for other purposes. Formerly unproductive or unused land could be made suitable for cultivation and yields will be increased in existing fields. Wide scale usage can benefit many people. Because this simple pump works 24 hours per day, for many years and requires little attention, it is suitable for areas where people have little technical expertise. Because hydram installations are inexpensive and quickly installed, they are well suited for remote areas where there are extreme transportation difficulties, as well as for sparsely populated villages which often make gravity flow water supply system financially unfeasible. The ability to incorporate a hydram in an existing gravity flow water supply system has also proved very useful. 1.4 Limitations: The use of hydrams has certain constraints associated with it. These are: Hydrams can only be used in mountainous topography. Where there is enough elevation distance between the water source and the community to which water is to be supplied. Generally the place for pumps should not be more than 100 meters below the place where water must be delivered. In areas which are prone to inundation, the hydram should be located so that the waste valve (a component of the pump) is always located above flood water level, as the pump will cease to function if the waste valve becomes submerged. The hydrams pump only a small portion of the water which is supplied to them therefore the source supplying hydram with water should be much larger than the amount of water which is desired to be delivered. The water source should not be seasonal and be present year-round if continuous supply of water is desired. Although hydrams are a very cheap technology compared to the more common used electric pumps they can have a high capital cost in relation to other technologies. Hydrams are limited to small scale applications, usually up to 1kW. A willingness for system care and maintenance to be provided by the community that uses the water. Chapter 2 WORKING PRINCPLE 2.1 Water hammer. Water hammer (or, more generally, fluid hammer) is a pressure surge or wave resulting when a fluid (usually a liquid but sometimes also a gas) in motion is forced to stop or change direction suddenly. Water hammer commonly occurs when a valve is closed suddenly at an end of a pipeline system, and a pressure wave propagates in the pipe. If the pipe is suddenly closed at the outlet (downstream), the mass of water before the closure is still moving forward with some velocity, building up a high pressure. When a valve in a pipe is closed, the water downstream of the valve will attempt to continue flowing, creating a vacuum that may cause the pipe to collapse or implode. Here water hammer has a negative impact. Nevertheless, the same phenomenon is used to life water in a hydram There are two main Physics concepts. 2.2 Momentum and Impulse. When an object is moving at some velocity, v, it has a momentum equal to its mass times its velocity, m*v . In our system, when the waste valve closes, the velocity of the water goes quickly to zero. This change in velocity causes a change in momentum equal to m*Άv. If you divide the change in momentum, also known as impulse, by the amount of time that has elapsed during the change in momentum, you get: Impulse = m * Άv / Ά t Noting that force = m*a, impulse / time equals a force. This force is a constant that can be used to determine the amount of work that can be done on the system. 2.3 Conservation of Mechanical Energy. During any type of physical interaction, the energy of the system remains constant. The only type of energy that is applicable here is mechanical energy. Mechanical energy is defined as the sum of kinetic energy and potential energy. To find the theoretical maximum height the pump can pump to, the final mechanical energy should be all potential energy and no kinetic energy. Therefore we take the equation 1/2 * m * v2 + m * g * hi = m * g * hf Water enters through the inlet pipe and exits through the waste valve. As it moves through the waste valve it builds up speed / momentum / kinetic energy. When the water gets going fast enough, it pushes the plunger on the waste valve closed. The moment the waste valve closes, the water creates an impulse and pushes up through the one way valve and out towards its destination. Once this built up pressure is released, the one way valve closes and the waste valve opens, starting a new cycle Chapter 3 OPERATION SEQUENCE OF HYDRAM The hydraulic ram pump operates in a cycle. The time each cycle takes to complete is very less, often one second. Each cycle of the pump can be divided in four phases. These are explained as follows 3.1 Acceleration: Water enters the hydram through the drive pipe and fills the pump body and starts flowing out of the waste or impulse valve. The water flowing past this valve tries to close it. The flow accelerates. During this time the delivery or check valve remains closed and no water is entering the delivery pipe. A Drive Pipe B Impulse Valve C Delivery Valve D Air Chamber E Delivery Pipe 1 Figure 3.1 Acceleration 3.2 Compression: The velocity and pressure of the column of water exiting from the impulse valve is overcome and the impulse valve closes. This creates a high pressure, compressing the water inside the pump body. This rise in pressure is called water hammer. The effect of water hammer is to open the check valve. A Drive Pipe B Impulse Valve C Delivery Valve D Air Chamber E Delivery Pipe 2 Figure 3.2 Compression 3.3 Delivery: The water starts flowing through the check valve in the air chamber. Air trapped in the air chamber is simultaneously compressed to a pressure exceeding the delivery pressure. Once the pressure in the air chamber exceeds the static delivery head due to reexpansion, water is forced up the delivery pipe. The pressure in the pump body drops quickly to equal the pressure in the air chamber thus closing the delivery valve. A Drive Pipe B Impulse Valve C Delivery Valve D Air Chamber E Delivery Pipe 3 Figure 3.3 Delivery 3.4 Recoil: After the delivery valve has