Do social networks encourage sport participation Dissertation

Do social networks encourage sport participation - Dissertation Example Individuals started to build online persona. In reality, some information is very confidential to the extent no one would want to share with their family and certainly not with a professional hiring manager. Individuals are using this new data base in of personal information in questionable ways ethically. The lack of regulations, clear guidelines, has led to dissemination of information across the internet for a purpose other than that intended. Employment screening is one of the more infringements to the rights to Facebook users. This is a paper that responds to the question: do social networks encourage sport participation? List of Contents Introduction Aim and objectives Rationale Literature review and theoretical framework Methodology Findings, Analysis and Evaluation Final discussion and Recommendations Recommendations for further research Do social networks encourage sport participation? Introduction Social Media is a great way to encourage sport participation by spreading the word about local sports and other general physical activity programmes. Social media can be used as a tool to further participation in sports. A social networking service is an online platform, or site that is used for social interaction. They focuses on facilitation of building social relations or social networks among people sharing same interests, backgrounds, real-life connections or sporting activities. A social network service is constituted of each user (often represented through a profile), the individual’s social links, and some additional services. Most social network services are web-based and provide an online form of interaction among the users through the Internet. Nowadays the world is changing rapidly and marketing styles should follow people trends. Social media has become a platform that is easily accessible to anyone with internet access. Increased communication for organizations fosters brand awareness and often, improved customer service. Also, social me dia is a cheap and effective platform for organizations to implement marketing campaigns. Social networking websites allow people to interact with each other and build relationships. Business organisations join these sites, so that people could interact with the product or company. That interaction feels personal to users because of their previous experiences with social networking site interactions. Social networking users are allowed to â€Å"retweet† or â€Å"repost† comments made by the product being promoted. In consequence, when people repeat the message, that company posted, all other users are able to see the message, therefore reaching more people. What is more, through social networking sites like Facebook or Goolge+, organizations can create their own group, where interested people follow the company and see different news and promotions1 every day, when simply checking their social feeds. As well as, the organisation itself can choose who to invite into the ir group, thereby reaching narrow target market. Cell phone is another aspect of social media marketing that makes it even more effective..Today, many cell phones have social networking capabilities: individuals are notified of any happenings on social networking sites through their cell phones, in real-time. This constant connection to social networking sites means products and companies can constantly remind and update followers about their

The Awakening and A Doll House Comparison Essay Essay Example for Free

The Awakening and A Doll House Comparison Essay Essay Women roles have drastically changed since the late 18th and early 19th century. During this time, women did not have the freedom to voice their opinions and be themselves. Today women don’t even have to worry about the rules and limitations like the women had to in this era. Edna in â€Å"The Awakening† by Kate Chopin and Nora in â€Å"A Doll House† by Henrik Ibsen were analogous protagonists. The trials they faced were also very similar. Edna and Nora were both faced with the fact that they face a repressive husband whom they both find and exit strategy for. For Nora this involved abandoning her family and running away, while Edna takes the option that Nora could not do-committing suicide. These distinct texts both show how women were forced to act during their marriage and towards society during this time. â€Å"The Awakening† explores the controversial character, Edna Pontellier’s, desire to find and live fully within her true self. She upsets many nineteenth century expectations for women and their supposed roles. Rebelling against societal norms, Edna finally learns to think of herself as an independent woman. One of her most shocking actions was her denial of her role as a mother and wife. She leaves her husband, Leà ³nce and has an affair with Robert. Due to Roberts constant presence, Edna starts to experience a change within herself. She begins to develop a sense of herself as a whole person. She realizes that she is not satisfied to simply be a wife and a mother, and so she begins to stand up for herself to her husband. Leà ³nce to Edna: â€Å"I can’t permit you to stay out there all night. You must come in the house instantly.