Wells Fargo Bank Essay Example | Topics and Well Written Essays - 500 words

Wells Fargo Bank - Essay Example Kochan, T., Bezrukova, K., Ely, R., Jackson, S., Joshi, A., & Jehn, K. et al. (2003). The effects of diversity on business performance: Report of the diversity research network. Human Resource Management, 42(1), 3--21. This textbook by Robbins and Judge provide with a useful theoretical foundation relating to the contemporary organizational behavior variables as well as their relationship under various contexts. The book provides with useful foundation as to the theory and practice of organizational behavior. Simons, S., & Rowl,. (2011). Diversity and Its Impact on Organizational Performance: The Influence of Diversity Constructions on Expectations and Outcomes. Journal of Technology Management & Innovation, 6(3), 171--183. This article explains the link between workplace diversity and organizational performance by summing up the various categorizations of diversity found in the literature. The article provides an insightful finding of how the ambiguity regarding the definition of diversity has lead to poor diversity management efforts at organizations. The webpage from the official website of Wells Fargo Bank provides with useful information regarding the bank’s organizational culture as it exercises behavioral, psychological, and anthropological theories on its employees. Organizations are becoming increasingly varied in their composition in the wake of global changes such as globalization and immigration. This has had great implications for the working relationship between internal stakeholders within organizations as the changes affect organizational dynamics and structure. Organizations across the United States have experienced a compositional change after such global trends. Well Fargo Bank, like many others, has also experienced the new development. With its presence across various states of the US, its successful operations involve seamless integration between its

Wireless Electricity Assignment Example | Topics and Well Written Essays - 500 words

Wireless Electricity - Assignment Example International Journal Of Computational Engineering Research (ijceronline.com), Volume 2 Issue 7, pp. 48-51. This is a research paper which was published in the international journal. This paper presents a detailed analysis of wireless transmission and various associated concepts. This paper is a good source for developing the base for the research. This paper also discusses some of issues with wireless transmission. In the start, authors differentiate between wireless and wired medium of energy transmission. This is a detailed project report presented by four students. This report presents a detailed analysis of wireless energy transmission. In this report, authors discuss different applications of wireless energy transmission. In this scenario, they analyze these applications on the basis on certain parameters such as user-friendliness, sustainability, economical and technological feasibility and health and safety. This paper discusses a wide variety of methods and technologies exist up to now for wireless transmission of electricity and the need for a Wireless System of Energy Transmission. They also discuss their advantages, disadvantages and economical consideration. This paper also discusses the history of wireless transmission. Mohammed, S. S., Ramasamy, K., & Shanmuganantham, T. (2010). Wireless Power Transmission – A Next Generation Power Transmission System. International Journal of Computer Applications, Volume 1 Issue 13, pp. 100-103. This paper discusses a detailed analysis of technologies available for wireless energy transmission. The paper is based on finding a solution to deal with energy losses that occur in case of wireless transmission due to the wireless nature of this energy transmission. This is a thesis that is presented by a graduate student for the completion of his graduation in electrical engineering. This thesis is a complete guide for wireless

Songs and Poetry Essay Example for Free

Songs and Poetry Essay Develop a kit which contains the following : * One song ( of a duration of 3 – 5 minutes ) and one poem ; * For the song, you may either retain an established tune and create your own original lyrics or create your own tune as well as original lyrics ; * Your song and poem must meet the requirements of the syllabus and the curriculum standards of the primary ESL Classroom; * Provide a brief rationale/justification for your selection. * One lesson plan for a duration of 60 minutes for each of the selected song and poem. * Your lesson plan should include worksheets, task sheets, etc. All teaching aids are to be submitted together with the lesson plan. Your kid will be assessed on the following criteria : * Suitability of the song and poem selected in relation to the lesson planned; * Originality and creativity of teaching ideas / activities designed; * Evidence of a gradation of activities that lead to successful learning of the intended learning outcomes; * Appropriate and a variety of teaching materials. You may present your kit in the following ways : * In booklet form ; * In a ring file with clear separator; * Any other presentations which you deem to be effective and attractive. Justification / rationale for the selection of song . Song: Old Pak Karim Had A Farm ( Adapted from Old Macdonald Had A Farm ) Genre: Nursery Rhymes * Age * The song is suitable with the targeted group, year 3 KSSR because it contains a little vocabulary and the students are familiar with the words used in the song. For an example, cow, duck and pig. * Content * Teacher should choose a poem that encourage and motivates the students. So I personally belief that the song that I have chose will motivate and  engage the students in the lesson as it focuses on different types of animals and the sounds they make. * Proficiency level * The rationale of choosing this song to be taught to a Year 3 students is also because of their proficiency level. At this primary level, I feel that the students are not exposed to difficult vocabularies but to only certain comprehensible words. So, this important element fulfills the choice of my song that is ‘’Old Pak karim’’ because it contains simple words . Not only that, the rhythm and the tempo of the song is also on par with the students’ proficiency level. It does not have a fast tempo and complicated music which will bore the students. * Interest * The song that I have designed for the Year 3 KSSR students, develops motivation among the students, develop imagination among them about animal, stimulates curiosity, draw on personal experience. I belief that when a teacher proposes the students with a stimulus that the students have experienced before, it will make them to indulge in that particular lesson because it is something of their interest. Directly this song will encourage active participation among the students, and create desire to continue learning. * Culture * This song will create a phenomena to expose the students whom are from urban areas and had never seen farm animals such as cows, pigs and so on. By using this song, teacher will be able to expose the students with a farmer’s lifestyle and their culture. He/ she may explain the daily routine of a farmer or different types of animals that can be found in a farm. * Resources * This song can be easily found in the internet and teachers could simply download the song and have an interesting lesson in the classroom. Lesson plan Date | 21st March 2013| Time| 10. 