Is empowerment a valuable tool for increasing efficiency and Essay - 5

Is empowerment a valuable tool for increasing efficiency and effectiveness in todays organisations - Essay Example This research will begin with the statement that there is no denying the fact that most of the organizations use only a minuscule of their employees’ total potential and many times employees feel that their skills and abilities remain underutilized. In order to inculcate efficiency driven organizational attitude, the organizations need to give way to a setup that encourages employees to grow and learn and make an optimal use of their overall potential. It is only in such organizations that a space for innovation, efficiency and effectiveness could be created because the employees’ in such empowerment driven organizations do get a chance to make the best of their abilities and to develop new skills and attitudes that innovation requires Hence, in empowering organizations employees do feel an urge to go beyond their sphere of duty so as to put in an extra effort aimed at meeting the organizational goals. The employees in empowering organizations see their extra effort as an investment rather than being dissatisfied and wait for the highest bidder. In most of the successful organizations, it is the ability to encourage the untapped potential in the employees that enables them to compete in the markets and allows them to successfully retain the experienced and skilled talent. In that context, it is a myth to assume that the learning potential within organizations tends to be innate and once the employees are trained and introduced to their job responsibilities, they will learn new skills and behaviors on their own. That is why an empowering audit allows the organizations to learn about the immediate skill levels and motivation of their employees, and what could be done to inculcate new skills and behaviors. In that sense empowerment is a positive force that has immense relevance in varied processes and opportunities going on and available within organizations. Before understanding the role of empowerment in boosting organizational effectiveness and ef ficiency, it is a must to have an insight into how the organizations disempower employees and what are the significant traits of the disempowering organizations. The disempowering organizations do believe in fixing the blame rather than solving the key issues and problems.

Speech Analysis Essay Example for Free

Speech Analysis Essay In David McCullough’s June 2012 Commencement Speech You Are Not Special, he argues that no one is really special. In this speech he is saying that everyone is alike somewhere and somehow. Even though he is seems to be bashing the graduating class, he still adds encouraging words. Throughout the whole speech he continuously states that you are not special, but then ending the speech with saying, â€Å"You are not special because everyone is. † I argue that both McCullough and Sierra use the strategies of adding comparison, list, and emotion to make their speech and article convincing. An article in response to McCullough’s speech, Open Letter from a millennial: Quit Telling Us We Are Not Special written by a woman named Sierra on June 25, 1012. Her response argues that this speech is not appropriate for the graduating class who are ready to take on the world. McCullough’s speech should be aimed towards the parent’s generation. Sierra states that the parents are responsible for the problems their children face. In the real world the high school diploma is worthless. Comparisons are used in both McCullough’s and Sierras work. Sierra uses the comparisons to compare what we know now to our childhood memories, such as the tooth fairy. â€Å"We stopped believing in our own specialness around the same time we stopped believing in the tooth fairy. † She is saying that at a young age, we realized that we are not as special as everyone said we were. McCullough uses comparisons as well. In the beginning of his speech he compares the high school diploma to marriage. Unlike marriages, we cannot separate, divorce, from our diplomas, like we could our spouses. Both McCullough and Sierra use lists to persuade their audience. In Sierras article she uses list to show how as children and teenagers we depend on our parents. Stating that they do work for you, and then call you lazy or telling and teacher that an â€Å"A† is not good enough and the list continues. She uses list to get her point across. Rather than just stating one fact, she gives them all. In McCullough’s speech, he uses lists as well. He states that children have been pampered, fed, catered to, and so on. He uses this to get across that we have been babied our entire lives, so will we be prepared for the real world? He also uses list with statistics stating that somewhere someone is just like you. McCullough uses â€Å"There are 3. 2 million seniors from 37,000 high schools. † He continues on with the numbers of class presidents, swagger jackers, and pairs of Uggs. This is to get across that no one is different and there is always another person with the exact same thing as you. McCullough uses more humor. This makes the speech less offensive to the audience. While reading this speech you don’t notice the humor much, but when actually viewing the speech it is more humorous to the crowd. What some might think is humorous others might not. In conclusion, even though both use similar strategies in their work McCullough’s article is more persuasive. He makes you actually think that you are not special by adding comparisons, lists and emotions.

Vladimir Lenin :: Vladimir Lenin Essays

Vladimir Lenin, who’s real name was Vladimir Ilch Ulyanov, played an important role in shaping the character of the twentieth century western world. He oversaw the most far-reaching revolution that in 1917 radically changed the political and social structure of Russia and balance of power in the world. Being an important historical figure in Russia, Lenin is treated more like a god. To the Russian public, he is presented as strong, wise, courageous, and kind. Lenin’s infallibility, or accuracy, was so strong that his words pervaded every level of daily life. Such as newspapers, storybooks, etc. Children were taught to follow his example and adults were told to follow his path and advice on how to be hardworking, loyal communists. Since the revolution more than 350 million works by Lenin have been published in the former USSR. He is the ultimate mentor and guide for all soviets, like he was a god or idle. He had the final authority on every aspect of their life. Anyone who visits the Soviet Union then and now is bound to be shocked by the utter extravagance of the nation’s adulation with him. Americans today can not even grasp why the Soviets idolize one man so much. It inspires guilt in Americans about their own revolutionary past. But, to the extremes of which the worship of Lenin is carried makes us ask ourselves who he really was. As you will see the man and the myth are often difficult to distinguish. Lenin’s likeness appears before the Soviets very often and in many different ways so that he is almost too easy to forget about. An example would be, in a park in Kiev, a floral arrangement is fashioned to resemble his face. In Moscow this adulation reaches an absurd height. In Red Square people wait in an endless lone to see his tomb. While in this line an eternal flame honors the millions of soviets who died in World War Two. Who was Lenin really? A god, a man, or something else. Where did he come from? What did he believe? Why did the Soviets immortalize him so relentlessly? Lenin was born in the backwater town of Simbirsk in 1870. He grew up in a well educated family in provincial Russia. He excelled at school and went on to study law. At university, he was exposed to radical thinking, and his views were also influenced by the execution of his elder brother, a member of a revolutionary group.

Drawframe Machine

Introduction The draw frame in a textile mill is unavoidable in yarn spinning as fibers need to be kept side by side termed as parallelization of fibers in textile technology. This is done as we see that most of the fibers at carding stage are so fast that there is little or no fiber parallelization. Even though modern carding machines have using the auto leveler still there can be some unevenness along the slivers. These two issues will affect the quality of the yarn. The draw frame machine is the last machine which can improve the yarn quality in the yarn manufacturing process. The tasks drafting and doubling are the objectives of the draw frame machine in order to improve the fiber orientation and sliver uniformity respectively. Removal of hooks and dust also can be carried out by the machine, at a significant amount. Objectives To study the material path, objectives and drafting system of the draw frame machine. Procedure * Study the important parts and their function of the machine * Observed and draw the material path * Roller drafting system was observed * Compare the differences between modern and conventional machine Draw frame material path (picture) Tasks of the draw frame * One of the main tasks of the draw frame is improving the evenness over short, medium and especially, long terms. Card slivers fed to the draw frame have a degree of unevenness that can not be tolerated in practice. Doubling is the process of combining two or more slivers usually from carding engine to deliver a single sliver. In the draw frame 6-8 slivers are combined to give one sliver. During the doubling process it is expected that the non-uniformity is in the card sliver will be even-out and a uniform sliver will emerge. Drafting is a process where the weight per unit length of the input sliver is reduced. During the drafting process, fiber parallelization also takes place. The drafting and doubling processes are achieved by passing the slivers through rotating rollers. The fluted bottom rollers are steel rollers while the top rollers are synthetic rollers heavily weighted on the bottom rollers by means of springs. The bottom rollers are run at increasing speeds starting from the back rollers to the front rollers. In addition to the improving evenness, doubling also provides a degree of compensation of raw material variation by blending. The result is exploited in particular in the production of blended yarns comprising cotton/synthetic or synthetic/synthetic blends. At the draw frame, metering of individual components can be carried out very simply by selection of the number of slivers enter the machine * Dust is steadily becoming a greater problem both in processing and personnel involved. It is therefore significant to remove dust in every possible step in the process. Dust removal can only be carried out where there is fiber/fiber, fiber/metal friction. Since dust articles adhere relatively strongly to the fibers. A high performance draw frame with a sufficient number of suction point is a good dust-removing machine. * Sliver formation and coiling is also a important part of the draw frame process using sliver trumpet and calendar roller this functions were done. Differences of drafting systems between modern and conventional draw frame * Modern draw frame machine have helical flute where the conventional machine have horizontal flute. Conventional modern (horizontal) (helical) * In conventional drafting system 4/4 system is used where in modern drafting system 5/4 system is used. * In the modern machine the flutes are inclined and in conventional machine flutes are arranged in straight line. * In the conventional system lever type pressure arm system is used and in modern system spring load system is used. In addition to this the modern draw frame machine have the followings * Single prevention:- if for whatever reason a sliver get exhausted or broken the machine will automatically stop * Colour light system:-indication at which specific point the problem is in the machine which cause into stop * Red-mechanical problem * Green-sliver break * White-power on no run * Blue-over heat * Orange-no can * Automatic can changing:- the machine can be programmed to deliver a specific length of sliver on to the two can after which the cans are automatically changes to new cans. Discussion

