Chemical enginering assignment Essay Example | Topics and Well Written Essays - 2500 words

Chemical enginering assignment - Essay Example The acetic acid which is the vapour is then cooled to obtain its distillate. From the cooler the acetic acid stream containing paracetamol and water (product) enters evaporator for concentration (increasing its concentration) by removal of certain portions of water from the product. Consider the flow diagram below; According to mass balance principle, mass of materials entering a system is equal to the mass of materials leaving the system assuming that there are neither losses within the system nor losses associated with the processes under which the materials entering the system undergo (Wacharawichanant 2012). This can be expressed mathematically as shown below, As of the case of processing paracetamol, the rate of mass of products (paracetamol) entering the evaporator is equal to rate of mass of mass of concentrate leaving the system plus rate of mass of vapour leaving the system. Mass balance can be expressed mathematically as shown below, (consider Figure 1) The mass of the products from cooler, (the mass of Acetic acid + Water + paracetamol) was 2319 Kg per hour (Kg/hr) (From L-37) of the Engineering line diagram (report 2). After evaporation the mass of the concentrate obtained per hour was 1380.85 Kg per hour. Therefore, the mass of the vapour (acetic acid vapur) assuming that no loss occurred as a result of evaporation process can be calculated as follows. In order that required quantity of paracetamol per year is obtained, and assuming other factors are constant, the product from the cooler should be fed at rate of 2319 Kilograms per hour or 55656 Kilograms per day (assuming that the plant will work 24 hours per day). A measure of concentration process that takes place in the evaporator is what is known as evaporation ratio, and it is calculated as shown above. When concentrating the solution F (dilute paracetamol) at a steady rate, the concentration rate starts

Symbolism in the Short Story Assignment Example | Topics and Well Written Essays - 250 words

Symbolism in the Short Story - Assignment Example It does catch fire from the sun making it burn up and from its ash, it is reborn. In the short story, the mission of Phoenix is to obtain the Medicine for the sake of the grandson. She is strong and persistent as she walks. She is a symbolic of phoenix (Chengges, 2009). The description in the story about Phoenix Jackson is indicative of phoenix. She is described as having golden color under her skin, and her hair is tied in a red flag and eyes are blue due to age. It symbolizes her age and compares it with the bird, which matures to old age. In the whole novel, there is close reference to time and age. Another symbolism emerging is the appearance of birds. She is being likened to a bird, together with her grandson. In the initial introduction of the story, she is carrying a small stick, hitting ground with it and making some noise like a chirping bird. She is also overprotective of her son like the one a bird watches over her young ones. The incidences occurring in the hospital after her arrival is symbolic of phoenix. She becomes numb, losing the ability to talk. The care team is perplexed and asks if the grandson is dead. The words bring her back to her sense and her face glitters, just as phoenix does. She starts to walk down the stairs, indicating a new life (Ma, 2010). Essentially, the whole plot is all symbolic of the legend bird phoenix. Her behavior, description appearance, and all she does rotate around the symbolic bird. She is so caring to her grandson and can travel to any distance for his sake. Her journey portrays her as a selfless person. Her aim is just to help. She undergoes so many difficulties in aiding her grandson, just like the phoenix bird (Welty& Sarcone,