00 – 11. 00 am| Class | Year 1| Number of students| 25 students | Students’ level| Mixed ability class| Theme| World of Knowledge| Topic| Animals and the sounds they make. | Focused / Main skill| Language Arts | Integrated skills| Listening, speaking and writing | Curriculum Specification| 1. 1. 3 Able to listen to, say aloud and recite rhymes or sing songs with guidance. 1. 1. 4 Able to talk about a stimulus with guidance3. 1. 1 Able to demonstrate fine motor control of hands and fingers by : ( a ) handling objects and manipulating them. 4. 1. 1 Able to enjoy nursery rhymes, jazz chants and action song through non-verbal response. 4. 1. 2 Able to recite nursery rhymes, jazz chants and sing action songs with correct pronunciation and rhythm. 4. 3. 1 Able to produce simple creative works with guidance based on : ( a ) nursery rhymes 4. 3. 2 Able to take part with guidance in a performance based on : ( a ) nursery rhymes | General objective| To expose students with different types of animals and the sounds they make. | Specific Objectives| By the end of the lesson, students should be able to : 1. Listen to the song and take part in an oral activity with 100 % accuracy. 2. Enjoy and sing the song with 100 % accurate pronunciation. 3. Follow the actions and movements. 4. Create a simple creative work, face mask according to their characters they are appointed to. | CCTS| None| Grammar| Verbs | Vocabulary| Cluck, oink, quack, woof , moo| Teaching aids| 1. Pictures of different types of animals. 2. White board 3. Song clip 4. Speakers 5. Computer 6. Manila cards 7. Marker pens 8. String | Moral values| Love the animals. Cooperation. Group work. Sharing. | Previous knowledge | Students are exposed to several types of animals and they have been taught to do animal masks. | Stage / Time| Content| Teaching Learning activities| Remarks / Rationale| Set induction( +- 5 minutes ) | Talking about oneself. | 1. Teacher gets into the class and capture the students’ attention by asking them few question about themselves. Ex : Hello students, how are you all feeling today? * Do you have any pets at your house ? * Can you name some of the farm animals that you know. 2. After having the students to respond, teacher proceed to the next stage of the lesson. | Rationale The rationale for having a two way interaction during a set induction is to ensure that the students are ready physically and mentally. Having a two way communication will give a room for the students to speak out about themselves and motivates them to learn the lesson that has been designed for them for that particular day. | Pre stage ( +- 10 minutes ) | Introduction of a character. Different animals. | 1. Teacher paste a male character on the board and introduce him briefly to the students ( Refer to appendix 1 ) 2. Next teacher pastes pictures of various animals on the board. ( Refer to appendix 2 ) 3. The teacher points out few students and get them to name the animals that has been pasted earlier. 4. Then, the teacher asks the students to make the sounds that the animals make. 5. Teacher observes the students’ participation in the classroom. | Remarks-Now let me introduce Pak Karim. He has few animals with him. | While stage ( +- 20 minutes )| Listening comprehension -Cow, Duck, Chicken, Pig, Dog. | 1. Teacher plays a song clip ( Refer to appendix 3 ) and requires the students to watch and listen to him/ her. 2. Next, teacher plays the song clip and the students will have to sing the song along with the teacher. 3. Then, the teacher plays the song again and this time with few movements and actions that is suitable with the animals. 4. Students mimic the actions and the movements done by the teacher and moves around the classroom to do the actions and movements together with the sound clip. 5. Once the song has been sung, teacher ask few WH- question to the students. Ex : what is the sound made by a dog? * What is the sound that a cow makes? * Oink, oink,oink is made by which animal? 6. Teacher calls out few students, one at a time and ask them to make sound and actions of certain animals that they have learnt earlier. 7. Energetic performance will be rewarded with claps. | Rationale -This is to ensure that the students have listen and comprehended the song well. -Claps are considered as a positive reinforcement for the students which will encourage and motivate them to stay active and participate in the lesson. | Post stage ( +- 20 Minutes )| Language arts | 1. Teacher divides the students into 5 groups and appoint them to the animal characters that is involved in the song entitled â€Å" Old Pak karim Had A Farm†. 2. Each group must have 1 beginner, 2 intermediate and 2 advanced students. 3. Teacher distributes 5 pieces of A4 sized manila cards, strings and few marker pens to each groups. 4. Once the teacher is done with the distribution, she / he will have to give a clear instruction on what has to be done by the students. 5. Teacher walk around the classroom from one group to another to monitor the group activity. 6. After 15 minutes, teacher ask the students to wear the mask that they have created and get them to make the sound of the animals by pointing to one group to another. 7. Then the teacher proceeds to the next stage of the lesson. | RemarksThe students will have to share some of the materials among the group members. This will indirectly teach them how to be tolerant and to work in a group. | Closure( +- 5 Minutes ) | Let’s sing along | 1. Teacher asks the students whether they are ready to sing a song. 2. Teacher ask the students to stand up and sing along the song with the teacher. 