Highline Financial Services Essay

Every origination needs to separate themselves from their competition. From offering the newest and latest products to offering outstanding service. Highland Financial Services Itd. Is no different from other companies. Standing out from other organizations is critical for the company’s success. Managing partner Freddie Mack must use the information that he has been provided with to find if he may need to hire or layoff any personnel for the upcoming year. Doing this accurately will help the company reach their goals and insure the companies well being for the future. Freedie Mack will need to use moving average date technique. This technique that averages a number of recent values, updated as new values become available (Stevenson, 2012 p. 84). Freedie must use the following equation. Ft=Man= n E i-t At-i/n= At-n†¦+At-z+At-1/n. By taking amounts from each quarter in the corresponding service areas and dividing the values, Freedie will get the percent’s of growth. The example would be from year one, quarter one, service A and year two using service A quarter one (60/72=1.2% growth projection and then taking the 1.2% and multiplying this by 72). This would give the organization an 86 in service column A for year three, quarter one and so on for each quarter as we will see in the table below. Freedie would use this date to determine the growth or fall regarding the demand. He can use this to predict several years in the future using this technique. Using this technique is easy and easy to understand (Stevenson 2012, p.85). The observations from the technique are the service scores gradually are increasing with the average growth if 1.19% in service A, 1.15% growth in service B, and .98% in service C. Service A and B are growing at a higher pace, while service C is growing slower. To grow the service areas faster, Highland Financial Services Ltd. should offer higher service standards within the current service areas in the coming quarters and years. One option the company may want to explore is better training to up sell the better service package to their clients. This potentially would raise sales and allow them to hire more employees. Freedie should be concerned the organization is not growing in the service area C column. All but quarter three are down, the organization must do something to improve the service  for this quarter by looking into their operations strategy. Depending on what the companies current operations strategy is, they may want to revisit the strategy. Freedie must use up to date information on demand forecasting for the organization. One thing that they can do is use shorter time frames versus long term forecasting due to economy or other outside obstacles. Using short time frame forecasting will allow the organization flexibility if they need to adjust their forecast (Stevenson 2012, p.109). The organization should not layoff any personnel, but rather hire more staff for the business needs as they arise. While the trend shows a raise in service over the next year, they may want to plan for the future and look more into the next few years rather than just one year. Doing this will allow them to hire an appropriate amount of people and be able to train them to be ready for the upcoming business gain and future success of the business. Table below shows the forecast for Year 3 and the four quarters within the year. References: Stevenson, W, J. (2012) Operations Management, 11th edition, New York, N.Y: McGraw-Hill/Irwin.

How to Define Acceleration

How to Define Acceleration Acceleration is the rate of change of velocity as a function of time. It is a vector, meaning that it has both magnitude and direction. It is measured in meters per second squared or meters per second (the objects speed or velocity) per second. In calculus terms, acceleration is the second derivative of position concerning time or, alternately, the first derivative of the velocity concerning time. Acceleration- Change in Speed The everyday experience of acceleration is in a vehicle. You step on the accelerator, and the car speeds up as increasing force is applied to the drive train by the engine. But deceleration is also acceleration - the velocity is changing. If you take your foot off the accelerator, the force decreases and velocity is reduced over time. Acceleration, as heard in ads, follows the rule of the change of speed (miles per hour) over time, such as from zero to 60 miles per hour in seven seconds. Units of Acceleration The SI units for acceleration are m / s2(meters per second squared or  meters per second per second). The gal or galileo (Gal) is a unit of acceleration used in gravimetry but is not an SI unit. It is defined as 1 centimeter per second squared. 1 cm/s2 English units for acceleration are feet per second per second,  ft/s2 The standard acceleration due to gravity, or standard gravity  g0 is the gravitational acceleration of an object in a vacuum near the surface of the earth. It combines the effects of gravity and centrifugal acceleration from the rotation of the Earth. Converting Acceleration Units Value m/s2 1 Gal, or cm/s2 0.01 1 ft/s2 0.304800 1 g0 9.80665 Newtons Second Law- Calculating Acceleration The classical mechanics equation for acceleration comes from Newtons Second Law: The sum of the forces (F) on an object of constant mass (m) is equal to mass m multiplied by the objects acceleration (a). F am Therefore, this can be rearranged to define acceleration as: a F/m The result of this equation is that if no forces are acting on an object (F   0), it will not accelerate. Its speed will remain constant. If mass  is added to the object, the acceleration will be lower. If  mass  is removed from the object, its acceleration will be higher. Newtons Second Law is one of the three laws of motion Isaac Newton published in 1687 in  Philosophià ¦ Naturalis Principia Mathematica (Mathematical Principles of Natural Philosophy).   Acceleration and Relativity While Newtons laws of motion apply at speeds we encounter in daily life, once objects are traveling near the speed of light, the rules change. Thats when Einsteins special theory of relativity is more accurate. The special theory of relativity says it takes more force to result in acceleration as an object approaches the speed of light. Eventually, acceleration becomes vanishingly small and the object never quite achieves the speed of light. Under the theory of general relativity, the principle of equivalence says that gravity and acceleration have identical effects. You dont know whether or not you are accelerating unless you can observe without any forces on you, including gravity.

Wemmicks character analysis Essays

Wemmicks character analysis Essays Wemmicks character analysis Paper Wemmicks character analysis Paper Wemmick is a clerk at Mr. Jaggers office. In this book, we get introduced to Wemmick during the second stage of pips life, in page 157. Wemmick is a very important character in the story as he greatly helps the protagonist, pip after he goes to London. He is the person who gives pip the money allotted to him by his benefactor, whenever required and furnishes him with his basic needs. Interestingly Wemmick has two different distinct personalities. One surfaces when he is at his work place and the other when he is back at home. Wemmic himself tells pip about this in page 192. He says, The office is one thing and private life is another. When I go into the office, I leave the Castle behind me, and when I come into the Castle, I leave the office behind me. At his work place we come across Wemmick as being very stern and unruffled. This characteristic in him can be seen in page 157, pip says, We found a new set of people lingering out side, but Wemmick made a way among them by saying coolly yet decisively, I tell you all, its no use; he (Mr. Jaggers) wont have a word to say to one of you and we soon got clear of them and went on side by side. In the page 157 again, pip describes Wemmick, while at work as a, dry man, rather short in stature, whose expression seemed to have been imperfectly chipped out with a dull edged chisel. Wemmick never seems to be bothered by the common din and the chaos around his workplace. He had an exceptionally calm disposition. This characteristic in him can be observed in page 158 where pip says, he wore his hat on the back of his head, and looked straight before him: walking in a self-contained way as if there were nothing in the streets to claim his attention. His mouth was such a post office of a mouth that he had a mechanical appearance of smiling. We had got to the top of Holborn Hill before I knew that it was merely a mechanical appearance and that he was not smiling at all. While this was the sterner, more coarse nature of Wemmick, back at home, he was much more concerned about various things and was very friendly. Wemmicks caring and concerned characteristic can be seen in page 238. Talking about his father he tells pip, He is in wonderful feather. Hell be 82 next birthday. I have a notion of firing eighty-two times, if the neighbourhood shouldnt complain and that cannon of mine should prove equal to the pressure. This also goes to show how much he loved his father. Wemmicks friendly nature surfaces when he at his home. This can be witnessed in page 192 where pip recalls, The interval between that time and supper, Wemmick devoted to showing me his collection of curiosities. And in page 193 he says, wemmick was up early in the morning, and I am afraid I heard him cleaning my boots. After that he fell to gardening and I saw him from my gothic window pretending to employ the Aged and nodding at him in the most devoted manner. Our breakfast was as good as supper and at half past 8 precisely we started for Little Britain. By degrees, Wemmick got dryer and harder as we went along, and his mouth tightened into a post office again. At last we got to his place of business and he pulled out his key from his coat collar, he looked as unconscious of his Walworth property as if the Castle and the drawbridge and the arbor and the lake and the fountain and the Aged had all been blown into space together by the last discharge of the Stinger. Wemmick cared a lot for pip. Eventually he becomes a good friend and adviser to Pip. His importance in the story is truly realized in page 334, where he saves Pips life by sending him a note cautioning him not to go home.