† Edna replies â€Å"Leà ³nce go to bed †¦ I mean to stay out here. I don’t wish to go in and I don’t intend to. Don’t speak to me like that again; ill shall not answer you.† (Chopin 25). Her willingness for independence and freedom leads to her disobeying her husband. She realizes that she cannot continue taking orders she does not please to follow which leads to the realization of her marriage making her wonder if she still wants to be with her husband. As Edna begins the process of identifying her true self, the self that exists apart from the identity she maintains as a wife and mother. Unexpectedly, Robert and Edna become extremely close with each other by summers end. Unwilling to further his relationship with a married woman, Robert leaves the country for Mexico. Furthermore, Leà ³nce truly believed he had no obligation to care for his children and that it was  Edna’s duty to do so. â€Å"If it was not a mother’s place to look after the children, whose on earth was it?† (Chopin 7). In society’s eyes, all a man needed to do was support their kids financially while the woman supported them in other ways. Chopin focuses on two other female characters in the story, Adele Ratignolle and Mademoiselle Reisz. These women are examples of how women should be in the nineteenth century. Adele was an example of a motherly woman.† She would gladly sacrifice anything to care for her children, husband, and household, while Edna would not. Edna finds both role models lacking and begins to see that the life of freedom and individuality that she wants goes against society. Not only did society have a specific look on how a women should be, but Leà ³nce as well, towards Edna. â€Å"’You are burnt beyond recognition,† he added, looking at his wife as one looks at a valuable piece of personal property which has suffered some damage.† This shows how Edna is not an acceptable color according to her husband’s wishes. Edna had specific guidelines to follow and getting a â€Å"tan† gave a different appearance, indicating that the Pontellier family wasn’t maintaining the purity of their blood. At the beginning of â€Å"A Doll House,† everything seems well. Nora and Torvald Helmer seem quite happy together. Torvald speaks to his wife in a rather demeaning way, but she doesnt really seem to mind. The Helmers are both excited because Torvald has gotten a new job as the manager of a bank and now money wont be a concern. Noras old school friend, Mrs. Christine Linde, arrives hoping that Torvald might be able to give her a job. Over the course of their conversation, Nora confesses to Christine that she has a secret. Nora refuses to tell Christine who she borrowed money from, but does explain why she had to borrow it. Early in the Helmers marriage, Torvald got sick and the doctor prescribed a trip south to warmer climates as the only way to save him. At the time, they didnt have the money for such a trip. To save Torvald‘s pride, Nora borrowed money without his knowledge and funded a year in Italy. In order to pay it off, shes been using money from the allowance Torvald gives her. Krogstad turns out to be whom she borrowed the money from. Krogstad is furious because Torvald is going to fire him. He threatens to expose Noras crime (forging her father’s signature after he was dead in order to get the loan) if he loses his job and so begins  blackmailing her. Nora begs Torvald to get Krogstad back, but refuses because he cant stand being around such awful people. Krogstad writes a letter to Torvald telling him the truth and leaves it in his mailbox. Nora distracts her husband from reading it. After the party they have, Torvald reads the letter. He tells Nora that she is a terrible person. He insists that Nora is not to be allowed near the children anymore, because she may corrupt them. Torvald is really happy and forgives Nora because of another letter Krogstad sends later. Nora, however, doesnt forgive Torvald. She tells him that she is leaving him, because theyve never had a real marriage. Shes never been more than a doll in his eyes. â€Å"NORA: I have other duties equally sacred. HELMER: You do not. What duties would they be? NORA: My duties to myself. HELMER: You are a wife and a mother before you are anything else† (Ibsen pg.1138). This reassures how the women are â€Å"chained† to what they should â€Å"be† and should â€Å"do.† She tries to escape but he still tries to restrain the her from doing so. Like Leà ³nce Pontellier, Nora’s husband is also very direct when it comes to Nora knowing her place. These women were denied their basic right to take care of themselves and were forced to be housewives, as were all women of the 19th century. In conclusion, both Edna and Nora experience an awakening during their quest for freedom. Both wives felt trapped by their societal rules and regulations which didn’t allow them to be their true selves. Edna, fighting against the societal structures of motherhood forced her to be defined by her title as wife of Leà ³nce Pontellier and mother of Raoul and Etienne Pontellier, instead of being her own, self-defined individual, caused her to finally escape by committing suicide. Nora, on the other hand, rebelled against society’s norms and walked out leaving her husband and children. Although Edna and Nora had many similarities both of their awakenings led to two different resolutions.