3. Each groups will have to make sound when their respective characters appears in the song. 4. Teacher ends the lesson by instilling moral values among the students. Ex :- You should always love the animals. * You should not torture or kill them. | RemarksThe students sing the song together with the masks that they have designed and created. | Appendix 1 Old Pak Karim Appendix 2 Pictures of different animals . Rationale / Justification for the selection of the poem. * Age * This poem is suitable with the targeted group which is Year 3 students. Not only that, I belief that this poem can be proposed to the students because the students will be able to comprehend its content. Adding to that, students of this age will enjoy this poem because its a narrative poem which tells a story on a trip to a Zoo and revolves around animals. * Content * I feel that the content of this poem will engage the students and they will enjoy it because it is a narrative poem which narrates a trip to the zoo. So, directly it will provide a room for the students to develop their imagination regarding the topic. Not only that, the author has used simple language; students will not face difficulties in understanding this poem. Adding to that, this poem contains only 6 stanzas with four lines each. So the length of the poem will not bore the students and it is evident that students will be bored and demotivated if they are given a epic or long poem in this young age. Because, at this point of age, students will be looking forward for poems which is short in length but a quality one. The content of the poem revolves around a theme in the curriculum which is world of knowledge and it is applicable to Year 3 students as it gives information and students gain new knowledge from it. * Proficiency level * This poem is suitable with the students proficiency level. They will be able to digest and understand the meaning that is conveyed in the poem by the author. Not only that, students of this age will be able to appreciate this poem and will be able to take part in the activities that is done by teacher using this poem. * Interest * Not only that, according to Hickman ( 2003 ) illustration, color, format, length and type of print can also influence children’s choice. â€Å"A trip to the zoo† could definitely influence and capture the students attention because of the illustration at the bottom of the poem. The illustrations are colourful and mind captivating. * Values * Apart from teaching the students with different animals that can be found in the zoo, teachers could instill moral values among the students through this poem. Teachers can list out and teach the students with several good values that need to be practiced by every human beings in the world such as love the animals, animals are humans best friend and so on. So using this poem teachers could mould the students into betterment. Lesson plan Date | 21st March 2013 | Time| 10. 00 – 11. 00 am| Class | Year 3| Number of students| 25 students | Students’ level| Mixed ability class| Theme| World of Knowledge| Topic| A Trip To The Zoo| Focused / Main skill| Reading | Integrated skills| Listening, speaking, writing and language arts | Curriculum Specification| 1. 1. 3 Able to listen to, say aloud and recite rhymes, tongue twisters and sing songs paying attention to pronunciation, rhythm and intonation. 1. 1. 4 Able to talk about a stimulus with guidance. 2. 2. 2 Able to read and understand phrases and sentences in linear and non – linear texts. | General objective| To expose students with different types of animals and have an interesting lesson using a poem. | Specific Objectives| By the end of the lesson, students should be able to : 1. Listen and enjoy the song and take part in an oral activity with 100 % accuracy in pronunciation. 2. Understand the poem and be able to complete a task with 100 % accuracy. | CCTS| None| Grammar| Verbs ( Trick , Waddle , Chewing , Swing )| Vocabulary| Muddy Pen, Cage, Feed, Rope. | Teaching aids| 1. Video Clips ( 1 song and 1 video clip on Madagascar ) 2. Speakers 3. Computer 4. White Board 5. A big picture of a Zoo scenario 6. Task sheet 1 | Moral values| Love the animals. | Previous knowledge | Students are exposed to different kinds of animals that can be found in the mother earth. | Stage / Time| Content| Teaching Learning activities| Remarks / Rationale| Set induction( +- 5 minutes ) | Sing A song Entitled â€Å" Going To The Zoo Tomorrow â€Å"| 1. Teacher enters the classroom and captures the students’ attention by asking them few question. Ex : How are you feeling today? * Are you ready to learn today? * Can you name some animals that you are familiar with. 2. After that, the teacher plays a video clip on â€Å" Going To The Zoo Tomorrow† ( Refer to appendix 1 ) and gets the students to sing along. 3. Once the song has been sung, the teacher asks the students whether they enjoy the song and why they enjoy the song and then proceeds to the next stage of the lesson. | Rationale The rationale for having a two way interaction during a set induction is to ensure that the students are ready physically and mentally. Having a two way communication will give a room for the students to speak out about themselves and motivates them to learn lessons that has been designed for them for that particular day. Adding to that, having a song in the set induction is a great way to ignite the interest among the students. | Pre stage ( +- 10 minutes ) | A Zoo Scenario | 1. The teacher paste a big picture of a scenario at a Zoo ( Refer to appendix 2 ) on the whiteboard. 2. Teacher will have to get the students to talk about the stimulus given. 3. Teacher should ask few questions as follows 🙠 a ) What can you see in the picture? ( b ) Name the animals in the picture. ( c ) Do you like these animals? ( d ) which animal would u like to keep as a pet ? Why? 4. Teacher observes the students’ participation in the classroom. | | While stage ( +- 20 minutes )| Reading comprehension Muddy Pen, Cage, Trick, Waddle, Chewing, Swing| 1. Teacher gets the students to settle down and distributes a reading text which is a poem entitled â€Å" A Trip To The Zoo† ( Refer to Appendix 3 ) 2. Teacher reads the poem and the students repeat after her/ him. 3. Teacher stops and explains the meanings of several difficult words which are the new grammar and vocabulary that the students might encounter in the poem. 4. Teacher ask the students to write down the meanings of the words by the side of the poem. 5. Once the poem has been read, teacher ask few WH- question to the students. ( a ) Do you understand the poem? ( b ) Who wrote this poem? ( c ) How many animals are mentioned in the poem ? ( d ) What is the meaning of waddle? ( e ) Which animal has a long neck and can reach very far ? ( f ) Which animal is so colourful and beautiful ? ( g ) what are the characteristics of these animals ? | Rationale -This is to ensure that the students have comprehend and understand the poem very well. | Post stage ( +- 20 Minutes )| Individual self assessment | 1. Teacher distributes task sheet 1 ( Refer to Appendix 4 ) to each students. 