About the Supplemental Security Income Program - SSI

About the Supplemental Security Income Program - SSI Supplemental Security Income (SSI) is a federal government benefit program providing cash to meet basic needs for food, clothing, and shelter to persons who are blind or otherwise disabled and have little or no other income. Monthly SSI benefits are paid to persons with limited income and resources who are disabled, blind, or age 65 or older. Blind or disabled children, as well as adults, can qualify to get SSI benefits. How SSI is Different From Retirement Benefits While the SSI program is administered by the Social Security Administration, the way in which SSI benefits are administered is very different from how Social Security retirement benefits are paid. SSI benefits do not require and are not based on the recipients prior work or a family members prior work. In other words, no current or prior employment is required to qualify for SSI benefits. Unlike Social Security benefits, SSI benefits are funded by general funds from the U.S. Treasury generated by income taxes paid be individuals and corporations. Social Security taxes withheld from workers paychecks under the Federal Insurance Contributions Act (FICA) do not help fund the SSI program. Total SSI funding, along with maximum monthly amounts to be paid to SSI recipients, are set annually by Congress as part of the federal budget process. SSI recipients in most states can also have their benefits supplemented by Medicaid to help pay for doctor bills, prescriptions and other health care costs. SSI beneficiaries may also be eligible for food stamps in every state except California. In some states, an application for SSI benefits also serves as an application for food stamps. Who is Eligible for SSI Benefits Anyone who is: aged (age 65 or older);blind or disabled. And, who: has limited income; andhas limited resources; andis a U.S. citizen or national, or in one of certain categories of aliens; andis not absent from the country for a full calendar month or for 30 consecutive days or more; andis not confined to an institution (such as a hospital or prison) at the governments expense; andapplies for any other cash benefits or payments for which he or she may be eligible, (for example, pensions, Social Security benefits); andgives SSA permission to contact any financial institution and request any financial records about you; andfiles an application; andmeets certain other requirements. What Does  Ã¢â‚¬ËœLimited Income’ Include? For purposes of determining SSI eligibility, Social Security counts the following as income: money you earn from work;money you receive from other sources, such as Social Security benefits, workers compensation, unemployment benefits, the Department of Veterans Affairs, friends or relatives; andfree food or shelter. What  Are ‘Limited Resources’? For purposes of determining SSI eligibility, Social Security counts the following as limited resources: cash;bank accounts, stocks, U.S. savings bonds;land and real estate;vehicles;personal property;life insurance; andanything else you own that could be converted to cash and used for food or shelter. NOTE: For complete details on the SSI program, including qualifications and how to apply for benefits, see the  Understanding Supplemental Security Income home page on the SSA website.   SSI Payment Details Amounts of SSI benefit payments are set annually by Congress and are typically adjusted every January to reflect the current cost of living.  Maximum (SSI) payment amounts increase with the cost-of-living increases (COLA) that apply to Social Security retirement benefits. Some states provide supplemental SSI benefits. SSI benefit payments are not taxable. Possible Benefit Reductions Exact benefit amounts paid to individual SSI recipients may be less than the maximum depending on non-SSI income, like wages and other Social Security benefits. Persons living in their own home, in the home of another person, or in a Medicaid-approved nursing home may also have their SSI payments reduced accordingly. The monthly amount is reduced by subtracting monthly countable income. In the case of an eligible individual with an eligible spouse, the amount payable is further divided equally between the two spouses.   Updated current maximum and average SSI payment amounts can be found on the SSI Statistics web site. SSI Work Incentive Programs Helping people with disabilities achieve independence by taking advantage of employment opportunities is one of the Social Security Administration’s highest priorities. SSI’s work incentive programs help disabled and blind SSI recipients to continue to work while minimizing the risk of losing their SSI or Medicaid benefits. Certain work incentive programs allow SSI recipients to exempt some of their work income from their list of resources. Others allow SSI recipients to continue to receive Medicaid coverage even though they are not receiving monthly SSI cash benefits. SSI recipients may be eligible to take advantage of more than one work incentive program. As with Social Security retirement benefits, working can reduce the amount of the recipient’s SSI benefit payments. Complete information on SSI work incentive opportunities can be found in the SSA’s â€Å"The Red Book - A Guide to Work Incentives.†

Illicit Drug Usage and the Law in Canada Essay Example | Topics and Well Written Essays - 1250 words

Illicit Drug Usage and the Law in Canada - Essay Example This has prompted the Canadian government to join the United Nations and other like-minded countries in the war against drugs. Canada has instituted various legislations aimed at curbing this cropping vice. For instance, the Canadian government has established new prohibitionist drug laws with very harsh penalties. The social, economic and political effects that substance abuse has had on the entire Canadian society are self-evident. For instance, a substantial number of Canadians who succumb due to drug-related complications has soared. Direct health care costs have also increased to large extents. Besides, substance abuse cost Canadians billions of dollars annually. Furthermore, there is low productivity in Canada due to morbidity that has adversely affected the Canadian economy. According to Montigny (2011), drug- related crimes are the order of the day in Canada in that crime rate has tremendously heightened. Consequently, crime and law enforcement costs have been on the rise due to increases in use of illicit drugs. This has invoked the Canadian government to tighten up its belt in the fight against illicit drug and substance abuse. A number of Acts aimed at controlling these drugs have been instituted. A legal foundation for drug legislation in Canada was laid in the early twentieth century. This was precisely in 1908 when the Opium Act instituted the initial drug restrictions. The act also created prohibition toward various other medicines and restrictions on tobacco and alcohol usage. Later in 1911, the Opium and Drug Act of 1911 was enacted establishing further restrictions on cocaine and opiates (Roach, 2008). In the year 1923, the Act incorporated restrictions towards cannabis usage. These developments led to the ultimate enactment of the Opium and Narcotic Act 1929, which became a crux in the Canadian drug policy. This act was backed up by various international drug legislations instituted by specified conventions. They include the Single Convention on Narcotic Drugs of 1961 as well as the Convention on Psychotropic Substances of 1971(Whitaker, 1970). The fight on illegal drug usage in Canada took a new dimension in the year 1969 when the Le Dain led Commission was mandated to look into the Non-medical use of drugs in Canada. The commission established that the number of Canadians convicted with life imprisonment and other personal barriers annually due to illegal drug possession and usage was on tremendous rise. More so, they discovered that the police used excessive force against drug offenders (Moore, 2007). Owing to these discoveries, there was need for gradual withdrawal from criminal sanctions against those found in possession and use of illegal drugs as well as less coercive alternatives to the application of criminal law on drug offenders. This witnessed the implementation of the Canada Drug Strategy of 1987 that was aimed at addressing the identified problems. A decade later, the Controlled Drugs and Substances Act of 1997 was enacted. This Act was specifically meant to address the Canadian drug situation disregarding what was transpiring in other countries around the world. This Act was soundly prohibitionist since it barred any activities related to illegal drugs. As such, the most outstanding federal statute dealing with illegal drugs in Canada is the Controlled Drugs and Substance Act of 1997 (CDSA). This statute is charged with the

Final Exam Essay Example | Topics and Well Written Essays - 1250 words - 3

Final Exam - Essay Example Rondell Corporation traversed the path of success and growth in innovative engineering design of electrical items and radio broadcasting equipments. However, it failed to revamp its organizational structure and establish links between departments to restore mutual cooperation and consensus. This paper aims to look at the sources of conflicts at Rondell. With reference to Pondy’s model of organizational conflict, recommendations follow to improve the power relations, interdependencies and overall performance of the company. Prime culprit behind burgeoning conflicts at Rondell Corporation is ineffective organizational structure and power distribution. Though seemingly simple, poorly defined structure starts developing the following loopholes which ultimately leads to reduced agreement between departments and key personnel. Parent & Slack (1997, p. 221) opine that if an organizational is undergoing tumultuous phase due to differentiation and ambiguous roles, setting up of formalized rules, policies and norms of work practices and behavior can help solve the issues. High formality results in shaping up doubts, unclear job roles and even reciprocal interdependence. At Rondell, informal organizational structure rules the day-to-day operations. Departments have made subunits that in turn are running their individual politics and tactics to fulfill their personal interests. Lack of formalization has made departmental goals overshadow organizational objectives. Differentiation refers to dividing the tasks into smaller parts and allocating them to subunits of departments for better fulfillment of goals. Rondell has five major units or functions namely sales, engineering services, research and development (R&D), production and control. Though individual subunit orientation is necessary to contribute effectively to organization’s growth, these five departments at Rondell have deviated too far