Most Memorable Scene In Of Mice And Men :: essays research papers

Part One:The scene that was most memorable to me in this play was when Lenny and Curley ¡Ã‚ ¦s wife shared a conversation while the others were away. It started with Lenny moping around about the rabbit he had killed and then Curley ¡Ã‚ ¦s wife joined him. This scene ended in a surprising way, but in my opinion many interesting things were discussed about the concept of life. I was extremely surprised with the ending of this scene because when the conversation began I predicted that it was the start to a close relationship between the two of them. During this conversation they discussed issues such as life and dreams. At first Lenny refused to open-up. "  ¡Ã‚ ¥George says I ain ¡Ã‚ ¦t to have nothing to do with you-talk to you or nothing. ¡Ã‚ ¦ " He was very reluctant to talk to her or share anything with her. She was the complete opposite. Curley ¡Ã‚ ¦s wife was looking for someone to talk to. As the scene continued, Lenny relaxed and was able to talk and listen to her. Curley ¡Ã‚ ¦s wife began by asking Lenny questions. As she continued walls were torn down and she was able to get closer to him. Then she told him about her life. "  ¡Ã‚ ¦I get lonely ¡Ã‚ ¦  ¡K..  ¡Ã‚ ¦You can talk to people, but I can ¡Ã‚ ¦t talk to nobody but Curley. Else he gets mad. How ¡Ã‚ ¦d you like to not talk to anybody? ¡Ã‚ ¦ " It was hard for Curley ¡Ã‚ ¦s wife to get Lenny to talk but eventually he told her about his rabbit and other things about his life. "  ¡Ã‚ ¥We gonna have a little place-an ¡Ã‚ ¦ rabbits. ¡Ã‚ ¦ " In the end Lenny became overly excited and ended up killing Curley ¡Ã‚ ¦s wife. From this, I gathered that Lenny had never been so close to anyone, especially anyone of this opposite sex. This gave him such a great feeling that he did not know how to deal with it. The moment he felt Curley ¡Ã‚ ¦s wife moving away, he acted on his inner feelings and he was frightened. The scene portrayed a good example of the interaction of two complete strangers, it was interesting to see how they shared things and opened up to each other.Part Two:This scene is related to the theme in different ways. I think that it incorporates three main aspects of the theme. It is related to belonging, loneliness and dreams. All three of these are active issues in society today.

Shaping the 21st Century Government Revolution

Bill Clinton says that the government must shape a 21st century revolution. He carried on in his last state of the union address making all kinds of proposals ranging from healthcare, fighting crime and education to name a few. He says they must focus on the middle class, proposing a 350 billion dollar tax cut. But exactly how does he propose this shaping take place, and how will it effect our economy? I would like to focus on what he proposed for education. He says the government spends $15 billion a year in our schools. He proposes schools that show progress get rewarded for it. The way to do that is to bring in the best trained teachers, and by having more after school programs to help kids in problem areas. Also he says they need to make schools more up to date, by connecting all classrooms to the Internet. In 1994 only 3% of the classrooms had access now 90% of schools have at least one internet connection. Clinton wants to make the American dream affordable for everyone. By making pell grants larger, having more affordable student loans, hope scholarships, and education IRA's. It would make it more possible for people to go to college and get the education needed to get a good job and further themselves. Clinton says high school graduates that go on to college is up 10% from 1993. He proposed a $30 billion college opportunity tax cut. which means a tax deduction for up to $10,000 in college tuition costs. That would mean more people would be able to afford to go on to collegeNow all these things sound great right? But will it all be possible, and how will all these things affect our economy as we know it? Will it have a huge impact, and if so will it be good or bad? I do not think following though on these proposals will have a bad effect on the economy. If anything I think it will just strengthen the economy. If more people got a better education and were able to afford to go to college to make themselves even better. They would be more likely to find a better job or start a business of their own. If all those things took place then communities would grow stronger and cities would have more businesses which would make more and more jobs. And that would help to bring the poverty level down. There would be less people on welfare and it would probably cut the crime rate also. Now another issue that clinton brought up was health care. He had all kinds of ideas on how to spend money on healthcare but is it really worth it? In 1997 the children's health insurance program was passed. So far there are approximately 2 million children enrolled the goal there is 5 million. Also there are over 40 million Americans that don't have any insurance at all. A large portion of those are people between the ages of 55 and 65. Clinton says Medicare needs to be strengthened and modernized. In his budget he dedicates $400 billion to Medicare that will keep it solvent past 2025. Is all this government spending necessary? I don't think it is. They should make it a requirement for companies to have medical insurance for their employees. Then that would save them a lot of money that can go on other things. One more thing I would like to touch on is a proposal Clinton made on childcare. He says parents spend a quarter of their earnings on childcare. He says that the childcare tax credit should be up to $2,400 for people that make under $30,000 a year. He says that last year alone the government provided childcare for 2 million children. Now I am glad he says all these things about childcare but the simple fact is this, there are so many people that can't work because they can't afford childcare. And the only way they can get help to pay for it is if they are on welfare. Now to me that doesn't sound like the government is trying to help the average American move up or better themselves in that aspect that they try to help the people that really need it. Now taking that and putting it all together, it would make our country all together stronger if the government put money where it really needs to go instead of putting it in their own pockets. Which in all reality in the stretch of things we all know that's where it will end up.

