Matthew’s Sermon on the Mount Essay

To what extent was The Sermon on the Mount (Matthew 5-7) intended to be a distinctive ethical teaching for all people? Matthew’s Sermon on the Mount is one of the 5 main blocks of teaching in the gospel- emulating Torah. ‘Without our noticing, faith can degenerate into religiosity†¦That is when the teaching of Jesus brings us up with a jerk.'[1] The sermon presents the reader with a radical teaching from Jesus, completely divergent to any preceding teaching in Judaism; it offers a stark contrast to the Old Testament. The radical change is the shift between legalism and obstinate Jewish law to an emphasis on person and relationship with God and neighbour. It is important, firstly, to understand Matthew’s purpose in including the Sermon on the Mount; ‘For Mt, Jesus, not the law, stands as the decisive centre of his religious universe†¦the criterion of judgement, the norm to be taught.’ The Sermon on the Mount opens with the beatitudes, which describe all types of people as ‘happy’: ‘happy are the poor in spirit†¦gentle †¦merciful†¦persecuted†¦Ã¢â‚¬â„¢ (Mt 5: 13) These beatitudes include all people, they start the sermon as it means to go on; its intention is to provide ethical teaching to all people. In this essay I will explore and aim to decipher the extent of which the sermon presents a distinct ethical teaching with the aid of diverse and important viewpoints. The first view, of the sermon’s ethical teaching, is the ‘Absolutist View.’ This view rejects compromise; ‘all the precepts in the Sermon must be taken literally and applied universally†¦If obeying the scripture costs the welfare of the believer, then that is a reasonable sacrifice for salvation.’ [2] The last part of the quote almost replicates Mt 5:30 ‘†¦if your right hand should cause you to sin, cut it off and throw it away; for it will do you less harm to lose one part of you than to have your whole body go to hell.’ There are traces of absolutism within the sermon; a deontological undertone to it. D. Martyn Lloyd-Jones would argue that: ‘The principles, it was said, were there laid down as to how life should be lived by men, and all we have to do is apply the Sermon on the Mount.’ [3]‘ John P. Meier states that ‘Mt has spiritualised and generalised the beatitudes, making them applicable to the spiritual needs and moral endeavour of every member of his church.[4]’ It is through this that he indirectly suggests  that they should/must be applied by every member of Matthew’s church. These two scholars would appear to support the ‘absolute view’ that the sermon was greatly intended to be a distinct ethical teaching for all people. In ‘Salt of the Earth and Light of the World’ and ‘The Fulfilment of the Law’ the reader may feel a strong sense of personal witness; the need to stand up for what is clearly right and what is clearly wrong: ‘†¦your light must shine in the sight of men, so that, seeing your good works, they may give praise to your Father in Heaven’ (Mt 5:16) There is an element of prescriptivism in this text; Jesus was confirming a place for the law and a clear sense of absolute right and wrong in the ‘Kingdom of Heaven’. His intentions were not to ‘abolish the Law†¦but to complete them’ (Mt 5:17-18) His teaching was an invitation to behave in a certain way. ‘†¦the man who infringes even the least of these commandments and teaches others to do the same will be considered the least in the kingdom of heaven; but the man who keeps them and teaches them will be considered great in the kingdom of heaven.’ (Mt 5:19) There is also an absolute message in ‘The Golden Rule’:  Ã¢â‚¬ËœSo always treat others as you would like them to treat you would like them to treat you; that is the meaning of the Law and the Prophets.’ (Mt 7:12) Jesus’ words are direct to his people and it is hard to argue that this is not a distinctive ethical teaching to all people because of the absolute and universal qualities held in words like ‘So always treat†¦Ã¢â‚¬â„¢ his instructions account for all time, people and place. Jerome’s biblical commentary on ‘The True Disciple’ could be seen to uphold literal living out of the sermon: ‘The words of Jesus are a call and a challenge to action; they are not mere teaching, and understanding them is an insufficient response. The challenge is serious; failure to meet it is followed by catastrophe.’[5] Some would argue that the absolute view of the Sermon on the Mount is ridiculous, that people cannot be expected to literally live out the strenuous commands of the sermon. This is supported by a view, which is more common, the ‘Hyperbole View.’ It ‘contends that Jesus deliberately overstated His demands. Jesus demonstrated this kind of teaching technique outside the Sermon’’ [6] If readers are to live out the sermon’s ethics they need to be toned-down to modern society standards. Keith Ward appears to support this  in his book, where he maintains that ‘The sermon is used properly when it is taken as a guide for meditation and for moral self-examination.’[7] It is clear to see why some of the examples given by Jesus are seen as hyperbole, because of the extreme solutions Jesus provides to problems of moral actions: ‘If your right hand causes you to sin, cut it off and throw it away†¦Ã¢â‚¬â„¢ (Mt 5:30) ‘†¦if a man looks at a woman lustfully, he has already committed adultery with her in his heart.’ (Mt 5:28-29 It would be a ridiculous idea to take these two teachings literally, instead the Hyperbole view would suggest that these are exaggerations that carry a message. The message of the first is the severity of sinning and not to let evil and sin encompass you, if you sin once, cut yourself off from that experience, do not keep sinning. If the second quotation was to be ‘toned down’ to modern day society the message would not be that you shouldn’t look at any woman (who is not your wife) in any way that could be seen as lustfully, rather one should devote their attention, loyalty and lust to their wife. This eschatological view, by major German thinker, Martin Dibelius, suggests that: whilst the ethics within the Sermon are absolute, the current fallen state of the present day makes it impossible to live up to them. Their failure to live up to them is inevitable According to dispensationalism, this is the period of ‘grace’ meaning that failure to live up to the sermon is justified, but a period in the future will see mankind able to live up to Jesus’ teaching. ‘You must therefore be perfect just as your heavenly father is perfect.’ (Mt 5:48) Rob Warner quotes: ‘The Sermon on the Mount is an ethic of extremism. Jesus’ demands are positively mountainous and his idealism may appear naive and unworkable.’ [8]This may be due to the lack of emotions involved when examples of moral decisions are given: ‘Come to terms with your opponent in good time while you are still on your way to court with him†¦Ã¢â‚¬â„¢ (Mt 5:25) ‘†¦love your enemies and pray for those who persecute you.’ (Mt 5:44-45) It is not only your actions that are scrutinized, but your thoughts too.  Again, emotions and human nature are not taken into account which makes the commands appear unattainable: ‘†¦if a man looks at a woman lustfully, he has already committed adultery with her in his heart.’ (Mt 5:28-29) The Unconditional Divine Will view is linked to the ‘Repentance View’, the view which sees ‘the Sermon as basically Law in nature and is therefore designed, as Paul described in Galatians 3:24, to lead unto Christ; to repent of their sins and believe on Christ.’ The final view, of the extent of ethical teaching in the sermon, is the ‘General Principle’ view: it ‘argues that Jesus was not giving specific instructions, but general principles of how one should behave. The specific instances cited in the Sermon are simply examples of these general principles’[9] My interpretation of the sermon is in accordance with the General Principles view, a lot of the text can be seen to offer general codes of behaviour and description of character, the examples are not to be taken as literal actions, they put forward general principles that should be used when making moral judgements and actions. ‘But when you give alms, your left hand must not know what your right is doing.’ (Mt 6:3-4) ‘†¦go to your private room and, when you have shut the door, pray to your Father who is in that secret place’ (Mt 6:6) These are prime examples of ethical teaching by Jesus which should not necessarily be taken literally; they merely provide general principles. The general ethical principle provided is that prayer, fasting and almsgiving should be prompted by right motive and good will, not something to be done overtly in order to be hailed as a virtuous person. ‘To be hailed as a virtuous man is a sufficient award for those who seek recognition; they obtain what they seek and that is all they obtain.’[10] There are various ethical theories that arise throughout the sermon that portray its distinct ethical teachings. Motive and good will are general principles of Kantian ethics; utilitarianism and situation ethics also come up within the sermon, the general principles of these theories constitute the ethics that Jesus-  in his teaching- and Matthew- in his recording- intended for all people to take away with them. Utilitarianism is raised by the emphasis on reward in Mt 5 and situation ethics arises within the text in talk about purity of heart and eyes: ‘†¦if your eye is diseased, your whole body will be all darkness.’ (Mt 6:23) ‘Take the plank out of your own eye first, and then you will see clearly enough to take the splinter out of your brother’s eye.’ (Mt 7:5) ‘Jesus warned the Pharisees not to become absorbed in questions of external cleanliness.’[11] For Jesus and the Kingdom of Heaven, it is inner cleanliness, of the heart and mind, which matter: ‘For Mt, purity of the heart involves a simple directness in one’s intentions and attitudes, an undivided heart’ [12] This quotation from Meier sums up the sermon’s structure; I associate the simple directness with the lower, working class audience of which the sermon is directed to: ‘†¦teaching which (unlike the entire moral tradition of antiquity) was addressed to the lower strata of society. Jesus demonstrated the ‘blessedness’ of the poor by showing that actions of profound moral import lay within their power.’ [13] The simple directness of ‘intentions and attitudes’ transpires in Jesus’ emphasis on right motive and good will. The question of an ‘undivided heart’ is raised in Matthew 6- ‘God and Money’: ‘No one can be a slave to two masters†¦You cannot be the slave of both God and money’ (Mt 6:24) Again, money could be meant in the literal sense (material goods coming between the relationship with God) but it also serves as a symbol for anything which becomes a barrier to God; Jesus’ ethical teaching, the general principle, is that you cannot serve God with a divided heart. ‘In the sermon, Christ does not really give us precise and detailed commands to be obeyed. He draws from us the inner resources of moral discernment which enables us to see what love is and should be.’[14] I think perhaps that the general principles link into the idea that the sermon was not intended as a distinct ethical teaching in the sense that they direct moral actions because one cannot base their actions around scripture alone.  Ã¢â‚¬ËœChristian ethical thinking remains a mixture of the application of human reason, the understanding of scripture, reflection on tradition and obedience to the magisterium of the Church.’ [15] Rather, it is a teaching that inspires man to practice his virtuous religious actions. Thomas Aquinas maintains that every moral question can be reduced to the consideration of the virtues[16]. According to J.F Keenan, the real question of ethics is not ‘What should I do?’ but ‘Who am I?’ ‘Who ought I to become?’ and ‘How am I to get there?’ Aristotle advocates that one reveals their true nature when one acts in spontaneous situations, in the unplanned and ordinary life. The sermon appears to support this; Jesus presented his teachings by giving examples of ordinary people acting morally in everyday circumstances. In practicing the seven cardinal virtues (temperance, fortitude, prudence, justice, charity, hope and faith), right moral action comes naturally through clear judgement, good reason and a pure heart; all the principles that propounded by Jesus in the Sermon on the Mount. Plato juxtaposed each cardinal virtue with the social classes. Temperance was associated with the working/producing classes i.e. the farmers and craftsmen, fortitude with the warrior class, prudence with the reasoned rulers and Justice did not form part of the class system; it governs the relationship among the three classes. Word Count: 2155 with quotes Bibliography 1) Keith Ward- ‘The Rule of Love- Reflections on the Sermon on the Mount’ 2) Chp. 4 ‘The Sermon and Ethics (Part 1)’ ‘Twelve Approaches to the Sermon on the Mount 3) D. Martyn Lloyd-Jones- ‘Studies in the Sermon on the Mount’ 4) John P. Meier- ‘Matthew’ – The Sermon on the Mount 5) Jerome Biblical Commentary 6) A.E Harvey, ‘Strenuous Commands’ 7) Rev. Patrick Allsop, M.A- ‘Ethical Theory And New Testament Ethics’ 8) Thomas Aquinas, ‘Summa Theologiae’ Prologue, II-II 9) Rob Warner- ‘The Sermon on the Mount’ ———————– [1] Keith Ward- ‘The Rule of Love- Reflections on the Sermon on the Mount’ Chp.2, pg.7 [2] Chp. 4 ‘The Sermon and Ethics (Part 1)’ ‘Twelve Approaches to the Sermon on the Mount’ [3] D. Martyn Lloyd-Jones- ‘Studies in the Sermon on the Mount’ v1, pg 13 [4] John P. Meier- ‘Matthew’ – The Sermon on the Mount, pg 39 [5] Jerome Biblical Commentary [6] Chp. 4 ‘The Sermon and Ethics (Part 1)’ ‘Twelve Approaches to the Sermon on the Mount’ [7] Keith Ward- ‘The Rule of Love- Reflections on the Sermon on the Mount’, introduction [8] Rob Warner- ‘The Sermon on the Mount’ [9] Chp. 4 ‘The Sermon and Ethics (Part 1)’ ‘Twelve Approaches to the Sermon on the Mount’ [10] Jerome Biblical Commentary [11] John P. Meier- ‘Matthew’ – The Sermon on the Mount, pg 41 [12] ‘’ ‘’ ‘’ [13] A.E Harvey, ‘Strenuous Commands’, pg. 76 [14] Keith Ward- ‘The Rule of Love- Reflections on the Sermon on the Mount’, introduction [15] Rev. Patrick Allsop, M.A- ‘Ethical Theory And New Testament Ethics’ [16] Thomas Aquinas, ‘Summa Theologiae’ Prologue, II-II