Priestleys purpose Essay Example for Free

Priestleys purpose Essay Unlike Gerald, Priestley describes Eric in the opening stage directions as not quite at ease. He has been expensively educated, and yet he is a disappointment to Birling: he and Gerald joke behind his back (p.10), and his father patronises him (p.12). He is kept out of the information about his fathers possible knighthood, and when he really needed help he felt his father was not the kind of father a chap could go to when hes in trouble (p. 54). His drinking is an open secret within the family (though Mrs Birling chooses not to admit it to herself), and suggests that he lacks self-discipline. This is borne out by the behaviour that is revealed in the course of the play: he forced himself into the girls lodgings despite her protests, drunk and in that state when a chap easily turns nasty (p.52), has made her pregnant, and has stolen money from his father. But he also has an honesty that others lack. He is the only one to respond spontaneously to details of the girls death (p.11), and when he is forced to admit how he behaved towards her he has a strong sense of guilt because the consequences of what he did are so serious. We also believe him when he tells Birling that he would have let the girl stay at the factory (p.16) but Eric throughout the play is shown to be naive, even if his heart is often in the right place. (Stealing Birlings money, even though a crime in law, might be another example of this.) He does not have the realistic outlook necessary to make a success of his life. He is also shown to be immature, regarding the girl as a good sport (p.52), although she treated him as a child. Like every character accused by the Inspector, he is shown to be a hypocrite he is disgusted by the fat old tarts round the town (p.52), yet by this stage in her life, the girl is also a prostitute, though it is not clear whether Eric realises this.  He appears to have learnt very little from his privileged education, yet he has been impressed by the Inspector. At the end, like Sheila, he refuses to pretend things are like they were before, and is frightened by the fact that the older generation appear not to have learnt anything. He wants his parents to admit their mistakes as freely as he has admitted his. Though he is not a particularly pleasant character, we may feel that he is sincerely ashamed of his behaviour and is capable of changing for the better. Sheila  Priestley describes Sheila in the opening stage directions as a pretty girl and very pleased with life later, however, her prettiness is revealed as vanity and her happiness is shown to be selfish, bought at the price of the girls job.  Her first reaction to the news of the girls death is superficial she seems upset that it has spoiled her evening and Ive been so happy tonight (p.17), and is interested only in whether she was young and pretty. But, unlike her parents, she quickly comes to see her as an individual: these girls arent cheap labour theyre people (p.19), she tells Birling. She becomes agitated (p.20) as she realizes her own part in the girls death, and like Gerald later in the play runs out of the room. However, unlike her fiancà ¯Ã‚ ¿Ã‚ ½, she returns to accept her guilt rather than to find a way round it. We sense at the start of the play that there is an unresolved tension in her relationship with Gerald; they are actually very different people. But it is Sheila who grows up in the course of the play: at the start she is playful and attention-seeking; at the end, she is thoughtful and reflective. By contrast, Gerald is revealed to be a moral coward, unable to accept the wrongness of his behaviour and taking comfort from the fact that no-one seems to have died after all. Like Birling, she readily admits to having met the girl. But her father admits this because he is unable to see that he has done anything wrong; Sheila, on the other hand, admits this because she is genuinely ashamed (p.23) and is trying to tell the truth (p.23). Of all the characters, hers is the only confession that does her credit Mrs Birling is first obstructive then defiant, and Gerald and Eric both confess at a point when they know they have been already found out. She is guilty of the sins of pride and envy she complained about the girl because she thought she was laughing at her, and because she was a very pretty girl too I couldnt be sorry for her (p.24). Although she asks how could I know what would happen afterwards (p.24), she does not try to escape from the blame. Priestley uses her as an example of someone who is vain and thoughtless, but not heartless: she is genuine when she says if I could help her now I would (p.24). But he intends the audience to learn the lesson that good intentions are no good if they come too late; Sheilas predicament is a warning to us.  Sheila herself warns both Gerald and Mrs Birling not to try to build up a kind of wall between us and that girl (p.30). Once she has admitted her own guilt, her rà ¯Ã‚ ¿Ã‚ ½le in the rest of the play is to show others the importance of admitting the truth. She becomes disillusioned and hurt by what she learns about the rest of her family particularly Gerald, whom she now addresses bitterly (p.33) and with sharp sarcasm and irony (p.38) but when he has finally told the truth, she respects him rathermore than Ive ever done before (p.40). Facing up to our faults, Priestley suggests through Sheila, is painful, but not to do so makes things worse in the long run, as she says. This is part of Priestleys purpose in the play: to make us feel the urgency of rethinking the responsibility we bear towards our fellow men before it is too late.  Sheila emphasizes the importance of everyone learning from the Inspectors visit. She and Eric are the only characters who are not concerned whether Goole was a real Inspector she says it doesnt make any real difference (p.59), because she acknowledges her behaviour was morally wrong, whether or not it was legally wrong and whether or not it actually resulted in a girls death. By the end of the play, she has begun to have some understanding of what the Inspector is doing, so that she is able to see the world, and her responsibility, according to his values instead of those of her family. This is why she can see the trap her mothers arrogance is creating, and why she tries to stop her mother from exposing and condemning the childs father. It is only she and Eric, the two youngest and more impressionable characters (p.30) who, in Priestleys eyes, have profited sufficiently from the lessons on stage in front of them not to repeat their mistakes a second time as he hopes the audience will have too