Strain Controlled Triaxial Test- Geotechnical Engineering

1. INTRODUCTION From civil engineering view, Soil is the medium through which the structural loads are transferred safely and efficiently. Soil should be consistent enough to satisfy the requirements even under inevitable circumstances like earthquake, bomb reactions etc. It is necessary to incorporate the seismic effects into the soil properties. Like concrete or steel, engineering properties of soil cannot be found out using theory of classical dynamics and vibrations. It can be found only field and lab tests. To quench the above requirement, various techniques are employed nowadays. The most common methods are cyclic simple shear, cyclic triaxial shear and cyclic torsional shear tests. The dynamic triaxial test is the most effective method to arrive the static and dynamic properties of soil like cyclic deformation, damping ratio, liquefaction strength etc. Though it has some limitations, it is widely used for the analysis of soil under seismic forces. The fundamental parameters obtained from this test are cyclic shear stress and cyclic shear strain, through which the soil is defined. The tests can be done either by stress controlled (cyclic shear stress) or strain controlled (cyclic shear strain). The test setups are highly sophisticated and costly. It needs highly skilled labour. The measuring devices used in the system needs to be calibrated and sealed properly as it is more sensitive to disturbances. The results obtained reflect the site seismic condition to the maximum level provided the strain level is kept minimum. Fig 1. 1 Triaxial Cell Fig 1. 2. A typical Cyclic triaxial apparatus 1. 1WHY DYNAMIC TRIAXIAL The Dynamic forces are time dependent and are usually cyclic in nature i. e. they involve several cycles of loading, unloading and reloading. Earthquake is three dimensional in nature. Hence the shear waves and body waves produced by the earthquake tend to deform the soil in all the directions (for the horizontal level ground). Dynamic Triaxial tests actually reflect the soil condition (in all round stresses) in the site. During earthquakes, the seismic waves cause the loose sand to contract and thereby increasing the pore water pressure. Under undrained loading, development of high pore pressure results in upward flow of water, thereby making the sand in liquefied condition. Pore water pressure is measured effectively in triaxial tests. Among the stress-control and strain-control condition, strain control is adopted widely. This is because; stress-control test has great sensitivity to the sample disturbance. In case of strain-control, pore pressure developed during tests is less affected by specimen fabric and density. The tests can be done on intact specimens and reconstituted specimens. While comparing the results obtained from intact and reconstituted specimens, there is much deviation in stress-control compared to strain-control. (tests done by vucetic and dobry, in 1988). Stress path control is used in the study of path dependence of soil behaviour. Stress deformation and strength characteristics depend on initial static stress field, initial void ratio, pulsating stress level and the frequency of loading. 1. 2APPLICATIONS There are variety of engineering problems which rely heavily on the behaviour of soils under dynamic conditions. These includes design and the remediation Of machine foundation, geotechnical earthquake engineering, protection against construction vibration, non-destructive characterization of the subsurface, design of offshore structures, screening of rail and traffic induced vibrations, vibration isolation etc. When it comes to dynamic triaxial test, the wide range of application is the liquefaction behaviour of soil under seismic forces. 2. HISTORY One of the first pieces of equipment designed to test cyclic triaxial loading was the pendulum loading apparatus by Casagrande and Shannon in 1949. This utilizes the energy of the a pendulum which when released from a selected height, strikes a spring connected to the piston rod of a hydraulic cylinder, this cylinder is further connected to another cylinder located above the cel. The time of loading was between 0. 05 and 0. 01 sec. Fig. 2. 1. Pendulum Loading Apparatus Casagrande and Shannon came up with an equipment called Falling Beam Apparatus as shown in Fig. 2. 