Celta assignment 1 focus on the learner Essay

Part 1: Background a) There was a reasonably wide range of ability in this intermediate level group, although the majority of students were able to form coherent sentences. Some students were more confident in answering questions aloud, while some needed to use their dictionaries regularly during lessons, and were less assured with speaking in front of the class. The age ranged anywhere between mid-20’s and late 50’s. The most common interests of the group were listening to music and watching TV. Three students listed some kind of sport (such as football or swimming) as their main hobbies, while two students put reading as their main interest. Other hobbies included cooking, going to the theatre and travelling. Most students have been learning English for somewhere between 1 year and 2 years. The most inexperienced student said she’d only been learning for 2 months, whereas the most experienced had been learning for nearly 3 years. There was a very wide range of cultural backgrounds. About half the students were from somewhere in Asia such as Iraq, South Korea and Afghanistan. There were also many students from Europe, and some from South America and Africa. While their reasons for learning English varied from student to student, the most common reasons included wanting to further their careers and being able to interact with other people more comfortably. In the questionnaire handed to the students, the most commonly preferred activity was speaking, either in groups or pairs. This was probably inherent to the fact that the vast majority of students wanted to achieve a general increase in their conversational ability in English. No students listed writing as a preferred activity, and upon further conversation with students it seems that reading and writing are seen as a means of achieving better speaking and listening. With regards to learning styles, it seems that visual learning activities initiated the best response, with things like photos and pictures inducing the most class participation. However, there were also some students who preferred either listening or kinesthetic activities. b) The group’s communicative ability was generally OK, and almost all the students had the ability to get their point across. However, there were often mistakes in spoken sentences, the most common of which being the omission of auxiliary verbs and the confusion of tenses. With respect to dealing with not understanding, some of the more confident students would ask the teacher about certain words or concepts, whilst others had a tendency to look up words in their dictionary or ask their neighbour. c) Arsen has quite strong receptive skills. This was clear from the outset, as he was able to respond to most concept checking questions well. On a listening exercise on the subject of family relations, he was able to distinguish that a character had previously lived upstairs, but now he lives with his aunt and uncle. This was a question that many other students tripped up on due to not understanding the context of the past tense. In addition, Arsen handled a reading exercise well. Upon being given time to read a body of text concerning how English people spend their time at work, he was able to correctly answer questions on how much of this is actually spent working, so this indicates good general comprehension. Conversely, Avtar has relatively poor listening skills. He often confuses words and misunderstands instructions, which as a result leads to sometimes trying to carry out tasks in an incorrect way. This was evident in one exercise where the teacher asked him where the past participle was in the sentence. This induced a flurry of (incorrect) responses including ‘window’ and ‘steam train.’ His reading is also quite poor; one example of this was during a comprehension task where students had a list of statements and they had to simply tick which ones were true for them, but he instead began by underlining various words in the statements. Avtar would therefore benefit from being asked plenty of concept and instruction checking questions to clarify his understanding, and this might make his frequent contributions to the lesson more relevant. Part 2: Strengths and Weaknesses a) He met her while he was working in a bar. (Grammar) The majority of British people read a newspaper regularly. (Vocabulary) He used to live in Australia. (Pronunciation) b) 1) The student (Avtar) said â€Å"Do you read a good book at the moment?† (Grammar) This is incorrect because he used the present simple form instead of the continuous form, so it should be â€Å"are you reading a good book at the moment?† This mistake was probably made because the student assumed that since he was referring to the present tense, the verb was of the present simple form. However, this is incorrect as in this context, the act of reading is a continuous action. 2) The student (Agneska) wrote that â€Å"At least twice a week is different to two times a week or more† (Vocab) This is incorrect because these phrases are actually identical in meaning. The misunderstanding here has come from not realizing that â€Å"at least† in this context means â€Å"a minimum of†. 3) The student (Marwha) said â€Å"The average men does†¦.† (Pronounciation) Marwha meant to say â€Å"the average man† but pronounced, â€Å"man† with a /e/ sound rather than a /à ¦/ sound. Part 3: Helping the learner 1. For Avtar, the problem lies in identifying which tense and verb form to use. For this reason, I would suggest that he completes a ‘missing words’ type task, where he must choose the correct form of a verb in the context of a short body of text. The exercise could also have the base infinitive form of the required verb next to the empty space so that students are clear which verb to apply. This type of exercise could really benefit Avtar, especially since he sometimes confuses instructions, and in this task the process is very clear. (See next page for example of task.) 2. Agneska has been confused due to the fact that there are so many ways to compare things in English. She needs practice using comparatives, so I have designed a short task (see back page) where she must match up phrases that mean the same in English. This task might be particularly suitable for Agneska due to the fact that she said she was learning English to further her career and make her more employable, and having a range of comparatives and being able to use them correctly is common practice in any kind of office job.

Augustus: Person of the Year

Ryan Weber Mrs. Brannan HUM-2211 October, 15, 2012 Person of the year: Augustus How does one define person of the year? Someone who is appointed this title of great honor above every other man or woman in the world. For what it’s worth, I can sum it all up into one name, Augustus. A brave and loyal leader, educated and intelligent man, a political connoisseur, patron of the arts, and a loving husband, what else could be asked from a man of such great achievement?We will be looking into the life, rule, and accomplishments of Augustus, then finish off with an exclusive interview to give us more of an insider look on the â€Å"Person of the year. † â€Å"On March 15, 44 BC, a group of Roman Senators stood over the dead body of Julius Caesar, bloody knives in their hands. They had murdered the Roman leader in an effort to save the Republic from Caesar's aspirations for sole power† (McGill, Sarah Ann) In spring of 44 BCE Augustus formerly known as Gaius Julius Caesar Octavianus, or Octavious for short, became ruler of Rome.Adopted by Julius Caesar after traveling alongside him for many years and throughout many battles, being the only male relative and it being written in Caesars will, Augustus was heir to the throne and quickly began making an impact on roman society. â€Å"Caesar Augustus rose from near obscurity to become the most powerful man Rome had ever seen, and he became perhaps the single most important figure in Rome's long history. † (Sizgorich, Tom. â€Å"Augustus) Starting his reign at age 18, very young and inexperienced he would have to gain the trust and support of the empire as a whole.Very intuitively and keen, he started at the base of it all, the people. Initiating public games loved by them as a source of entertainment, when a comet flew by on the first day, everyone took it as Caesar’s soul ascending to the heavens, this greatly helped win his popularity among his great uncles army he left and also made him allies within the senate. But with allies, would come opponents, one man in particular, Mark Antony, whom was a close ally with Caesar and fought against the party that assassinated him.Tensions between the two were short after they formed a group to eliminate opposing forces such as the one that killed Caesar, lead by Marcus Brutus and Gaius Cassius Longinus. â€Å"The alliance between Antony and Octavian could not last, however; after the defeat of the conspirators, Octavian set about building a base of support for himself among the Romans, anticipating the confrontation with Antony that he knew would come. † (Sizgorich, Tom. â€Å"Augustus) â€Å"Octavian began preparing to confront Antony. Antony had angered many Romans because of his relationship with the queen of Egypt, Cleopatra.Octavian took advantage of this anger to gain further support against Antony. † (â€Å"Augustus, Caesar Octavianus. † Ancient Greece and Rome) Acute and sharp as he was, Augustus began to realize the roman public was outraged that Antony had been willingly manipulated by queen Cleopatra of Egypt. He set out to defeat Antony and Cleopatra’s army. When he finally did so, the couple committed suicide and allowed Augustus to finally have full control over all of Rome. He did not want to rule as his uncle did, so in order to convince the public and senate he would not do so he, articulated the â€Å"Princep† title.Deriving from Latin meaning â€Å"first citizen† suggesting that he held only the same power as all others in the senate, but no one was to be above him in ruling. Augustus wasted no time as sole leader of Rome, he extended the borders, instituted construction of new buildings, water systems and roads. He maintained public order and law, supported writers such as Virgil and Livy to bring back more traditional Roman values, and introduced a new religion to society, â€Å"Christianity. † At one point he offered to relinquish a ll of his power to the senate, but they would not oblige.In fact they revered him even more and allotted him with the title Augustus, which is when he adopted the name and dropped the name Octavious. Augustus proclaimed that he had â€Å"found Rome a city of bricks and left it a city of marble. † (â€Å"Augustus, Caesar Octavianus. † Ancient Greece and Rome) By the end of his rule, Rome was flourishing, rich and prosperous was the whole empire. Lined with armies protecting all borders, creating a safe environment for all of Rome, it has been deemed â€Å"Rome’s Golden Age† or â€Å"Pax Romana† and was the period in time when the civilization experienced the most peace and prosperity.Augustus passed away in AD 14 and Tiberius took control over Rome as his stepson. It is easy to see how Augustus was named Person of the year, he accomplished more in his lifetime than any other individual I can name Reforming government and military, restoring Roman tr aditions and values, and vastly expanding the empire. And gaining the love and support of the people, the senate, and the army at the same time, it’s no wonder why the senate held him at the level of a god when he passed. Works Cited * â€Å"Augustus, Caesar Octavianus. Ancient Greece and Rome: An Encyclopedia for Students. Ed. Carroll Moulton. Vol. 1. New York: Charles Scribner's Sons, 1998. 87-91. Gale Virtual Reference Library. Web. 14 Oct. 2012. * Sizgorich, Tom. â€Å"Augustus. † World History: Ancient and Medieval Eras. ABC-CLIO, 2012. Web. 14 Oct. 2012 * McGill, Sarah Ann. â€Å"Augustus. † Augustus (2009): 1. MasterFILE Complete. Web. 14 Oct. 2012. * â€Å"Augustus, Caesar Octavianus. † Ancient Greece and Rome: An Encyclopedia for Students. Ed. Carroll Moulton. Vol. 1.New York: Charles Scribner's Sons, 1998. 87-91. Gale Virtual Reference Library. Web. 15 Oct. 2012. * Fears, J. Rufus. â€Å"Augustus. † Encyclopedia of Religion. Ed. Lindsay Jones. 2nd ed. Vol. 2. Detroit: Macmillan Reference USA, 2005. 630-631. Gale Virtual Reference Library. Web. 15 Oct. 2012 * Dunstan, William E. Ancient Rome. n. p. : Rowman & Littlefield, 2011. eBook Collection (EBSCOhost). Web. 15 Oct. 2012 (I was not able to log into this EBook the whole time I have been writing this paper, but you have it down as a required cite. )

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Omnivore's dilemma - Essay Example However, the subject encompassing this model is controversial. Indeed, the practice has raised concerns that demand critical examination (Duram 123). Commercialized farming has destructed and polluted surroundings the consequences that the environment has suffered out of our wicked practices, which alter genuine farming. Therefore, there is need of restructuring the trend meaning that persons need to shun consuming non-organics and adopt organics to conserve the remains and prevent further harm. (Preserve the remaining non-organics to safeguard the environment) Efforts to non-organic farming initiated with introduction of chemicals in the practice to fight pests and weeds. The procedure reduced crops infestations substantially and successfully addressed the challenge of weeds. However, the practice has led to introduction of toxic residuals in the crops. Subsequently, the method engaged the use of sewage sludge as a fertilizer. This idea appeared sustainable since the approach provided a method of utilizing human waste for fertilizer production. As such, cheaper fertilizers were accessible hence the productivity augmented (Harper & Aikaterini 288). However, studies have identified that residues from some of these fertilizers have detrimental effects on human health. Later advancements in the non-organic scheme led to introduction of technologies that incorporated hormones and antibiotics in farming procedures (Duram 145). The use of hormones meant hurrying crops and animals growth rate, an aspect that boosted productivity. Indeed, antibiot ics provide superb food preservation schemes. However, consuming antibiotic-preserved products meant introducing agents into our systems (Lockie 318). This is detrimental since antibiotics lead to resistances hence weakening the defense system. Recently, non-organic procedures have adopted a plan of irradiating products to eliminate any agents

Dissertation On Appraisals Essay Example | Topics and Well Written Essays - 1000 words

Dissertation On Appraisals - Essay Example From the individual's point of view, feedback satisfies a need for information about the extent to which personal goals are met (Nadler, 1977), as well as a need for social comparison information about one's relative performance (Festinger, 1954, 117-40). Second, feedback potentially can influence future performance (Ilgen et al., 1979; Kluger and DeNisi, 1996, 254-84). Third, it is believed to play a significant role in the development of job and organizational attitudes (Ilgen et al., 1981; Taylor et al., 1984, 81-124). Thus, feedback is not only important to individuals but also to organizations because of its potential influence on employee performance and a variety of attitudes and behaviors of interest to organizations. Whether these benefits actually accrue may well depend on how feedback recipients react to the feedback. Indeed, reactions to feedback are presumed to indicate overall system viability (Bernardin and Beatty, 1984; Cardy and Dobbins, 1994; Carroll and Schneier, 1982) and to influence future job performance (Kluger and DeNisi, 1996), as well as job and organizational attitudes (Taylor et al., 1984). ... Given this apparent significance of studying reactions, many researchers have bemoaned the relative lack of research on employees' reactions to appraisals (Banks and Murphy, 1985, 335-45; Bernardin and Villanova, 1986), so much so that, Murphy and Cleveland (1995: 310) referred to reaction criteria as the "neglected criteria" of performance appraisal research. Satisfaction with appraisal feedback is one of the most consequential of the reactions to appraisal feedback (Dorfman et al., 1986, 571-98; Giles and Mossholder, 1990, 371-77; Keeping and Levy, 2000, 708-23). For instance, several researchers (Giles and Mossholder, 1990; Organ, 1988) have asserted that using satisfaction as a measure of employees' reactions affords a broader indicator of reactions to appraisal feedback than more specific cognitively oriented criteria. In fact, cognitively oriented measures, such as perceived utility and perceived accuracy, are positively related to satisfaction with appraisal feedback (Keeping and Levy, 2000). In addition, because appraisals form the basis of several important decisions, satisfaction with feedback signifies recognition, status, and future prospects within the organization. Thus, more favorable attitudes about reward contingencies develop when satisfaction with feedback is high than when it is low. These various psychological implicat ions of satisfaction with feedback make it a significant determinant of future behavior and job and organizational attitudes (Taylor et al., 1984). In summary, the central role of feedback to the appraisal process and the importance of examining ratees' satisfaction with appraisal feedback are widely acknowledged (Ilgen et al., 1979; Keeping and Levy, 2000; Murphy and Cleveland, 1995). Given this, the relative lack of research on

The Oil Crises in the 1970s Term Paper Example | Topics and Well Written Essays - 3000 words

