Observation Report of Child Example

Observation Report of Child Example Ethical considerations checklist Has the whole team been informed about the portfolio requirements? Have you made clear that all members concerned in the observation will have access to the material? Have the nature of the observations (including aims, tools to be used) been  explained to the children/ young people (where applicable)? Have you considered the importance of respecting the child/ young persons privacy, dignity and possible emotional reactions? Have parents been informed- and has the study process been fully explained to  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   them? Have you confirmed that all details will remain confidential by ensuring all documents are anonymous? Date: 10 January 2017 Dear parents/guardian I am writing to ask for permission to observe your child as part of my university course. All information about your child would be kept as confidential. Thank you for your support. I †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. give permission to †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. to observe my child Sign†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Date†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Name of observer: Aamna. (nursery nurse) Name of child: child A Date of observation: 4/01/17 Starting time: 3:30pm Finishing time: 3:40pm No of adults involved: 1 No of children involved: 3 Area of observation: home corner, constructive area, quite area and mathematic area (indoors) Aim: to observe child A while playing Objective: to analyse how child A interacts with others This is a brief snap of child A interacting with adults and other individuals within the setting. Its a Wednesday afternoon just after teatime and child A begins to play with child B who is the same age as child A. Child A starts in the home corner and continues the day playing with other activities. Child A begins to play in the home corner area and pretends to be a policeman and says hands up to himself. Child A appears to be searching for something and pulls out a police uniform jacket and he proceeds to put the jacket on himself inside out, he then looks under the other uniform jackets. I interrupt child A and ask him what he is looking. He does not respond, he finds a briefcase with pretend injections, bandages and a stethoscope. He then takes the policeman jacket and places it back in the correct place. Child A picks the stethoscope and places it around his neck backwards. He looks down at a doctors shirt and grabs the shirt briskly with one hand and quickly clutches it close to his chest. Child A then attempts to put the shirt on, he starts by putting his right arm into the right sleeve and the left arm into the left sleeve. He then pulls it down from the back and closes the buttons starting from the bottom up to the top. Once he has completed closing the buttons he stops and sighs out loud with his hands on his waist. He then sits on the floor with his legs crossed and wiggles his bottom. Child A places the diaphragm on child Bs shoulder, child B then places the diaphragm part on left side of his chest demonstrating, as child B lets go of the stethoscope child A takes it off his chest and tries to put it on himself. Child A attempts then to put it on Child B again the same way child B demonstrated but still puts it the other way round with the diaphragm on child Bs shoulder again. Child A sighs and throws the stethoscope onto the floor with force, after throwing the stethoscope he crosses his arms and frowns at the ground with his eyes towards the floor. From the corner of his eye he slowly looks around, as he slowly looks up again he notices me looking at him. He begins to smile and takes the stethoscope from the floor and apologises to the stethoscope. He now looks up at child B walking towards the constructive area and walks after him. As he walk s towards the constructive area with his hands swinging from left to right and proceeds to sit on his knees and grabs onto a toy car with his left hand and says look I have a blue car, what colour do you have?. Child B responds by saying my car is green, I have this one at home and child A nods his head up and down. Child A suddenly jumps up and runs towards the quite area and begins spinning three times with his hands swinging up and down, he falls onto his knees whilst laughing and says wow Im dizzy.   He jumps right up with his hands in the air and continues spinning round. He catches his breath and places his hands onto his head whilst attempting to sit back on the floor and makes a woo woo sound.   He moves his head round repeatedly but this time in slow motion with his eyes closed. After two full minutes he stands up and   choses another table activity. Now Child A proceeds to the mathematic table which contains unifix cubes. Child A stands still with his right hand on t he side of his head and looks around the table and finds a seat and walks towards it, he pulls the seat and sits then, puts both of his legs under the table he then places both hands at the sides of the chair and tucks himself under the table. He reaches out for the cubes which are placed in the middle of the table. Child C snatches the unifix cubes from child As hands, child A looks directly at child C face and says sharing is caring with his hands on his waist with his left eyebrow raised. Child C gives the cubes back into child As hand Child A then starts to attach each unifix cube together. While picking up the cubes he says the colours of the cubes and the number of how many cubes there are in a low toned voice one is yellow, two is green and three is red, he continues up to ten then looks around to see if anyone is looking at him with his head down and rolls his eyes to the right corner of his eyes. With the unifix cubes he builds a long line and says this is the wall in my ga rden and its big, big, big. As he uses the word big he moves his right hand up on top of his head. After creates a oval shape and claims to say its a hippopotamus by saying Im a hippopotamus and you cant catch me in a deep voice with his hands by his side and rocks on his chair from left to right. Child A separates the cubes one by one and places the cube back into the middle of the table. He stands up and walks behind the chair and tries to tuck it under the table using both of his hands on the sides of the chair and crouches down. He now stands back up and runs towards the writing area and picks a colour pencil and a piece of paper for himself and for child B, then walks back