2 In 1960, Sead and fead used Pneumatic System for cyclic loading. It marks the evolution of the dynamic triaxial shear apparatus. Fig. 2. 2. Falling Beam Apparatus 3. PRINCIPLE First attempt was made by Seed and Lee (1966) by consolidating a saturated sample under a confining pressure and subjected to constant amplitude cyclic axial stress under undrained conditions. This test was performed till they deformed to a certain amount of peak axial strain. Under this condition creates a stress conditions on a plane of 45 ° through the sample which is the same as those produced on the horizontal plane in the ground during earthquakes. This is the basis on which the cyclic triaxial test works. Fig. 3. 1. Simulation of geostatic and cyclic stress in triaxial test. Shear stress is taken into account as it causes deformation. To incorporate seismic effects, uniform shear stress for a given cycle is adopted for non-uniform stress time data. To achieve that a maximum shear stress is multiplied by a correction factor ?. Then the test is carried out till required deformation or failure to occur. 4. EQUIPMENT 4. 1. Parts of Dynamic triaxial apparatus suggested by ASTM D 3999 – 91(2003) APPARATUSPURPOSECONSIDERATION 1. Triaxial Pressure CellTo mount sample and conduct testTolerance for piston, top platen & low friction piston seal. Ball bearings and friction sealTo minimise frictionFriction can be,  ±2 % of the maximum single amplitude cyclic load Load rodTo facilitate loadingdia = 1/6th of specimen dia Specimen cap & BaseTo provide a sealed platform Rigid, non corrosive, impermeable, Cap weight < 0. 5% of applied axial failure load (static), Valves To regulate back pressure, cell pressure, pore water pressureLeak-proof, withstand applied pressure Top and bottom platensTo facilitate loading and provide a rigid baseProper alignment, load rod sealed with top platen with friction seal. 2. Cyclic Loading EquipmentTo induce cyclic loads Uniform sine wave @ 0. 1 to 2 Hz, simple ram or a closed loop electro hydraulic system 3. Recording EquipmentsTo record the data obtainedProperly calibrated Load MeasurementTo measure the cyclic loadsElectrical, analog or digital Axial deformation MeasurementTo measure the strain rateLVDT or dial guages Pressure ControlTo regulate cell pressureMercury or pneumatic device Pore Pressure transducerTo measure pore pressureTransducers or electronic pressure meters Volume change MeasurementTo check the volume change in the specimenCalibrated and widely used guages 3. Miscellaneous a. Rubber membrane b. Filter paper To hold the specimen To facilitate saturation Leak-proof with minimum restraint Must not cover more than 50% of the specimen. Fig. 4. 1. Schematic Diagram of a stain-controlled dynamic triaxial test 4. 2WORKING PROCEDURE The working mechanism mainly involves three phases a)Saturation phase:Initially the sand is sample saturated by applying cell and back pressure simultaneously. (cell pressure > back pressure) b)Consolidation phase: during test, void ratio should be kept constant. It is obtained in this phase. Back pressure valve is closed. )Load Phase: Actual test begins here. Strain rate is fixed using gear system. Cyclic load is applied either using hydraulic or pneumatic type. Loads and corresponding strains are recorded at loading, unloading and reloading. Test is continued until the required strain or failure occurs. 5. RESULTS From the cyclic triaxial test, we can obtain various graphs for detailed analysis, †¢Load Vs Deform ation †¢Deviatoric Stress Vs Time †¢Axial Strain (%) Vs Time †¢Excess Pore Pressure Vs Axial Strain (%) †¢Excess Pore Pressure Vs Time †¢Deviatoric Stress Vs Axial Strain (%) Fig. 5. 1. Axial load Vs. axial deformation From the hysteresis loop obtained, the dynamic Young’s modulus (Ed) can be calculated, from which shear modulus (G) can be calculated using poisson’s ratio ( µ). Damping factor (D) can also be calculated from the loop obtained. Shear Modulus, G = Ed / 2(1+ µ) Damping factor,D = Ai / 4? At Ai ? Area of Loop At ? Area of shaded portion 6. Discussions: Two series of undrained cyclic triaxial strain controlled tests were performed by Mladen Vucetic and Richardo Dobry, on two different Imperial Valley, California, silty sands which liquefied during an earthquake in 1981. Both intact and reconstituted specimens were tested. The cyclic shear strain is the fundamental parameter governing pore pressure buildup. The saturated deposit is composed of two layers: an upper, looser, sandy silt unit located between 2. 