Barclays Bank Essay Example | Topics and Well Written Essays - 2000 words

Barclays Bank - Essay Example Barclays Bank for a long time has been seen to capitalise in this, even before the field of behavioural finance was. One of the best example as to how Barclays Bank is using behavioural finance theory to advance its business is the English Premier League sponsorship which the bank has sponsored since 2001. Sports generate a lot of emotions epically emotions of belonging and fondness. In this regard, sponsoring the English Premier League which is popular not only in England but actually in the whole world has enabled the bank to be able to access a lot of market. There are so many customers around the world who become customers to Barclays Bank just because they associate it with their favourite sport, soccer. Business Funding at Barclays Bank Being a three hundred year old business, Barclays Bank has used a number of funding methods over the years. However, there are the most recent funding methods which the bank has opted. ... In the United States, the bank has also had some liquidity issues and there were fears that the bank may be having a bad debt of over $10 billion and this led to the shares of the bank dropping a whole 9%. However, it later emerged that the debt was much less than the amount and was actually $1.9 billion. Funding In an attempt to enhance its tier 1 capital ratio, Barclays Bank tried to raise 4.5 UK pounds through a non-traditional rights issue in mid 2008. However, only 19 percent of the shareholders took up the rights offer and this led to the majority shareholder, China Development band and Qatar Investment Authority with majority shares. Later in the same year, Barclays tried another round of capital-raising which led to seven billion UK pounds being raised, mainly from investors from Qatar and Abu Dhabi. The fact that the capital raising was not from the existing shareholders led to some worries by the existing shareholders who objected to the fact that they were not pre-empted a bout the rights issues. The shareholders even threatened to boycott the decision in the extraordinary shareholders meeting. Barclays Bank Shares Barclays Bank is a publically traded firm which trades both in the London Stock Exchange as well as the New York Sock Exchange. All its subsidiaries also trade in the local stock exchange markets of the countries where they operate. Barclays Bank has been in the stock exchange for a long time now and the current price of its shares is ?284.35 which is a fall of 1.59% from previous price. Barclays bank has a capitalisation of over ?21.8Â  billion making it the 22nd largest firm listed in the London stock exchange market. The

Capitalism - cause of Global Economic Crisis Essay

Capitalism - cause of Global Economic Crisis - Essay Example Roubini has little doubts about the fact that capitalism is being doomed because the governments have failed to find out solutions to the problems caused by the system of market economy. The governments and policy makers took a number of different steps to bring the economy back on track but all policy measures taken to prevent the downfall of economic system failed one after the other. As the last resort the governments are trying to bring stability to the economy by cutting the expenditures however this will not be able to bring the economy back to track until new taxes are levied or the previous raised. Most of the countries that are following the principle of market economy have failed to restore the living standard of the public despite giving salary raises and subsidizing commodities because the effect of raised taxes is much higher as compared to the monetary assistances provided by the governments. Injecting more money into the failing economy in the form of bank bailouts is not an available option now for most of the countries because of the increasing political and public pressures because such measures are taken at the expense of public welfare expenditures which is totally unacceptable to the already suffering people, moreover another series of bank bailouts is also economically unfeasible. Currency depreciation is an option because a weaker currency and better trade balance can restore the economic growth but rendering the currencies weak is not an option for economically advanced countries therefore currency wars are currently in order. The Eurozone countries managed to help their cause a bit by the establishment of the European Financial Stabilization Facility but in the current circumstances the ESFS will not be able to pay bailouts for countries as big as Italy or Spain because of the limited assets whereas adding to the assets of ESFS is not possible because currently no country in Europe could sponsor such a move and this will receive resista nce from countries like Germany. In effect, the capitalist system of economy has stuck itself in a circle of self-destruction as suggested by Karl Marx where jobs are being cut because of the lack of demand in the market and this cutting of jobs is further adding to the lack of demand resulting in more job cuts and so on and this is the approach which has been adopted by the followers of the Keynesian system. The world currently is facing the problems which were predicted by the critics of capitalism hundreds of years ago such as poverty, unemployment, hopelessness, lack of basic facilities of life and the most important of all which can be considered as the root cause of these problems is the increasing inequality between people (Roubini, 2011). In the end Roubini suggests that there is a need of â€Å"investing in human capital, skills and social safety nets to increase productivity† and this can surely be the only possible solution to the present economic crisis. According to Roubini the present economic system based on market economy has essentially failed to provide effective solution the problems faced by man therefore a modified capitalist model is required to take over. Sen on the other hand gives prime stress to find out what exactly is the problem with the economic system of the present time and put forwards

MIS 2200 Essay Example | Topics and Well Written Essays - 250 words - 1

MIS 2200 - Essay Example It would help them to be equipped with advancing knowledge and skills so that they can better meet the organizational goals and objectives. Another very critical issue is that of our organizational culture which promotes cross cultural understanding and high ethical considerations within work environment. These are important factors for creating value based credibility amongst all our stakeholders. At the same time, it also helps to develop mutual respect and understanding and promotes effective communication to resolve workplace conflicts, if any. Shared goals and collective responsibility are important ingredients that significantly contribute to higher performance. The facilitating platform of continuous learning through system resources and external exigencies are major elements that help create benchmark for improved outcome. Indeed, we believe in empowering workers with knowledge and understanding so they can make decisions based on informed choices. Last but not the least important are the entrepreneurial initiatives of the workers which add value to the organizational visions and goals. The effort of the workers towards continuous improvement through constant learning and creative input is intrinsic to the organizational output and success. We hope that each of you will continue to contribute towards creating highly credible image of the organization amongst all our

Literature Review Essay Example | Topics and Well Written Essays - 3000 words

Literature Review - Essay Example The public sector commercial banks are again divided into three groups – the State Bank group, other nationalized banks and the regional rural banks. As competition in the Indian banking sector has increased due to deregulation and dilution of government ownership in PSBs, opening up of the banking sector to the private banks and foreign banks, competition has intensified. The banking sector is no more limited to accepting deposits from the public and giving out to loans to public. They now provide innovative service with innovative style. ATMs, credit cards and internet banking have changed the way banks offer services. Banks have added other services such as bankassurances, money transfers, and NRI services (Mittal & Mittal, 2009) The marketing of services is different from marketing of products because services are intangible, heterogeneous, perishable and inseparable. Services cannot be patented, displayed or communicated (Zeithami & Bitner, 2000). Customer satisfaction in the services industry depends on employees’ actions (Douglas & Connor, 2003). How the service is delivered and how the service delivery process is perceived, holds importance in services marketing. The physical evidence in the service setting is extremely important, as according to Kotler, the place where service is bought is one of the most significant features (Hightower, Brady and Baker, 2002). Hence, intangible cues like the physical environment, the design, the landscape, the surroundings, the layout, the dà ©cor and the parking facilities – all create an impression on the five senses and determine how the service is perceived (Brunswick, n.d). In a bank setting, these act as interaction facilitator, thereby increasing performance. Thus, in services marketing the 4 Ps extend to seven Ps to include people, process and the physical evidence. When the service exceeds customer expectations,

MIS 2200 Essay Example | Topics and Well Written Essays - 250 words - 1

MIS 2200 - Essay Example It would help them to be equipped with advancing knowledge and skills so that they can better meet the organizational goals and objectives. Another very critical issue is that of our organizational culture which promotes cross cultural understanding and high ethical considerations within work environment. These are important factors for creating value based credibility amongst all our stakeholders. At the same time, it also helps to develop mutual respect and understanding and promotes effective communication to resolve workplace conflicts, if any. Shared goals and collective responsibility are important ingredients that significantly contribute to higher performance. The facilitating platform of continuous learning through system resources and external exigencies are major elements that help create benchmark for improved outcome. Indeed, we believe in empowering workers with knowledge and understanding so they can make decisions based on informed choices. Last but not the least important are the entrepreneurial initiatives of the workers which add value to the organizational visions and goals. The effort of the workers towards continuous improvement through constant learning and creative input is intrinsic to the organizational output and success. We hope that each of you will continue to contribute towards creating highly credible image of the organization amongst all our