to the mathematics area. As he gives the coloured pencil to child B he says here you go and passes on the pencil to child B. He then starts to draw lines with a red colour pencil onto a piece of paper, he grips the colour pencil by placing the all four fingers and his thumb sticking out towards him with his right hand and says look the cubes are like the cubes I made before to child B with a smile. Child B attempts to hold the coloured pencil, the pencil keeps falling out of his hands and ends up onto the floor. Child A looks at the floor to pick the pencil up for child B and helps child B on how to hold the pencil as he says this is how you hold it in your hand. Child A was included as the socially active child in this scenario of observation. The social, personal and emotional development can be noted through observing the behaviour, responses, and interaction with the other children within this setting. I would describe child A to be going through various stages of developmental experiences, and learning curves.   The theorist Jean Piaget   suggests four types of stages for cognitive development, in my observation it would specifically be looking at the preoperational stage (2-7 years). Within this stage Piaget speaks about the children of this age group that are able to analyse symbolically. In the first area of observation in the home corner, for when child A is experimenting with the police uniforms and the doctors briefcase child A seems to show a general awareness of the nature of a stethoscope and its connection to the doctors shirt which he wore prior to selecting the instrument this would symbolise that he might have a interest to work within healthcare for example. This kind of imaginative play could perhaps influence their occupation as they grow older. In this area Child A faces his first interaction with Child B who in this instance appears to be more advanced, he attempts to correct and teach Child A the correct way of placing the diaphragm through active learning. Jean Piaget   relates cognitive, moral, and emotional development. In his opinion, cognitive and emotional development show parallel,   courses of development, with cognition providing the structure and emotion the energy of development. Just as children go through stages of cognitive developme nt, they likewise display emotional development and understanding new   emotional expressions and experiences which are characteristics of different levels of development. Although my presence might have caused a bias in the childs natural behaviour I was able to see his response to his reaction as he threw the stethoscope aggressively in frustration and when he notices the presence of an adult he quickly says sorry to the stethoscope and smiled. Vygotsky suggested that social interaction within cognitive development would develop while socialising first. This means that most individuals would look to see how parents behaviour are towards things, watching the way they speak and then they would try to imitate them just as child A imitates conversational skills through discussing the toy cars they are playing with and identify the colours of the car. Play and playfulness is categorized into three key areas, imagination and creativity, playful exploration, problem solving and dizzy play. Dizzy play consists of rough play, tumbling humour and language play such as seen with Child A as he spins around saying woo and announcing wow im dizzy   expressing pure joy and a burst of physical energy release. On the mathematics table Child A is confronted by Child C, in this scenario Child C expresses a negative action by snatching from Child A in an aggressive manner. Child C handles this situation in a very emotionally respectful manner, he quotes sharing is caring which immediately diffuses a potential clash and encourages Child C to return the cubes. This was one of the most interesting parts of child to child interaction within this observation, as this showed an advanced development of empathy within Child A which usually begins to develop as toddlers where the concept of i and me begins. Child A shows the understanding of not only his own but the emotional needs of those around him Theorist such as Glassman, (2000) develops ideas for behaviourism and demonstrates ways of observing to   understand development. He also mentions a focus on learning. He suggests that learning means changes in behaviour which indicates experiences and interactions in an environment. This explains and demonstrates child A focusing on learning when Child B shows him how to use the stethoscope, which allows him to learn how to use it. As child A changes his choice of profession from being a policeman to a doctor, his behaviour also changes. The reason for the change was that he wasnt able to find the hat but found the briefcase without struggling. This is a result of child A experiencing and interacting within the environment. In this observation I mainly focused on what child A was able to do rather than what he couldnt do. Vygotsky includes in his theory about emphasis childrens capability and the partnership between the child and adult as the same between me and child A. Within this observation child A has demonstrated many skills as he becomes active to the use of his body movement whilst playing, he interacts with the environmental materials and people around him. Child A communicates as he shares his thoughts and information through playing with child B and other practitioners. He communicated verbally with some simple sentences. He shows excitement and having fun while playing with the different areas. Child A absorbed himself, concentrated and thought about what activities he involved himself with. Interacting was the main skill developed by child A as he formed this action a couple times during the observation. My observation was thorough and well, and through watching small emotional signs and reactions to different scenarios I was able to understand through a more practical approach about the emotional development of a child at play he interacts with children of different stages of development themselves. Reference list: Fromberg, D.P. (1990). Play issues in early childhood education. In Seedfeldt, C. (Ed.), Continuing issues in early childhood education, (pp. 223-243). Columbus, OH: Merrill. Frost, J.L. (1992). Play and playscapes. Albany, NY: Delmar. G Department for Education, 2012. Statutory Framework for the Early Years Foundation Stage. (EYFS). London: Early Education Palaiologou, I. (2012) Child observation. 2nd ed. London: Sage Publications Ltd.