6 m and 3. 5 m depth, containing more fines (37%) (sand A), and the lower, loose to medium-dense sand unit located between 3. 5 m and 6. 8 m, containing less fines (25%) and (sand B). Selected plots of normalized cyclic shear stress, ? cy* = ? cy/? c„ and normalized residual pore pressure, u* = u/? c, versus number of uniform strain cycles, nc, up to nc = 30, are shown in Figs. 6. 1 and 4 for sands A and B, respectively, ? y above is the amplitude of cyclic shear stress acting on 45 ° planes within the specimen, with ? cy= ? dc/2 , where ? dc is the cyclic deviatoric stress amplitude, and u is the accumulated residual cychc pore pressure at the end of the pertinent strain cycle, derived from measurements at the point of the cycle at which the cyclic stress ? dc = ? cy = 0. Fig. 6. 1 Comparis on of results obtained on intact and reconstituted specimens of sand A The effect of sand fabric, that is, the difference between results obtained on reconstituted and intact specimens, is analyzed next for both sands A and B, with the help of Figs. . 1 and 6. 2. It can be readily noticed in these two figures that the residual pore pressures in cyclic triaxial strain-controlled tests are practically unaffected by the change of sand fabric (u* versus nc curves), while, on the contrary, soil stiffness is significantly affected (? cy* versus nc curves). This is especially noticeable in Fig. 6. 2. Fig. 6. 2 Comparison of results obtained on intact and reconstituted specimens of B. Fig. 6. 3 Residual pore pressure in reconstituted specimens of sands A and sand B It must also be noticed that the range of cyclic shear stresses measured at a given cyclic strain in Figs. . 1 and 6. 2, for the two sands and for the two types of specimen fabric, is quite wide, in contrast to the corresponding range of pore pressures in Fig. 6. 3, which is very narrow. This confirms once again that cyclic shear strain is the fundamental parameter governing pore pressure buildup, and that use of strain-controlled testing represents the most appropriate, as well as the most convenient, approach currently available for evaluation of seismic pore pressures and liquefaction of level ground sites. 7. FACTORS AFFECTING CYCLIC STRENGTH Effect of Confining Stress Critical void ratio is not a constant but decreases as confining pressure increases. The stress ratio decreases with increasing confining pressure. Effect of Loading Wave Form As the load data obtained from history are converted into uniform cycle by ?. The order of increasing strength was rectangular, triangular and sine Effects of Frequency on Cyclic Strength The frequency effects have only a minor (< 10 percent) effect on cyclic strength of the soils. The slower loading frequency have slightly higher strength. Effects of Relative Density At relative densities < 50%, complete liquefaction occurred almost simultaneously, and relative densities above 70% were required for safety against large strains. Effects of size & Gradation Well-graded material was somewhat weaker than uniformly graded material. This finding was attributed to a greater densification tendency in well-graded soils, as finer particles move into voids between larger particles, than occurs in uniformly graded soils. This densification tendency causes increased pore pressure. Effects of sampling on strain history Once a specimen has liquefied and reconsolidated to a denser structure, despite this densification, the specimen is much weaker to cyclic stresses reapplied. Effects of Over consolidation Ratio and Ko The maximum deviator stress required to cause a critical strain for a specified number of cycle’s increases with the Ko ratio. Also the cyclic strength increases as OCR and fines content increase. 8. VALIDATION The validation of the apparatus is done by successive tests, researcher’s experience and available equipments. Mladen vucetic and richardo dobry conducted two series (Intact and Reconstituted Specimens) of undrained cyclic triaxial tests on Imperial Valley, California, silty sands which liquefied during an earthquake in 1981. The results were compared and the experimental set up was validated. Further the tests were conducted on different types of sand and validated. 