The Oil Crises in the 1970s - Term Paper Example The oil blockade had a whooping impact on the economies of US and Western nations as they had to pay high prices for their oil imports and transportation cost in those nations became more costly due to the oil embargo imposed OPEC. â€Å"OPEC and its members and OPEC's involvement in the crisis† On October 17, 1973, OPEC implemented â€Å"oil diplomacy’ which banned its member nation’s exports of oil and announced embargo on its exports to Western nations and the USA that supported the war against Israel by Egypt and Syria. This oil embargo had been devastating impact on US economy as it put a full stop to the epoch of cheap gasoline, and the US share markets witnessed an unprecedented fall by about $97 billion followed by the worst economic recession in USA and other parts of the world. OPEC declared that it would penalize those who helped Israel in the War by slashing down the petroleum production by 5% a month till the Israel vacated the occupied provinces by reinstating the rights of the Palestinians over the region. It cited both USA and The Netherlands as the true enemies of Islam and threatened that it would deploy an indefinite ban of export of petroleum products, which would be in operation against Western nations. Customarily, before 1973, oil prices were fixed by Petroleum companies and in December 1973, OPEC announced that henceforth, it would fix the price of the oil products. Due to this, the price per barrel of oil escalated to $11.65 per barrel in December 1973 which was 130% increase as compared 1973 October price and 387% higher than 1972 price level. (www.history.com). â€Å"The Founding of OPEC† OPEC is an intergovernmental institution established on September 10-14, 1960 at the Baghdad Conference by Venezuela, Saudi Arabia, Iraq, Kuwait and Iran. Apart from the above five founding members , Indonesia , Qatar ,UAE , Libya , Nigeria , Algeria , Angola , Ecuador and Gabon joined the OPEC later . Initially, OPEC hea dquartered at Switzerland later shifted to Vienna in Austria in 1965. The core aim of OPEC is to coalesce and synchronize petroleum exploration, production and marketing strategies among Member nations so as to secure stable and just prices of oil product, an effective, viable and uninterrupted supply of petroleum products to consumer nations and to secure a just return on the capital employed on the petroleum resources by the oil-producing nations. (www.opec.org). â€Å"Yom Kippur War† This is also known as 1983 Arabs- Israeli War, or Ramadan War, which was waged against Israel by alliance of Arab nations, headed by Egypt and Syria and lasted from October 6 to 25, 1973. In the War, the USA, UK, Netherlands and France supported Israel and aggrieved by this, the Arab nations retaliated with a revolt in 1973 through an oil embargo against Western powers. Arab coalition made a surprise attack on Israel occupied regions on Yom Kippur and Egypt, and Syrian forces entered Golden He ights and Sinai Peninsula of Israel. In the Yom Kippur War, USA and its allied supported Israel by supplying arms while USSR supported the Arab Coalition and this war paved to almost direct confrontation between two superpowers during the cold war regime. In the War, Israel almost captured Egypt’s city of Suez by encircling the Egypt’s Army. In 1978, the Camp David Accord was signed where it was agreed to

Taran Swan At Nickelodeon Latin America Essay Example | Topics and Well Written Essays - 1250 words

Taran Swan At Nickelodeon Latin America - Essay Example The essay "Taran Swan At Nickelodeon Latin America" discusses the mass media, and television and its great impact on the development of children. Twelve years ago, Taran Swan explored the possible opportunities for penetration into Latin America media market. She found that the market did not look promising, because â€Å"Latin America was a volatile market, subject to frequent currency fluctuations and devaluations, and the cable industry infrastructure was in its infancy†. She saw no opportunities to develop Nickelodeon in Latin America but for four months experience in Germany where she worked around the clock being involved in all aspects of TV programming decisions. She understood that â€Å"in international markets, even key decisions had to be made with minimal information†. Taran Swan understood that children who watch television are not only entertained but assume, consciously or unconsciously, they are learning more about the world they live in, who they are in that world and how they should behave. She has everything – ideas, enthusiasm, desire, hope to modify and reconstruct the channel, but for money. Taran Swan had found that â€Å"for kids in Latin America there was nothing on TV except for the same old cartoons. Because it was largely a poorer, developing region, people thought they could put anything on the air, and they did. Nickelodeon was good for kids, gender-neutral, pro-social, and gave kids a voice†. Worldwide there are not enough local, relevant programs that affirm the identity of children.

Analysis of complex sentences of wals info French features 122, 123, Essay

Analysis of complex sentences of wals info French features 122, 123, 124, 125,126,127,128 - Essay Example hat are often coded in special ways using semantic case, case affix or an adposition instead of the grammatical case marking that is used in marking core arguments (Dryer et al. 123). While oblique objects are rarely the target of syntactic rules such as strategies on relativization, languages of the world use different strategies in relativizing the obliques. Apparently, French uses the relative pronoun strategy in relativization of the obliques. Different suprasegmental and morphosyntactic are used to ensure that the head noun functions as a noun while still playing some role in relativization. Moreover, the relative clause connects the pronoun or noun to the main phrase or clause. Example; A subject compliment is simply described as the pronoun, noun or adjective that trails the linking verb (Dryer et al. 124). The syntax of want keeps changing and the notional subject of its complement predication may be left implicit when coreferential wityh the wanter or expressed overtly in the complement phrase using pronominal elements. Evidently, as the complement subject is left implicit, special verb verbs including infinitives in articulating the verb ‘want’ into the construction. This is often the case in world languages with morphology. A purpose clause is basically a subordinate clause that investigates ‘for what purpose’ or ‘why’ the main clause verb was done (Dryer et al. 125). Noteworthy, a purpose construction encodes a relation between events such that the linked event, often coded by the main clause, is performed with the intention of realizing the other, which is often coded by the purpose clause. Purpose clauses constructions are commonly classified as either balanced or deranked. ‘When’ clauses are not defined in morphosyntactic terms but are rather defined in functional terms. According to Dryer et al., â€Å"A ‘when’ construction is regarded as one encoding a temporal relation between two events, such that there is a temporal overlap

Foreign Policy Toward Iraqi Refugees Essay Example for Free

Foreign Policy Toward Iraqi Refugees Essay In 2003, the US war in Iraq finally toppled Saddam Hussein’s dictatorial regime and freed the Iraqi people from the bondage of tyranny. However, the re-establishment of democratic processes and the road to achieving peace have led to perdition, as Islamist fundamentalism prevailed during the cultural-religious bestowal even at the time prior to Saddam’s reign of power. The victory of democracy in the installation of a new Iraqi government instilled the shadow of political unrest and extreme economic recession, in which the fall of Baghdad may have been buried in a deep grave. At present, the violence in Iraq is showing no sign of slowing down and majority of the Iraqi people continue to suffer tremendously as documented on this account : the UN estimates that 2. 6 million Iraqis have fled since 2003 ranging from 40,000 to 50,000 Iraqis leaves their homes every month; two million flees to nearby countries and about 1. 8 million of the civilian populace seek refuge in safer areas within Iraq, in which Syria and Jordan are among the countries directly helping the refugees for the past three years, and some have fled to Egypt, Lebanon, Yemen, Iran and Turkey. Meanwhile, almost daily the media reports on the desolation of Iraqi. The Refugee International has accounted for series and continuing street crimes, the prevalence of business closures, human trafficking, and kidnap-for-ransom cases. In addition, the media said that the documentation of casualties and victims of similar crimes has to be reconciled with at large proportion due inability to locate substantial witnesses and the family of the victims. Goal Positioning The goal of this paper generally seeks to discuss and examine the continuing struggle for survival in Iraq. The product of examination shall be presented through a course of study pertaining to foreign policy toward Iraqi refugees. In particular, a holistic approach will be undertaken, to: (1) identify the extent and magnitude of mass evacuation of refugees, and (2) examine the availability of foreign policies that concern Iraqi refugees. In addition, the objective of the study is to address the long debatable issue on host country refugee adoption and to answer the question â€Å"why and how Iraqi refugees could be hosted by countries like the United States of America but neither by other European countries or in Asia? † This question plainly posits the feasible means of a foreign policy that could be adopted [if there once that exists,] in which this compendium could ventilate the avenues of legislation and to the meanest effort of influencing the public interest for policy initiatives. Background of Study The background of the study focuses on the sub-human conditions of the Iraqi people and their desire to flee from their homeland in exile as refugees. The background [based on the plight of the Iraqi refugees] will also discuss derivatives of study on foreign policies that evolve the goals of this paper. The additional consideration on the need for enabling a foreign policy for Iraqi refugees could indicate and can be comparatively analyzed with the proportion of violence that links the overall unaccounted number of Iraqi casualties. Thus, the initial indicator is based on the documented report that follows: (1) US military killed in Iraq is estimated at 3,973; (2) number of US troops wounded in combat since the war began is 29,203; (3) Iraqi Security Force deaths is 7,924; (4) Iraqi civilians killed is estimated at a range from 81,632 to 1,120,000; (5) internally displaced refugees in Iraq is estimated at 3. 4 million. On the other hand, as part of the documented report , the cost of war has accounted to; $526 billion to date, with a cost per day of $275 million and being estimated at a long- term bill of $3 trillion. In addition, Iraqi unemployment has grown from 25 to 40 percent. Literature Review A brief review of similar literatures will be discussed in this section in order to: (1) present the collection of initiatives and collaboration of international entities and governments for refugees, and (2) link the relevance to the process of this paper. Canada was tasked to assume the role of â€Å"gavel-holder† of the newly established Refugee Working Group (RWG) in January of 1992 as part of the design of the general Middle East peace process (MEPP) that created the Expert and Advisory Services Fund (EASF) as a Canadian involvement to the Middle East Multilateral Peace Process . The EASF is administered by Canadian International Development Research Centre (IDRC) with funding from the Canadian International Development Agency (CIDA) in partnership with the Department of Foreign Affairs and International Trade (DFAIT). The implementation of EASF for the period of March 2002-2008 works within key policy issues on refugees, in which EASF (Phase 3 IDRC) programs embark on the â€Å"compensation to Palestinian refugees as part of a comprehensive solution, challenges of repatriation and absorption, and gauging and engaging public opinion† . In a related finding, the Georgetown University’s School of Foreign Service through its Center for International and Regional Studies (CIRS) located in Qatar and the Institute for the Study of International Migration (ISIM) in Washington jointly conducted a study in 2007 regarding this for . The study showed that Iraqis in Jordan and Syria are beneficiaries of two opposing foreign policies, one is the tradition of Arab brotherhood which comprises a political and moral responsibility in providing refuge while the other is an option of Jordan and Syria not to integrate the Iraqis’ permanency . However, the United Nations High Commissioner for Refugees (UNHCR) considers the Iraqis as â€Å"prima facie refugees† (being registered refugees) who were issued with â€Å"asylum seeker cards† in Jordan and refugee cards in Syria. The UN agencies and NGOs have provided immediate support to lessen the misery. Furthermore, the study team stated that â€Å"the war in Iraq is not limited to Iraq since it has intensely affected the Middle East region . However, according to a statement of a UK-based NGO, many refugees are denied asylum status, being degraded and are even called as â€Å"welfare scroungers† or â€Å"fake refugees† when they come to the UK . It is obvious that the US and UK’s War on Terror is marginalizing refugees still further as numerous legitimate political movements are labeled terrorist . In addition, based on the statement, the UK has curved entire migrant communities as terrorist suspects [in which the anti-terrorism laws have widened the classification of terrorism] encompassed with political activities even on those who are against oppressive regimes overseas . Moreover, the US government has recently released a press statement disclosing that about 12,000 Iraqi refugees will be admitted to US before the end of 2008. According to State Department’s Senior Adviser James Foley, the Deputy Assistant Secretary of State for Consular Affairs’ Tony Edison and the Department of Homeland Security (DHS) Senior Adviser on Iraqi Refugee Issues’ Lori Scialabba, Iraqis were identified as potential candidates for emigration to the United States. After a year of redoubled efforts, all of the organizations involved in the process are working together to build a more effective refugee screening program . The three US officials further stated that the US has poured in $171 million in humanitarian assistance to displaced Iraqis both in and outside the country in 2007. However, the UN has appealed for $123 million in 2007 to $261 million for 2008 . Scope and Limitation The scope of work will be composed of a 2-prong method which are: (1) on-field and out- field research; within the scope of finding available and adequate materials as derivatives in the conduct of evaluation and the actual field validation of data and (2) study review in areas of fitting in the study parameters in view of legislative policy agenda for refugees in order to re-examine the gaps and further conduct of study. Considerably, the aspect of out-filed research may be limited only to accessing the available data sources, such as on-site interviews to various individuals or personalities and gathering of other data materials that are readily available. Perspectives It has been a glaring and presently debatable issue that Iraqi refugees pose a challenge to global governments and communities of progressive people. The parameters of the study believe that Iraq has not yet overcome the war. While it is true that Iraq was once a captive of political and religious dogmas, the country must still be retained to its sovereign people. The Iraqi refugees is a shame to the least part of developed and even underdeveloped world from Africa to Asian continents because in that part of Middle East lies a bleeding country characterized by the plagues of war. It is in this regard, the study envisions a perspective that would create and supplant the bondage and stigma of war from the life of the Iraqi people. The study also aims to map out the road to recovery, and through that, a foreign policy for Iraqi refugees may guide the ascendancy of moral values and responsibility in order to achieve peace in Middle East and the rest of the world. Conclusion It is clear the Iraqi people continue to walk on the road to perdition due to their long struggle of tyranny. It could be described that the misery after the fall of Baghdad has a continuum in despicable plight. The global partnership in restoring and retaining the democratic processes in Iraq may be a long process and difficult due to the intensely adverse cultural-religious entanglement. Nevertheless, it is necessary to first restore the people’s lives, specifically women, and children. Once this is achieved, it will be no longer hard to once again see the flourishing city of Baghdad where people co-exist in abundant life amidst the barren lands. Bibliography America. Gov, â€Å"United States to Welcome 12,000 More Iraqi Refugees in 2008† (February 06, 2008) [http://www. america. gov/st/peacesec- english/2008/February/20080206160027idybeekcm0. 824032. html] Erik Leaver and Jenny Shin, â€Å"The Iraq Quagmire†, Foreign Policy in Focus, Institute of Foreign Policy, Washington DC 20036. (March 4, 2008). [http://www. fpif. org/fpiftxt/5036] International Development Research Centre (IDRC), â€Å"Middle East Expert and Advisory Services Fund†, Department of Foreign Affairs and International Trade Canada (2008). [ http://www. idrc. ca/uploads/user-S/12060300201Microsoft_Word_- _EASF_Program_Profile__3__final. pdf] Kristele Younes, â€Å"The Iraqi Refugee Crisis†, Foreign Policy in Focus, Institute of Foreign Policy, Washington DC 20036 (March 14, 07). [http://www. fpif. org/fpiftxt/4059] Patricia Weiss Fagen, Iraqi Refugees: â€Å"Seeking Stability in Syria and Jordan†, Georgetown University Institute for the Study of International Migration (2007). [http://www12. georgetown. edu/sfs/isim/Publications/PatPubs/Iraqi%20Refugees. pdf] The Refugee Project, 44 Ainger Road, London, NW3 3AT (2008). [http://www. therefugeeproject. org/]