closed, a shockwave is created and causes the water to flow back up the drive pipe. This results in a drop of pressure low enough for the impulse valve to open. Flow through drive pipe starts. The air volume in the air chamber stabilizes by this point and the flow from the delivery pipe stops. A Drive Pipe B Impulse Valve C Delivery Valve D Air Chamber E Delivery Pipe 4 Figure 3.4 Recoil Chapter 4 DESIGN 4.1 Designs Design 1 Hydraulic_Ram_Pump_p04a Figure 4.1 Design 01 They tend to be made from heavy castings and have been known to function reliably for 50 years or more. However, although a number of such design is still manufactured in Europe and the USA in small numbers, they are relatively expensive, although generally speaking the drive-pipe, delivery pipe and civil workings will be significantly more expensive than even the heaviest types of hydram. Design 2 Capture Figure 4.2 Design 02 This design is very low in cost but the pipes in the end cost considerably more than the hydram. They are not always as reliable as previous design, but are usually acceptably reliable with failures separated by many months rather than days, and are easy to repair when they fail. Table Comparison between Designs Features Design 1 Design 2 Fabrication Difficult Medium Weight Heavy Not too much heavy Reliability Yes To some extent Fabrication cost High Low Maintenance required Yes Yes Complexity High low Weighting matrix of designs Not Important Important Table Weighting matrix of Designs Features A B C D E F TOTAL WEIGHT A 1 1 1 0 1 4 0.21 B 1 0 1 1 1 4 0.21 C 0 0 1 1 0 2 0.1 D 1 1 1 0 1 4 0.21 E 0 0 0 0 1 1 0.06 F 1 1 1 1 0 4 0.21 à ¢Ã‹â€ Ã¢â‚¬Ëœ=19 à ¢Ã‹â€ Ã¢â‚¬Ëœ=1 A- Ease of Fabrication B- Weight C- Reliable D- Fabrication cost E- Maintenance required F- Complexity Rating matrix of Design 0 Does not meet requirement 1 Meets requirement partially 2 Fully meets requirement 3 Significantly above requirement Table Rating matrix of Designs Features Weighting Design Rating I II I II A 0.21 1 3 0.21 0.63 B 0.21 1 3 0.21 0.63 C 0.1 3 1 0.3 0.1 D 0.21 2 3 0.42 0.63 E 0.06 1 1 0.06 0.06 F 0.21 1 2 0.21 0.42 à ¢Ã‹â€ Ã¢â‚¬Ëœ=1.41 à ¢Ã‹â€ Ã¢â‚¬Ëœ=2.47 A- Ease of Fabrication B- Weight C- Reliable D- Fabrication cost E- Maintenance required F- Complexity Considering fabrication, weight, cost, complexity design 2 is selected. Design 2: Capture1 4.2 Parts of Hydram Tanks Pipes Impulse and delivery valve Air chamber pump throttling valve rubber washers Pipe Elbows Pipe collar 4.2.1Tanks We will be using three tanks Supply tank Waste water tank Delivered tank Supply tank: The water that to be elevated will be supplied from the supply tank.A pipe with a throttling valve will be connected with it.this tank will be 5 feet from ground and have capacity of 10 gallons. Waste water tank: The water that comes out from the impulsive valve will go to waste water tank. Delivered tank: This tank would be at the height of 10-12 feet. The water from the delivery tank will go to the delivered tank. 4.2.2 Pipes There are two pipes Drive pipe Delivery pipe Drive pipe: The water coming from the Supply tank will flow in drive pipe. The flow in this pipe can be controlled through a valve. Delivery Pipe: The water at the delivered tank will be delivered through delivery pipe. Table Price list of different material for pipes Materials Length (Feet) 2 in. Dia Cost (Rs) 3 in. Dia Cost (Rs) PVC 13 560 900 GI (M) 20 3060 4500 GI (L) 20 2600 3250 GI (EL) 20 2350 2900 CI 6 1100 1500 Weighting matrix of pipe 0- Not Important 1- Important Table Weighting matrix of Pipe Design feature A B C D E TOTAL WEIGHT A 0 1 0 1 2 0.15 B 1 1 1 1 4 0.30 C 1 0 1 1 3 0.23 D 1 0 1 1 3 0.23 E 0 0 1 0 1 0.07 à ¢Ã‹â€ Ã¢â‚¬Ëœ=13 à ¢Ã‹â€ Ã¢â‚¬Ëœ=1 Design Factors A Weight B Friction factor C Cost D Assembling E Resistance to corrosion According to matrix friction factor, cost, assembling are important factors. Rating matrix of pipes 0 Does not meet requirement 1 Meets requirement partially 2 Fully meets requirement 3 Significantly above requirement Table Rating matrix of Pipes Design Factors Weighting Concepts Rating I II III I II III A 0.15 3 2 2 0.45 0.3 0.3 B 0.30 3 3 0 0.9 0.9 0 C 0.23 3 2 2 0.69 0.46 0.46 D 0.23 1 3 2 0.23 0.69 0.46 E 0.07 3 3 1 0.21 0.21 .07 à ¢Ã‹â€ Ã¢â‚¬Ëœ=2.48 à ¢Ã‹â€ Ã¢â‚¬Ëœ=2.56 à ¢Ã‹â€ Ã¢â‚¬Ëœ=1.29 Concepts I PVC II GI (Galvanized iron) III CI (cast iron) Design Factors A Weight B Friction factor C Cost D Assembling E Resistance to corrosion According to matrix we might use PVC or galvanized iron 4.2.3 Air chamber Air chamber is to turn the intermittent flow through the delivery valve into steady, continuous flow up the delivery pipe. the air chamber provide the pump with a constant head to pump against and removes the inefficiencies associated with intermittent flow in the delivery pipe .The size of the air chamber therefore should ensure the conditions in the air vessel are little affected by the sudden inflow of water each cycle coming through the delivery valve. The volume of the air in the air chamber therefore should be at least 20 and preferably nearer 50 times the expected delivery flow per cycle .An air chamber with a volume many times that of the water entering per cycle will experience little change in condition at each delivery. Pump running to low heads with large delivery flows therefore actually require air chamber than ones pumping smaller flows to high delivery head. 4.2.4 Pump A pump will be connected with waste tank that will pump the waste water and delivers it to the supply tank so that if the water level in supply tank gets low ,the waste water will be pumped to the supply tank. 4.2.5 Throttling valve A valve will be connected with drive pipe to control the flow of water. 