The Politics of Turkish National Identity Essay -- Political Turkey Es

The Politics of Turkish National Identity ?Modern Turkish National identity has been shaped by events that have taken place in the region throughout its history. The formation of the national identity can be attributed to two dichotomies of political thought and culture. Some people want to keep in line with Turkey?s modern history as a secular westernized country looking to join the European Union; while others hearken back to the days of the Ottoman Empire and wish to make Turkey a divided Islamic state. Conflict between those who consider themselves Turks and the Kurdish separatist party, a militant rebel force, has long shaped the changing Turkish national Identity. Today, Turkey in many ways has had ?to depart from a strict observance of the guiding principals of [Turkey?s modern history] and the kind of self-perception and views it aimed to instill in the population? (Kushner 232). Although the most westernized of all Middle-East countries, Turkey still must deal with Islamic fundamentalism prominent in the area. In recent history, Turkey has done a poor job balancing the differing desires of the members of its society: some would like to homogenize and westernize society while others want to be recognized as a deeply religious and individual sector of the Turkish population. MODERN HISTORY? The country of Turkey, as we know it, has only come about in the last 80 years or so. Before this time, the land of present day Turkey was referred to as Anatolia. Anatolia is considered the bridge that connects the Middle East to Europe. Despite years of occupation by differing nations, the area of present day Turkey has held some consistency and continuity. This continuity is possible because even though many count... ... The Kurdish Experience. Jul.-Aug. 1994. PP 12-15. Mutlu, Servet. ?Ethnic Kurds in Turkey: A Demographic Study? International Journal of ? Middle East Studies. Vol. 28, No. 4. Nov. 1996. PP 517-541. World of Information Business Intelligence Report: Turkey. Walden Publishing Ltd. ? 2000. [i] Often considered as state socialism. In Turkish use, it involves state control of some industries and public services. [ii] A follower of the larger of the two primary denominations of Islam. [iii] A member of the smaller of the two great divisions of Islam. The Shia originated in a dispute over who should be the legitimate successor to the Prophet; a majority of early Muslims accepted the tradition of community consensus to choose the leader, but a minority supported the claim of Ali, the Prophet's cousin, to inherit the mantle of leadership (A Country Study).

Media :: essays research papers

The media has a profound influence on the decisions I make. Whether it is what movie I see or what I plan on doing according to the weather, I look to the media and television news, in particular, for the answers. I also listen to the radio for updates on world events. The media help shape our world and the decisions we make by keeping leaders accountable. The media has a role in the decisions I make about politics, opinions on world issues, and how I conduct myself from day to day.   Ã‚  Ã‚  Ã‚  Ã‚  In the 2005 Presidential election, both candidates had mass exposure to the media. They used their resources to get their issues and views heard. But, the incumbent, President Bush, had an advantage. He always had the media at his disposal. He already had name and face recognition. They have been with him since he was elected in 2000. For this reason, I think he had adequate coverage and time to get his agenda heard and get voters interested in voting for him.   Ã‚  Ã‚  Ã‚  Ã‚  I also depend on the many outlets the media has to keep me informed on world event and other breaking news. From the recent death of the Holy Father- Pope John Paul II, to the day's traffic I need to know what is effecting me so I can make an informed decision on where I stand. They help to keep the pressing issues in perspective from both sides.   Ã‚  Ã‚  Ã‚  Ã‚  I also need the local media to help get me through the day. From traffic to weather, the local media is the closest contact to what is happening all around my. The media is good about coving all the issues from the world to the cities and every where in between. The media helps me make a decision on movies, games, and a multitude of other consumer products.