Individual Nurse effect on Person-centered Care

Individual Nurse effect on Person-centered Care Provide a critical analysis of how the beliefs, values and attitudes of the nurse may impact upon the provision of person-centered care Introduction The person-centred care approach focuses holistically on the patient as an individual, rather than their diagnosis or symptoms, and ensures that their needs and choices are heard and respected. According to Draper Tetley (2013: n.p.), person-centred care is defined as an approach to nursing that focuses on the individuals personal needs, wants, desires and goals, so that they become central to their care and the nursing process. This can mean putting the persons needs, as they define them, above those identified as priorities by healthcare professionals. Theoretically, this is an achievable aim – nursesas a matter of principle should provide care that respects the diversity of the values, needs, choices and preferences of those in their care – but how can any incongruity between the values, beliefs and attitudes of the patient and those of the nurse be reconciled? Is it inevitable that this dissonance will have a negative impact on the quality of person-centred care be ing provided? This essay will examine the beliefs, values and attitudes of nurses planning and delivering person-centred care, and the impact these issues can have on the provision of that care. Nurses are expected to practice in a caring, knowledgeable, professional, courteous and non-judgemental manner, and the majority do this as a matter of principle, displaying unconditional positive regard for their patients at all times. However, values, beliefs and attitudes are, of course, subjective to each individual, and in the context of delivering person-centred nursing care, it is important to identify those that are holistic and therapeutic, rather than focussing only on those that are not. According to Brink Skott (2013), some diagnoses lead to preconceptions about the individuals receiving them, which subsequently negatively influence their care and treatment. This can be particularly evident in the case of mental illness, which is often mired in stigma, fear, ignorance and discrimination. Research undertaken by Chambers et al (2010: pp. 350) found that Stigma on the part of mental health professionals affects the quality of care provided for those with mental health problems, as well as their rates of recovery. Although nurses working within the field of mental health will obviously have more developed skills and knowledge in this subject than those in other specialities of nursing, it is not inconceivable that nurses may harbour some preconceptions about mental illnesses and those diagnosed with them, which may impact on how positively they deliver care to those patients. Those requiring treatment for alcohol abuse or substance misuse may also experience a less emp athetic experience in the care of nurses, who may feel that the condition is self-inflicted, or that resources may be better utilised elsewhere. This attitude may be even more prevalent in cases of liver transplant due to alcoholic cirrhosis of the liver, when there may be a misplaced belief that another recipient is more deserving of the organ. Other morbidities which can be perceived as having a self-inflicted element (e.g. obesity, smoking-related illnesses, type-II diabetes, addictions) also have the potential to be perceived negatively by nursing staff, who may lack an appropriate level of empathy and compassion, or make assumptions and pre-conceptions about these patients based on their diagnoses. In a similar manner, patients attempting suicide or deliberately self-harming, may experience stigma, a lack of sympathy and a lack of understanding from nursing staff, especially if the nurse managing their care is also involved in the care of patients suffering from serious illnesses or conditions. Caring for patients attending accident and emergency departments due to para-suicide or deliberate self-harm can evoke extremely negative emotions and attitudes amongst the nursing staff caring for them. Nurses working with such patients report experiencing high levels of ambivalence and frustration. Additionally, deliberately self-harming patients may evoke negative attitudes such as anxiety, anger, and lack of empathy (Ouzouni Nakakis 2013). A suicidal patient voicing their desire to end their life is expressing a wish. However, in the context of person-centred care, it would be difficult to agree that this wish should be considered as a person-centred need. This could be a source of conflict, difficulty and dissonance as balancing the needs and wishes of the patient in this situation, contradicts entirely the nurses duty of care. In such circumstances, it could be argued that the care provided cannot be person-centred, as it is not in line with the patients wishes. Obviously it would be neither legal nor ethical for the nurse to allow a suicidal patient to actively attempt to end their life whilst under their care, or to comply with the patients wishes not to receive treatment if suicide had been attempted. Similar ethical considerations may also influence the treatment of patients undergoing procedures to terminate pregnancy, and may negatively influence the extent to which the care received by the patient is truly person-centred. There have been well-documented cases of nurses refusing to assist with these procedures, or to treat patients who have undergone them post-operatively. Predominantly such cases arise due to a conflict with the religious beliefs, moral convictions and ethical stance of the nurses being asked to assist with these procedures. The Nursing Midwifery Council (2015) states that Nurses and midwives must at all times keep to the principles contained within The Code: Professional standards of practice and behaviour of nurses and midwives (2015: n.p.). This code states that nurses and midwives who have a conscientious objection must tell colleagues, their manager and the person receiving care that they have a conscientious objection to a particular procedure. They must arrange for a suitably qualified colleague to take over responsibility for that persons care. Nurses and midwives may lawfully have conscientious objections in two areas only. Firstly, Article 4(1) of the Abortion Act 1967 (Scotland, England and Wales). This provision allows nurses and midwives to refuse to participate in the process of treatment which results in the termination of a pregnancy because they have a conscientious objection, except where it is necessary to save the life or prevent grave permanent injury to the physical or mental health of a pregnant woman. Secondly, Article 38 of the Human and Fertilisation and Embryology Act (1990). This provision allows nurses and midwives the right to refuse to participate in technological procedures to achieve concep tion and pregnancy because they have a conscientious objection. This is a highly contentious and emotive issue, and one which attracts much ongoing debate and argument, and is significant as it can be asked at what point does a nurses own beliefs and values take precedence over their responsibility and duty to care for their patients needs, whatever they might be? Should nurses be permitted to refuse to participate in care procedures that contradict their values or beliefs, or to refuse to provide care to those they deem undeserving? Does this set a worrying precedent for other contentious procedures to be added to the list (gender reassignment surgery for example)? It could be argued that the nurses first responsibility should be their duty of care to their patient, and this surely requires them to take a holistic and person-centred view; a view that should not be clouded by the nurses own values system or moral standpoint. The aspects of person-centred care discussed so far in this essay have been those of a contentious and perhaps, more exceptional nature. However, the more routine, day-to-day aspects of nursing are also susceptible to the influence of nurses values, beliefs and attitudes negatively impacting on the quality of person-centred care provision. Giving patients a greater degree of autonomy over their care can lead to some discord as nurses may feel that their professional expertise is being disregarded, and may be concerned that patients informed opinions and decisions about their care may be detrimental to recovery or good health. This could lead to nurses adopting a didactic attitude in the belief that they know best, when the patient is equally certain that their decision is the right one for them. Nurses must always ensure that they are viewing the patient as a whole person, and not merely an illness or condition to be treated or managed, as this can lead to ambivalence as nurses attem pt to reconcile their desire to deliver effective, evidenced-based care, knowing that patients stated wishes or preferences are contrary to this aim. However, if the patient is deemed to have capacity to make informed decisions about their care and treatment, with all the facts at their disposal, nurses must accept this if good, person-centred care is to be delivered (NHS Choices 2014). In the event that the patient does not have the capacity to make informed decisions (e.g. patients suffering from more advanced forms of dementia), then any known pre-morbid preferences and choices should be documented and adhered to where this is practicable. There is always a danger that individuals with dementia receive care that is task-orientated rather than person-centred. Again, nurses may make assumptions regarding what is best for the patient, rather than respecting their choices and preferences. One of the easiest ways to ensure that care is person-centred is to gather collateral about each patient prior to care or treatment commencing, so a more rounded picture can be formed. This is particularly important when dealing with people from diverse cultural backgrounds, as lack of cultural understanding and tolerance can lead to damaging misconceptions, misunderstandings and unintentional offence, which will not engender good person-centred care. Having some knowledge of patients history and background prior to treatment can be a useful tool in terms of developing appropriate care. The flip-side to this however is that unhelpful stereotypes or prejudices may be formed by nursing staff, based on the current or historical background of the patient. Gender (including gender identify), race, age, religious affiliation, employment status, marital status, and educational and socio-economic background can lead to assumptions (both positive and negative) being formed by nursing staff. W hilst the majority of nurses will treat their patients with unconditional positive regard and courtesy, regardless of issues that may be at odds with their own beliefs, values and attitudes, there will always be a minority who will be affected by such issues, and who will allow it to influence the care they provide. The scale of this issue is difficult to quantify, due to a lack of available evidence-based research, but it could be said that one nurse whose attitude negatively impacts on person-centred care is one nurse too many. Conclusion We have explored some of the more contentious issues that can and do arise when nurses beliefs, values and attitudes do not correspond with those of their patients, and have examined the potential impact this can have on the quality of person-centred care provided. As little research has been carried out into this subject, it is not possible to quantify the scale of the problem, nor to accurately identify where it is most prevalent. However, it is safe to say that the dichotomy between delivering truly person-centred care, whilst reconciling challenges to the nurses own core beliefs and values is not one easily solved. Modern nurses are extensively trained and highly skilled professionals, with a wider remit and range of responsibilities than their predecessors. They are however fundamentally human, with the same character flaws and failings as anyone else. It is a completely human trait to be influenced by the information we perceive or receive about others, and everyone has innate beliefs and value systems and, whether we like it or not, innate prejudices. Although it would seem logical that professional nurses have a well-developed sense of understanding and equality, they also deal with a magnitude of very diverse people on a daily basis, generally having very limited time with each. Despite this, the majority of nurses deliver excellent, patient-focussed and person-centred care as a matter of course. Unfortunately there will always be a minority who do not. Nurse education programmes are constantly evolving to meet the shifting demands of health care, so it can only be hoped that recognising, challenging and improving unhelpful attitudes becomes an accepted part of nurse education, and becomes core to person-centred care provision. References/Bibliography: Baker J., Richards A. Campbell M. (2005). Nursing attitudes towards acute mental health care: development of a measurement tool. Journal of Advances Nursing. (49) (5) pp. 522-529. Brink E. Skott C. (2013). Caring about symptoms in person-centred care. Open Journal of Nursing (3) pp. 563-567. Chambers M., Guise V., Và ¤limà ¤ki M., Botelho M., Scott A., Staniulienà © V. Zanotti R. (2010). Nurses attitudes to mental illness: A comparison of a sample of nurses from five European countries. International Journal of Nursing Studies. (47) (3) pp. 350-362. Dorsen C. (2012). An integrative review of nurse attitudes towards lesbian, gay, bisexual, and transgender patients. The Canadian Journal of Nursing Research. (44) (3) pp. 8-43. Draper J. Tetley J. (2013). The importance of person-centred approaches to nursing care. The Open University. (Online). Available:  http://www.open.edu/openlearn/body-mind/health/nursing/the-Importance-person-centred-approaches-nursing-care. Last accessed 4 April 2015. Flagg A. (2015). The Role of Patient-Centered Care in Nursing. Nursing Clinics of North America. (50) (1) pp. 75-86. Hunter P., Hadjistavropoulos T., Smythe W., Malloy D., Kaasalainen S. Williams J. (2013). The Personhood in Dementia Questionnaire (PDQ): Establishing an association between beliefs about personhood and health providers approaches to person-centred care. Journal of Aging Studies. (27) (3) pp. 276-287. N.H.S. U.K. (2014). Consent to Treatment. N.H.S. Choices (Online). Available:  http://www.nhs.uk/conditions/consent-to-treatment/pages/introduction.aspx. Last accessed 5 Apr 2015 N.H.S. U.K. (2014). Assessing Capacity. N.H.S. Choices (Online). Available:  http://www.nhs.uk/conditions/consent-to-treatment/pages/capacity.aspx. Last accessed 5 Apr 2015. N.M.C. (2015). Conscientious objection by nurses and midwives. Nursing Midwifery Council (Online). Available:  http://www.nmc-uk.org/The-Code/Conscientious-objection-by-nurses-and-midwives-/. Last accessed 5 Apr 2015. Ouzouni C. Nakakis K. 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Nurses attitudes towards older people: A systematic review. International Journal of Nursing Studies. (50) (9) pp.1271–1282.