4.2.6 Rubber washers When the valve will close, water should not leak out from it. In order to prevent leakage rubber washer will be used. 4.2.7 Pipe elbows collars To connect different pipes we will use pipe elbow. Mostly we will use 90o elbow. We will also use welding technology if required. Price list of different elbow of different materials Materials 2 inch 90o elbow 3 inch 45o elbow 2 inch 45o elbow 3 inch 45o elbow PVC Rs.50 Rs.50 Rs.110 Rs.110 GI (M) Rs.150 Rs.170 Rs.210 Rs.260 GI (L) Rs.140 Rs.160 Rs.170 Rs.210 GI (EL) Rs.120 Rs.150 Rs.165 Rs.190 CI Rs.295 Rs.295 Rs.330 Rs.350 Table List of different elbow of different materials 4.3 Estimated Cost Estimated cost of hydram from different materials MATERIALS ESTIMATED COST (Rs.) PVC 10000 15000 GI (M) 23000 26000 GI (L) 22000 24000 GI (EL) 18000 23000 CI 16000 20000 Table Estimated cost of Hydram from different materials List of Abbreviation A1 cross sectional area of supply pipe A2 cross sectional area of delivery pipe D1 diameter of supply pipe D2 diameter of delivery pipe D Diameter of waste water inlet d Diameter of waste water outlet Dv Diameter of valve poppet F force on waste valve poppet H supply head h delivered head L1 length of supply pipe L2 length of delivery pipe à ¢Ã‹â€ Ã¢â‚¬  L Distance of waste valve poppet from the centerline of drive pipe mass flowrate in supply pipe mv mass of waste valve poppet P0 pressure on supply tank P1 pressure developed due to fall of water P2 pressure on waste valve poppet Q volume flowrate V velocity of water in supply pipe V1 velocity of water entering hydram V2 velocity of water leaving hydram power gained by falling water à Ã‚  density of water = 1000 kg/m3 g acceleration of free fall = 9.81 m/s2 ÃŽÂ ¼ viscosity of water = 1.12 x10-3 Ns/m2 ÃŽÂ ³ specific weight of water = 9810 N/m3 Abstract The Design and Fabrication of a Hydraulic Ram Pump (Hydram) is undertaken. It is meant to lift water from a depth of 5 feet below the surface with no other external energy source required. The overall cost of fabrication of this hydram shows that the pump is relatively cheaper than the existing pumps. Design Selection During the selection of deign for the hydram the following were considered Ease of Fabrication Weight Reliable Fabrication cost Maintenance required Complexity. The design was chosen giving priority to fabrication, weight, cost and complexity. The hydram will be fabricated from PVC. Chapter 5 TECHNICAL DRAWINGS Capture8 Figure 5.: 3D view of pump Capture9 Figure 5. : (a) Front view of pump Capture10 Figure 5.: Front View of Pump Capture1 Figure 5.: 3D view of waste valveCapture2 Figure .5 Front view of Waste valve Capture3 Figure 5. 3D view of Delivery Valve Capture5 Figure 5. Front view of Delivery Valve Capture6 Figure 5. 3D view of Air ChamberCapture7 Figure 5. Front View of Air Chamber Chapter 6 MATERIAL PROPERTIES AND JOINING METHODS 6.1 PVC pipes and fittings The difference between Schedule 40 and Schedule 80 PVC Pipe is the thickness of the pipe wall. Schedule 40 has a thinner wall than Schedule 80. This makes Schedule 80 PVC Pipes perfect for applications with very high water pressures. The outside diameter of the pipes is constant for different sizes and therefore they are interchangeable (provided that they meet the correct strength requirements). PVC Pipe Fittings differ similarly to PVC Pipe, except that they maintain the same inner diameter with the outer diameter differing based on the Schedule. This means that these are all interchangeable so long as they meet the requirements. Maximum Pressure Maximum operating and required minimum bursting pressures at 73oF (23oC) for PVC pipe fittings according ASTM D1785 Standard Specification for Poly Vinyl Chloride (PVC) Plastic Pipes Schedules 40 and 80 are indicated in the diagram and table below: pvc pipes bursting and operating pressure limits diagram Figure 6.1 Graph for the Max. Pressure PVC Nominal Pipe Size (inches) Required Minimum Burst Pressure (psi) Maximum Operating Pressure (psi) Schedule 40[1] Schedule 80[2] Schedule 40 Schedule 80 1/2 1910 2720 358 509 3/4 1540 2200 289 413 1 1440 2020 270 378 1 1/4 1180 1660 221 312 1 1/2 1060 1510 198 282 2 890 1290 166 243 2 1/2 870 1360 182 255 3 840 1200 158 225 Table 6.: Table Pipe sizes and Max. Pressure 1 psi (lb/in2) = 6,894.8 Pa (N/m2) Chemical Resistance: PVC pressure pipe and fittings are inert to attack by a wide variety of strong acids, alkalis, salt solutions, alcohols, and many other chemicals. They are dependable in corrosive applications and impart no tastes or odors to materials carried in them. They do not react with materials carried, nor act as a catalyst. Strength PVC Schedule 40 and Schedule 80 pipe and fittings are highly tough and durable products that have high-tensile and high-impact strength. They withstand high pressure for long time. Fire Resistance PVC pressure pipe and fittings are self-extinguishing, and do not support combustion.. Internal Corrosion Resistance PVC Schedule 40 and Schedule 80 pipe and fittings resist chemical attack by most acids, alkalis, salts, and organic media such as alcohols and aliphatic hydrocarbons, within certain limits of temperature and pressure. External Corrosion Resistance Industrial fumes, humidity, salt water, weather, atmospheric, or underground conditions regardless of soil type or moisture cannot harm PVC pressure pipe and fittings. Scratches or surface abrasions do not provide points which corrosive elements can attack. . Low Friction Loss The smooth interior surfaces of PVC Schedule 40 and Schedule 80 pipe and fittings assure low friction loss and high flow rate. Because PVC pipe and fittings do not rust, pit, scale, or corrode, the high flow rate continues for the life of the piping system. Low Thermal Conductivity PVC pressure pipe and fittings have a much lower thermal conductivity factor than metal pipe. This ensures that fluids maintain a more constant temperature. In most cases, pipe insulation is not required. [3] . 