Child Safeguarding At A Pre School Social Work Essay

Child Safeguarding At A Pre School Social Work Essay This assignment gives a general insight to my job role and responsibilities including achievements and targets that I have gained in my post so far regarding child safeguarding and continues working towards within the pre-school that I am currently employed by and represent. Showing awareness and understanding of working together with other outside organisations, services and sources that can connect daily to the children and pre-school environment. Demonstrate my knowledge and the importance of safeguarding following government definitions and guidelines that all professionals working with children, young people and families adhere to so that child safety is the priority achieved. As a pre-school worker my role is to nurture, teach and care for children aged 3-5 years in a pre-school setting either individually or in a group. My job description is to ensure children are safe and well cared for so they develop and are stimulated by age-appropriate activities in a safe suitable environment. Although childcare workers are not teachers we may encourage and teach basic skills to children such as social and interaction skills such as taking turns and sharing toys and hygiene procedures like flushing the toilet and then washing hands. In the pre-school we are organised to work on the whole as a team with each team member having a designated role for example one named person for first aid, or health and safety, or child safeguarding. Although all staff are required to have Criminal Record Bureau checks, qualifications and regular updated training in all of these areas of child care to produce good quality daily knowledgeable practice in the pre-school setting. Pre-school introduces children into learning for preparation starting school, many outside agencies integrates with/along side pre-school environments such as army welfare services, health services, local police officers, local primary schools, ofsted, speech therapists this is just a few. To achieve the best out of my role as pre-school worker it is important that I am managed well and feel supported individually and within my team, and resources are available to attend regular training and courses. Enabling me to keep up to date with policies, procedures and qualifications relevant and required to work with children. Training such as safeguarding children gains and reinforces the necessary skills and knowledge to identify, respond to signs and symptoms of children experiencing abuse at the same time being alert and reacting correctly and efficiently to all possible concerns and dangers. 1 In a talk by T G during a safeguarding children training course it was stated that the government provides definitions to guide all professionals working with children young people and their families to identify when there are serious causes for concerns about children these are: Different Brief Definition One Example of Abuse Categories Indicator Physical causing harm also includes unexplained or Fabricating symptoms of or inconsistent Deliberately induces illness in a child explanation of Injuries or Burns Emotional constant emotional maltreatment low self-esteem Of child such as to cause severe and Persistent adverse effects on emotional Development Neglect persistent failure to meet a childs basic lack of care Needs physically and/or psychologically inadequate Clothing, Heating, light Or food Sexual forcing, enticing, involving a child to unusual Participate in sexual activities including difficulty Viewing imagery also encouraging in walking Inappropriate sexual behaviour from a or sitting Child Wiltshire Local Safeguarding Children Board Updated May 2008 TG The government guidelines, working together to safeguard children (1999), Divide child abuse into four neat categories sexual, physical, and emotional And neglectful- but in reality many of this overlap. With any form of abuse There will be emotional abuse too, although this may occur on its own. As cited The Guardian 7 October 2008 2 Sharing information is for the purpose of safeguarding and Promoting the welfare of children, sharing information amongst Practitioners working with children and families are essential. In Many cases it is only when information from a range of sources Is put together that a child can be seen to be in need or at risk Of harm. A failure to pass on information that might prevent a Tragedy could expose you to criticism. As cited The Guardian 13 November 2008 Effective practice uses awareness and fully understands the importance of sharing concerns and information. We cannot afford to ignore signs at a risk of appearing foolish or alarmist, daily my role can identify families with needs that effect a childs well being, armed forces children are the majority at the pre-school, the issues that arise from parent/carer who can be isolated from family and friends by military postings, soldier spouses are often absent due to active duties or training. So a parent/carer could be experiencing difficulties such as financial worries, lack of support, worried about the well being of spouse on active duty for instance in Afghanistan, these issues interconnects amongst the whole family unit. So having the knowledge you are better equipped to listen hard and observe carefully the behaviours between child and parent/carer and alert to recognise signs and symptoms an example could range from inadequate parenting to inappropriate clothing for season of th e year, could show problems and a need for help, there are services that can offer support and assist the parents ability to care better for children before a situation gets out of hand but a lot of parent/carers feel ashamed, embarrassed, inhibited or simply just dont know how to access this help. Instead of intervening early and effectively, struggling local authorities Wait until children are in crisis, then act reluctantly, half-heartedly And ineffectively, its not their fault. The funding systems are designed In such away. As cited The Guardian 4 September 2009 In a talk on safeguarding children 6 November 2009 it was explained and stated If any support agencies were contacted directly by the family or referred by Their family GP at the request of the family for support, the agencies Assess the needs of the child by means of a Common Assessment Framework (CAF) and this ensures that everyone involved such as Pre-school worker, health visitor, police officer, social workers use This framework to work together and support the child and that child Receives the right support at an early stage before their needs increases. 3 Daily I can work closely with individual children, so there is opportunity and time to develop a relationship of trust giving a child an opening to talk, some children may not tell you, you might guess even been led by them to read between the lines. This is where knowledge and procedures are of key importance, so that you listen to the child and avoid any leading questions, being careful not to offend, intimidate the child or the situation as this could be the first and last attempt for a child needing to trust someone to disclose what may be happening to them in the hope of help, I would then Reassure the child the best I could and then explain as simply as I can so the child understands that the things said would need to be passed on to pre-schools supervisor as they will know best what to do. If a disclosure was made, I would then need to follow the pre-school settings policies and procedures we have in place