Ideology And Hegemony In James Bond

Ideology And Hegemony In James Bond The aim of this essay is to investigate the issues of ideology and hegemony in the James Bond franchise, with particular emphasis on the latest Bond film, Quantum of Solace. Over the forty-four years the Bond films have been running the depictions of men and women in these films has developed and changed. Negative stereotypes were used in the first few Bond films to portray women, such as requiring a male rescue and being a sex object for a male audience. This was the ideology of the era, that women were less dominant than men. With movements such as Feminism these representations have been allowed to evolve into a more realistic depiction of women in the latest Bond films, especially Quantum of Solace. The portrayal of men is much more consistent throughout the Bond films, except a few changes that are made to Bonds character in Quantum of Solace. Ideology and hegemony exist in all the Bond films as they affect the way gender is represented. Ideologies form associations between types of power and the media. They are ideas that give an explanation of the social world. The ideas are usually seen as normal and expected but are frequently only biased and one sided (Branston and Stafford 2006,p.174). However, contrasting ideological views that contain different ideas can sometimes instigate battles within media texts (Croteau and Hoynes 1997,p.165). In comparison, hegemony is a theory that is related to ideology and power. It shows how societies deal with power (Casey et al. 2008,p.142). An Italian Marxist, Antonio Gramsci believed that ruling groups in societies can use either strength and force or consent to keep their power (Croteau and Hoynes 1997,p.169). This was allowed due to their importance in society. Gramsci also believed that certain democracies across the world would find themselves fighting for control. In some cases they would rely on force whilst in others they try the subtle approach of persuasion to gain hegemony (Branston and Stafford 2006,p.177). Hegemony suggests that certain ideas become common sense or natural to people (Croteau and Hoynes 1997,pp.169-170),particularly those of the ruling class and so called the dominant ideology (Croteau and Hoynes 1997,p.165). Marxists studied the differences between the working class and the industrial manufacturers who were all part of Capitalism, and believed your cla ss determined your political views (Branston and Stafford 2006,pp.175-176). Marxists also believed that people in charge of production were able to distribute the dominant ideas into a society. Therefore the working class could be led to believe that mistreatment was expected and normal through dominant ideas and power relationships in the media (Branston and Stafford 2006,p.176). Ideology and hegemony can affect how people are represented in the media. In the past there were striking differences between men and women. In recent times this has become less so, though still exists. This brings about the question as to whether or not the representation of gender in the media has changed over time due to the ideologies of eras changing as well. Sreberny and Van Zoonen defined gender as a contested and relatively unstable discourse (2000,p.13), showing how representations of gender are frequently changing in the media. The representations of James Bond throughout the Bond films have been quite similar: as a quick witted, physically strong man who is attractive and is able to use his charms to seduce many different women. Croteau and Hoynes believed that men would less likely be shown in the household, as this is usually the womans place. Instead, they would more likely be shown in highly regarded jobs (Croteau and Hoynes 1997,p.149). Bond films highlight this as Bond works as a secret agent for MI6 which shows his intelligence and authority in the workplace. In Quantum of Solace, Bond still contains many of his conventional characteristics , for example, his physical strength. It is suggested that men are represented as being more dominant than women, whilst also shown as being involved in much more violence (Croteau and Hoynes 1997,p.149). This can be seen in Quantum of Solace as Bond is involved in many fight scenes, such as, when he attacks the bodyguards in the hotel lift. However, the representation of Bond develops in this film as we see a vulnerable side to Bond that isnt present in the other Bond films. Many other men in Quantum of Solace are represented as powerful, for example, Dominic Greene owns his own company. Greene is portrayed as greedy and manipulative as he is storing water in order to sell it for extortionate prices. Mr White is another enemy who is portrayed as important and secretive as he is part of a top secret organisation, Quantum. These portrayals of men are stereotypical as they depict them as intelligent, pow erful and authoritative. There hasnt been much change in the representations of males in the Bond films, other than in the latest two films, Casino Royale and Quantum of Solace we have seen a more realistic portrayal of men. Bond is shown to have fallen in love with the character Vesper and when she dies he is shown as emotional as he wants revenge. This vulnerable side to Bond is representative of men today, as strong men can still have sensitive sides. This shows how the ideologies of the past may be changing. Bonds enemies have always been represented as powerful masterminds and so have not changed much since the films began. In comparison the representation of women in the Bond films has changed much more significantly over the years. This development of the Bond girls may have been instigated by the growth of Feminism. Feminism believed that men treated women as less superior to themselves (Casey et al. 2008, p.121). By the 1970s one of the main issues feminists believed was that many of the representations of women in the media were negative and based on stereotypes whilst also lacking in variety (Casey et al. 2008,p.122). The first Bond film, Dr No, made in 1962, supports this argument with the Bond girl, Honey Ryder. She played the damsel in distress saved by Bond and came across as very naive. She was easily seduced by Bond showing she was submissive and he was in power. In 1975, Laura Mulvey came up with the theory of the male gaze in which texts include women that are sexualised in order for them to appeal to men (Casey et al. 2008,p.122). Honey Ryder appealed to the male gaze as she appeared in s kimpy clothes several times, including the iconic scene of her in her swimming costume. This iconic scene also relates to the fact Hole and Levine (1971:249) argued that feminists believed that some women in the media were trying to make men purchase products by becoming sex objects (Van Zoonen 1994,p.66). Due to the ideologies of this era men were seen as more dominant and in control. This meant that women frequently appeared in films, but often only in secondary, minor roles (Croteau and Hoynes 1997,p.147). This was no different for Honey Ryder, as the main protagonists of Dr No were Bond and his enemy Dr No and she played more of a minor role. By 2002, when Die another Day was released the representation of the Bond girls had evolved. Die another Days Jinx was every bit Bonds equal being one step ahead of him for the majority of the time. She was physically strong and killed several people which represented her as mentally strong. This shows how Feminism may have begun to have an impact on media as it shows a female who is almost equal to the main male protagonist, which would have been very unusual in films before this point. However, she was easily seduced by Bond showing she hadnt become superior to Bond as he still had a certain control over her. Over time film production has developed and with it female stereotypes were questioned, leading to an increase in variety of characters for women in film (Casey et al. 2008,p.124). This can be seen in Quantum of Solace as there are two Bond girls, Miss Fields, who is a conventional Bond girl and Camille who is more of a realistic representation of women today. Miss Fields is quick witted as she helps Bond on numerous occasions. Still, she is represented as vulnerable as she is easily seduced by Bond within a short time and she is killed by Bonds enemies. However, Miss Fields is quite a realistic representation of women today as she works for MI6 which highlights how more women have jobs in highly respected work places now, than in the past. Camille is different to the other Bond girls. For instance, she is attractive but not perfect as she has burn scars on her back. She is also the first ever Bond girl to walk away from Bond without being seduced into bed by him. This suggests that womens roles in film may be becoming more realistic as the majority of women arent perfect and many have the self control to reject mens charms. However, Camille still possesses some of the Bond girl conventions as she needed saving by Bond in the fire. Both Bond girls in this film are very attractive and Liesbet van Zoonen argued that Hollywood cinema has a long standing tradition of constructing women as a spectacle for voyeuristic pleasure (Van Zoonen 1994,p.87).This suggests that even though some ideologies have changed over time others havent and even though Camille has the imperfection of burns on her back she is still a very attractive lady and thus still appeals to the male gaze and the voyeuristic pleasure of men. Another interesting representation of women in Quantum of Solace is that of M. M is represented as a strong female who is very authoritative as she is Bonds boss. She is intelligent as she works for MI6 and so is a powerful lady. However, she is also vulnerable as she is betrayed by one of her bodyguards. The growth of Feminism in the twenty-first century has gained so much for the representation of females in the media. That now even some women believe it isnt essential as the representations have gained in variety and accuracy (Casey et al.2008, p.125). An important issue to note about M is the fact that for the first eleven Bond films M was in fact a man, until it changed to a woman, played by Dame Judi Dench. This choice may have been made to follow the ideologies of the time as women were becoming more involved and important in society and even in the workplace and so by this point it wasnt unusual to have women in highly valued workplaces. Croteau and Hoynes argued that Feminis m and people who fought for womens rights put strain on the media. Therefore, making the media create more varied representations and roles of women in the media, whilst eradicating many of the negative stereotypes of women (1997 p.147). Overall, ideology and hegemony are present in all the Bond films through the representation of gender. The portrayal of gender roles allows us to observe how the ideologies have changed over time. It is most likely that certain ideologies have been influenced by movements such as Feminism, for example due to the strain feminist groups put on the media, the roles and representations of women have become more diverse and a more accurate representation of women in society. The ideologies of gender in the Bond films have changed with the times. This is noticeable with characters such as M, at one point in time women wouldnt have been associated with high earning jobs in the MI6. It is also shown with Bond as he becomes more vulnerable in Quantum of Solace, which is a more accurate representation of men in todays society as they can be sensitive as well as strong. In the future Bond films, the representations of gender may continue to change to fit the ideologies of gender in society at t hat time. Word count: 2000

Queen Elizabeth I Essay -- Biology

She was never married and was known as the "Virgin Queen" because she had no children. She brought England a victory when beating Spain, at the time the most powerful country in the world, in war. Her birth was a disappointment because her father wanted a boy so he could be King. Who was this interesting and bold person? Queen Elizabeth I. Brave and intelligent, Queen Elizabeth I achieved many important thing when she was Queen and England would never be the way it is now if it wasn't for her. Queen Elizabeth I was born on September 7, 1533. Her father was Henry VIII and her mother was Anne Boleyn ("Elizabeth I, Queen of England" par 1). Elizabeth's birthplace was at Greenwhich Palace, England ("Elizabeth I Biography" par 2). When she was born her father did not even want a girl so Anne Boleyn was executed in 1536 for suspicion of infidelity. Elizabeth father had married and she had Edward VI and Mary as her half siblings. She grew up without a mothers care but was intelligent and well educated. Elizabeth knew a number of languages and loved music("Elizabeth I, Queen of England" par 1 and 9). Elizabeth was taught by famous scholars such as William Grindal and Roger Asham. She did enjoy many recreations including horseback riding, hawking, hunting, and bear baiting ("Elizabeth I Biography" par 5 and 8). Through her early childhood she wasn't really considered the next queen or great ruler. Elizabeth was just considered the Kings daughter and was actually barely seen by him ("Queen Elizabeth I" par 9). Something other that was very present in her life was that she inherited a feud between the Catholics and Protestants ("Elizabeth I 1558-1603 AD" par 2). Queen Elizabeth's father died in January of 1547 ("Elizabeth I Biography" ... ... thought of it as "The Golden Age". Even though she didn't have a huge impact on the world, Queen Elizabeth I was able to bring her citizens together after they were in poverty. People started to believe a man can lead a war just as well as a woman ("Elizabeth Tudor" par 9-10). Queen Elizabeth had a "live or die" situation when she went out to fight in war instead of being guarded in her castle. She wanted to die fighting with her people ("The Spanish Armada" par 11). Elizabeth had a friend named Robert Dudley that she knew since she was eight years old. He had a big influence in her life because he was such a friend to her ( "Robert Dudley, Earl of Leicester" par 2). Finally Elizabeth wanted to be known as "Gods Vessel on Earth ("Elizabeth I and the Church" par 3)." I have the heart of a man. not a woman, and I am not afraid of anything. (Queen Elizabeth I)

Robert Gagnés Instructional Design Approach :: Psychology Psychological Papers

Robert Gagnà ©'s Instructional Design Approach Introduction When Robert Gagnà © initially published his influential book, The Conditions of Learning (Gagnà ©, 1965), his instructional design theories were heavily rooted in the behaviorist psychology paradigm. However, in later editions of The Conditions of Learning (Gagnà ©, 1970, 1977, 1985), Gagnà ©'s theories evolved to incorporate cognitivist psychology theories, specifically the information-processing model of cognition. According to Gagnà ©, "This model posits a number of internal processes that are subject to the influence of a variety of external events. The arrangement of external events to activate and support the internal processes of learning constitutes what is called instruction" (Gagnà ©, 1974). In the preface to the second edition of The Conditions of Learning, Gagnà © commented further on this shift to the information-processing model of cognition and it’s influence on his approach to designing instruction. He stated, "I consider this form of learning theory to represent a major advance in the scientific study of human learning" (Gagnà ©, 1977). In 1989, Michael J. Striebel noted, "Instructional design theories such as Gagnà ©'s theory, take the cognitivist paradigm one logical step further by claiming that an instruction plan can generate both appropriate environmental stimuli and instructional interactions, and thereby bring about a change in cognitive structures of the learner (Striebel, 1989). This paper will define and explore the three major aspects of Gagnà ©Ã¢â‚¬â„¢s approach to instructional design, which include: nine events of instruction, conditions of learning and learning outcomes. How Gagnà ©Ã¢â‚¬â„¢s theory correlates to the Walter Dick and Lou Carey’s systems approach to instructional design will also be considered (Dick and Carey, 1996). A Seminal MODEL Gagnà ©Ã¢â‚¬â„¢s approach to instructional design is considered a seminal model that has influenced many other design approaches and particularly the Dick & Carey systems approach. Gagnà © proposed that events of learning and categories of learning outcomes together provide a framework for an account of learning conditions. The diagram below, from the third edition of The Conditions of Learning (Gagnà ©, 1977), illustrates his vision of how the events of learning impact the conditions learning, which ultimately result in the learning outcomes, or learning capabilities. In The Conditions of Learning, Gagnà © acknowledges that he was considering the question "What factors really can make a difference to instruction?" when developing his learning and instructional design theories. His model proposed that the conditions of learning—some internal and some external to the learner—that affect the process of learning make up the events of learning.

Assignment of Personal Sport

Last year, after summer vacation, I went into my student soccer team kind of sad, my past captain, the person who I had really admired, had moved to another team. I did not really feel down though, because there were many of my friends that were playing with me this year. The greatest thing I had learned about soccer is â€Å"Team Spirit†, which I thought my team was full of. Day by day, we played together, joked in the yard, hung out after tired matches, I was so happy to have them as teammate. In my city, there were many rival teams, and they were always trying to pull pranks on each other. Sometimes nothing really happened, but sometimes something really terrible happened. I remembered the time our team did not have any uniforms because someone has painted them. Luckily, we could have a new uniform which I thought were better, but we also had to pay a lot of money for them. This season was not just like any season before. We had a new captain and we were also playing competitive soccer, which was a lot different than our normal soccer. Instead of playing with other local teams, we got to play in big tournaments and against strange teams from other cities. The game was also more vivid; I remember the first game, against a team from Hue City-the city next to my city. The game we called â€Å"Derby Game†, it was totally different than anything I had seen, we were getting to play at a university, and against a highly ranked team. We had started the game, and man the other team was wild, they played with violence. After the first half with surprise and anger, we started to strike back, and I was sure the referee would hate to be in his position. Whenever he made a decision, he got a lot of bad word from players; it did not matter if he was right or wrong. That game finished with a loss for us, but the biggest disappointment was that two of my teammates were injured. We soon learned to live with this violence, and the funny thing is, we even participated in it more than other teams. After we gained enough points, we entered to the next stage of the tournament, which was called â€Å"Knock Out Stage†. This meant we could be kicked out of the tournament as soon as we lost a game. The tournament was held in Ho Chi Minh City, the biggest city in my country. We stayed in a hotel with three other teams. At the first sight I looked at them, I realized that the rumors about them were true; teams that qualified to this stage were really beasts, they were stronger, faster and even dirtier (in the way they play). We had about two days to practice and get used to the yard. The yard there was much prettier than in our city. The grass was greener, and there was more space for supporters. In the first day of the tournament, we had a game against Thu Do, a team from Hanoi City- our capital city. That team played really well, they ran all around the yard and I never saw any of them stop running. Our goalie was taking a lot of their shots; he looked really exhausted just after 20 minutes. Then as we saw that they were too strong for us, we changed the tactic to â€Å"counterattack†, which was much safer and did not waste as much energy. I had to be withdrawn from the yard because of the change in tactic. At that time, I felt so disappointed but I could contain it. The change in tactic seemed to be good and gave us a positive effect. Thu Do still attacked very hard, they flowed into our yard part like a huge flood, but it was less dangerous than before. Our defense did a very good job; they kept the enemies far away from the goalie as much as they could, they also tried to block every shot from the enemies. I was sitting on the sideline for a bit and my coach asked me how I felt, I said good and asked if I could get back in, he said, â€Å"Sure, but in a bit. † So I started do some exercises to keep my body warm and be ready. A bit later, the referee blew the whistle and the first half came to an end. The result was still 0-0 and we could not expect more. Our team went into the rest room and discussed a lot. My coach told me that I would have a part in second half; nervous thought crossed my mind for a second but was soon gone. At the beginning of the second half, things were not much different from the first one; Thu Do still tried hard to attack and score a goal, but our defense line was really concentrated on to the game. Whenever Thu Do’s player got the ball, there were always two or maybe three of our players standing around him and were able to win the ball back. They kept attacking hard and we kept defending well. After 20 minutes, Thu Do players were starting to get tired, I could see how heavy and exhausted in their running, and you know, that was the time we had been waiting for. The coach told me to pop in. We started to attack them back, and can anyone believe it? We scored at our very first chance; I was the one who crossed the final ball to Vu – our player, and with a genius header, the Thu Do’s net vibrated with our happiness and cheers from our supporters. We had been waiting for this time and it had come. I remembered a saying from a well-known coach that goes: â€Å"If you keep attacking but could not score, then you will be scored. It was true this time. I could not tell you how Thu Do player’s faces looked at that time. It was some kind of disappointed, angry or maybe even shameful. After having a goal, we got back to defense style. The time left was still plenty, Thu Do’ player attacked in hopelessness, and for their honor. But that was it, the referee blew full time whistle and we won that game, a very tough game. We also paid a very expensive price because of that winning moment; our players were exhausted and did not have good form on the next game. We lost on our second game. Although that was not something that really surprised us, we were still. I thought the main reason for our loss was that we were not really ready for this kind of tournament. We were determined to get back to our city and train harder and hope for a successful next year. That was also a lesson for me and my team, so that in next tournaments, we could have a better preparation in health and mental, and could avoid unnecessary injures. Until now, that soccer experience is something that I never forget in my life; that was not only my first soccer tournament, but also the most impressive tournament I have ever had.