Part of a Marketing Plan Assignment Example | Topics and Well Written Essays - 1500 words - 1

Part of a Marketing Plan - Assignment Example Cotton On is one of the few organically Australian ready-to-wear (RTW) fashion label. Fairly young in the industry at less than 30 years old, they now have shops all over Australia, New Zealand, and America. It has uniquely mirrored the same image that Australia has project all over the world, relax, simple and comfortable. Its primary target is the youth, 15-30, who feels wants a simple no-nonsense style that is flexible yet fashionable. Through the years, there have been constant effort from the brand to reinforce their image through TV commercials, print ads, and out-of-home advertisements. However, the fashion industry has witnessed an incredible shift of media consumption from traditional to digital. Many of this digital adaptors belong to the same target market that Cotton On caters to, young from the broad C. Many businesses have taken advantage of this by, early on, exerting the same effort digitally as they do above the line. Unfortunately, Cotton On came in late. They, in fact, established their online store less than three years ago. Outside of the online store, very little effort has been exerted to utilize the digital media to reach the Cotton On target market. This lack of digital presence resulted to one of the biggest digital scandal in the business world when facebook members started spreading complaints and protests against Cotton On Children’s line. The protest claimed that Cotton On’s pieces contained â€Å"disrespectful† messages. One word. That’s all it takes for a person to know someone inside and out, its history, its sensibilities, its personality, and its relationships. That word is the brand name. Coca-Cola. iPod. Nike. Google. Their identities are so strong and so embedded to the minds of the consumers that no single study, perhaps not even a compound of a thousand, can comprehensively explain how each company built it. Cotton On, despite being a young label, has experienced a certain

Analysis on Guy de Maupassant’s The Necklace Essay Example for Free

Analysis on Guy de Maupassant’s The Necklace Essay There is a great deal in keeping and evoking good and rational values. This is the chief lesson of that famous short story titled ‘The Necklace’ written by Guy de Maupassant (1) in the late Eighteenth Century. This short story tells about the proud-turned-tragic life of Madame Mathilde Loisel who dreams of an aristocratic status in life so that she would be able to experience the patrician lifestyle of some of her Parisian female friends. The life of Madame Mathilde Loisel shares a moral story that one has to have the right and proper moral values in order not to be blinded by empty materialism and pompous luxurious lifestyle. This means that there are more valuable intangible things in life that cannot be acquired by money; they can only be obtained by having rational insights and principles in life. These precious things are our human values. Human values cannot be measured by any material or monetary estimation, nor can they be taken away so easily like any commodities in the market. This means that if one possessed the right and rational values, he/she cannot be deceived by any fine and worldly things. But this does not mean that one has to denounce materialism totally. Â  The Necklace (Maupassant 5) centers on the covetous life of Madame Mathilde Loisel who is not satisfied with her middleclass position in life. Her secret sorrow is her not having all the material lavishness she desires around her. She hates the impoverished people who worked their bodies like animal just to eat three times a day. Most of the time, she spends the day thinking herself as a wealthy chatelaine who basks in the praises and admiration of people around her. She wants to be the center of attraction, and the only way to achieve this is to have expensive and luxurious garments and jewelry. Â  Madame Mathilde Loisel’s husband, Monsieur, cannot satisfy her desire in life since the latter’s salary as a clerk in the Ministry of Public Instruction is not enough to even buy her an expensive evening dress for a ballroom party. The night that changed her life forever comes when her husband receives an invitation to an official social gathering at the Ministry. Stricken by her desire to be the center of attraction at the said party, Madame Loisel is troubled because she has no appropriate elegant outfit and ornaments for the party. Luckily, her husband buys her a new dress taken from his own savings, while she borrows a stunning diamond necklace from her friend, Madame Jeanne Forestier. That night, Madame Loisel catches the attention of all the guests and even high-ranking officials because of her beauty. She enjoys the fleeting moment as the center of attraction at the dance party. However, her tragedy begins upon realizing that her diamond necklace is missing. They try to look for the missing necklace but to no avail. Â  Because of her lingering pride, the Loisel couple decides to purchase a matching diamond necklace as replacement for the lost necklace of her friend. The new diamond necklace that worth thirty-four thousand francs costs Madame Loisel her entire inheritance and the couple also incur huge debts. As a result, Monsieur and Madame Loisel have to work extra jobs in order to make both ends meet. After ten years, Madame Loisel is now older, shabbier, and less refined from a decade of physical work. Still proud and appearing tough, Madame Loisel still has the audacity to her old associates that she had once lost a diamond necklace. In the end, she is deeply depressed when she is informed by Madame Forestier that the long lost necklace is just a replication costing not more than five hundred francs. Had it not been for her covetousness and immodest desire for finer things, Madame Loisel would not have suffered her sorry fate. Her story is never new to people during her time, much more to people in this contemporary era. Today most people live beyond their means just to please others, or just to show others that they can afford to buy trendy stuff and hi-tech gadgets like cell phones and gaming gizmos. This only means that one has to have the rational and proper values so as not to be blinded by things of material value. These values may include industry, patience, humility, discipline, contentment, respect for others, and sense of self. People like Madame Loisel lack most of these good, rational qualities. If Madame Loisel only had the right values, she would have been content of what she has. But make no mistake, it is not wrong to desire for material things as long as you have the capacity to obtain them. To a person with proper values, he/she will have to work first before coveting for material objects around him/her. Â  One has to be patient in his/her work. If one wants a particular product displayed in a fashion boutique, he/she has to work hard for it. Having the right values, a person cannot be easily swayed by the tempting material luxuries around him— what he will do is to take it as an inspiration to improve his status in life. Reference: De Maupassant, Guy. The Necklace. Dramatic Publishing,