2. Once the teacher is done with the distribution, she / he will have to give a clear instruction on what has to be done by the students. 3. Teacher walk around the classroom to monitor the students and guide them if they could not accomplish the task given. 4. After 15 minutes, teacher checks the answer together with the students. 5. Teacher point out certain student to read the question and the answer. 6. Students whom manage to get all correct answers will be rewarded with handclaps. | RemarksTask sheet will be distributed together with a sheet of paper contains pictures of different animals ( Refer to appendix 5 ) | Closure( +- 5 Minutes ) | Let’s watch a cartoon | 1. Teacher asks the students whether they are ready to watch a cartoon. 2. Teacher puts up the cartoon / video clip on Madagascar. ( Refer to appendix 6 ). 3. Once the cartoon has end, teacher recalls the animals that they have learned for that day. Ex : what are the animals that you saw in the cartoon ? * Do you want to go to a Zoo and watch these animals in the future, during the holidays perhaps. 4. Teacher ends the lesson by instilling moral values among the students. Ex :- You should always show some care and love towards the animals. | Rationale The rationale of having the students to sing the song again is to end the lesson for that day in a more interesting way rather than ending the lesson with tons of homework. | Appendix 1 Video clip Title: We Are Going To The Zoo Tomorrow Appendix 2 Picture of Scenario at the Zoo Appendix 4 Paste the correct picture of animal in the space provided and write the name of the animal below the picture. 1. Huge animal in the world. It has a long trunk and it does tricks at the zoo. Which animal is this ? | | 2. Its feathers are so colorful and has a long neck. It walks slowly and beautifully. | | 3. This animal is so old and sleeps in a very muddy pen. They are so smelly. | | 4. He is the king of the jungle. He loves to eat meat. He sits on some big rocks in his cage. Who is this ? | | 5. It is the tallest animal in the world. It comes over and eats the food from our hand and has a long neck that he can reach far. | | 6. These animals waddle around in their cold spot. They are black in colour. | | 7. It do not have legs like other animals. It makes ‘’hiss’’ sound and they are poisonous. | | 8. These animal swings in a rope and it swings way over the small ponds. | | Appendix 5 Pictures of animals that need to be pasted in task sheet 1. | | | | | | | | Appendix 6 Video Clip on a cartoon â€Å"Madagascar† Appendix 3 Poem entitled â€Å" A Trip To The Zoo† A TRIP TO THE ZOO Author: Deenadevy IT IS SUCH A BEAUTIFUL DAY WE WANT TO GO TO THE ZOO, PACK A PICNIC LUNCH GRAB A HAT SEE LOTS OF ANIMALS BIRDS TOO. WE WILL STOP AND VISIT THE ELEPHANT WATCH THEM DO A TRICK OR TWO, WALK PAST THE ZEBRAS. THERE STANDS FOUR SEE THE PEACOCK FEATHERS SO BLUE. THERE LIES TWO OLD HIPPOPOTAMUS SLEEPING IN A VERY MUDDY PEN, WE SEE THE LION SITTING ON SOME ROCKS IN HIS CAGE I HAVE NEVER BEEN. WE GET TO FEED THE GIRAFFE HE COMES OVER AND EATS FROM OUR HAND, WITH HIS LONG NECK HE CAN REACH VERY FAR ON HIS TONGUE MY FINGERS OFTEN LAND. WE SEE LOTS OF SNAKES, TURTLES AND SPIDERS WE VISIT THE PENGUINS IN THEIR COLD SPOT, IT IS FUN TO WATCH THEM WADDLE AROUND FLY TO THE OUTSIDE, THEY CAN NOT. WE PAST BY THE CAMELS CHEWING SOME FEED SEE MONKEYS SWINGING ON A ROPE, THEY SWING WAY OVER THE SMALL POND INTO THE WATER, THEY NEVER FALL-I HOPE.

Performance Appraisal Essay Example for Free

Performance Appraisal Essay Performance Appraisal is a formal management system that provides for the evaluation of the quality of an individual’s performance in an organization, and is usually prepared by the employee’s immediate supervisor, and the procedure typically requires the supervisor to fill out a standardized assessment form that evaluates the individual on several different dimensions and then discusses the result of the evaluation to the employee (Grote, 2002). According to Grote, too often, performance appraisal is seen merely as a once-a-year drill mandated by the personnel department, but in organizations that take performance appraisal seriously and use the system well, it is used as an ongoing process and not merely as an annual event. To obtain the best information possible if performance appraisal data must be used, four phase model of performance appraisal must be used, and these are through, performance planning, performance execution, and performance review. In performance planning, this is usually set at the beginning of the year, the manager and individual get together for a performance-planning meeting in which they discuss what a person will achieve over the next 12 months. In the performance execution, the manager provides coaching and feedback to the individuals to increase the probability of success and creates the condition that motivate and resolves any performance problems that arise and in the midway through the year, they meet to review the individual’s performance thus far against the plans and goals that they discussed in the performance planning meeting (Grote, 2002). In performance assessment, the manager reflects on how well the subordinate has performed over the course of the year, assembles the various forms of paperwork that the organization provides to make this assessment, and fills them out, and the manager also recommend a change in individual’s compensation based on the quality of the individuals work (Grote, 2002). The completed assessment form is then reviewed and approved by the appraiser’s boss, department head, or the compensation manager. In performance review, the manager and the subordinate meet, usually about an hour, and they review the appraisal form that the manager has written and talked about how well the person performed over the past 12 months, and at the end of the review meeting, they set a date to meet again to hold a performance-planning discussion for the next 12 months, at which point the performance management process anew (Grote, 2002). Self-ratings fit to this approach in the way that, it is needed by the manager in the performance assessment to be able to fully evaluate the employee.

Design And Operation Of Engine Testing Facilty Engineering Essay