Vertical Unfired Pressure Vessel Components Engineering Essay

The American Society of Mechanical Engineers was organized in 1880 as an educational and proficient society of mechanical applied scientists. After old ages of development and public remark, the first edition of the Code, ASME Rules of Construction of Stationary Boilers and for Allowable Working Pressures, was published in 1914 and officially adopted in the spring of 1915. The first Code regulations for force per unit area vass, entitled Rules for the Construction of Unfired Pressure Vessels, followed in 1925. From this simple get downing the Code has now evolved into the present 11 Section papers, with multiple subdivisions, parts, subdivisions, and compulsory and non-mandatory appendices. Almost all force per unit area vass used in the procedure industry in the United States are designed and constructed in conformity with Section VIII Division 1. In this undertaking, some general constructs standards related to ASME Code Section VIII are discussed. These include allowable emphasis, factors of safety, joint efficiency and force per unit area testing. The aim of this undertaking is to plan and analysis Unfired Vertical Pressure Vessel based on ASME Code Section VIII Division 1 and criterions. This undertaking merely concerned to plan chief portion of force per unit area vas like shell, caputs, noses and supports. The regulations in Section VIII Division 1 do non cover all applications and constellations such as planing leg supports. When the regulations are non available, another method must be used.Problem statementThe force per unit area vass that non follow any standard codifications can be really unsafe. In fact many fatal accidents have occurred in the history of their operation and development. They are many criterions and codifications that vary from state to state. The common criterions and codifications that have been used are ASME Boilers and Pressure Vessel Codes, API Standards, PD5500, British Standards, European Codes and Standards and other Intern ational Codes. Even though there are computing machine assisted force per unit area vas design available in the market, but due to concern benefit, the system may non be salable or pricey. In add-on the expression and constructs applied in the system are ever unknown by the users.Research rangeThis undertaking focuses on design and analysis of Unfired Vertical Pressure Vessel based on ASME Code Section VIII Division 1. Based on this codification, force per unit area vass are application for the containment of internal and external force per unit area up to 3000 pounds per square inch. This force per unit area could be obtained from an external beginning or by the application of heat from a direct or indirect beginning or any combination of them. The ASME Code is building codification for force per unit area vas and contains demands, specific prohibitions ; and non-mandatory counsel for force per unit area vas stuffs, design, welding and proving. To guarantee the aim of this undertak ing is achieved, some of the of import elements must be consider. There is: Planing chief constituents of Unfired Vertical Pressure Vessel by refer to ASME Code Section VIII Division 1 and criterions. Analysis of maximal stress value of chief constituents of force per unit area vas by finite component utilizing ANSYS package.Aims of UndertakingThe intent of this undertaking is to plan and analysis of Vertical Unfired Pressure Vessel based on ASME Code Section VIII Division 1. This research worker points two aims to be achieved at the terminal of this research. The aims are: 1. To plan Vertical Unfired Pressure Vessel constituents based on ASME Code VIII Division 1 and Standards. 2. To analyse maximal tantamount emphasis ( von-Misses ) , maximal shear emphasis, maximal distortion and safety factor in shell by finite component utilizing ANSYS package.Significance of surveiesThe undertaking will convey a great important non merely for the fertiliser industry but besides to the all the fabrication sector that used a assorted force per unit area vas for day-to-day operation. Nowadays, most the fabrication industry in Malaysia which used force per unit area vas for operational intent depends on their country of application. As a consequence, their operation, design, industry is regulated by technology governments backed up by Torahs. All force per unit area vass are manufactured with the maximal safe operating force per unit area and temperature. By finishing this undertaking, pupil will derive exposure to the ASME codification and criterions.Chapter 2.0LITERATURE REVIEW2.1 IntroductionThe force per unit area vass such as cylinder, grapevine or armored combat vehi cles are design and concept to hive away gas or fluids under force per unit area. The gas or fluid that being stored may be through alteration of province inside the force per unit area vas, for illustration instance of steam boilers or it might unite with other reagents, such as a chemical works. The force per unit area vass must plan with a perfect attention because cleft of force per unit area vass will do an detonation which may do of decease and loss of belongings. The stuff that be used to build force per unit area vass may be malleable such as mild steel or brittle such that dramatis personae Fe. In by and large, force per unit area vass and others storage armored combat vehicle such as hydraulic cylinders, gun barrels, pipes, boilers and armored combat vehicles are of import to the chemical, crude oil, petrochemical, atomic industries and so on. Chemical reactions, separations, and storage of natural stuffs ever occur in this category of equipment. By and large, pressurized equipment is required and been used for a wide scope of industrial works for storage and fabrication intents [ 1 ] .2.2 Types of Pressure VesselThe size and geometric signifier of force per unit area vass diverge greatly from the big cylindrical vass used for high-pressure gas storage to the little size used as hydraulic units for aircraft. Some of the vass are buried in the land or deep in the ocean, but most are positioned on land or supported in platforms. There are chiefly two types of force per unit area vass normally available in industry:Spherical Pressure VesselThis type of force per unit area vass are known as thin walled vass. This forms the most typical application of plane emphasis. Airplane of emphasis is a category of common technology jobs affecting emphasis in a thin home base. Spherical vass have the advantage of necessitating dilutant walls for a given force per unit area and diameter than the tantamount cylinder. Therefore they are used for big gas or liquid conta iners, gas-cooled atomic reactors, containment edifices for atomic works, and so on. Degree centigrades: Userszalie87Desktopspherical force per unit area vas 2.jpg Figure 2.1 Spherical Pressure Vessel [ beginning: hypertext transfer protocol: //communities.ptc.com/thread/39900 ]Cylindrical Pressure VesselThis type of a vas designed with a fixed radius and thickness subjected to an internal pot force per unit area. This vas has an axial symmetricalness. The cylindrical vass are by and large preferred, since they present simpler fabrication jobs and do better usage of the available infinite. Boiler membranophone, heat money changers, chemical reactors, and so on, are by and large cylindrical. A C: Userszalie87Desktoppressure-vessel-500Ãâ€"500.jpg C: Userszalie87Desktopvertical_expansion_tank.gif Figure.2: Cylindrical ( Horizontal & A ; Vertical ) Pressure Vessel [ beginning: hypertext transfer protocol: //www.energyflowsystems.com/pv.htm and hypertext transfer protocol: //www.pumpsukltd.com ]2.3 Main Components of Pressure VesselThe chief force per unit area vas constituents are as follow:2.3.1 ShellThe shell is the chief constituent of any vass that contains the force per unit area. Material of shell usually come in home base or rolled steel. Commonly, some force per unit area vas shells has a rotational axis and be welded together to organize a construction. Most pressure vas shells are cylindrical, spherical, or conelike in form.2.3.2 HeadAll force per unit area vas shells must be closed at the terminals by caputs. Heads that normally used are typically in curved instead than level. Configurations of curving form stronger and allow the force per unit area vas ‘s caputs to be thinner, lighter and less expensive instead than level caputs. Inside a vas, caputs can besi des be used. Heads are normally can be categorized by their forms. Ellipsoidal, hemispherical, torispherical, conelike, toriconical and level are the common types of caputs. Figure 2.3 shows assorted types of caputs. Ellipsoidal would be the most common type of caputs, which is used during the designing of a new force per unit area vas. [ 11 ] Figure 2.3: Typical Types of Heads [ beginning 11 ]2.3.3 NozzlesA nose is a cylindrical constituent that penetrates and mounts whether at the shell or caputs of a force per unit area vas surface. The nozzle terminals are by and large flanged. Flanges map is to let the necessary connexions. Flanges besides use to allow easy disassembly for modus operandis care or easy entree. Nozzles normally are used for the undermentioned applications [ 11 ] : Attach piping for flow recess or mercantile establishment of the vas. Attach instrument connexions such as degree gages, thermowells, or force per unit area gages. Provide entree to the vas inside at manholes. Provide for direct fond regard of heat money changer or sociable. Nozzles sometimes extended into the vas inside for some applications, such as for recess flow distribution or to allow the entry of thermowells.2.3.4 SupportThe type of support that is designed and used depends on the orientation of the force per unit area vessel whether horizontally or vertically. In any state of affairs, the force per unit area vessel support must be adequate to back up the applied weight and other tonss. Design force per unit area of the vas is non being considered in the design of its support because the support is non be pressurized. But, design temperature should be considered for support design. It should be considered from the position of stuff choice and proviso for differential thermic enlargement. Several sorts of supports are as follow [ 11 ] : Skirt This type of support by and large been used for tall, perpendicular, cylindrical force per unit area vass. This type of support is a cylindrical shell subdivision which is be weld either to the underside of the vas shell or to the bottom caput for the cylindrical vass. Skirt support for spherical vas is welded to the vas near the mid plane of the shell. The skirt is usually design long plenty to supply flexibleness so that radial thermic enlargement of the shell does non do high thermic emphasiss at its junction with the skirt. Leg Small perpendicular membranophones are usually supported by legs that are welded to the underside of the force per unit area shell. The maximal ratio of support provides for leg length to beat diameter is typically 2:1. The figure of legs is designed depends on the membranophone size and the tonss to be carried. Support legs are besides normally designed for spherical force per unit area vass. The support legs for little perpendicular vass and spherical storage vass usually made from high C stuff such as structural steel columns or pipe subdivisions, which provides a more efficient and perfect design. Saddle Horizontal membranophones are usually supported by saddle. This type of support divides the weight burden over a big country of the shell to avoid an unneeded emphasis in the shell at two different locations. The breadth of the saddle is considered by the specific size and design conditions of the force per unit area vas. One saddle support is usually fixed or anchored to its foundation. A typical strategy of saddle support is shown on Figure 2.2.4. Figure 2.4: Typical Scheme of Saddle [ beginning 11 ]2.4 Overall Design Procedure of Pressure VesselsPressure vass as constituents of a complete works are designed to run into assorted demands as determined by the interior decorators and analysts responsible for the overall design. The first measure in the design process is to choose the necessary relevant information, set uping in this manner a organic structure of design demands, as shown in Figure 2.5. Once the design demands have been established, suited stuffs are selected and the specified design codification will give an allowable design or nominal emphasis that is used to dimension the chief force per unit area vas thickness. Extra codification regulations cover the design of assorted vessel constituents such as noses, rims, and so on. Following these regulations an agreement of the assorted constituents are finalized and analyzed for failure. Most of the types of failure relevant to coerce vessel design are stress dependent and therefore it is necessary to guarantee the adequateness of the emphasis distribution and look into against different types of postulated failure manners. The proposed design is eventually iterated until the most economical and dependable merchandise is obtained. The functional demands cover the geometrical design parametric quantities such as size and form, location of the incursions, and so on. Some of these parametric quantities may hold to be fixed in coaction with the overall design squad, but in a bulk of state of affairss the force per unit area vas interior decorator acts freely on the footing of his or her experience. In the process in planing force per unit area vass, safety is the chief factor that must be consider, particularly for the high force per unit area works such as atomic reactor force per unit area vass, due the possible impact of a possible terrible accident. In general nevertheless, the design is a via media between consideration of economic sciences and s afety. The possible hazards of a given manner of failure and its effects are balanced against the attempt required for its bar. The ensuing design should accomplish an equal criterion of safety at minimal cost. Safety can non be perfectly assured for these two grounds. First, the existent signifier of lading during service may be more terrible than was anticipated at the design phase: unnatural, unpredictable tonss necessarily occur during the force per unit area vas ‘s life-time. Second, our cognition is rarely equal to supply a qualified reply to the break of stuffs, province of emphasis under certain conditions, and so on. It is true that although the cardinal mechanism of failure is non sufficiently understood, it is possible to set up preventative steps based on semi empirical methods. Following this line of thought, the force per unit area vass could be classified harmonizing to the badness of their operations since this will impact both the possibility of failure and its effects. These considerations lead to the categorization of vass runing from atomic reactor force per unit area vass at one terminal to belowground H2O armored combat vehicles at the other. The design factor used in the ASME Boiler and Pressure Vessel Code1 is intended to account for unknown factors associated with the design and building of the equipment. The design expression and the emphasis analysis methods are by and large approximative and have constitutional premises. Typically it is assumed that the stuff is homogenous and isotropic. In the existent universe the stuff has defects and discontinuities, which tend to divert from this premise. Figure 2.5: Design ProcedureChapter 3.0Methodology3.1 OverviewIn this chapter, the information in choice of force per unit area vas is described and the application of selected force per unit area vas is been discussed. To plan of force per unit area vessel the choice of Code are of import as a mention usher to accomplish the secure force per unit area vas. The choices of ASME Code Section VIII div 1 are described. The criterion of stuff choice used are explains in this chapter. Beside of that, the design and analysis package to obtain the consequence are introduced. Alternatively of that, design procedure methodological analysis is besides described.3.2 General Design Considerations: Pressure Vessels3.2.1 MaterialsGeneral stuff demand have been described