Quiz: Emotion and Job Satisfaction

Quiz one Part I Multiple choices [email  protected] 1. What are the three primary determinants of behavior that organizational behavior focuses upon? a. profit structure, organizational complexity, job satisfaction b. individuals, profit structure, and job satisfaction c. individuals, groups, and job satisfaction d. groups, structure, and profit structure e. individuals, groups, and structure 2. Which of the following is an example of being an efficient company? a. operating at the lowest possible cost while yielding a higher output b. reating the highest customer satisfaction ratings c. meeting the production schedule d. obtaining the highest market share e. maximizing diversity at high cost 3. _____ is discretionary behavior that is not part of an employee’s formal job requirement, but that promotes the effective functioning of the organization. a. Productivity b. Motivation c. Organizational citizenship d. Organizational behavior e. Corporate strategy 4. Jan is a security officer. Jan believes that it is important to know exactly who is in the office at any given time.She notices that some employees do not sign out of the office when they take lunch, which makes it impossible to keep track of who is actually in the office. Jan becomes frustrated with those employees. She makes note of them and reports them to their supervisors. In the above scenario, what is the behavioral component of Jan’s attitude to the employees who did not sign out of the office? a. Jan believes that it is important that she know exactly who is in the office at any given time. b. Jan notices that some employees do not sign out of the office when they take lunch. . Jan finds it impossible to keep track of who is actually in the office. d. Jan becomes frustrated with those employees who do not sign out of the office. e. Jan notes which employees leave the office without signing out, and reports them to their supervisors. 5. The belief that â€Å"violence is wrong† is an evaluative statement. Such an opinion constitutes the _____ component of an attitude. a. cognitive b. affective c. reflective d. behavioral e. reactive 6. Festinger argued that cognitive dissonance is _____. a. monotonous b. confounding c. physically painful . exhausting e. unpleasant 7. The following are possible actions that an individual may take if they behave in a way that is inconsistent with an attitude that they hold: I: change the behavior II: change the attitude III: rationalize the behavior IV: ignore the inconstancy Which of these actions are the most likely to be taken? a. Either I, or II b. Either III or IV c. One of I, II or III d. One of I, III or IV e. One of II, III or IV 8. Which of the following is not a moderating variable of the A-B relationship? a. direct experience b. consistency c.Correspondence to behavior d. accessibility e. importance 9. The attitude-behavior relationship is likely to be much stronger if the attitude_____. a. refers to something tha t the individual has direct personal experience with b. must be defended against the attitudes of society at large c. is perceived to be of little importance d. is related to organizational structure e. is not regularly discussed and examined 10. Job satisfaction is best described as _____. a. a result b. a value c. an attitude d. causing high performance e. a valued discipline Read also Quiz Week 411.The degree to which a person identifies with his or her job, actively participates in it, and considers his or her performance as being important to self-worth is _____. a. job satisfaction b. job involvement c. job stability d. organizational commitment e. social embeddedness 12. Which of the following statements would have been most likely made by an employee with a high degree of job involvement? a. â€Å"My skills make me exceptionally valuable to the company. † b. â€Å"I’m a harder worker than most of my colleagues, even to the degree I am carrying some of the lazier ones. c. â€Å"It felt great to get promoted; I guess the guys upstairs really did appreciate the way I had been running things. † d. â€Å"I love my job. It is engaging, pays well, and is low pressure, enough that I don’t have to be always worrying about it in my time off. † e. â€Å"I enjoy working with my hands, so much so that on the days when my job requires me to actually physically build something time flies by without me even noticing it. † 13. Attending union meetings as a response to dissatisfaction would be what type of response? a. exit b. voice c. loyalty d. eglect e. reification 14. Compared to people who have a negative core self-evaluation, people who have a positive core self evaluation ________. a. are less satisfied with their jobs b. see their work as less challenging c. see their work as less fulfilling d. are less likely to gravitate toward challenging jobs e. are less likely to give up when confronting difficulties 15. Which of the following statements is not true? a. Satisfied employees increase customer satisfaction and loyalty. b. Dissatisfied customers can increase an employee’s job dissatisfaction. c.In service organizations, customer retention and defection are highly dependent on how front-line employees deal with customers. d. Satisfied employees are likely to be more productive. e. The mo st effective way to improve job satisfaction is a raise in pay. 16. Which of the following statements is true? a. Affect is a type of emotion. b. Affect is a type of mood. c. Affect can be experienced as a mood or an emotion. d. Affect is the result of conscious thought and action. e. Affect is the result of a mood or an emotion. 