6.2 Joining Methods There are several techniques for the joining the pipes and fittings. Solvent cement Threaded connections Solvent cement For joining solvent cement will be used. It is simple and reliable if procedures are followed correctly. Since variables of temperature, humidity, pipe size, time, and other conditions have a significant effect on solvent cement joints, it is important to understand the principles of each step and make adjustments for actual conditions. A wide variety of solvent cements and primers are commercially available. Selection of specific type, grade and consistency of solvent cement should take into account pipe type, size, installation conditions and chemical compatibility of cement and system fluids. For best results, installation should be made at temperatures between 10 °C and 45 °C.All joint components should be inspected for any breaking, chipping, gouging or other visible damage before Threaded Connections Threading reduces the effective wall thickness of pipe, pressure ratings of the pipe are reduced to one-half that of unthreaded pipe using solvent cement welded joints. By threading different parts specially the valves can be joined. Chapter 7 CALCULATIONS The calculations for the design parameter have been done after carrying out a market survey of the components and materials available. Our aim is to achieve a delivered head of 4 meters from a fall of maximum 1.5 meters from the supply tank. The height of the supply tank has been varied to see if the desired delivery head is achieved or not. The calculations are theoretical and the situation will be different practically. The calculations only give a rough estimate of the design parameters. Trial and error will be used to start the operation of the hydram. The pre defined parameters include Diameter of drive pipe = 1 inch = 0.0254 m Diameter of delivery pipe = 0.5 inch = 0.0127 m Distance of waste valve poppet from the centerline of drive pipe = 0.1 m Diameter of waste water inlet = 2.5 inch = 0.0635 m Diameter of waste water outlet = 1.35 inch = 0.0345 m Schematic of Hydraulic Ram Pump Setup h0Delivery Tank P0 (1) L Hf <

Theories Of Drunvalo Melchizadek And Jungian Biology Essay

Theories Of Drunvalo Melchizadek And Jungian Biology Essay In genetics, it is understood that humans have 44 chromosomes (22 pairs), plus 2 sex chromosomes that determine gender. That is scientific fact. Heres where it gets tricky. Suppose one has more or less than 44? Indeed, it can happen; some genetic disorders are caused by this. But what affect could it have not simply on the human body, but on the human consciousness? From the metaphysicist himself, Drunvalo Melchizadek: There are three totally different kinds of humans on the Earth, meaning that they perceive the One reality in three different ways, interpreted differently. The first kind of human has a chromosome composition of 42+2. They comprise a unity consciousness that does not see anything outside themselves as being separate from themselves. To them, there is only one energy one life, one beingness that moves everywhere. Anything happening anywhere is within them, as well. They are like cells in the body. They are all connected to a single consciousness that moves through all of them. These are the aboriginals in Australia. There might be a few African tribes left like this. Then, there is our level, comprising 44+2 chromosomes. We are a disharmonic level of consciousness that is used as a steppingstone from the 42+2 level to the next level, 46+2. We are dangerous to both ourselves and nature, but we are necessaryà ¢Ã¢â€š ¬Ã‚ ¦These two additional chromosomes change everything (Melchizedek ). In short, those lacking a pair of chromosomes (compared to normal humans) perceive all reality and being as one. This falls into line quite well with the spiritual beliefs of the Aborigines in particular (however, it must be pointed out that no group of people today currently possess the requisite 42 chromosomes). In metaphor, reality is one giant landmass with no divisions, no individuals. Those with the 44 chromosomes (in short, us), are unstable. Our level of evolution is simply a building block to 46. We have individual lives, but now fail to ever come together. In essence, each reality is a completely isolated island from one another. Building from this, it could be reasoned that our pain, suffering, ignorance, apathy and general bad qualities stem from our chromosomal imbalance. Therefore, the only way to truly rid ourselves of these is by moving on. Finally, to 46; the next step in human evolution. According to Melchizadeks theories, it is at this point that we come together as individual to make one, each separate, but unified. In his words again: The main change will be a shift to the unity consciousness. Every cell in your body has its own consciousness and memory. You, the higher being that occupies your body, make the millions of different consciousnesses in your body work together as one being. How does this relate to this [new evolution]? Think of yourself as a cell and the grid as the higher being. We will still have individual consciousness, but will be united in the form of a higher being in order to work as one entity (Melchizedek). In the perspective of the Christian religion, it could be viewed as a step towards becoming more God or Christ like; individual pieces making up a whole, not far from the Body of Christ belief. As all-in-one, we would achieve universal understanding. There would be no pain, no suffering, nor ignorance or apathy. To draw another parallel, it would be quite similar to the Kingdom of God or Heaven. Being said, how do we move from 44 to 46? In more general terms, perhaps it is simpler to ask how we can move from where we are as imperfect humans to something beyond, something greater, the next step. Heres where the lyrics of Forty-Six 2 and elements of Jungian psychology come into play. At the heart of Maynards Forty-Six 2 lies the concept of Change is coming through my shadow. In Jungian psychology, the mind is broken down into many parts, including the anima/animus, the ego and the shadow. In males, the anima is a group of feminine traits suppressed deep into the subconscious. Similarly, the animus is the group of masculine traits suppressed in the subconscious of females. Though not consciously present, the anima and animus affect our behavior in powerful ways. Commonly, we seek out or project those traits out onto other of the opposite sex. This accounts for the feeling