in paragraphs UG-4 through UG-15. There are some points that must be considered which is related to the general stuff demands that will be discussed below. [ 2 ] The chief factors of stuff choice that must be considered are [ 12 ] :StrengthStrength is a stuff ‘s ability to digest an imposed force or emphasis applied. Strength is an of import factor in the stuff choice for any peculiar application. Strength determines the midst of a constituent that must be to defy the forced tonss.Corrosion ResistanceCorrosion defines as the weakening of stuff by chemical reaction. Material ‘s opposition to corrosion is the most of import factor that influences its choice for a specific application. Stipulate a corrosion allowance is the common method that used to specify corrosion in force per unit area vass constituents.Fracture StaminaFracture stamina defines as the capableness of a stuff to defy conditions that could do a brickle break. The break stamina of a stuff can be determined by utilizing Charpy V-notch trial to specify the magnitude of the impact energy and force that is required to fracture a specimen.FabricabilityFabricability defines as the easiness of building and to any particular fiction patterns that are required to utilize the stuff. Normally, force per unit area vass use welded building. The stuffs used must be weldable so that constituents can be assembled onto the accomplished force per unit area vas. The force per unit area vas design codifications and criterions include lists of acceptable stuffs ; in conformity with the appropriate stuff criterions.3.2.2 Design and Operating TemperatureIn ASME Code Section VIII Div 1, upper limit and minimal design temperatures can be established in Paragraph UG-20. The maximal design temperature can be define as the maximal temperature used in vessel design and it shall non be lesser than the average metal temperature estimated under normal operating conditions for the portion that want to be considered. [ 3 ] The operating temperature is the gas or unstable temperature that occurs under the normal operating conditions. Before planing a vas, the operating temperature must be set based on the upper limit and minimal metal temperatures that the force per unit area vas may meet any state of affairs. [ 4 ]3.2.3 Design and Operating PressureDesign force per unit area of the vas can be established in Paragraph UG-21. In this paragraph, the demand of the vas to be designed for any terrible force per unit area and temperature that is coincidently expected in normal operation has been provided. When set up the maximal operating force per unit area, all conditions such as start-up, closure, and any identified disquieted conditions can be considered. Set force per unit area of the force per unit area alleviation device in an operating system must be above the operating force per unit area by a sufficient sum so that the device does non trip by chance. A vas must be designed to defy the maximal force per unit area to which it is likely to be subjected in operation status. Before planing a vas, the operating force per unit area must be set based on the maximal internal or external force per unit area that the force per unit area vas may meet. The design force per unit area is usually taken as the force per unit area at which the alleviation device is set for vas that under internal force per unit area. To avoid specious operation during minor procedure disturbances, usually the operation force per unit area is 5 to 10 per cent above the normal on the job force per unit area. The hydrostatic force per unit area in the base of the column should be added to the operating force per unit area if make up one's minding the design force per unit area. [ 2 ]3.2.4 Design Maximum Allowable StressMaximum allowable emphasis that have to be consider in planing a vas which be used for internal and external force per unit area has be describe in Paragraph UG-23. The allowable tensile emphasiss are tabulated in ASME Code Section II, Part D of the Boiler and Pressure Vessel Code. In UG-23 ( a ) indicates that for stuff that has been identified as meeting more than one stuff specification, the allowable emphasis for the specification may be used and provided that all the restrictions of the specification is satisfied. In UG-23, standard for the maximal allowable longitudinal compressive emphasis to be used for cylindrical shells that are subjected to longitudinal compressive tonss besides have been provided. The first status is that the maximal allowable longitudinal compressive emphasis can non be greater than the maximal allowable tensile emphasis. The 2nd status is based on buckling of the constituent. In Paragraph UG-23 ( degree Celsius ) , the wall thickness of a force per unit area vas shell defined by these regulations and it should be determined and the induced maximal membrane emphasis does non transcend the maximal allowable emphasis value in tenseness has been stated. [ 2 ] Typical design emphasis factors for force per unit area constituents are shown in Table 3.1. Table 3.1: Design emphasis factors Property Material Carbon Carbon-manganese, unstained metals low metal steels Austenitic chromium steel steels Non-ferrous metals Minimal output emphasis or 0.2 per centum cogent evidence emphasis, at the design temperature 1.5 1.5 1.5 Minimum tensile strength, at room temperature 2.35 2.5 4.0 Mean emphasis to green goods rupture at 105 H at the design temperature 1.5 1.5 1.03.2.5 Thickness of shell under internal force per unit areaInformation and demand of thickness or maximal allowable force per unit area for a shell under internal force per unit area are provided in paragraph UG-27. The equations for circumferential emphasis which is the emphasis moving across the longitudinal seam for cylindrical shell are as follows [ 1 ] : or ( 3.2.5.1 ) Figure 3.1: Shell Under Internal Pressure For cylindrical shells for longitudinal emphasis which the emphasis moving across the circumferential articulations, the equations are or ( 3.2.5.2 ) T = lower limit needed thickness of shell, in. ( in the corroded status ) P = internal design force per unit area, pounds per square inch R = inside radius of shell under consideration, in. ( Corroded status ) S = maximal allowable emphasis from the applicable allowable emphasis tabular array in Section II, Part D E = Joint efficiency for welded articulations ( Table UW-12 ) , or the ligament efficiency between gaps ( UG-53 ) . For spherical shells, or ( 3.2.5.3 ) These equations are really simple. However, there are some related issues that must be discussed. These two equations are usually based on thin wall theory.3.2.6 Thickness of shell under external force per unit areaThe information and demand that used to plan shells and tubings under external force per unit area is given as a design burden is given in paragraph UG-28. The definitions for assorted geometries are diagrammatically shown in Figure 3.2.a ( Fig.UG-28.1 ) . [ 2 ] Figure 3.2.a: Diagrammatic Representation of Lines of Support for Design of Cylindrical Vessels Subjected To External Pressure ( Beginning: Fig. UG-28.1 of Section VIII Div. 1 of the ASME 2010 Code ) Figure 3.2.b: Maximal Arc of Shell Left Unsupported Because of Gap in Stiffening Ring of Cylindrical-Shell under External Pressure ( Beginning: Fig.UG-29.2 of Section VIII Div.1 of the ASME 2010 Code ) Stiffness ring that has been provided with uninterrupted around the perimeter of the vas is to defy external force per unit area. Between the ring and the shell, spreads have been allowed ; nevertheless, the ring has to be uninterrupted and the discharge of the spread is limited by Figure 3.2.b. The extra demands of UG-29 ( degree Celsius ) ( 1 ) through UG-29 ( degree Celsius ) ( 4 ) should be satisfy when the discharge of the spread between the ring and shell does non run into the Figure 3.2.b demands. [ 2 ]3.2.7 Formed HeadsInformation and regulations for the design of formed caputs are given in paragraph UG-32. The needed thickness of spheroidal caputs expression is given by or ( 3.2.7.1 ) D = diameter of the oval major axis Figure 3.3: Ellipsoid caput ( Beginning: 7 ) Other expressions to plan caputs are as given in UG-27.Ellipsoidal caputs has a ratio of 2:1 if at that place does non hold a major to minor diameter. The torispherical caput with the metacarpophalangeal joint radius requires a thickness for a equal to 6 % of the inside Crown radius and the inside crown radius equal to the outside diameter of the is given by [ 7 ] or ( 3.2.7.2 ) Where: L = inside crown radius of the formed caput Figure 3.4: Torispherical caput ( Beginning: 7 )3.2.8 Openings and SupportsWhen planing an gap in a force per unit area vas, there is a stress ensuing from the hole that is formed on the shell. This is similar to the classical emphasis concentration consequence of a hole in a home base that is loaded in grip. The codifications for support do non see loads other than force per unit area. Openings in shells should be round, egg-shaped, or obround. If the connexion is slanting to the surface of the shell, the egg-shaped gap in the shell will be used. The proof trial in Paragraph UG-101should is applied if the strength of vass with such gaps can non be determined. [ 2 ] There is no bound to the size of an gap that may be designed on a force per unit area vas. The gap and support regulations in paragraph UG-36 through UG-43 stated in ASME Code will be apply to gaps non transcending the undermentioned vas size. For illustration, vass of 60 inches inside diameter and less, the gap may be every bit big as one half the vas diameters, but non to transcend 20 inches. Then, for vass over 60 inches inside diameter, the gap may be every bit big as one third the vas diameter, but non to transcend 40 inches. [ 2 ]Design for Internal PressureThe entire transverse sectional or country of support A in any plane through the gap for a shell or caput under internal force per unit area that has been required shall be non less than A = dtrF + 2tn thyrotropin-releasing hormone ( 1 a?’ fr1 ) ( 3.2.8.1 )Design for External Pressure( 1 ) The support that capable to force per unit area ( external ) must be considered for gaps in individual walled vass must merely 50 % of that required in design for internal force per unit area, where tr is the wall thickness required by the regulations for vass under external force per unit area and the value of F shall be 1.0 in all external force per unit area support computations. [ 2 ] ( 2 ) The support required for gaps in each shell of a multiple walled vas shall follow with above information when the shell is capable to force per unit area ( external ) and with design for force per unit area ( internal ) above when the shell is capable to internal force per unit area, no affair there is a common nose secured to more than one shell by strength dyer's rockets. [ 2 ]3.2.9 NozzlesThe lower limit wall thickness of nozzle cervixs should be determined as given expression below. For entree gaps and gaps used merely for review [ 2 ] : tUG-45 = Ta ( 3.2.9.1 ) For other noses: Determine terbium. terbium = min [ tb3, soap ( tb1, tb2 ) ] ( 3.2.9.2 ) tUG-45 = soap ( Ta, terbium ) ( 3.2.9.3 ) where Ta = lower limit cervix thickness required for internal and external force per unit area utilizing UG-27 and UG- 28 ( plus corrosion allowance ) , as applicable. The effects of external forces and minutes from auxiliary tonss ( see UG-22 ) shall be considered. Shear emphasiss caused by UG-22 burdens shall non transcend 70 % of the allowable tensile emphasis for the nozzle stuff. tb1 = for vass under internal force per unit area, the thickness ( plus corrosion allowance ) required for force per unit area ( presuming E p 1.0 ) for the shell or caput at the location where the nozzle cervix or other connexion attaches to the vas but in no instance less than the minimal thickness specified for the stuff in UG-16 ( B ) . tb2 = for vass under external force per unit area, the thickness ( plus corrosion allowance ) obtained by utilizing the external design force per unit area as an tantamount internal design force per unit area ( presuming E p 1.0 ) in the expression for the shell or caput at the location where the nozzle cervix or other connexion attaches to the vas but in no instance less than the minimal thickness specified for the stuff in UG-16 ( B ) . tb3 = the thickness given in Table UG-45 plus the thickness added for corrosion allowance. tUG-45 = lower limit wall thickness of nose cervixs In Paragraph UG-45, the regulations for minimal nozzle cervix thickness have been provided. A nozzle cervix or any other connexion shall non be thinner than that required to fulfill the thickness demands for the tonss defined in paragraph UG-22. Except for manhole and other gaps that are provided merely for entree, extra demands of paragraph UG-45 may necessitate a thicker nose cervix. [ 2 ]3.2.10 Legs supportLegs supports usually are used to back up perpendicular force per unit area vas. Legs support can be made detachable from the vas. These supports can be bolted or welded to blast home bases. Leg supports design method is similar to that for bracket support. If the legs are welded to the shell, so the shear emphasiss in the dyer's rocket will be given by [ 2 ] : ( 3.2.10.1 ) Where, tW = Weld Height LW = Weld Length. These sorts of supports are suited merely for little and moderate force per unit area vass as there is a concentrated local emphasis at the joint. Figure 3.5: Leg Support3.2.11 Joint Efficiency FactorsThe strength of a welded articulation will depend on the type of articulation and the quality of the welding. The soundness of dyer's rockets is checked by ocular review and by non-destructive testing ( skiagraphy ) . The possible lower strength of a welded articulation compared with the virgin home base is normally allowed for in design by multiplying the allowable design emphasis for the stuff by a â€Å" welded articulation factor † J. The value of the joint factor used in design will depend on the type of joint and sum of skiagraphy required by the design codification. Typical values are shown in Table 3. Taking the factor as 1.0 implies that the joint is every bit every bit strong as the virgin home base ; this is achieved by radiographing the complete dyer's rocket length, and cutting out and refashioning any defects. The usage of lower joint factors in design, though salvaging costs on skiagraphy, will ensue in a thi cker, heavier, vas, and the interior decorator must equilibrate any cost nest eggs on review and fiction against the increased cost of stuffs. [ 2 ] Table.2: Maximum allowable articulation efficiency Type of articulation Degree of skiagraphy 100 % topographic point none Double-welded butt or equivalent 1.0 0.85 0.7 Single-weld butt articulation with adhering strips 0.9 0.80 0.65 In ASME Code Section VIII Division 1, joint efficiency factors influence the degree of scrutiny of articulations on force per unit area vas. The grade of scrutiny influences the needed thickness through the usage of Joint Efficiency Factors, E. This factor is sometimes referred to as Quality Factors or weld efficiencies serve as emphasis multipliers applied to vessel constituents when some of the articulations are non to the full radiographed. Basically, ASME Code Section VIII Division 1 vass have variable factors of safety and it depending on the radiographic scrutiny of the chief vas constituents articulations. For this undertaking, to the full radiographed longitudinal butt-well articulations in cylindrical shell use a Joint Efficiency Factor, E of 1.0. There are four joint classs require that have been identified in ASME Code Section VIII Division 1. They are classs A, B, C and D as shown in figure below. [ 2 ] Figure 3.6: Welded Joint Categories ( Beginning: 2010 ASME VIII Div1 )3.2.12 Corrosion allowanceThe corrosion allowance is the extra thickness of metal added to let for stuff lost by corrosion and eroding, or scaling. The allowance to be used should be agreed between the client and maker. Corrosion is a complex phenomenon, and it is non possible to give specific regulations for the appraisal of the corrosion allowance required for all fortunes. The allowance should be based on experience with the stuff of building under similar service conditions