Analyze Role Of Mentor Developing And Delivering Teaching Nursing Essay

Analyze Role Of Mentor Developing And Delivering Teaching Nursing Essay The role of the mentor in nursing is a crucial one and should not be undertaken lightly, it is a privilege with much responsibility, as the mentor is accountable for their own and their mentorees performance. It is a privilege as a professional nurse mentor to be able to help a student realize their potential and rewarding to see them putting the theory they have learned into practice and helping them get the most out of their placement. The role of the mentor cannot be over-emphasized; learning experience in the clinical setting ensures that the nurses and midwives of the future are fit to practice (RCN, 2007) and in this way the role is central to patient safety. Most registered nurses in the NHS will be expected to assume the role of mentor and with 50% of pre-registration nursing programs embedded in practice (RCN, 2007), with resources becoming less and less and the NHS becoming busier and busier, practice learning and mentoring play an increasingly important role. Mentorees nee d to be able to rely on the consistency, competency and superior knowledge and professionalism of the mentor to guide their learning, assess their competence and thus effectively act as gate keepers to the profession (Duffy, 2004) and as such is an extremely important role. The following essay will draw upon types of leadership to enhance the skills of the mentor and improve the relationship between the mentor and mentoree. The first question that needs addressing, is what is a mentor?. There exists many definitions, and the term mentoring has been used interchangeably with, preceptor, coach, supervisor and teacher (Morton-Cooper Palmer, 2000). Price (2004) defined it as an experienced professional friend, charged with the teaching, guidance and assessment of a learner in practice. The NMC considered it as, a mandatory requirement for pre-registration nursing and midwifery students (NMC, 2006a). Some have defined mentoring as essentially an evidence-based intervention that inspires confidence and innovation, and encourages continuous professional development, (Jakubic, 2004). In addition mentoring can be both informal and formal; informal mentoring is often used as an adjunct to the more formal process of supervision and is based on a agreed plan of action to help the mentor achieve realistic goals or address specific problem areas. Whereas formal mentoring involves a structured and time managed proces s with clearly set objectives to be realised in a timely manner (Tourigny Pilich, 2005). The role of the mentor primarily is to enable the student to understand the theory and its application in in the clinical context; the mentoree must learn to put theory and knowledge and be able to apply what they have learned to clinical practice. This process involves among others, assessing, evaluating and providing constructive feedback. It also involves assisting the mentoree in developing the ability to constructively reflect upon their practice and experiences and importantly be able to learn from this reflection (Schon, 1983). It is important to note that in order to facilitate reflection the mentor themselves must be able to self-reflect. The mentor must also have adequate knowledge and skills in order to integrate theory and practice effectively, (Eraut, 2004). The RCN (2007) in their toolkit for mentors draw attention to the obvious but crucial need for the mentors to be fit for effe ctive practice themselves and to have the depth and breadth of learning to be awarded a diploma or degree (RCN, 2007). The RCN also states that, a mentor is a role model and as such should be aware of their own practice and how it impacts the mentorees; the imitation of bad habits is not desirable. The mentor should be able to encourage, motivate and help the mentoree to improve skills and practice thereby increasing their confidence. It is also important that the mentor has the confidence in their own practice and knowledge in order for them to instill confidence in the mentorees. Mentors also need to have the experience and knowledge to identify learning points in practice, for example where something could have been done in a more productive manner or where an important mistake has been made; which is partly the reason for mentors being required to have at least one year experience post-registration. This can only really be achieved if the mentor has the interpersonal and communi cation skills required to build a professional relationship in which honest, objective and constructive feedback is received and given. It is also crucial for effective practice learning, that mentorees need time and attention from their mentors (the RCN, 2007, state that 40% of the time should be spent with the mentoree).Turner (2001) describes the pressures on clinical staff and the impact of high patient turnover resulting in little time to devote to the supervision of students; an issue that is exacerbated by the increasing demands on the available practice placements (Bennett 2003). This however is not set in stone as different people have different rates and styles of learning; what works for one does not necessarily work for all. The competent mentor should be able to discern the appropriate approach for each mentorees learning style and should not impose theire preferred way of learning and mentoring on the mentoree. Learning styles include; activists, those that are very active in their learning, reflectors, those that stand back and think over what they do and what others do, the theorists, they approach le arning from an almost empirical standpoint, they reject everything that does not have evidence and do not like subjectivity (Bayley, Chambers Donovan, 2004). The fourth style of learning (according to Honey Mumford, 2000) is that of the pragmatist; the pragmatist likes solving problems , likes to learn through trying new approaches and getting feedback, (Bayley, Chambers Donovan, 2004). Therefore if the mentoree has been identified as largely an activist then emphasis could be placed on learning through action, giving them new challenges often enough ensuring they do not get bored whilst making sure they learn and retain that learning, from each challenge and experience. It is down to the skills and competence of the mentor to detect the mentorees learning style and then tailor their learning plans, structures/ strategies to meet the needs of the mentoree. As well as interpersonal and professional leadership styles the mentor (and the mentoree) must both keep thorough records of the mentorees progress. Research has shown that innovation was taking place in practice based learning but it was not recognized because there was a lack of formal documentation (Aston et al, 2005). Effective and comprehensive records have to be completed so that the mentor can see how the mentoree is progressing and what they still need to work on. Similarly it is also important that the mentoree keeps thorough notes of what they should be doing, what they have found difficult and what they are still to do. A corollary to the need for thorough, comprehensive records is that of assessment which the mentor has to carry out; they must ensure that essential clinical skills are completed. To carry out a thorough assessment the mentor has to be sure what they want to measure and how measurement can be done, for example the mentor cannot asses most clinical skills by verbal communication alone, the mentoree must be observed in practice (perhaps asking patients if they thought their care was good). To be an effective mentor one must be able to evaluate which involves a number of skills, including observation, communication, confidence in ones own professional ability and knowledge. In the evaluation process the mentor must be able to identify problem areas partly by observing the mentorees practice and also by the mentorees self reports and assessment. It is also incumbent on the mentoree to identify failing students; this is crucial as patient safety could potentially be at risk if the mentor fails to spot a failing mentoree (RCN, 2007). There are a number of actions that a mentor can take to identify a struggling student; for example if a mentoree does not respond to constructive feedback and fails to incorporate improvements suggested by the mentor, if they are inconsistent in the clinical practice, high absence rate, or is unable to organize or plan their time adequately (Maloney et al., 1997). Duffy (2004), in her study of nurses in Scotland, found that all mentors highlighted the need for the topic of failing nurses to be addressed in mentorship programs. Duffy goes on and state that; the literature supports the view that mentors feel ill prepared for their role and given that mentors are ill prepared for their role in failing students it is recommended that mentorship programs address the issue of accountability (Duffy, 2004). The next section draws upon leadership styles to help the mentor. Any individual mentor will also have their own particular approach, Bayley et al (2004) list them as; authoritarian, as the name suggests, democratic, developmental, and task-orientated. The task-orientated approach, again as the name suggests, may be the most appropriate for a mentoree who has been identified largely as a pragmatist. The mentor should be able to understand and identify different learning styles and must adapt their own approach to mentoring to suit the needs of the mentoree. Moreover, the more contemporary styles from the leadership literature of transformative and transactional leadership styles can be applied to mentoring. The transformational leader (mentor) does not always lead from the front but tends to delegate responsibility amongst their team, they spend much of their time communicating and are highly visible and accessible (Bayley, Chambers Donovan, 2004). This leader tends to focus more on the needs of the members and their wants; they try to involve all members to work together. The transformational leader is quite similar to the democratic style as both leaders value fellow team members and focus on empowering nurses (Bayley, Chamber Donovan, 2004). Transformational leaders are inspirational and easily motivate those under their leadership (Aarons, 2006); they go above and beyond exchanges and rewards which are inherent in transactional leadership styles (see below). The transformational leadership style is said by some to be best suited to close supervisory relationships, compared with more distant relationships (Aarons, 2006) and this close relationship may be typical of a supervisor-supervisee relationship and is also captured in the notion of first-level leaders (Priestland, 2005). Mentors can be thought of as first level leaders as they are functionally close to the mentoree, in the organizational setting and because of that are vitally important, (Aarons, 2006). Mentors work closely with their mentoree, the RCN (2007) in t heir guidance for mentoring stipulates spending 40% of the time working and observing the mentoring. This leadership style would be good for the mentor mentoree relationship as the mentor is inspirational, positive and innovative; inspiring new, creative ideas and fosters an open honest learning relationship. This is a type of leadership that allows a person to step away from their comfort zone, promotes a high level of openness and innovation, is externally open in the hope of developing a high level of discovery and competence; they embrace deep change in order to obtain meaning, purpose and vision. The transformational leader (mentor) according to Aarons (2006) is a leader that works towards a goal in order for both members to benefit (Aarons, 2006). This style although appropriate for the needs of the mentor-mentored context perhaps could benefit from the some of the principles from the transactional leadership style outlined below. The transactional leadership is orientated towards satisfying subordinates self interest through suitable transactions in the work environment, (Aarons, 2006 ). There is a clear structure with this leadership style and Aarons (2006) comments on it as being a give and take technique. Rewards are given for work that is done, the work is set for the members and recognition is given when the task is completed; in this way it would be applicable to the mentor-mentored as mentoring should have a clear structure and achievement should be rewarded, however failure should not be punished but recognized and learned from . The transformational leader is similar to the autocratic style as there are clear set tasks within set time frames, the task is order to be done by the leader and the members will follow orders in assurance they will be rewarded. Aspects of the transactional leadership coupled with the innovative and open transformational style may be the most appropriate style; providing bot h motivation, inspiration and structure and security. The new nurse has just stepped from a secure environment of university and now has to be able to control what is happening within their new clinical setting. Whilst structure and security are important for the mentoree it is also important that they feel they are able to speak freely, honestly and openly to their mentor; for example the mentor should encourage the student to ask questions and speak openly and honestly about their views on the progress, and the mentor should give praise where it is due, as suggested in the RCN Toolkit (2007).The new or student, nurse need to feel secure within the ward; they are new to the role within the team and have a need to be perceived as confident in what they are doing. The mentor is also responsible for the professional socialization of a new nurse in the clinical setting (Bulman Schultz, 2008). The need to fit in must be balanced with the need to perform. Professional socialization is s een to be a process in which a person acquires a professional identity, and thereby is accepted by others in the profession (Bulman Schultz, 2008). Having support from their mentor is vitally important when making the transition from student to qualified nurse; their experiences can help to set aside any worries and issues that are felt by the new nurse. The mentoree is on a journey with a steep learning curve and it is the role of the mentor to help the them navigate the problems and challenges and help transform them into learning experiences, therefore the mentor should be able to identify learning opportunities which step from student to staff nurse is a journey that involves many problems and uncomfortable situations, though these problems are what help the student to learn and develop. The mentor is an integral part of the learning and orientating process of the new nurse, not only do they explicitly teach and inform but they also play a large part in the implicit learning process; for example positive role modeling and practice under supervision of the mentor helps the mentoree to develop the processes of integrating the knowledge with the conditions under which that knowledge applies and the culture in which that knowledge is used. A key skill required of students is that they learn to integrate into the culture and communiti es of practice (Eraut 2003). Mentoring, in an increasingly stretched national health service, is becoming more and more important; if done effectively it can instill confidence and competence it can also ensure that the mentored are comfortable with their identities and competencies leading to the retention of good nurses who contribute in the effort and emphasis of maintaining nursing excellence in practice (Godfrey, Nelson, Purdy, 2004).