of falling in love at first sight. Though we may hardly know the person, our subconscious knows what they represent. As the opposite of the conscious self, the anima/animus can act as a guide to our own subconscious. They are often expressed as the guiding female (if youre male) or male (if youre female) figures in our dreams. In short, our unconscious egos (the anima/animus), are traits we desire in the opposite sex we ourselves suppress. Conversely, the ego is our conscious mind, our sense of personal self. This sense of personal identity is purchased, however, at the expense of certain tendencies that are rejected as not-self. These rejected traits come together as a kind of unconscious counter-ego, termed the shadow. Unexplainable feelings of annoyance, anxiousness or even anger can be a result of being in contact with someone who possesses elements of our repressed selves. In dreams, out shadow may take a physical form, often as an adversary of the same gender. Of all the elements that make up our psyche, the shadow has the potential to be both the most dangerous and the most critical to our personal developments. It represents everything we most fear and despise, but also represents everything we must master to move forward. Maynards suggestion for moving from our level to the next is by embracing the shadow. By taking in the previously rejected aspects of ourselves (the not-self) and learning to live with them (it), we take a great leap towards making ourselves whole again. Do what it takes to move through, to lie, cry, die, and kill but also to move, grow and to learn are fundamental. Deep concepts and New Age theories are nothing new for Maynard and Tool. With track titles like Stinkfist, Pushit, Third Eye, Schism and Parabola, Tool has never been, nor tried to be, a band easily understood from the surface. Their song lyrics, stage shows and even album artwork all reflect this. The cover to the album Aenima, from which the song Forty-Six 2 is taken, even follows some of the themes from the aforementioned song. At first glance all one notices is the burst of white light at the center. Closer inspection reveals a series of out of focus eyes ringing the light. In typical Tool fashion, theyve said exactly what theyve wanted to say without seeming to have said anything coherent at all. Think outside the box (literally). Sure, we can all see or understand out personal shadows to some degree (hence the shadowy, out of focus eyes). What lays beyond them, though, no one truly understands. Its a revelation so blindingly bright theres no seeing through it, nor any turning back. Those willing to think for themselves (a motto of soft for the band), will see the album cover, open the CD and learn things they may never had known before. With luck, theyll never be quite the same for it. Our shadows are elementary, almost primal. Only by looking within, to listen to my muscle memory and reflect on what makes us us can we find our way through to the other side. By picking scabs and metaphorically uncovering old wounds we can confront what we previously rejected and avoided. We can step into the shadow and find new understanding on the other side. Works Cited or Consulted Keenan, Maynard James. Forty-Six 2. Aenima. Rec. Sept. 1995. Volcano, 1996. Melchizedek, Drunvalo. Leading Edge Interviews Drunvalo Melchizedek. Interview with Val Valerian. Leading Edge Interview with Drunvalo Melchizedek. Ed. Joshua Shapiro. Dec. 1995. VJ Enterprises. 13 Sept. 2008 . Tool. Album Booklet. Aenima. Rec. Sept. 1995. Volcano, 1996. Appendix A Forty-Six 2 Written by Maynard James Keenan of Tool My shadows shedding skin and Ive been picking Scabs again. Im down Digging through My old muscles Looking for a clue. Ive been crawling on my belly Clearing out what couldve been. Ive been wallowing in my own confused And insecure delusions For a piece to cross me over Or a word to guide me in. I wanna feel the changes coming down. I wanna know what Ive been hiding in My shadow. Change is coming through my shadow. My shadows shedding skin Ive been picking My scabs again. Ive been crawling on my belly Clearing out what couldve been. Ive been wallowing in my own chaotic And insecure delusions. I wanna feel the change consume me, Feel the outside turning in. I wanna feel the metamorphosis and Cleansing Ive endured within My shadow Change is coming. Now is my time. Listen to my muscle memory. Contemplate what Ive been clinging to. Forty-six and two ahead of me. I choose to live and to Grow, take and give and to Move, learn and love and to Cry, kill and die and to Be paranoid and to Lie, hate and fear and to Do what it takes to move through. I choose to live and to Lie, kill and give and to Die, learn and love and to Do what it takes to step through. See my shadow changing, Stretching up and over me. Soften this old armor. Hoping I can clear the way By stepping through my shadow, Coming out the other side. Step into the shadow. Forty six and two are just ahead of me. Appendix B Aenima album cover

Separation Anxiety and Attachment in Infants and Toddlers Essay

Introduction Susie’s mother opened the door to let Molly, Susie’s babysitter, inside. Ten-month old Susie seemed happy to see Molly. Susie then observed her mother put her jacket on and Susie’s face turned from smiling to sad as she realized that her mother was going out. Molly had sat for Susie many times in the past month, and Susie had never reacted like this before. When Susie’s mother returned home, the sitter told her that Susie had cried until she knew that her mother had left and then they had a nice time playing with toys until she heard her mother’s key in the door. Then Susie began crying once again. At a certain age infants begin to resist the unfamiliar and are very vocal in expressing their feelings (Brazelton, 1992). Sometimes this causes parents to hesitate leaving their child with someone unfamiliar to this child even if the parents know them well. It’s hard to leave when their young child is crying for them. They want him/her to be well taken care of and happy when