17. Which of the following is not one of the six universal emotions, as agreed upon by most contemporary researchers? . anger b. fear c. hate d. sadness e. happiness 18. Ben is very prone to experiencing emotions in a much stronger manner than most other people. Things that wouldn’t provoke any significant emotional response in the average person often send him into fits of happiness, anger, or depression. Ben has a high level of which of the following? a. introversion b. negative affect c. extraversion d. positive affect e. affect intensity 19. If an employee expresses organizationally desired emotions during interpersonal transactions, which of the following is being expressed? a. motional labor b. negative synergy c. dissonance d. emotional intelligence e. deviance 20. Julie smiles and acts politely towards a customer at her checkout, even though she really deeply dislikes this customer. What is the likely result of the disparity between the emotion Julie displays and the emotions she is actually experiencing? a. felt emotions b. emotional dissonance c. conditional emotional response d. emotional distance e. emotional exposure 21. What do you call the practice of modifying one’s true inner feelings based on display rules? a. surface acting b. deep acting c. motional subterfuge d. affective camouflage e. repressed affection 22. For jobs that are cognitively demanding, increasing emotional demands lead to _____ pay. For jobs that are not cognitively demanding, increasing emotional demands lead to _____ pay. a. higher; higher b. lower; lower c. higher; lower d. lower; higher e. There is no relationship between pay and em otional demands. 23. What is the name of the theory that has demonstrated that employees react emotionally to things that happen to them at work and that this reaction influences their job performance and satisfaction? . psychoanalytic theory b. the actor/observer bias c. the theory of planned behavior d. cognitive dissonance theory e. affective events theory 24. Tests of affective events theory have not shown which of the following to be true? a. Both current and past emotions influence job satisfaction at any given time. b. An emotional episode contains elements of both emotions and mood cycles. c. Moods and emotions fluctuate over time so their effect on performance also fluctuates. d. Positive emotions have a strong positive influence on job performance. . Emotion-driven behaviors are typically short in duration and of high variability. 25. Which of the following is a person’s ability to be self-aware, detect emotions in others, and manage emotional cues and information? a. emotional intelligence b. affective events theory c. emotional external constraints d. affective emotions e. cognition Part II short answers 12. [email  protected] 1What is the difference between felt emotions and displayed emotions? 2. List and explain the four ways employees can express job dissatisfaction.

Low Voltage Effects on Ac Motors

Low Voltage Effects on AC Motors A drop in voltage will result in a proportionate increase in current. If the current exceeds the nameplate rating and is not corrected, this can result in damage to the motor from overheating Nameplate Rating An electric motor will have a nameplate rating for both voltage and amperage. When a load is on a motor, the motor must draw a fixed amount of power. The required power is about equal to volts times amps. Should the voltage fall below the nameplate rating, the amperage will increase. This can result in increased heat that will shorten the motor's life, according to Motorsanddrives. om. Torque The motor is subject to several kinds of torque. The starting or start-up torque is the amount present when the motor is stationary and power is applied. The pull-up torque is the minimum amount necessary for the motor during the starting sequence. Effects of Low Voltage on Torque A reduced amount of voltage will reduce the amount of torque. This can result in difficulty for start loads. A reduction of voltage to 80 percent would result in a torque value of only 64 percent. In light loads, a reduction in voltage may actually be preferable because it will result in increased efficiency.Even a small voltage unbalance will result in large current unbalance during the running of motor by a factor of 6 times. †¢ Negative phase sequence components will lead to heating of motor †¢ Negative phase sequence currents leads to reduction in motor output torque. †¢ Motor is forced to run at higher slip leading to increased rotor loss and reduced efficiency. †¢ Electricity boards should look in to this phenomenon seriously where irrigation pump sets suffer the voltage imbalance, even 1% loss of efficiency for the country like India would mean a great loss. HP irrigation pump sets with a quantity of 6 Lakh approximate, the loss of power would be 22MW and annual wastage of Rs. 47. 5 millions (At 3 Rs/unit, 4 Hrs of Pump working and 6 month’s season Keys to maximize the service life of industrial motors Why do motors fail? Certain components of motors degrade with time and operating stress. Electrical insulation weakens over time with exposure to voltage unbalance, over and under-voltage, voltage disturbances, and temperature. Contact between moving surfaces causes wear.Wear is affected by dirt, moisture, and corrosive fumes and is greatly accelerated when lubricant is misapplied, becomes overheated or contaminated, or is not replaced at regular intervals. When any components are degraded beyond the point of economical repair, the motor’s economic life is ended. For the smallest and least expensive motors, the motor is put out of service when a component such as a bearing fails. Depending upon type and replacement cost, larger motors—up to 20 or 50 horsepower (hp)—may be refurbished and get new bearings, but are usually scrapped after a winding burnout.Still larger and more expensive motors may be refurbished and rewound to extend life indefinitely. An economic analysis should always be completed prior to a motor’s failure to ensure that the appropriate repair/replace decision is made. Extend Motor Life with Improved Bearing Care Bearing failures are the root cause for the great majority of electric motor downtime, repair and replacement costs. Bearing and motor manufacturers are aware of the situation. Motor repair shops can attribute much of their business to bearing failures.And motor users see bearing failure as the fundamental