Design And Operation Of Engine Testing Facilty Engineering Essay ABSTRACT The report covers design and development of an engine testing facility for the operation of diesel and gasoline engines. It consists of two sub-cells for each engine type. It is designed by keeping Euro 5 emission standard in mind. A study was made to find the power output of the diesel engines of 1.3 lit. Turbo to 6.0 lit. Tdi and gasoline engine of 1.6 lit. With variable vane turbo charger and variable geometry valve timing. The Heat balance sheet for both the engine and the test cell was made on the basis of power output. afterwards, the mass flow rate of the fuel, air, cooling water and oil were calculated to design the test cell. The dynamometer and other equipments were selected based on their types and operation requirements. At the end the bill of material of all the parts purchased was prepared to illustrate that the designed testing facility meets the funds of the project. TABLE OF CONTENTS ABSTRACT Introduction 5 Test Cell Facilities Typical Test Cell Layout Thermodynamics of the test cell and flow measurement 7 Energy Balance 2.2.1Diesel Engine Energy Balance 2.2.2 Diesel Cell Energy Balance 2.3.1 Gasoline Engine Energy Balance 2.3.2 Gasoline Cell Energy Balance Test Cell Design Individual Test Cell Size Test Cell Design Cell Services Diesel Test Cell Layout Dynamometers Dynamometer mechanism Dynamometer Types Selection Of Dynamometer Instrument Selection 5.1Engine Speed 5.2 Temperature Measurement 5.3 Flow Rates Measurement 5.4 Pressure Transducers 5.5 Emission Equipment 5.6 Smoke Measurement 5.7 Prices of the Instruments Conclusion Reference CHAPTER 1 INTRODUCTION In the present scenario, internal combustion engines have become the most widespread form of energy conversion from chemical to mechanical form. A lot more is going on these days to improve the design of the engine using better materials and techniques in order to achieve more power and fuel economy. Considering the amount of effort that is being put to design an engine from scratch, the art of testing an engine is becoming much harder to master. The work of designing a test cell which should test engines with varied range of power output and size requires not only the skill and technical knowledge of the subject; it also requires the exposure to the new and developing experimental techniques to observe even the minute aspect of the project in order to design the best possible layout. The testing of an engine requires correctly measuring the parameters such as temperatures, air flow, fuel flow, air velocity and several meter readings in the first attempt itself as its an expensive ex ercise to conduct an engine test. [2] 1.1 TEST CELL AND FACILITIES To build a test cell requires a detailed study of the energy input and output with respect to the engine, size of the engine etc. So the proper plan has to be carried out. The test facility should be well equipped with the modern test equipments and instruments like gas analyser, transducers etc. Following topics discussed the facilities. 1.2 A Typical Test Cell Layout The following fig. shows a typical cell layout showing the different systems like ventilation for air, conditioning systems, data acquisition, cooling and air conditioning system etc.. Fig. 1.1 A typical Test cell layout CHAPTER 2 ENERGY BALANCE AND MEASUREMENT 2.1 ENERGY BALANCE With reference to the table and the figure, an energy balance of the 1.3 litres turbo engine (manufactured by FIAT), which produces a power of 95bhp @4000 rpm (equivalent to 70 KW) is carried out. The same procedure can be later followed to calculate the energy flows for the 6.0 litre Tdi V12 Volkswagen engine producing a power of 331 KW @6050 rpm 560 Nm of torque at 2750 rpm. 2.2.1 DIESEL ENGINE ENERGY BALANCE Engine: 1.3 litre turbocharged diesel engine, power output: 95 bhp(70.87 KW) Assuming thermal efficiency of the engine = 0.42, calorific value of diesel = 44.8 MJ/kg So, fuel input power = 70.87/0.42 = 168.73 KW Specific fuel consumption = Table 2.2 Energy Balance for the fiat 500 1.3 litre turbocharged 70.87 KW diesel engine Item Energy In Item Energy Out Fuel 168.73KW Power 70.87KW (42%) Heat to cooling water 33.746KW(20%) Heat to oil cooler 5.0619 KW (3%) Heat to exhaust 42.1825KW(25%) Conv. and Radiation 16.873KW(10%) Total 168.73 KW 168.73 KW Flow Rate Calculations: Mass flow rate of the fuel: = The density of diesel fuel is à Ã‚  = 0.832 Kg / lt So, the fuel flow rate is: = 16.0096 litres / hr. Air flow: : Assuming that the air-fuel ratio at full load is 25:1 and air density is 1.2 Kg /, = 333 Kg / hr. = 333.5/1.2 = 277.5 m3/hr. Cooling water flow : : Heat loss to the cooling water is assumed to be 20% Therefore, Heat loss = Assuming 10 degrees rise in the water temperature = 48.4392 kg/min Exhaust flow : = 346.32 Kg/hr Engine: Volkswagen 331 KW, 450 BHP engine The energy balance and mass flow rates for this engine was calculated by similar fashion as shown in the above case. Table 2.3 Energy Balance for the Volkswagen 331 KW,450 bhp engine: Item Energy In Item Energy Out Fuel 788.09KW Power 331 KW (42%) Heat to cooling water 157.6KW(20%) Heat to oil cooler 23.64 KW (3%) Heat to exhaust 197.02 KW (25%) Conv. and Radiation 78.809KW(10%) Total 788.09 KW 788.09 KW Table 2.4 Flow rates for the Volkswagen 331 KW engine: Particulars Mass flow rate Fuel 63.3286 kg/hr Air 1583.21 /hr Cooling Water 226.22 kg/min or lts/min Exhaust 1583 kg/hr 2.2.2 DIESEL CELL ENERGY BALANCE The energy balance for the diesel cell has been shown the table 2.5. Some of these calculations are being done in the ventilation system section. Table 2.5 Energy balance for the diesel test cell for 450 BHP diesel engine Item Energy In Item Energy Out Fuel 788.09 KW Exhaust Gas 150 KW Ventilation Fan Power 10 KW Dynamometer Power 373 KW Electrical Cell Services 25 KW Engine Cooling Water 157.6 KW Ventilation Air 150.868 KW Cell Wall Losses 5 KW Total 823.09 KW Total 823.09 KW 2.3.1 GASOLINE ENGINE ENERGY BALANCE This cell is required to test the engines from 1.6 litre variable vane turbocharger with variable valve timing to 3 litres 400 BHP engine. Engine: Toyota corolla 1.6 litre VVT, 110 [emailprotected] rpm, 150 [emailprotected] rpm The energy balance and flow rate calculations are same as that of the previous. Assuming 30 30-30-10 thumb rule. The calorific value of petrol is = 48000 KJ/kg. Table 2.6 Energy Balance for the Toyota corolla1.6 litre 80 KW petrol engine Item Energy In Item Energy Out Fuel 267KW Power 80 KW (30%) Heat to cooling water 80 KW (30%) Heat to exhaust 80 KW (30%) Conv. and Radiation 27 KW (10%) Total 267 KW 267 KW The 30-30-30-10 rule is used for the assumption that means assuming 30% thermal efficiency of the engine and the fuel power input has been calculated on this basis. Later, 30% heat loss is carried away by the engine cooling water and the exhaust of the engine. The 10% heat is lost to the surrounding air by convection and radiation. Following table represents the various flow rates for the engine assuming the air fuel ratio at full load to be 15:1 for the gasoline engines. Table 2.7 Flow rates for the Renault 1.6 litres VVT 