they are not together. From birth to about six months old, an infant doesnÂ’t seem to mind staying with an unfamiliar person (Brazelton, 1992), although the infant is able to distinguish his mother from other people (Slater, et al, 1998). As the infant gets a little older, at about eight to ten months, he/she begins to cry when his caregiver is not his mother or father; and again between eighteen and twenty-four months, when the infant finds out he/she has some control over what happens (Schuster, 1980). Separation anxiety could, and often does, make parents feel guilty for leaving their child and might make them wonder if they are causing their child undue stress. Separation anxiety has been studied for many years beginning with documenta... ...ts. Reading, Massachusetts: Addison-Wesley Publishing Company. Harrison, L. J. and Ungerer, J. A., (2002). Maternal Employment and Infant-Mother Attachment Security at 12 Months Postpartum. Developmental Psychology, Vol. 38, No. 5, 758-773. Karen, R., (1998). Becoming Attached: First Relationships and How They Shape Our Capacity to Love. New York: Oxford Press. Rutter, M., (1972). Maternal Deprivation, Middlesex, England: Penguin Books, LTD. Schuster, C. S., and Ashburn, S. S., (1980). The Process of Human Development: A Holistic Approach. Boston: Little, Brown and Company Inc. Slater, A., and Muir, D., (1998). The Blackwell Reader in Developmental Psychology. Oxford, UK: Blackwell Publishers, Ltd. Weger Jr., H. and Polcar, L. E., (2002). Attachment Style and Person-Centered Comforting. Western Journal of Communication, 66(1) (Winter 2002), 84-103.

Students and the Civil Rights Movement During the 1960s Essay

The 1960's was a decade of tremendous social and political upheaval. In the United States, many movements occurred by groups of people seeking to make positive changes in society. During this decade, the Civil Rights movement continued to gain momentum. The black community was continually persecuted and discriminated against by prejudice white individuals and figures of authority. Blacks everywhere struggled to end discrimination. They demanded the right to vote, to receive quality education, and to become respected individuals in the community which shunned them. (Sitkoff 35) Students, in particular, played a significant role in the Civil Rights Movement during the 1960's. Many college students were outraged by social injustices and the intolerance shown by their universities. Many individuals participated in boycotts and sit-ins in an attempt to change their community for the better. (Blumberg 18) The young people during the 1960?s greatly influenced the course of the Civil Rights movement by their efforts and actions. Students played a large role in the desegregation of both public grade schools and universities. College students also form ed and took part in new political groups such as the Black Panther Party and Students for a Democratic Society. (Blumberg 73) Because of their heavy political involvement in the Civil Rights Movement, students across the country created a new institution: the political university. (Curry 77) During the 1960?s, many student riots occurred on college campuses. The majority of the rioters were middle class students seeking a voice in the administration of their school. These riots were violent and sometimes fatal. A major issue during the Civil... ...fectiveness. The 1960?s were a time of great disorder among the young people of the America. Students began to stand up for their rights and fight to improve society, even if it meant turning their backs on the government. During the Civil Rights Movement of the 1960?s a new pattern was brought forth in many universities. The university was no longer just a community of learners and educators, but is suddenly became a political arena. But many tend to forget that the majority of the nations 6,700,000 college students were studying peacefully and not causing any trouble in the community (Curry 106). During this time, many changes were brought about in society, some being positive and others being negative. Because of their great passion and effort, students may be considered the most influential group of people during this critical period in history.

Dementia Care

EIGHT CAREGIVING MAXIMS FOR DEALING WITH PERPLEXING BEHAVIOURS ?Don’t try and stop people with dementia from doing something just because it isn’t being done â€Å"properly†. Give them time to do things in their own way at their own pace. ?People with dementia understand far more than they are ever given credit for. Take care what is said in their presence and don’t exclude them from conversations or decisions. Bossiness is Just Not On. It’s very easy to confuse â€Å"caring† with â€Å"controlling† and nothing winds up any one of us more than the sense that someone else is controlling our lives. And if someone can’t find the words to protest, then resistance or aggressive actions will ensue. ?Ask the question, â€Å"Who is it a problem for – us or them? † If it’s us, we should be old and ugly enough to let things ride.Does it really matter that he wants to go to bed with his trousers on, doesn’t want a wash right now, eats mashed potato with his fingers, says there are little green men in the garden? Don’t scold, argue or contradict. Go With the Flow, however bizarre it seems. ?Preserve their autonomy for as long as possible by giving them choice (e. g. in what clothes to wear) and celebrate what they can still do, rather than bemoan what they can’t. ?There is always a reason for agitation – often something or somebody in the environment.Try to spot the cause and change it if possible. ?If they can’t enter our world, we must enter theirs and affirm it. Forget reality orientation – what day is it, where are you, who’s the Prime Minister – who cares? Enjoy fantastic adventures with them in their â€Å"real† world instead. Be prepared to time-travel backwards into their personal history. ?Look behind the illness and reach out to the frightened person still in there who needs to feel secure, respected and cherished.