cause of virtually every electric motor repair expense. Studies conducted by the Electrical Apparatus Service Association also demonstrate that bearing failures are by far the most common cause of motor failures. Knowing that shaft bearings are the Achilles’ heel of industrial electric motors is not a new idea in maintenance departments, but what is new is recognizing that something can be done to prevent most motor bea ring failures. Factors Affecting Bearing Life Electric motors actually present a relatively easy duty for shaft bearings.The motor rotor is lightweight, yet because of its large shaft diameter, the bearings are large. For example, the bearings supporting the 140 lb. Rotor for a typical 40 hp. 1800 rpm industrial motor are so large that they have an L-10 minimum design fatigue life of 3000 years, or 10 percent of the bearings are statistically expected to fail from fatigue after 3000 years of operation. Plant operating experience, however, strongly contradicts such optimistic estimates of motor bearing life. In actual industrial environments, bearing failure is rarely caused by fatigue; it is caused by less-than-ideal lubrication.Because of contaminated lubrication, bearings fail well before they serve their theoretical fatigue life. There are many reasons for less than-ideal bearing lubrication. Lubricants can leak out; chemical attacks or thermal conditions can decompose or break d own lubricants; lubricants can become contaminated with non-lubricants such as water, dust, or rust from the bearings themselves. These lubrication problems can be eliminated. Motor bearings can last virtually forever by simply providing an ideal contamination-free, well-lubricated bearing environment.Conventional wisdom teaches that such an ideal motor bearing environment can be provided by using a dry-running lip seal or using sealed (lubricated-for-life) bearings. Indeed, for many light-duty applications, such bearing protection techniques are often sufficient to allow bearings to last as long as the equipment itself. However, these bearing protection methods have not significantly reduced the rate of bearing failure in severe-duty industrial motors. Bearings in industrial applications continue to fail because of inadequate lubrication caused by lubricant loss, contamination, and decomposition and break-down.Lip seals invariably wear out well before the bearing fails, and sealed bearings inherently foreshorten the life of a bearing to the service life of the contained grease (usually only about 3,000 to 5,000 hours for most industrial services). Maintenance professionals may find the following suggestions on how to forestall motor hearing failure obvious, but some new techniques and technologies are available. Lubricate Bearing at Correct Intervals Despite years of warnings from bearing manufacturers, over lubrication continues to plague many motor bearings. Too much grease can cause overheating of the bearings.The lubrication instructions supplied by the motor manufacturer will specify the quantity and frequency of lubrication. Generally, two-pole motors should be greased twice a year, four-pole and slower motors only once a year. Use the Best Available Grease The most commonly used bearing grease is polyurea-based, a low-cost, low-performance, highly compatible lubricant. However, it does not handle water well, a serious drawback for many industrial appli cations. It reacts readily with water and loses its ability to lubricate bearings. Industrial motor bearings should be lubricated with a synthetic-based aluminum complex grease.A high-quality grease pays for its additional cost in reduced motor downtime and repair costs. Keep Out Moisture Unless the motor is being hosed down or it operates in a humid environment, reasonably shielded motor bearings may not become seriously contaminated with moisture while the motor is running. However, when the rotor is shut down, moisture and condensation can collect on the surface of the bearing components. Eventually, this water breaks through the oil and grease barrier, contacts the metal parts of the bearing, and produces tiny particles of iron oxide.These rust particles make an excellent grinding compound when mixed with the grease. resulting in premature failure of the bearing because of surface degradation. Preventing water contamination is a major challenge to bearing housing design. Close s haft-to-endbell clearances cannot stop the movement of humid air. Contact seals will quit contacting, resulting in large gaps that allow movement of air and water vapor across the bearing. Vapor-blocking bearing isolators, such as the one illustrated, are among the more successful devices presently available to prevent water vapor from entering a stationary bearing.When the motor shaft is rotating, the isolator opens, eliminating the possibility of friction and wear. However, when the shaft is stationary, the isolator closes, preventing movement of air or water across its face. With no wear from rotating friction, the seal may last indefinitely, and surely as long as the fatigue-failure life of the bearing. Keep Out Dirt Lip seals, contact seals, and frequent grease replacement help minimize the amount of dirt and other air-borne abrasives that can contaminate bearing lubricant. These solutions, however, have some drawbacks.Lip seals have a short service life, and frequent grease di splacement is expensive and messy. One successful approach to keeping air-borne dirt and liquids out of an operating bearing is to install a labyrinth-type non-contact seal over the bearing housing. These bearing isolators, readily available from suppliers, combine a tortuous labyrinth path with impingement and centrifugal forces to trap and remove air-borne dirt and liquid; virtually no contamination can reach the bearing. Because the bearing isolator is a non-contact device, it will generally be the longest-lasting component of the motor.Although not intended as such, a bearing isolator could serve as an emergency sleeve bearing if the primary bearing