Colleges Should Educate Student Athletes Essay -- Educating College At

All college students sitting in classrooms today face challenges that can impede their success. A challenging course schedule, competing demand for the student’s time, and college readiness are all factors that can hinder a student’s performance in the classroom. Moreover, these challenges also have the ability to impact the student’s overall student development. While most students share a common set of stressors, there are certain groups on campus that face pressures and challenges that are not shared by the majority of their peers. Student athletes are such a group. Joshua Watson (2005) noted the positive benefits of participating in intercollegiate activities, but also noted that such participation can lead to issues of â€Å"maladjustment, emotional illness, and psychological distress† (p. 442). Because of the unique issues facing student athletes, academic administrators and student affairs professionals are challenged to adequately address these challenges. While there may be existing services on campus to assist all students with success related issues, institutions must also take a closer look at the services that will be the most effective for student athletes. An important element is not only having a conducive learning environment for services, but also staff personnel who understand the complex life of a student athlete. Many athletic advising and counseling programs concentrate on academic eligibility; however, student athletes can also benefit from services that promote the overall development of the student (Howard-Hamilton & Sina, 2001). Based on the aforementioned, institutions could greatly benefit from a dedicated office that works directly and closely with student athletes. An Athletic Student Developme... ...ross models of psychological nigrescence. Journal of Black Psychology, 5(1), 13-31. Evans, N.J., Forney, D.S., Guido, F., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass. Howard-Hamilton, M.F. & Sina, J.A. (2001). How college affects student athletes. New Directions for Student Services, 93, 35-46. Menke, D. (2013). Student-athletes in transition: Applying the Schlossberg model. Academic Advising Today, 36(3). Schlossberg, N.K., Waters, E.B., Goodman, J. (1995). Adults in transition: Linking practice with theory (2nd ed). New York, NY: Springer Publishing Company. Watson, J. (2005). College student athlete’s attitudes toward help-seeking behavior and expectations of counseling services. Journal of College Student Development, 46(4), 442-449.