Child Care Observation

Child Care Observation I observed children at ABC Child Development Center in the 3 year old classroom on March 1, 2010 from 8am until 11am. The classroom had a very diverse composition in the classroom, Hispanic, African American, Caucasian, Native American, and Asian (Vietnamese). In addition to diversity the ABC child development focus on maintaining a child centered environment that allows children to learn at their own pace. The classroom had 2 teachers and 24 children in attendance during the observation. The classroom has blue walls and displays of the children’s artwork around the room for Saint Patrick's Day and also spring.The classroom had 8 centers for learning and activities. The centers were arranged at the children’s eye level and lower to ensure easy access. The centers included art, science and sensory, music, blocks, dramatic play area, library, quiet zone, and a safe place center. The class started with breakfast which included, toast, bacon, fruit, a nd milk. During breakfast all of the children were allowed to pour their own milk and serve themselves one scoop of fruit. As the children were eating they talked among themselves about how their mommy would come back at the end of the day.The girls began arguing about whose mother would return, they shouted at one another, â€Å"No my mommy is coming back! † the other child replied, â€Å"No my mommy is coming back not yours! † The teacher ended the argument, but as the debate about which mother would return ended, the boys began using pretend guns with their toast. Three of the boys had chewed their toast into the shape of guns and again the teacher had to redirect the boys because the child care center does not allow children participate in any violent activities.As the teacher redirected the boys, they all stated, â€Å"we are not making pow pows†. After breakfast the children began their morning hygiene routine of going to the restroom, washing hands, and b rushing teeth. The boys went to the restroom first and finished within a few minutes. The girls took longer in the restroom than the boys, because many of the girls were talking to one another while they were in the restroom. While the girls were in the restroom many of them were talking about their dogs. One girl stated the she was going to bring her dog â€Å"Peetie Joe† to her ABC school for show and share.Another student said,† Oooh ma ma ma, you can’t bring Peetie Joe to my ABC school and I am going to tell†. As hygiene time ended the class sat around a rectangle carpet to begin circle time. Circle time lasted 20 minutes and consisted of 2 songs (Ram Sam Sam and 5 Little Monkey’s), a flannel board story (Brown Bear), and pretend play (hunters in the forest). After the circle time children were allowed to choose a center activity. Many of the children went to the dramatic play area that included a kitchen, a dress up area, and a construction tabl e.The kitchen had a sink, refrigerator, stove, table, and many plastic foods. Five children were in the kitchen making lunch for the day. One of the students took a baby to the kitchen table and the students began telling the baby to make a happy plate so she can have treasure box. One of the students began to pat the baby on the head as he told the baby doll, â€Å"Eat all your food so you can be strong, okay. † The children in the dress up area were wearing fireman uniforms that consisted of red fire hats, jackets, and pants. The girls and boys in the area pretended to stop a fire.The children made pretend fire hoses with their hands and sprayed the walls which were the buildings that were on fire. The remainder of the children went to the art area that consisted on two cafeteria style tables and benches that would seat 30 children. One table had green paint, gold sequins, and clovers. The children were supposed to paint the clovers greens and place sequins on the clovers. All of the children at the table completed their projects very quickly, one student started painting on another student’s face which angered the student.Another student remained at the table longer because he appeared to be extremely focused on the placement of the sequins. After he completed his project he showed the teachers. He placed all of the gold sequins around the edges of the clovers which formed into a border. He placed sequins in the middle of the clover that also formed a circle. Many of the children left the paint to make shapes with the play dough, but 3 students went to the library area to read books. Two of the girls took babies with them and read stories to their babies while the boy student read alone to himself various books for about 45 minutes.The girls would change seats and move the dolls around as well as change books, but the little boy seated in the library was not distracted by any of their activities. The class observed was in Piaget’s Per-o perational Stage of Development. Preoperational stage begins at age 2 and lasts until age 7. During this stage children apply new knowledge of language, use symbols to represent objects, and also personifies objects, and change in physical appearance. During the observation the children appeared to have reached the developmental milestones for a 3 year old.Physically many of the children were about 39 to 46 inches in height (Papalia, Olds, Feldman 2007 page 251). Most of the children in the class appeared to have lost their â€Å"baby fat† (Venice Kichura 2009) because they were slender in appearance, but two of the girls in the class were much taller than 46 inches. The two girls appeared to be 50 to 55 inches in height (the girls appeared be the size of a 6 year old, but they were slender, not obese). Physiologically the children did not appear to have any developmental delays, most the children were able to use large and fine motor skills without any difficulty.The childre n could mold the play dough into various shapes, use scissors, and glue. During the pretend play the children were able to complete the various range of movements that included squatting low on the ground to pull their bow and arrows and jumping to miss the frogs. Handedness appeared to be prevalent in most of the children during the observation. Most of the children were using their right hands during the art, but here was one student that used her left hand during the painting of the clovers. Many of the children displayed the cognitive characteristics of a 3 year old.During the circle time, the children sang the song Ram Sam Sam. The song allowed the children to improve their