fails, possibly preventing damage to the motor’s stator and rotor. In emergency situations, the bearing isolator can allow continued operation for a short time and still prevent the need to rewind the motor when the bearing is replaced. Bearing isolators constructed of bronze or other non-sparking materials also can prevent ha zardous sparks that could otherwise occur when the bearing’s rolling elements fail. Other SuggestionsImproved bearing protection and lubrication will reduce downtime and the maintenance costs of electric motors, but other important motor design features contribute to long service life, including over-sized high quality bearings, high-tech winding insulation, superior fan design, high-performance paint (such as epoxy) and a strong, rigid cast iron frame. These features, usually standard or readily available, are found in most industrial-grade severe-duty electric motors. High-performance bearing protection systems. however, are not universally accepted as essential for long motor life.Specifying permanent bearing protection for new motors, or retrofitting isolators onto existing equipment, usually requires initiative on the part of the user’s maintenance or engineering staff. Permanent, absolute bearing protection has a greater effect on motor life than any other decisi ons made in specifying, equipping, and caring for electric motors. Keeping bearings lubricated with the right amount of clean, uncontaminated, high-quality lubricant allows bearings in most industrial motors to outlast all other motor components.

Non farming activities in india Essay

Dairy – It is a common activity in many villages. People feed their buffalos on various kinds of grass and the jowar and bajra that grows during rainy season. Then the milk is sold in nearby villages and towns. It is alos transported to far away towns and cities. A dairy is a business enterprise established for the harvesting of animal milk – mostly from cows or goats , but also from buffalo , sheep , horses or camels – for human consumption. A dairy is typically located on a dedicated dairy farm or section of a multi-purpose farm that is concerned with the harvesting of milk.kaloram Shops – People involved in Trade(shopkeepers) buy various goods from wholesale markets in the cities and sell them in the village Some villagers sell rice, wheat, sugar, tea, oil, biscuits, soap, toothpaste, batteries, candles etc.. People whose houses are close to the bus stand use a part of the space to open small shops. Some sell eatables like pakoras, samosas etc.. Transport – Transport is another major activity of villages.People with rickshaws, tongas, tractors, truks, bogey and bullock carts are the ones in the transport service and they transport goods and services from one place to another and in return get paid for it. —————————————- Cottage Industry in Indian Villages Another major occupation in Indian villages is the cottage industry. Cottage industry has emerged as a major source of employment in Indian villages over the period of time. Many villagers are occupied in various kinds of art and crafts works. The villagers produce different types of handicrafts products and many of them are earning their livelihoods by marketing them. The occupations like artisan in wood, cloth, metal and leather have been in existence in Indian villages, since the ancient period and are found even in the modern times. Many Indian villagers are dependent on these occupations to earn their livelihoods. The women in the rural areas, too are actively getting involved in different industries like matchbox and firework industries, Bidi making, agate and  slate industries, coffee and tea industries, brick industry, construction industry, electronics industry, spice industries, etc. Among these, the Bidi, slate or brick making industries are the most well spread industries in Indian villages. Apart from these industries, the Indian villagers have also become sweepers and scavengers. pottery :Pottery being an age old handicraft in India, the roots of the India pottery industry can be traced back to the earliest times of civilization. The beginning of pottery making trails back to the Neolithic era. During the time of the Indus Valley Civilization, this effective art form improved with technology. In the present day, the pottery industry in India has been put forward as a major cottage industry as well as on the contemporary lines in both small and big pottery concerns.India along with several other developing countries of Asia is considered as one of the first Asian countries to manufacture as well as export products of pottery. The pottery industry in India provides mass employment along with betterment of the living standards; both the village and city people comprise the work force of the industry. . tie and die:Tie-dye is a process of tying and dyeing a piece of fabric or cloth which is made from knit or woven fabric, usually cotton; typically using bright colorsDifferent forms of tie and dye have been practiced in India.Bandhani also known as Bandhej is a type of tie-dye practiced mainly in the states of Rajasthan and Gujarat, India Bandhej in Rajasthan is a traditional form of tie and dye which began about 5000 years ago. It is the oldest tie and dye tradition still in practice. Large scale industry: Large scale industries refers to those industries which require huge infrastructure, man power and a have influx of capital assets. The term ‘large scale industries ‘ is a generic one including various types of industries in its purview. it thus provides job many villagers Indian economy is heavily dependent on these large industries for its economic growth, generation of foreign currency and for providing job opportunities to millions of Indiansjaintia factories of rajgarh chips and namkeen .carpentery=the carpenter is one of the five useful articians of the villages Carpentry is a skilled trade in which the primary work performed is the use of wood to construct items as large as buildings and as small as desk drawers.