80 KW engine Particulars Mass flow rate Fuel 20 kg/hr Air (A:F = 15:1) 250 /hr Cooling Water 115 kg/min or lts/min Exhaust 320 kg/hr Engine: A 3.0 litre 400 BHP (294 KW) gasoline engine Energy balance and flow rates have been calculated similarly as previous cases. Table 2.8 Energy Balance for the 3.0 litre 400 BHP petrol engine Item Energy In Item Energy Out Fuel 980KW Power 294 KW (30%) Heat to cooling water 294 KW (30%) Heat to exhaust 294 KW (30%) Conv. and Radiation 98 KW (10%) Total 980 KW 980 KW The values shown in the above table have been calculated assuming the 30-30-30-10 rule as discussed in the previous section and the table below shows the various flow rates for the gasoline engine. Table 2.9 Flow rates for the Renault 1.6 litres VVT 80 KW engine Particulars Mass flow rate Fuel 73.5 kg/hr Air (A:F = 15:1) 920 /hr Cooling Water 422 kg/min or lts/min Exhaust 1178 kg/hr 2.3.2 GASOLINE CELL ENERGY BALANCE: The table below represents the energy flows in and out of the cell when operating on full capacity of 400 BHP gasoline engine Table 2.10 Energy balance for the gasoline test cell for 400 BHP engine Item Energy In Item Energy Out Fuel 980 KW Exhaust Gas 274 KW Ventilation Fan Power 5 KW Dynamometer Power 250 KW Electrical Cell Services 25 KW Engine Cooling Water 294 KW Ventilation Air 187 KW Cell Wall Losses 5 KW Total 1010 KW Total 1010 KW The energy balance sheets for the diesel and gasoline engines lay a firm foundation for the design of the in-cell services and selection of the equipments that have been carried out in the later chapters. CHAPTER 3 3.2 TEST CELL DESIGN The test cells must be provided with the following services: Water supply and drainage system Fuel supply system Ventilation system Taking engine exhaust to exterior Fire and safety regulations Portable test stand for the engine and dynamometer Control room or console etc We have to keep the temperature maintained at the ambient, so we have to give importance to ventilation system also. General purpose engine test cell has been shown in fig. 3.1. A typical test cell layout that has been used for these types of engines has also been shown in the fig. 3.2. Such type of cells is usually built side by side with common control room. The engines are imported in the cell from the rear door whereas the operator could enter from the front door. A thick glass is mounted between the control room and the engine cells so the operator could have a look at the cells while sitting inside the control room. [1] Fig. 3.1 General arrangement inside an engine cell aligned against a wall and the control room on the other side of the engine. Fig. 3.2 A layout of the test facility with two cells having a common control room .. Fig. 3.1 and 3.2 shows the typical layout of a facility incorporated with two separate cells and a common control room with a thick glass window separating the cell and the control room. The cells are aligned with a wall which leads the exhaust outlet to the atmosphere. 3.3 CELL SERVICES 3.3.1 VENTILATION SYSTEM Ventilation system plays a very important role in any engine testing laboratory or testing cell. inside the cell due to running of heavy engine a high temperature is developed also at the surface of the engine . so it is necessary to carry away this heat ventilation system should be strong enough , also it is necessary to keep the surrounding temperature at ambient conditions. The convection and radiation losses are assumed as below (based on diesel engine): Engine 78.809 KW (10% as mentioned in heat balance) Exhaust Manifold 10 KW Exhaust tailpipe and silencer 10 KW Dynamometer 40 KW Electrical equipments 15 KW Forced draught fan 5 KW Subtotal 158.809 KW Total (assuming 95% efficiency of the ventilation system) 150.868KW Table 3.2 Heat losses to be considered for the ventilation system design For the total heat loss from engine by convection and radiation H = 150.868 KW, the volume flow rate of air can be calculated as: Taking H = 150.868 KW, C = 1.01 KJ/Kg-K, à Ã‚  = 1.2 kg/m3, and temp rise of 10, the mass flow rate is: 12.447 m3/sec. or 746.87 m3/min. the air flow velocity in the duct could be taken in between 15-20 m/sec. For this value, the cross-sectional area could be 0.37-0.49 m2. So, from a range of standard duct area, it could be taken as 600mm X 600mm ( square duct) as it results into the air flow velocity of 19.5m/sec (satisfies the range of 15-20 m/sec) and velocity pressure or dynamic pressure of 228 Pa. [3] from the above data centrifugal and axial fans were selected for the inlet and outlet respectively . typical ventilation system is as shown in the fig. Specification of the fan used in the ventilation system is as follows: Fan Air vol. (m3/hr) Speed (rpm) Power (KW) Centrifugal 920 2250 0.29 Axial 958 1680 0.21 Table 3.4 represents the specification of fans selected for ventilation 3.3.3 COOLING WATER SYSTEM Water is an almost ideal cooling fluid as it has a high specific heat value, low viscosity, relatively low corrosivity and is freely available (Martyr and Plint, 2007). The required flow rates can be calculated similarly to that of air if the heat to be transferred and the change in temperature is known. Additives such as ethylene glycol (antifreeze) can be added to the water to improve the operating temperature range of the cooling system and inhibit corrosion, although the specific heat value will be reduced. There are various types of cooling water circuits that can be considered like: Open water circuit, where the water is supplied directly from the mains and is therefore not circulated back. Closed water cooling circuits, where the water is supplied from a sump or tank and can be circulated back. This has an advantage that the coolant could me mixed in water sump to improve the cooling effect. Closed pump circuit 3.4 DIESEL TEST CELL LAYOUT C:UsersrohitDesktopdiesel cell layout.png Fig. 3.4 The diesel cell layout base on all the calculation done CHAPTER 4 DYNAMOMETERS Dynamometers are used inside the test cell to measure the torque which developed on the engine output shaft. It also measures the power output of the engine. 4.1 WORKING OF DYNAMOMETER Fig. 4.1 typical setup of dynamometer The dynamometer resists the rotation of the engine shaft to measure its torque. The rotor rotates inside the stator which as the name indicates is stationary. The rotor exerts torque on the stator and this balanced by the load cell. The toque is given by: T = F X B And so the power developed by the engine could be known as: P = 2à Ã¢â€š ¬NT KW If the engine speed (in rpm) is measured using tachometer, the power could be easily calculated using the above equation. 