The Behavior Of Emerging Market Returns :: essays research papers

Currency devaluations, failed economic plans, regulatory changes, coups and other national financial "shocks" are notoriously difficult to predict and may have disasterous consequences for global portfolios. Indeed, these characteristics often define the difference in investment in the capital markets of developed and emerging economies. Research on emerging markets has suggested three market features: high average returns, high volatility and low correlations both across the emerging markets and with developed markets. Indeed, the lesson of volatility was learned the hard way by many investors in December 1994 when the Mexican stock market began a fall that would reduce equity value in U.S. dollars by 80% over the next three months. But, we have learned far more about these fledgling markets. First, we need to be careful in interpreting the average performance of these markets. Harvey (1995) points out that the International Finance Corporation (IFC) backfilled some of the index data resulting in a survivorship bias in the average returns. Second, the countries that are currently chosen by the IFC are the ones that have a proven track record. This selection of winners induces another type of selection bias. Third, Goetzmann and Jorion (1996) detail a re-emerging market bias. Some markets, like Argentina, have a long history beginning in the last half of the 19th century. At one point in the 1920's, Argentina's market capitalization exceeded that of the U.K. However, this market submerged. To sample returns from 1976 (as the IFC does), only measures the "re-emergence" period. A longer horizon mean, in this case, would be lower than the one calculated from 1976. This insight is consistent with the out-of -sample portfolio simulations carried out by Harvey (1993) indicating that the performance of the dynamic strategy was affect by the initial five years. Fourth, exposure as measured by the IFC is not necessarily attainable for world investor's [see Bekart and Urias (1996)]. Second, we have learned that the emerging market returns are more predictable than developed market returns. Harvey (1995) details much higher explanatory power for emerging equity markets than developed market returns. The sources of this predictability could be time-varying risk exposures and/or time-varying risk premiums, such as in Ferson and Harvey's (1991, 1993) study of U.S. and international markets. The predictability could also be induced by fundamental inefficiencies. In many countries, the predictability is of a remarkably simple form: autocorrelation. For example, Harvey (1995) details 0.25 autocorrelation coefficient for Mexico in a sample that ends in June 1992.