Changes (John Updike’s “A&P”) Essay

Breaking away from the traditional is a struggle that contains several sacrifices and consequences. In John Updike’s â€Å"A&P,† Sammy is a young teenager who transforms his wishes into reality. At first glance, he seems like a normal teenage boy, but instead he is an observational character who is trying to find a way to stand up for himself. Throughout the story, he undergoes changes to reveal a different outlook for his future. Sammy demonstrates that he is a dynamic character through his views on the regular customers, his reaction to the girls, and in his decision to quit his job. First, the way Sammy sees the regular customers reveals that he is a dynamic character. In the beginning, Sammy is at the cash register checking out a â€Å"witch about fifty with rouge on her cheekbones and no eyebrows† (Updike 18). The reader can tell Sammy has strong perspective on the customers that come in to the store. He sees them as disgusting, evil, lifeless and dead by the descriptions he gives the audience. As the story continues, Sammy looks down the lane and notices â€Å"the sheep pushing their carts down the aisle— [while] the girls were walking against the usual traffic† (20). The girls’ unorthodox direction represents Sammy noticing that the customers are followers– not wanting to break the cycle like the girls. From the description Sammy gives, the reader notices that he does not want to be like the customers, following the same rules, guidelines, and policies. By the end of the story, the girls are stopped by Lengel, the manager, when they reach the check-out lanes. The customers that were showing up, â€Å"like sheep, seeing a scene,† crowded around Stokesie’s lane to avoid any confrontation that was happening out of the usual (22). Sammy’s way of describing what the regular customers would do in a tough situation makes him wonder if this is the type of life he wants. The descriptions and views Sammy displays about the customers make him think twice about his surroundings. Next, Sammy’s reaction towards the girls reveals that he is a dynamic character. At the check-out, he notices that three girls walk in the store â€Å"in nothing but bathing suits† (18). As the girls head for the aisle, Sammy observes that they are not wearing shoes (19). He begins to check them out and discovers that Queenie has on a bathing suit with the straps down by her arms exposing her â€Å"clean bare†¦chest† (19). As they continue walking, he details how the girls look, from their â€Å"chubby berry-faces† to how their hair was not â€Å"fizzed right† (19). Sammy makes these vivid observations about the girls to show the reader how they stand out from the normal. The girls represent Sammy’s thoughts and views on how he wishes to escape from the ordinary. By the end of the story, Lengel comes up to the girls and confronts them about the way they are dressed. Queenie starts to blush and feel powerless when she realizes where her place is (22). At that point, Sammy stands up for the girls and quits. The reader can tell that Sammy is going out of his way to defend the girls and for what he believes in. Throughout the story, he wishes to escape and standing up to Lengel was a way. Sammy’s descriptions and bravery reveal that he is changing into someone different than the normal. Most importantly, Sammy demonstrates that he is a dynamic character when he decides to quit his job. By the end of the story, Sammy realizes that he is tired of being surrounded by what is normal. When Lengel asks Sammy if he has rung up the purchase in his hands, he starts to think about the process it takes for him to check-out a person in the line. â€Å"It’s more complicated than you think, and after you do it often enough, it begins to make a little song† he thinks to himself (22). By the detailed description given by Sammy, the reader can tell that he is tired, bored, and trying to find ways to make the ordinary fun. The first breakthrough Sammy makes is when he says, â€Å"I quit,† to Lengel after he dealt with the girls’ attire (22). Sammy’s message is clear and direct towards his manager, making the reader conclude he has finally stood up for himself. He starts to doubt his decision to quit, but sticks through when he sees the regular customers. At the climax of the story, Sammy heads towards his counter, and, â€Å"fold[s] the apron, ‘Sammy’ stitched in red on the pocket, and put[s] it on the counter† (23). Taking off the apron and leaving it behind shows the reader that Sammy has finally escaped from the normal and able to live a life that he has wanted. Even though Sammy decided to take a leap towards faith, he knows inside that the road ahead is going to be tough. Getting away from the normal can be complicated. The person will have to change certain situations and make them for their best interest. For Sammy, his views on the regular customers, his reaction to the girls, and in his decision to quit his job demonstrate that he is a dynamic character. With the help of the girls, he was able to stand up for himself and make a better future for his life.