to those for the proposed design. For C and low-alloy steels, where terrible corrosion is non expected, a minimal allowance of 2.0 millimeters should be used ; where more terrible conditions are anticipated this should be increased to 4.0 millimeters. Most of design codifications and criterions available stipulate a minimal allowance of 1.0 millimeter. [ 2 ]3.3 Finite Element Analysis by ANSYSThis undertaking is set out to verify finite comp onent analysis, FEA when applied to coerce vessel design. Finite Element Analysis is a simulation technique. Function of this technique is to measure the behaviour of constituents, equipment and constructions for assorted lading conditions including applied forces, force per unit areas and temperatures. There are many complex technology jobs with non-standard form and geometry can be solved utilizing this analysis [ 5 ] . Consequences that can be achieve by this analysis such as the emphasis distribution, supplantings and reaction tonss at supports for any theoretical account. There are figure of scenarios can be done such as design optimisation, material weight minimisation, form optimisation, codification conformity and more by utilizing this analysis [ 10 ] . The finite elements analysis was performed utilizing ANSYS package. ANSYS widely used in the computer-aided technology ( CAE ) field in many industries [ 10 ] . ANSYS package helps applied scientists and interior decorators to build computing machine theoretical accounts of constructions, machine constituents or systems by using runing tonss and other design standards and to analyze physical responses such as emphasis degrees, temperature distributions, force per unit area and more. It permits an rating of a design without holding to construct and destruct multiple paradigms in proving. In this undertaking, the analysis will be test on cylindrical shell of the unfired perpendicular force per unit area vas to see the maximal distortion, maximal tantamount ( von-Misses ) and maximal shear emphasis of the shell ‘s stuff. Figure 3.1: Example of ANSYS analysis ; Maximum shear emphasis of Elliptical Head [ beginning 1 ] .Chapter 4.0RESULT AND ANALYSIS4.1 Design Data and CalculationTable 4.1: Pressure Vessel Design Data Design codification : ASME Section VIII Division 1 Type of vas : Vertical Inside diameter : 1300.0 millimeter Temperature Design : 70.0 A °C Operating : 30.0 A °C Pressure Design : 44 BarG Operating : 24.9 BarG Corrosion allowance : 3 millimeter Type of fluid : Natural gas Max. Liquid degree : Not applicable Radiography : Full moon Joint efficiency : 1.0 Type of caput : 2:1 Ellipsoidal Weight Empties : 4791 kilogram Operating : 4850 kilogram ( approximate )4.1.1 MaterialFor choosing stuff for building these force per unit area vas constituents, there are several regulations should be see that available in paragraphs UG-4 through UG-15. For this undertaking, stuff that will be usage is in C and low metal steel ‘s category which is SA-516-70. This type of stuff has been taking based on design force per unit area and design temperature because it is suited for moderate and lower temperature service applications. [ 2 ]4.1.1.1 Properties of MaterialTable 4.2: Properties of Material Material SA-516 Gr 70 Form Home plate Composition C-Mn-Si Tensile strength 552 MPa Output point 260 MPa Density 7.85 g/cm3 Melting Point 1510 A °C ( 2750 A °F )4.1.2 Design PressureRefer to ASME codification in paragraph UG 21, the design force per unit area is a force per unit area that is used to plan a force per unit area incorporating system or piece of equipment. With the design force per unit area, it is recommended for applied scientist to plan a vas and its constituents. Design force per unit area must 5-10 % higher than operating force per unit area, whichever is the higher, will carry through this demand. The force per unit area of the fluid and other contents of the force per unit area vas are besides considered. For this undertaking, design force per unit area is 44.0 BarG. [ 2 ]4.1.3 Operating PressureOperating force per unit area is a force per unit area that less than the maximal allowable on the job force per unit area at which the force per unit area vas is usually operated. Recommended value is 30 % below maximal allowable on the job force per unit area. [ 2 ]4.1.4 Maximum Allowable Stress ValueR efer to ASME codification in paragraph UG 23, the maximal allowable emphasis value that the maximal emphasis allowed in stuff that used to plan force per unit area vas constituents under this regulations. The allowable emphasis value for most stuff at design temperature is the lower 2/7 the minimal effectual tensile strength or 2/3 the minimal output emphasis of the stuff. For this undertaking, the allowable emphasis value is obtained from tabular array in ASME Code Section II ; Part D. Below is allowable emphasis value that simplified from the tabular array in subdivision II, Part D. [ 2 ] Material Metal temperature non transcending deg, F Maximum Allowable Stress, pounds per square inch SA-516 Gr 70 -20 to 650 17500 Table 4.3: Maximal Allowable Stress Value4.1.5 Thickness of Shells under Internal PressureT = PR per UG 27 ( degree Celsius ) ( SE- 0.6P ) = ( 44 x 10^5 ) ( 653 millimeter ) ( 1206.58 Bar ) – 0.6 ( 44 Bar ) = 24.35 millimeter 24.35 millimeter + corrosion allowance, 3 millimeter = 27.35 millimeter So, usage T = 28 millimeter Maximal Allowance Working Pressure, MAWP P = SEt per UG 27 ( degree Celsius ) R + 0.6t = ( 1206.58 x 10^5 ) ( 1 ) ( 28 millimeter ) 650 millimeter + 0.6 ( 28 millimeter ) = 51.98 Barrooms Stress, I?hoop = P ( R + 0.6t ) Et = ( 4.4 x 10^6 ) ( 0.650m + 0.6 ( 0.028 m ) ( 1 ) 0.028 m = 105.25MPa Stress, I?long = P ( R – 0.4t ) 2Et = ( 4.4 x 10^6 ) ( 0.650 m – 0.4 ( 0.028 m ) ( 2 ) 0.028 m = 50.19 MPa Factor of safety = I?yield I?hoop = 120.658 Mpa 105.25 MPa = 1.144.1.6 2:1 Ellipsoidal Head thicknessT = PD per UG 27 ( vitamin D ) ( 2SE-0.2P ) = ( 44 x 10^5 ) ( 1303 millimeter ) 2 ( 1206.58 x 10^5 ) ( 1 ) – 0.2 ( 44 x 10^5 ) = 23.85 millimeter 23.85 millimeter + corrosion allowance, 3 millimeter = 26.85 millimeter So, usage T = 28 millimeter H = D 4 = 1300 4 = 325 millimeter Maximal Allowance Working Pressure, MAWP P = 2SEt per UG 27 ( vitamin D ) D + 0.2t = 2 ( 1206.58 x 10^5 ) ( 1 ) ( 23.85 millimeter ) 1303 millimeter + 0.2 ( 23.85 millimeter ) = 44 Barrooms Stress, I? = P ( D + 0.2t ) 2 T = ( 4.4 x 10^6 ) ( 1.303 m + 0.2 ( 0.024 m ) 2 ( 1 ) ( 0.024 m ) = 119.88 MPa4.1.7 2:1 Nozzle and Flanges4.1.7.1 ( Inlet and Outlet )T = PR per UG 45 ( SE- 0.6P ) = ( 44 x 10^5 ) ( 152.4 millimeter ) ( 1206.58 x 10^5 ) – 0.6 ( 44 x 10^5 ) = 5.68 millimeters ~ 6 millimeter 6 millimeter + corrosion allowance, 3 millimeter = 9 millimeter So, usage T = 9 millimeter Length of pipe 12 † = 211.85 millimeter Flanges Based on slip-on Flanges – ANSI B16.5 300lbs Table 4.4: Slip-On Flanges – ANSI B16.5 300lbs for 12 Inch Nominal pipe size Outside diameter Overal diameter Inside diameter Flanges thickness Overall length Hub diameter Face diameter No.of holes Bolt hole Diameter of circle of holes 12 † 323.8 520.7 327.1 50.80 73.15 374.6 381.0 16 31.70 450.84.1.7.2 ( Manhole )T = PR per UG 45 ( SE- 0.6P ) = ( 44 x 10^5 ) ( 254 millimeter ) ( 1206.58 x 10^5 ) – 0.6 ( 44 x 10^5 ) = 9.47 millimeters ~ 9.5 millimeter 9.5 millimeter + corrosion allowance, 3 millimeter = 12.5 millimeter So, usage T = 12.5 millimeter Length of pipe 20 † = 252 millimeter Flanges Based on slip-on Flanges – ANSI B16.5 300lbs Nominal pipe size Outside diameter Overal diameter Inside diameter Flanges thickness Overall length Hub diameter Face diameter No.of holes Bolt hole Diameter of circle of holes 20 † 508 774.7 513.1 63.50 95.20 587.2 584.2 24 35 685.8 Table 4.5: Slip-On Flanges – ANSI B16.5 300lbs for 20 Inch4.1.7.3 ( Liquide Outlet )T = PR per UG 45 ( SE- 0.6P ) = ( 44 x 10^5 ) ( 25.4 millimeter ) ( 1206.58 x 10^5 ) – 0.6 ( 44 x 10^5 ) = 0.95 millimeters ~ 1 millimeter 1 millimeter + corrosion allowance, 3 millimeter = 4 millimeter So, usage T = 4 millimeter Length of pipe 20 † = 271.8 millimeter Flanges Based on slip-on Flanges – ANSI B16.5 300lbs Nominal pipe size Outside diameter Overal diameter Inside diameter Flanges thickness Overall length Hub diameter Face diameter No.of holes Bolt hole Diameter of circle of holes 2 † 60.3 165.1 62 22.30 33.20 84 91.90 8 19.10 127.0 Table 4.6: Slip-On Flanges – ANSI B16.5 300lbs for 2 Inch4.1.8 Leg supportFor planing leg support, there are no specific regulations or codifications that describes in ASME Code Section VIII Div 1. So, in this undertaking, the leg supports was designed based on available support that be designed for knock out membranophone by Petronas Fertilizer Sdn. Bhd.4.2 Detailss pulling by CatiaFigure 4.1: Unfired Vertical Pressure Vessel [ Please mention Appendix 1 ] Figure 4.2: Shell [ Please mention Appendix 2 ] Figure 4.3: Top Ellipsoidal Head Figure 4.4: Bottom Ellipsoidal Head [ Please mention Appendix 3 & A ; 4 ] Figure 4.5: Leg Support [ Please mention Appendix 5 ]4.3 Inactive Structural Analysis Result and DiscussionFrom the finite component analysis for all burden instances by inactive structural analysis utilizing ANSYS package, there are consequences are obtained.4.3.1 Inactive Structural Analysis of Shell with NozzlesDegree centigrades: Userszalie87AppDataRoamingAnsysv140preview.png Figure 4.6a: Entire Deformation of Shell with Nozzles The figure above shown the entire distortion of the shell with nozzle attached. From the consequences of analysis, it was observed that the maximal distortion occurred at the junction of force per unit area vas ‘s shell and the nose. The maximal distortion was 0.52119 millimeter. Degree centigrades: Userszalie87AppDataRoamingAnsysv140preview.png Figure 4.6b: Equivalent ( von-Mises ) Stress Based on figure above, the maximal emphasiss occurred at the nozzle cervix. The maximal emphasis value obtained is 141.28 MPa. The maximal tantamount emphasis obtained from the analysis was big than maximal allowable emphasis because of affiliated nose cervix due to sudden alteration in the shell geometry and the resulting of alteration in emphasis flow. Degree centigrades: Userszalie87AppDataRoamingAnsysv140preview.png Figure 4.6c: Maximal Shear Stress The figure above represented the maximal shear emphasis that occurs on the shell. There are colourss that represent the degree of emphasis that occur on the shell surface. The bluish colour indicate the country which the emphasis was lowest and the ruddy colour indicated the maximal emphasis occur while the force per unit area has been applied. Degree centigrades: Userszalie87AppDataRoamingAnsysv140preview.png Figure 4.6d: Safety Factor From the analysis of shell with noses attached, the minimal value of factor safety obtained is 0.85406. Because of some deficiency, the value of safety factor is rather low compared to theoretical value. It is because the maximal tantamount emphasis that been obtained was big than maximal allowable emphasis.4.3.2 Inactive Structural Analysis of Shell without NozzlesDegree centigrades: Userszalie87AppDataRoamingAnsysv140preview.png Figure 4.7a: Entire Deformation of Shell without Nozzles For the analysis of shell without nose attached, the consequence has been shown above. Compared with the old analysis on shell with the noses, the value of maximal distortion is less which is merely 0.33246 millimeters. Degree centigrades: Userszalie87AppDataRoamingAnsysv140preview.pngFigure 4.7b: Equivalent ( von-Misses ) Stress The figure shown supra is the consequence of equivalent ( von-Misses ) emphasis that occurs on the shell surface at about design force per unit area of 4.4 MPa. The ruddy colour represents the maximal emphasis which is 116.67 MPa. The maximal emphasis occurs at the underside of the shell. The maximal allowable emphasis for this shell is 120.658 MPa. So, the value obtained in this analysis was below than maximal allowable emphasis. It can be said that this shell was safe. Degree centigrades: Userszalie87AppDataRoamingAnsysv140preview.png Figure 4.7c: Maximal Shear Stress Based on figure above, the maximal emphasiss occur on the surface indoors shell. The minimal shear emphasis occurs on the top shell surface 16.272 MPa and the maximal shear emphasis value obtained is 61.08 MPa which is represented with ruddy colour. Degree centigrades: Userszalie87AppDataRoamingAnsysv140preview.png Figure 4.7d: Safety Factor From the analysis of shell without noses attached, the minimal value of factor safety obtained by computation is 1.14. The value of safety that obtained by this analysis is 1.03 because the maximal tantamount emphasis that be obtained is less than hoop emphasis in manual computation. So the per centum of factor safety between value from computation and analysis is approximately 9.6 % and it ‘s acceptable.Chapter 5.0Summary5.1 DecisionAs the undertaking is completed, it can be concluded that the aims of this undertaking are successfully done. This undertaking had lead to several decisions. However, major decisions are as below: From overall survey of ASME Code Section VII Division 1 in planing perpendicular force per unit area vas, it be said that the chief demand that used to plan this type of vas was be studied decently. Because of some deficiency of information is ASME Code such as regulations for planing leg support, the constituent had been designed merely based on available designed that widely used in industry. This undertaking merely focused on design demands in ASME Code, so the regulation for fiction and review did non be involved. From the analysis of shell with affiliated nose, the maximal distortion of the shell has been obtained. The distortion value was below the allowable deforming for the shell stuff. Then, the maximal tantamount emphasis ( von-Misses ) besides has been obtained over the maximal allowable emphasis. This was because of the geometry of the shell has been changed during nozzle attached. This job occurred besides because of the alteration is stress flow during the tonss has been applied. Because of over maximal tantamount emphasis obtained, the value safety factor had been affected. The value of safety factor obtained was less than 1 ; it might be non good plenty but it still can be considered. From the analysis of shell without nose, the maximal distortion is less than distortion in shell with affiliated nozzle analysis. Then, the value of maximal tantamount emphasis ( von-Misses ) obtained was less than maximal allowable emphasis. The value was approximated to the computation value at about 3.3 % . So, the value of safety factor obtained besides near to the computation value in term of maximal allowable emphasis per upper limit tantamount emphasis. Hence, the shell was in safe status when the operating force per unit area been applied. However, although the codification for design a force per unit area vas had been studied decently, some of information was non described in inside informations. So, this design was non excessively safe and good plenty for fiction. Many demands still had to be considered to do this design perfect. There were many codifications and regulations should be studied and understood decently. By the manner, as been stated earlier, this undertaking has achieved the aims and fulfills the demand of Final Year Project II.5.2 RecommendationApparently, in term of design regulations, there are many facets to looking farther betterment to hold a complete and perfects perpendicular force per unit area vas. The design codifications and criterions must be suitably revised to do certain the design is safe plenty. Because of deficiency of information from the ASME Codes Section VIII Division 1 in planing this force per unit area vas, some of the standards required can non be applied. Some of the information in ASME Code is confidential and need to inquire for their permission before used it. Sometimes engineer, interior decorator or organisation demands to purchase their codifications and criterions which are really expensive. There are others codifications and criterion in planing force per unit area vas available. There besides has package to plan force per unit area in the market. Possibly by utilizing others codifications and criterion or package may better the process in planing force per unit area vas