9. DEVELOPMENTS Since 1966, there has been a considerable improvements in the triaxial testing apparatus meeting results of higher accuracy and efficiency. Initially stress controlled methods were used, then strain controlled methods were adopted. To apply loads, initially hydraulic jack was used, then pneumatic system was used and then electro piezometer. Likewise there are so many advancements of triaxial tests. Some of the advancements are discussed below. Chan (1981), and Li et al (1988) Fig. 7. 1. , have developed a popular electro-pneumatic apparatus which incorporates many advancements in apparatus design and operation. Fig. 9. 1. Electro-pneumatic Apparatus Automated Cyclic Triaxial system is the next development, which is the most comonly used apparatus. It is well known for its automated input and output System, data acquisition and quick results. Fig. 9. 2. Automated Triaxial System 9. 1 RECENT ADVANCEMENTS GDS Entry level Dynamic triaxial testing system ?Technical Specifications ?Maximum Operating Frequency: 5Hz ?Minimum Operating Frequency: < 0. 001Hz ?Highly accurate dynamic, electro-mechanical actuator ?Available sample sizes (depending on cell selection): 38 x 76mm (or ? 39. 1 x 78. 2mm) to ? 150 x 300mm. Fig. 9. 3. GDS ELD ? 16-Bit dynamic data logging ?16 Bit dynamic actuator control channel ?Cell pressure range to 2MPa (dependent of cell choice) ?Small laboratory foot print No hydraulic power pack required ?Standard Triaxial cells can be used (upgraded to dynamic seals and bearings) ? Can be upgraded to perform P and S wave bender element testing. ?Can be upgraded to perform unsaturated triaxial testing with the addition of the following items: a)Unsaturated pedestal with high air entry porous stone. b)1000cc digital air Pressure/volume controller (ADVDPC) for the applicati on of pore air pressure and measurement of air volume change c)Optional HKUST double cell (available in the data sheet ‘Unsaturated Triaxial Testing of Soil (UNSAT). As well as dynamic triaxial tests, the ELDyn system can be utilised to carry out traditional triaxial tests such as UU, CU and CD as well as more advanced tests such as stress paths, K0 and Resilient Modulus tests. HS28. 610 cyclic triaxial test system is also a sophisticated apparatus available in Newdelhi (India). DYNATRIAX is another advanced cyclic triaxial equipment available at many places Los Angeles, Poland and many countries. It can operate at a maximum frequency of 10Hz. 10. CONCLUSION Many innovative systems for cyclic loading of soil have emerged in geotechnical engineering. Each system has its unique advantages and limitations. Some ways of minimizing these limitations have been pointed out. The advanced equipments are an additional tool for performing cyclic loading, in particular liquefaction testing. Extreme care must be used in preparing remoulded sand specimens, and special attention must be paid to testing techniques in order to obtain reproducible test results. In particular, the method of specimen preparation, the shape of the loading wave form, and the preciseness of density determinations greatly affect cyclic strength. Hence, development of ASTM standards for cyclic triaxial testing should include consideration of these factors in the results of this investigation. 11. REFERENCES: ASTM D 3999 Determination of Modulus and Damping Properties of Soils Using the Cyclic Triaxial Apparatus Advanced triaxial testing of soil and rock – Page 484 by Robert T. Donaghe, Ronald C. Chaney, Marshall L. Silver Chan, C. K. , 1981, â€Å"An Electropneumatic Cyclic Loading System,† Geotechnical Testing Journal, ASTM, Vol. 4, No. 4, pp. 183-187. Dynamic Geotechnical Testing H Ronald J. Ebelhar, Vincent P. Drnevich, and Bruce L. Kutter. STP 1213 ASTM Publication Dynamic Geotechnical Testing : a symposium by Marshall L. Silver Khosla, V. K. and Singh, R. D. , â€Å"Apparatus for Cyclic Stress Path Testing,† Geoteehnical Testing Journal, GTJODJ, Vol. 6, No. 4, Dec. 1983, pp. t65-172. Fundamental of Soil Dynamics and Earthquake Engineering By Prasad. Soil Liquefaction, a critical state approach by Mike Jefferies & Ken Been Kramer, Steven L. , Geotechnical Earthquake Engineering, Prentice-Hall, Inc. , Upper Saddle River, NJ, 1996 Townsend, F. C, â€Å"A Review of Factors Affecting Cyclic Triaxial Teste,† Dynamic Geotechnical Testing, ASTM STP 654, American Society for Testing and Materials, 1978, pp. 356-383.