4.2 TYPES OF DYNAMOMETER : The dynamometer types which are in practice include: Hydraulic Dynamometer DC Dynamometer AC Dynamometer Eddy current Dynamometer Each one of the above mentioned dynamometers has different set of working principle. There are four quadrants in which a dynamometer can operate: rotating clockwise producing or absorbing torque and rotating counter clockwise producing or absorbing torque. Figure gives a diagrammatical layout of these four quadrants. Most water brakes can only operate in the first quadrant. Eddy current dynamometers can operate in the first two quadrants, while AC/DC dynamometers can be used in all four quadrants. Figure 3-13: Dynamometer operating quadrants (Martyr and Plint, 2007) 4.3 DYNAMOMETER SELECTION: Different types of dynamometer has been studied by considering the advantage and disadvantage of each type of dynamometer the AC dynamometer has been chosen as it can perform in all the four quadrants and has lower inertia than the DC dynamometers, which makes it less vulnerable to vibrations due to rotation of the shaft. Diesel Cell: As the cell has been designed to fit in the engine ranging from 75-500 BHP. The dynamometer selected for this cell is AC 500 1811. 373 kw manufactured by Mustang dynamometer . The specifications are listed in table 4.2: Horsepower Cooling Type Constant torque range(ft-lb) Max Torque (ft-lb) 500 Blower 2455 2455 Table 4.2 AC dynamometer selected for diesel cell Gasoline Cell: The gasoline cell has been designed in such a way that it will test the engine with a maximum of 400 BHP. The selected dynamometer was AC 400 HP dynamometer manufacture by Dyne systems and its specifications are listed in the table 4.3 Horsepower Constant Torque range (ft-lb) Constant HP range Max Torque (ft-lb) 400 1175 3525 1787.91 Table 4.3 AC dynamometer selected for the gasoline cell CHAPTER 5 SELECTION OF INSTRUMENTS 5.1 SHAFT SPEED MEASUREMENT Tachometer is used for the engine speed measurement the non contacting digital tachometer is used so that it will not affect on the speed of the shaft . following tachometer is selected Make: Check-line ltd, Model: ctd-1000hd, Non-contact type, Measuring rang : 1.00-99999 Rpm, Prize: 5.2 TEMPERATURE MEASUREMENT The inlet air, coolant inlet and outlet, exhaust and oil temperatures can be measured with thermocouples. Depending on the temperature to be measured, K and J type Thermocouples are the most common thermocouples available. J types operate in a smaller range, approximately to 150 °C while K types operate up to 1500 °C 5.3 FLOW RATE MEASUREMENTS a) Turbine-flow meter: Omega, model: FTB790 Series. It has an output range of 0-5V DC b) Fuel-flow meter: Fischer-Porter Digital fuel flow meter is selected c) Air-flow meter: Mass-air flow meter manufactured by Shijiazhuang Fortune Industrial Trading Co., Ltd. and FHC Ind, model: FHC-CMF I-DNXX Limited has been selected. temp range of -40 to 200. 5.4 PRESSURE TRANSDUCERS Omega high accuracy pressure transducer has been selected Model: PX01C1 -100G5T 5. Range: 0-400 bar, with 0 to 5 Vdc Output accuracy . 5 EMISSION EQUIPMENT The equipments used should be of euro 5 standards following chart shows the emission norms for euro 5 and euro 6 standards: EURO 5 EURO 6 PERTOL DIESEL PETROL DIESEL CO 1 0.5 1 0.5 THC 0.1 0.1 NMHC 0.068 0.068 NOX 0.06 0.18 0.06 0.08 HC+NOX 0.23 0.17 PM 0.005 0.005 0.005 0.005 Fig. 5.2 EURO 5 and EURO 6 emission standards Exhaust gas analyser: XM2000 5 -gas analyser Exhaust Measurement System provides a portable, low cost tool for continuous analysis of engine exhaust gas components (HC, CO, CO2, NO, O2) system. XM2000 -gas analyser manufactured by Dyne Systems Inc. 5.6 PRICE-LIST Items Price ( Reason for purchase Dynamometers 1,20,000 Power and Torque measurement Centrifugal Fans 500 Forced Draught Axial Fans 1800 Ventilation Exit Feet levelling for beds 700 Absorb vibrations 6 thermocouples 100 Temp. measurement 2 Infrared thermometers 280 Non-invasive temp. 2 Digital Tachometers 125 Engine Speed measurement 2 Data-Acquisition System 1,10,000 Record and transfer data to control room 2 Pressure Transducers 700 Cylinder Pressures All types of flow meters 10,000 Measure mass flow rates Gas Leak Detectors 400 To detect leaks Smoke Detectors 50 To detect fire 5-Gas Analyzers (2nos) 4,50,000 To check emission TOTAL COST 6,67,780  £ CHAPTER 6 CONCLUSION

A Successful Coach and Motivator Essay -- GCSE Business Management Ess

A Successful Coach and Motivator INTRODUCTION   Ã‚  Ã‚  Ã‚  Ã‚  This paper will focus on what it takes to be a successful coach and motivator in the 21st century and the general characteristics of the coaching process for the future leaders of corporate america. We will also discuss various ways to improved performance through commitment and discuss why some coaching techniques fail to produce the desired results.   Ã‚  Ã‚  Ã‚  Ã‚  All coaching is a one-to-one conversation that is, in some way, focused on performance and commitment. However, all coaching is not successful. â€Å"According to Dennis Kinlaw successful coaching is mutual, communicates respect, problem-focused and change-oriented'; (p. 25). BACKGROUND The first phase in becoming a successful coach and motivator is a successful coaching conversation, managers should involve subordinates fully in the communications process. Successful coaching is not a didactic process – one in which the manager instructs and the employee listens. It should be a process of mutual exploration and discovery. Coaching is a process designed to make the most of what both members know. The manager’s main tasking is to ensure that both sets of information are used.   Ã‚  Ã‚  Ã‚  Ã‚  In the second phase respect is what employees experience because of what the manager does. Respect results when managers encourage employees to give opinions and feedback during meetings, provide data and to offer objections to what the manager has said. It is easy for managers to become confused about the subject of respect for employees, especially for problem employees. â€Å"Kinlaw states that many leaders exemplify a common attitude that respect is something that people must earn, a treatment that employees deserve or do not deserve'; (p. 27). In truth, communicating respect for the employees as an individual or group is an essential aspect of coaching conversations if they are to improve performance and develop commitment to the organization. Supervisors leading a group must never lose sight of the fact that their job is to manage performance of the group and to ensure commitment to superior performance. It does not serve supervisors purpose to foster resen tment, or to block the development of others.   