memory development through the repetitive language used in Ram Sam Sam through encoding. Encoding is the process by which information is prepared for long-term storage (Papalia, Olds, Feldman 2007 pg 278). The students were able to recall the song Ram Sam Sam from memory to sing during circle time. Ram Sam S am involved memory, but it also utilized cross lateral movements that help develop each hemisphere of the brain and corpus callosum (Schiller 1999).There were many activities that the children participated in that illustrated Piaget’s Preoperational Stage of Development and also Lev Vgotsky’s theory of cognitive development that children learn best through their interactions with culture. When the three students went to the library two of the students engaged in pretend play as they read stories to their dolls. The third student engaged in parallel play, although there was other students around him playing, he focused on the book he was reading only as is if he was the only one in the room.His parallel play could also be seen a as form of egocentrism because he recognized his environment through only his point of view as he read. While the children were in the dramatic play area a child explained to the teacher that one of his peers built a fire station. The student to ld the teacher, â€Å"XYZ person builded a firehouse. † When the teacher corrected the student by using the word built, the student corrected the teacher, â€Å"No! He builded a fire station. † The statement could also be considered a form of egocentrism, but also an example if Vygotsky’s â€Å"zone of proximal development† (ZPD).ZPD is the difference between what a learner can do without help and what he or she can do with help (Papalia, Olds, Feldman 2007 pg 283). In addition to the views of Vygotsky and Piaget, Erik Erickson also had the theory â€Å"Initiative versus Guilt† that focused on the need to deal with conflicting feelings (Papalia, Olds, Feldman 2007 pg 300). For example, during breakfast 3 students made guns with their toast, but there was a fourth student that appeared to be interested in making a gun also with their toast.The student bit his toast almost into the shape of the gun, but looked at the teacher and discontinued forming the toast into a gun. During the observation the children did not make statements about gender roles, but the girls were in the kitchen and played with the dolls, while the boys were the only ones playing in the fireman’s clothes. The girls nurtured the baby dolls while the boys made guns with their toast. During the observation the girls appeared to understand self regulation and control, while the boys appeared to be egocentric in their actions even when dealing with the rules.The boys knew the rules regarding guns, but made the deliberate choice to make a gun with their toast. Throughout the observation most of the children demonstrated prosocial behavior, they interacted well with their peers and only required minimal redirection. Only one of the students appeared to be overtly aggressive. Whenever she was redirected she would use profanity at peers or the teachers. During one redirection she slumped to the floor, took off her shoes, and proceeded through her shoes at the teacher.Overall throughout the observation the children appeared to have self confidence and trust in their caregivers. The class did not appear to be afraid to play within the class. The children appeared to enjoy the activities planned and some of them repeated the routines during their time in the various learning centers. I enjoyed early childhood or the preoperational stage of development, but had a large amount of changes in adolescence that had lasting effects into adulthood. Physically I was smaller than most of my peers (4’11 in height) and less attractive in appearance.I weighed about 85 pounds in high during adolescence, had vision problems, and scoliosis. While some cultures are concerned with weight loss, my culture (race) during adolescence embraced weight, so I felt like an outcast at times within my own race. Despite being smaller than my peers I was very athletic. I play volleyball, basketball, ran cross county, and was a majorette in the band. I had very ad vance cognitive skills for my age. My family encouraged me to try anything at least once so attempted to learn at any opportunity provided to me.I studied Spanish, German, and Vietnamese in high school. I was enrolled in Advanced Placement courses and made honor roll throughout high school. I participated in many non-sport extracurricular activities such as teen hotline, teen suicide prevention, church, and debate club. From a psychosocial aspect I followed the rules and had many friends. I was voted most out going in high school. I had received an award from the City of Oklahoma for being the youth advocate of the year. I lobbied the City and State to re-open community centers to help curtail gang violence.I went as far as posting daily notes on the Councilman’s cars since I worked for the police department and we all shared the same parking lot I understood rules, laws, and a respect for authority. I also understood possible consequences for failing to follow the rules. In spite of following rules and having great interactions with peers, I lacked self esteem. Although I was encouraged to try many things, I never had self confidence. Like many adolescent girls I thought that boys would be able to provide me with the boost of self confidence that I desired.From adolescence until about age 33 I spent time focusing on maintaining relationship with the opposite sex instead of my own personal growth. My mantra was â€Å"All I want is a good boyfriend†. I gave up attending Georgetown, I turned down many great employment opportunities, and even remained in an unhealthy relationship because I thought my boyfriend would give me the self confidence that I was missing. I believe that if more self confidence was instilled in me during adolescent and my family would have explained how relationships genuinely work I would have developed the appropriate level of self confidence.Works Cited Diane E. Papalia, Sally Wendkos Olds, Ruth Duskin Feldman. â€Å"A Ch ild’s World; Infancy Thorough Adolescence Eleventh Edition†. Boston, McGraw Hill, 2007 Pam Schiller. â€Å"Start smart! : building brain power in the early years. † New York, Gryphon House Publication, 1999 Venice Kichura. â€Å"Physical Development of Preschoolers. † Ehow. com March 2009, Date accessed March 17, 2010. http://www. ehow. com/about_5218904_physical-development-preschoolers. html