u.s justified in dropping atomic bomb Essays

u.s justified in dropping atomic bomb Essays u.s justified in dropping atomic bomb Essay u.s justified in dropping atomic bomb Essay Many people today could argue their side and reasons on why they think the United States was Justified in bombing Japan. But was Osama in Laden Justified in orchestrating 9/11? No one in their right mind would support the killing of innocent civilians on 9/1 1 on the basis of the argument that Osama Bin Laden and his cohort wanted to end the war between radical Islam and the U. S. So why is it acceptable for the U. S. to have incinerated tens of thousands of civilian men, women, children and babies to end the War, when there was a military alternative? The U. S. ould have ontinued the war against the Japanese armed forces instead of targeting Japanese civilians. If the Japanese civilians who were killed are not deemed to have been innocent because they may have supported the Imperialist Japanese Government, then neither was those who died in the World Trade Center or any Americans, because they support the U. S. Government! Yes, the Japanese did bomb the U. S first but didnt more than half of the America people tell them they werent right for doing it on pearl harbor ? So if their wrong, what makes it okay for the United States? The United states was mad because Japan came to their land and killed their innocent people and destroyed everything that they worked so hard to form, but now its suddenly not okay for Japan to be Just as upset? Its not even about who wanted the war to end and who was going to do what! Was killing thousands of innocent women, and children, really worth the satisfaction of being able to say you won? okay sure Japan did awful things, but America lowered themselves to a incredibly low level with this evil action. And were in no way right for their actions at all.

The eNotes Blog Tips for Encouraging Collaborative Learning in theClassroom

Tips for Encouraging Collaborative Learning in theClassroom How do we invite collaboration and teamwork into the classroom? It can seem easy on paper, but actually getting our students to be open minded about working together often proves more challenging. Collaborative learning gets students working together to solve problems and complete tasks- unlike the more traditional, isolated approach many of us have experienced. Collaborative learning helps students solve problems, ask more questions, and dive deeper into topics than they might on their own. In studying literature, these actions are imperative in getting to know a text. Let’s examine four tips on how to encourage students to share ideas and make the classroom a welcoming, open space for all. 1) Encourage Expression of Individual Perspectives Picture a socratic seminar, that discussion style many students dread. One student builds up the nerve to make an observation to the rest of the class and is immediately shot down. Maybe her peers disagree with the observation or aren’t used to interacting with ideas that don’t come straight from the text or the teacher. Next, imagine a student who takes a chance on an assigned essay and offers an unconventional view. However, her grade suffers because either the teacher found it too perplexing or the student did not have an opportunity to express her ideas earlier. In order to foster individual perspectives and avoid these situations, it’s important to establish our classrooms as safe spaces for expressing thoughts and ideas- no matter what. This is especially important when discussing subjective questions, which, as we need to emphasize, have no clear answer.   Let’s take this further. If we create the right environment to encourage students to express themselves, they’ll feel more comfortable with ambiguity. This will encourage them to think creatively as opposed to attempting to find the conventional answer. As physicist Albert Einstein said, â€Å"If at first the idea is not absurd, then there is no hope for it.† 2) Allow All Voices- Even the Quiet Ones- to Be Heard Some students consider class discussions their worst-nightmares. While others have no problem speaking up and sharing ideas, these students may suffer from some serious stage fright. We have to keep this in mind when planning discussions. Make sure all students have the chance to be heard, but include different kinds of participation activities that may be more encouraging for your most timid students. One solution is to simply break up classroom-wide discussions into smaller ones of 3-4 students. We really enjoy activities that allow students time to reflect, discuss with a partner, and then share with a small group or the class. Scaffolding discussions in this way allows all students the opportunity to contribute at multiple levels. 3) Encourage the Sharing of Ideas When asked to analyze a text, most of us have felt the pressure to discover the hidden meanings and wisdom of the author- often alone and without resources. This pressure on all of us to come up with unique, original ideas on our own is damaging because it inhibits creativity and can harm learning. The reality is that collaboration helps us come up with better, more functional ideas because it gives us multiple starting points and perspectives to learn from. By using annotation tools like Google Docs  or Hypothes.is, students can â€Å"piggyback† off one others’ annotations and thoughts with their own. This allows them to build off of one another’s ideas, creating a productive environment for discussing texts. 4) Emphasize That There Are Many Correct Answers Since our classrooms should be open-minded spaces for discussion and idea-sharing, we also need to make it clear that in discussing literature, there are few wrong answers- in fact, there are often many correct answers when analyzing a text. If teachers and students alike have a mutual understanding of this, students will feel more comfortable sharing new ideas. This understanding helps clarify how important it is to emphasize that each student’s ideas are valid. This is not to say that students cannot disagree with one another; disagreement can spark rich discussions, as well. However, consider pointing out that some answers can be insufficient. For example, if an argument lacks evidence in the text, that’s something to discuss. Focus on demonstrating how a student can improve her work rather than telling her she’s outright wrong; this damages student-teacher relationships and hurts students’ inclination to share in discussions in the future.