Theme of Success in Arthur Millers Death of a Salesman :: Death of a Salesman

Theme of Success in Arthur Miller's Death of a Salesman One of the important themes in Death of a Salesman is the nature of success. Many people believe that success is about making a lot of money. They say that with money comes happiness. However this may not always be true. In other words success is defined as the accomplishment of something that was desired. Furthermore it is about being happy, proud and secure about yourself. Although true success originates from the heart, achieving it requires hard work and determination.   In Death of a Salesman, the characters that are successful are Dave Singleman, Ben and Bernard. Dave Singleman was a successful individual. He was an eighty-four year old salesman in the Parker House. In order to make a sale all he had to do was "pick up his phone and call the buyers, and without ever leaving his room, he made his living..." (Death of a Salesman, p81.)   This quote describes his success as a salesman. At the age of eighty four he was able to make an adequate amount of sales. Although he did not get rich from the sales that he made, he enjoyed what he was doing. As a result of his success life, he died honorably. "He died the death of a salesman, in his green velvet slippers..." (DOS, p81.)   This example shows that he was successful right until the end. After living the life of a successful salesman he died the death of a salesman. When he died he was still wearing his green velvet slippers, which in a way symbolizes that his success is still with him. Another example that shows Dave had a successful life was at his funeral. "When he died, hundreds of sales men and buyers were at his fune The second successful character is Willy's older brother, Ben. This man became successful by taking a risk. He "walked into the jungle, and comes out, the age of twenty-one, and he's rich." (DOS, p41.) When Ben went to Africa, he found diamonds in the mines and as a result he became rich. This incident has made Ben's life successful and ever since, Willy has been regretful. If Willy was to take the risk, he too would be successful. Not only is Willy envious but he also idolizes Ben because of his success. Willy often asks Ben, "what's the secret?" (DOS, p91.) This quote proves that Willy is aware of Ben's success.