Ã‚  Ã‚  Ã‚  Ã‚  In the third phase, problem focus, â€Å"Pool states a problem is not necessarily something negative, it is only the difference between what is and what is desire... ... Happy.'; Nations Business Journal, Vol. 84, No. 12, Dec 1996, p. 10. McNerney, Donald J. â€Å"Employee Motivation: Creating a Motivated Workforce.'; HR Focus, Vol. 73, No. 8, Aug 1996, p. 1. Merina, Ann. â€Å"Coaching Each Other.'; NEA Today, Vol. 10, No. 4, Nov 1993, p. 3 Olalla, Julio and Rafael Echeverris. â€Å"Management by Coaching.'; HR Focus, Vol. 73, No. 1, Jan 1996, p. 16. Pascale, Richard and Linda Gioja. â€Å"Changing the Way we Change.'; Harvard Business Review, Vol. 75, No. 6, Nov-Dec 1997, p. 126. Pool, Steven W. â€Å"The Relationship of Job Satisfaction with Substitutes of Leadership, Leadership Behavior, and Work Motivation.'; The Journal of Psychology, Vol. 131, No. 3, May 1997, p. 271. Rodgers, Buck. (1987). Getting the Best Out of Yourself and Others: Harper and Row Publishers. Saunier, Anne and Mary Maris. â€Å"Fixing a Broken System: Performance Management Systems.'; HR Focus, Vol. 75, No. 13, Mar 1998, p. 1. Schwarz, Roger M. â€Å"The Skilled Facilitator: Practical Wisdom for Developing Effective Groups.'; Jossey-Bass Publishers. Thomas, David L. â€Å"Encouragement: The Key to Effective Management.'; Trusts and Estates Review, Vol. 134, No. 10, Oct 1995, p. 12. A Successful Coach and Motivator Essay -- GCSE Business Management Ess A Successful Coach and Motivator INTRODUCTION   Ã‚  Ã‚  Ã‚  Ã‚  This paper will focus on what it takes to be a successful coach and motivator in the 21st century and the general characteristics of the coaching process for the future leaders of corporate america. We will also discuss various ways to improved performance through commitment and discuss why some coaching techniques fail to produce the desired results.   Ã‚  Ã‚  Ã‚  Ã‚  All coaching is a one-to-one conversation that is, in some way, focused on performance and commitment. However, all coaching is not successful. â€Å"According to Dennis Kinlaw successful coaching is mutual, communicates respect, problem-focused and change-oriented'; (p. 25). BACKGROUND The first phase in becoming a successful coach and motivator is a successful coaching conversation, managers should involve subordinates fully in the communications process. Successful coaching is not a didactic process – one in which the manager instructs and the employee listens. It should be a process of mutual exploration and discovery. Coaching is a process designed to make the most of what both members know. The manager’s main tasking is to ensure that both sets of information are used.   Ã‚  Ã‚  Ã‚  Ã‚  In the second phase respect is what employees experience because of what the manager does. Respect results when managers encourage employees to give opinions and feedback during meetings, provide data and to offer objections to what the manager has said. It is easy for managers to become confused about the subject of respect for employees, especially for problem employees. â€Å"Kinlaw states that many leaders exemplify a common attitude that respect is something that people must earn, a treatment that employees deserve or do not deserve'; (p. 27). In truth, communicating respect for the employees as an individual or group is an essential aspect of coaching conversations if they are to improve performance and develop commitment to the organization. Supervisors leading a group must never lose sight of the fact that their job is to manage performance of the group and to ensure commitment to superior performance. It does not serve supervisors purpose to foster resen tment, or to block the development of others.   Ã‚  Ã‚  Ã‚  Ã‚  In the third phase, problem focus, â€Å"Pool states a problem is not necessarily something negative, it is only the difference between what is and what is desire... ... Happy.'; Nations Business Journal, Vol. 84, No. 12, Dec 1996, p. 10. McNerney, Donald J. â€Å"Employee Motivation: Creating a Motivated Workforce.'; HR Focus, Vol. 73, No. 8, Aug 1996, p. 1. Merina, Ann. â€Å"Coaching Each Other.'; NEA Today, Vol. 10, No. 4, Nov 1993, p. 3 Olalla, Julio and Rafael Echeverris. â€Å"Management by Coaching.'; HR Focus, Vol. 73, No. 1, Jan 1996, p. 16. Pascale, Richard and Linda Gioja. â€Å"Changing the Way we Change.'; Harvard Business Review, Vol. 75, No. 6, Nov-Dec 1997, p. 126. Pool, Steven W. â€Å"The Relationship of Job Satisfaction with Substitutes of Leadership, Leadership Behavior, and Work Motivation.'; The Journal of Psychology, Vol. 131, No. 3, May 1997, p. 271. Rodgers, Buck. (1987). Getting the Best Out of Yourself and Others: Harper and Row Publishers. Saunier, Anne and Mary Maris. â€Å"Fixing a Broken System: Performance Management Systems.'; HR Focus, Vol. 75, No. 13, Mar 1998, p. 1. Schwarz, Roger M. â€Å"The Skilled Facilitator: Practical Wisdom for Developing Effective Groups.'; Jossey-Bass Publishers. Thomas, David L. â€Å"Encouragement: The Key to Effective Management.'; Trusts and Estates Review, Vol. 134, No. 10, Oct 1995, p. 12.

The Black Plague :: essays research papers

The Black Plague Then The people of the Crimea were dying from a plague. Believing it was a foreign disease brought to their shores by Italian merchants, the people of the East got back at the Italians by exposing them to the corpses of the victims. Ships arrived from Caffa at the port of Messina, Sicily. A few dying men clung to the oars; the rest lay dead on the decks. Ships carrying the good the Italians wanted now came with the plague. Turned away from Messina, ships traveled on to Genoa and other European ports, making the disease spread to the heart of Europe. The plague came ashore with the surviving sailors and the goods stored in the ship. Florence was the first of the cities of Europe to feel the full force of the epidemic. When it was over between 45,000 and 65,000 Florentines were dead of the plague. People traveled to the countryside to escape what was happing in the cities and the plague traveled with them. People wrote to family members telling them of the spread of the plague and what to expect. Many people fled the cities only to find that the Black Death was already there. In three years time, the plague spread throughout Europe and killed so many people they had no place to bury the people who had died. People blamed the plague on ethnic groups and those people suffered from persecution. Others blamed the plague on foul winds from the east or from earthquakes. In London, when the plague reached there, it killed fifty percent of the people there and the people that remained healthy or survived the Black Death were sure that it was the end of the world. The Black Plague Now We know now that the Black Death is called the Bubonic Plague and is caused by the bacteria Yersinia Pestis . This Bacteria was transmitted by fleas that bit infected rats and then bit humans.