Effects of Emotion Regulation on Risk Aversion

This paper is on â€Å"Emotion Regulation and Decision Making Under Risk and Uncertainty† by Mircea Miclea, Andrei C. Miu, Renata M. Heilman, Liviu G. Crisan from Babes-Bolyai University, in Cluj-Napoca, Romania and Daniel Houser from George Mason University in Virginia, USA. The study was published in the American Psychological Association, 2010, Vol. 10, No. 2. It deals with emotion regulation (ER) tactics such as cognitive reappraisal and expression suppression and their effects on risk aversion and decision making. Reappraisal involves reformulating the meaning of the situation.Suppression involves inhibiting the responses and behaviours associated with emotions, such as facial expressions, vocal tonality or body language. The researchers hypothesized that participants using reappraisal would portray lower risk aversion (increased risk taking) than subjects using suppression. They induced negative emotions of fear and disgust on their participants through short movie clips and then rated how they did on tests that measure risk-taking based on the ER tactic that they were previously instructed to use. (Heilman, Crisan, Houser, Miclea & Miu, 2010, p. 58). Our textbook defines an experiment as a scientific method of research in which several factors called independent variables are modified to determine their effects on the dependant variable. This enables researchers to find cause and effect between different variables because they will observe if changes in one variable causes changes in the other (Baron, Byrne, Branscombe, & Fritzley, 2010, p. 19). For the purposes of this paper, focus will be on study 1 which looked at the effects of negative emotions such as fear or disgust.The sample was of sixty participants (56 women; mean age 21. 45 years) from the Babes-Bolyai University campus. They were randomly distributed in 6 groups based on the emotion experienced (either fear or disgust) and the ER strategy employed (cognitive reappraisal, expressive su ppression, or control/no ER instructions). The independent variables in this experiment were the ER strategy induced and the emotion experienced by the subjects. The emotion was measured using PANAS-X (posttest).The participants then completed the Emotion Regulation Questionnaire (ERQ) to confirm that they employed the instructed ER strategy. The dependant variable was the risk taking behaviour of the subjects, measured with BART and IGT tests. Results showed that reappraisers, but not suppressors, showed significantly decreased fear and disgust. Findings reveal that cognitive reappraisal increases risk taking by reducing the experience of negative emotions, while expressive suppression does not because it is ineffective in reducing negative emotions (Heilman et al. , 2010, p. 258-61).The textbook deals with the topic of emotion and cognitive regulation by addressing the topics of thought suppression, affect and cognition and emotion regulation. First, thought suppression is the eff ort we take to prevent certain thoughts from entering our consciousness. It is involved in two steps: the first is an automatic process which detects unwanted thoughts, and the second is a conscious process by which we decide to not think about the unpleasant thoughts and concentrate on something else. When we are too tired, the conscious process cannot operate and the unwanted thoughts become stronger.We engage in though suppression to control our feelings and behaviour (Baron et al. , 2010, p. 47-48). Second, the textbook looks at the influence of affect on cognition. Research indicates that our mood influences the way we see the world and our interactions with it. The textbook states that information of affective nature is processed differently than standard information, and as such it is almost impossible to ignore it once it has been introduced into a situation. People in a good mood are encouraged in heuristic thinking, and more likely to accept facts. Baron et al. , 2010, p. 50-53). Lastly, the textbook defines emotion regulation as a cognitive mechanism by which we use our thoughts to regulate and control our feelings. A study by Tykocinski lists two ER techniques: counterfactual thinking, when people adjust their thoughts about negative events to make them seem unavoidable and less distressing, which reduces negative affect, and giving in to temptation, which involves doing things that are potentially bad for us but pleasant in order to improve our mood (Baron et al. 2010, p. 54-55). Some similarities can be traced between the experiment and the textbook. They both agree that our mood has an influence on our cognition. In particular, the textbook tells us that people in a good mood engage in heuristic thinking, that is employing mental shortcuts, and that they are more likely to accept fewer arguments as demonstrated in the study by Ruder and Bless (2003). The experiment by Heilman et al. (2010) shows us that the ER technique one uses can decrease our risk aversion.The textbook does discuss forms of ER techniques that are similar as the one present in Heilman’s study. Thought suppression, as discussed in the textbook, has a few similarities with expressive suppression, in that they both attempt to inhibit something. Cognitive reappraisal is very similar to Tykocinski’s counterfactual thinking. In terms of the research done for the experiment and the textbook, no similarities could be found.This translates in the different names given to the emotion regulation techniques (i. e. reappraisal vs. counterfactual thinking) in between the two. The study certainly has a lot more detailed information on the topic of emotion regulation than the textbook. The latter approaches the topic in a more general way, not surprisingly so since it is a college level manual. A critical look at the journal article reveals that, overall; they did a good job, however there are a few things that are not good.The independent and dependant va riables were chosen properly and they took great care to measure the effects using a variety of tests and statistical analyses. They made sure that fear and disgust was felt and that ER strategies were employed. However, further specification on the way they instructed their participants over which ER strategy to use would be welcome. The study does not list any further information on that topic, other than the participants were given the Emotion Regulation Questionnaire at the end to determine if they followed the assigned instructions.The conclusions seem to follow the results in a coherent and logical fashion. The main problem with this study is their sampling. First of all, it is not very large, and second, it is not representative, as it consists almost exclusively of young women (56) from the campus. This does not allow for generalization. Further experiments with a larger, more representative sample would shed more light on the exact effects of emotion regulation on decision making under risk.