Cengel Solutions

Chapter 4 Fluid Kinematics Solutions Manual for Fluid Mechanics: Fundamentals and Applications by Cengel & Cimbala CHAPTER 4 FLUID KINEMATICS PROPRIETARY AND CONFIDENTIAL This Manual is the proprietary property of The McGraw-Hill Companies, Inc. (â€Å"McGraw-Hill†) and protected by copyright and other state and federal laws.By opening and using this Manual the user agrees to the following restrictions, and if the recipient does not agree to these restrictions, the Manual should be promptly returned unopened to McGraw-Hill: This Manual is being provided only to authorized professors and instructors for use in preparing for the classes using the affiliated textbook. No other use or distribution of this Manual is permitted. This Manual may not be sold and may not be distributed to or used by any student or other third party.No part of this Manual may be reproduced, displayed or distributed in any form or by any means, electronic or otherwise, without the prior written permission of McGraw-Hill. 4-1 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics Introductory Problems 4-1C Solution We are to define and explain kinematics and fluid kinematics. Analysis Kinematics means the study of motion.Fluid kinematics is the study of how fluids flow and how to describe fluid motion. Fluid kinematics deals with describing the motion of fluids without considering (or even understanding) the forces and moments that cause the motion. Discussion Fluid kinematics deals with such things as describing how a fluid particle translates, distorts, and rotates, and how to visualize flow fields. 4-2 Solution We are to write an equation for centerline speed through a nozzle, given that the flow speed increases parabolically. Assumptions 1 The flow is steady. 2 The flow is axisymmetri c. The water is incompressible. Analysis A general equation for a parabola in the x direction is u = a + b ( x ? c) General parabolic equation: 2 (1) We have two boundary conditions, namely at x = 0, u = uentrance and at x = L, u = uexit. By inspection, Eq. 1 is satisfied by setting c = 0, a = uentrance and b = (uexit – uentrance)/L2. Thus, Eq. 1 becomes u = uentrance + Parabolic speed: ( uexit ? uentrance ) L2 x2 (2) Discussion You can verify Eq. 2 by plugging in x = 0 and x = L. 4-3 Solution location. For a given velocity field we are to find out if there is a stagnation point.If so, we are to calculate its Assumptions 1 The flow is steady. 2 The flow is two-dimensional in the x-y plane. Analysis The velocity field is V = ( u , v ) = ( 0. 5 + 1. 2 x ) i + ( ? 2. 0 ? 1. 2 y ) j (1) At a stagnation point, both u and v must equal zero. At any point (x,y) in the flow field, the velocity components u and v are obtained from Eq. 1, Velocity components: u = 0. 5 + 1. 2 x v = ? 2. 0 ? 1. 2 y (2) x = ? 0. 4167 y = ? 1. 667 (3) Setting these to zero yields Stagnation point: 0 = 0. 5 + 1. 2 x 0 = ? 2. 0 ? 1. 2 y So, yes there is a stagnation point; its location is x = -0. 17, y = -1. 67 (to 3 digits). Discussion If the flow were three-dimensional, we would have to set w = 0 as well to determine the location of the stagnation point. In some flow fields there is more than one stagnation point. 4-2 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-4 Solution location. For a given velocity field we are to find out if there is a stagnation point.If so, we are to calculate its Assumptions 1 The flow is steady. 2 The flow is two-dimensional in the x-y plane. Analysis The velocity field is ( )( ) V = ( u, v ) = a 2 ? ( b ? cx ) i + ? 2cby + 2c 2 xy j 2 (1) At a stagna tion point, both u and v must equal zero. At any point (x,y) in the flow field, the velocity components u and v are obtained from Eq. 1, Velocity components: u = a 2 ? ( b ? cx ) 2 v = ? 2cby + 2c 2 xy (2) b? a c y=0 (3) Setting these to zero and solving simultaneously yields Stagnation point: 0 = a 2 ? ( b ? cx ) 2 x= v = ? 2cby + 2c xy So, yes there is a stagnation point; its location is x = (b – a)/c, y = 0. Discussion If the flow were three-dimensional, we would have to set w = 0 as well to determine the location of the stagnation point. In some flow fields there is more than one stagnation point. Lagrangian and Eulerian Descriptions 4-5C Solution We are to define the Lagrangian description of fluid motion. Analysis In the Lagrangian description of fluid motion, individual fluid particles (fluid elements composed of a fixed, identifiable mass of fluid) are followed. DiscussionThe Lagrangian method of studying fluid motion is similar to that of studying billiard balls and other solid objects in physics. 4-6C Solution We are to compare the Lagrangian method to the study of systems and control volumes and determine to which of these it is most similar. Analysis The Lagrangian method is more similar to system analysis (i. e. , closed system analysis). In both cases, we follow a mass of fixed identity as it moves in a flow. In a control volume analysis, on the other hand, mass moves into and out of the control volume, and we don’t follow any particular chunk of fluid.Instead we analyze whatever fluid happens to be inside the control volume at the time. Discussion to a point. In fact, the Lagrangian analysis is the same as a system analysis in the limit as the size of the system shrinks 4-3 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-7C Sol ution description. We are to define the Eulerian description of fluid motion, and explain how it differs from the LagrangianAnalysis In the Eulerian description of fluid motion, we are concerned with field variables, such as velocity, pressure, temperature, etc. , as functions of space and time within a flow domain or control volume. In contrast to the Lagrangian method, fluid flows into and out of the Eulerian flow domain, and we do not keep track of the motion of particular identifiable fluid particles. Discussion The Eulerian method of studying fluid motion is not as â€Å"natural† as the Lagrangian method since the fundamental conservation laws apply to moving particles, not to fields. -8C Solution We are to determine whether a measurement is Lagrangian or Eulerian. Analysis Since the probe is fixed in space and the fluid flows around it, we are not following individual fluid particles as they move. Instead, we are measuring a field variable at a particular location in sp ace. Thus this is an Eulerian measurement. Discussion If a neutrally buoyant probe were to move with the flow, its results would be Lagrangian measurements – following fluid particles. 4-9C Solution We are to determine whether a measurement is Lagrangian or Eulerian. AnalysisSince the probe moves with the flow and is neutrally buoyant, we are following individual fluid particles as they move through the pump. Thus this is a Lagrangian measurement. Discussion If the probe were instead fixed at one location in the flow, its results would be Eulerian measurements. 4-10C Solution We are to determine whether a measurement is Lagrangian or Eulerian. Analysis Since the weather balloon moves with the air and is neutrally buoyant, we are following individual â€Å"fluid particles† as they move through the atmosphere. Thus this is a Lagrangian measurement.Note that in this case the â€Å"fluid particle† is huge, and can follow gross features of the flow – the ballo on obviously cannot follow small scale turbulent fluctuations in the atmosphere. Discussion When weather monitoring instruments are mounted on the roof of a building, the results are Eulerian measurements. 4-11C Solution We are to determine whether a measurement is Lagrangian or Eulerian. Analysis Relative to the airplane, the probe is fixed and the air flows around it. We are not following individual fluid particles as they move. Instead, we are measuring a field variable at a particular location in space relative to the moving airplane.Thus this is an Eulerian measurement. Discussion The airplane is moving, but it is not moving with the flow. 4-4 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-12C Solution We are to compare the Eulerian method to the study of systems and contr ol volumes and determine to which of these it is most similar. Analysis The Eulerian method is more similar to control volume analysis.In both cases, mass moves into and out of the flow domain or control volume, and we don’t follow any particular chunk of fluid. Instead we analyze whatever fluid happens to be inside the control volume at the time. Discussion In fact, the Eulerian analysis is the same as a control volume analysis except that Eulerian analysis is usually applied to infinitesimal volumes and differential equations of fluid flow, whereas control volume analysis usually refers to finite volumes and integral equations of fluid flow. 4-13C Solution flow. We are to define a steady flow field in the Eulerian description, and discuss particle acceleration in such aAnalysis A flow field is defined as steady in the Eulerian frame of reference when properties at any point in the flow field do not change with respect to time. In such a flow field, individual fluid particle s may still experience non-zero acceleration – the answer to the question is yes. Discussion ( a = dV / dt ) Although velocity is not a function of time in a steady flow field, its total derivative with respect to time is not necessarily zero since the acceleration is composed of a local (unsteady) part which is zero and an advective part which is not necessarily zero. 4-14C SolutionWe are to list three alternate names for material derivative. Analysis The material derivative is also called total derivative, particle derivative, Eulerian derivative, Lagrangian derivative, and substantial derivative. â€Å"Total† is appropriate because the material derivative includes both local (unsteady) and convective parts. â€Å"Particle† is appropriate because it stresses that the material derivative is one following fluid particles as they move about in the flow field. â€Å"Eulerian† is appropriate since the material derivative is used to transform from Lagrangian to Eulerian reference frames. Lagrangian† is appropriate since the material derivative is used to transform from Lagrangian to Eulerian reference frames. Finally, â€Å"substantial† is not as clear of a term for the material derivative, and we are not sure of its origin. Discussion All of these names emphasize that we are following a fluid particle as it moves through a flow field. 4-5 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission.Chapter 4 Fluid Kinematics 4-15 Solution We are to calculate the material acceleration for a given velocity field. Assumptions 1 The flow is steady. 2 The flow is incompressible. 3 The flow is two-dimensional in the x-y plane. Analysis The velocity field is V = ( u , v ) = (U 0 + bx ) i ? byj (1) The acceleration field components are obtained from its definition (the material acceleration) in Cartesian coordinates, ? u ?u ?u ?u +u +v +w = 0 + (U 0 + bx ) b + ( ? by ) 0 + 0 ?t ?x ?y ?z ?v ?v ?v ?v ay = + u + v + w = 0 + (U 0 + bx ) 0 + ( ? by )( ? b ) +0 ?t ?x ?y ?z ax = (2) here the unsteady terms are zero since this is a steady flow, and the terms with w are zero since the flow is twodimensional. Eq. 2 simplifies to ax = b (U 0 + bx ) ay = b2 y (3) a = b (U 0 + bx ) i + b 2 yj Material acceleration components: (4) In terms of a vector, Material acceleration vector: Discussion For positive x and b, fluid particles accelerate in the positive x direction. Even though this flow is steady, there is still a non-zero acceleration field. 4-16 Solution particle. For a given pressure and velocity field, we are to calculate the rate of change of pressure following a fluid Assumptions 1 The flow is steady. The flow is incompressible. 3 The flow is two-dimensional in the x-y plane. Analysis The pressure field is P = P0 ? Pressure field: 2U 0 bx + b 2 ( x 2 + y 2 ) ? 2? ? (1) By definition, the material derivative, when applied to pressure, produces the rate of change of pressure following a fluid particle. Using Eq. 1 and the velocity components from the previous problem, DP ? P ?P ?P = +u +v + Dt ?t ?x ?y Steady ( w ?P ?z (2) Two-dimensional ) ( = (U 0 + bx ) ? ?U 0 b ? ? b 2 x + ( ? by ) ? ? b 2 y ) where the unsteady term is zero since this is a steady flow, and the term with w is zero since the flow is two-dimensional.Eq. 2 simplifies to the following rate of change of pressure following a fluid particle: ( ) DP 2 = ? ? ? U 0 b ? 2U 0 b 2 x + b3 y 2 ? x 2 ? ? ? Dt (3) Discussion The material derivative can be applied to any flow property, scalar or vector. Here we apply it to the pressure, a scalar quantity. 4-6 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permi ssion. Chapter 4 Fluid Kinematics 4-17 SolutionFor a given velocity field we are to calculate the acceleration. Assumptions 1 The flow is steady. 2 The flow is two-dimensional in the x-y plane. Analysis The velocity components are Velocity components: u = 1. 1 + 2. 8 x + 0. 65 y v = 0. 98 ? 2. 1x ? 2. 8 y (1) The acceleration field components are obtained from its definition (the material acceleration) in Cartesian coordinates, ? u ?u ?u ?u +u +v +w = 0 + (1. 1 + 2. 8 x + 0. 65 y )( 2. 8 ) + ( 0. 98 ? 2. 1x ? 2. 8 y )( 0. 65 ) + 0 ? t ?x ?y ?z ?v ?v ?v ?v + u + v + w = 0 + (1. 1 + 2. 8 x + 0. 65 y )( ? 2. 1) + ( 0. 98 ? 2. 1x ? 2. 8 y )( ? 2. ) +0 ay = ?t ?x ?y ?z ax = (2) where the unsteady terms are zero since this is a steady flow, and the terms with w are zero since the flow is twodimensional. Eq. 2 simplifies to Acceleration components: ax = 3. 717 + 6. 475 x a y = ? 5. 054 + 6. 475 y (3) At the point (x,y) = (-2,3), the acceleration components of Eq. 3 are Acceleration compone nts at (-2,3): ax = ? 9. 233 ? -9. 23 a y = 14. 371 ? 14. 4 Discussion The final answers are given to three significant digits. No units are given in either the problem statement or the answers. We assume that the coefficients have appropriate units. 4-18 SolutionFor a given velocity field we are to calculate the acceleration. Assumptions 1 The flow is steady. 2 The flow is two-dimensional in the x-y plane. Analysis The velocity components are Velocity components: u = 0. 20 + 1. 3 x + 0. 85 y v = ? 0. 50 + 0. 95 x ? 1. 3 y (1) The acceleration field components are obtained from its definition (the material acceleration) in Cartesian coordinates, ? u ?u ?u ?u +u +v +w = 0 + ( 0. 20 + 1. 3 x + 0. 85 y )(1. 3) + ( ? 0. 50 + 0. 95 x ? 1. 3 y )( 0. 85 ) + 0 ? t ?x ?y ?z ?v ?v ?v ?v + u + v + w = 0 + ( 0. 20 + 1. 3 x + 0. 85 y )( 0. 95 ) + ( ? 0. 50 + 0. 95 x ? 1. y )( ? 1. 3 ) +0 ay = ?t ?x ?y ?z ax = (2) where the unsteady terms are zero since this is a steady flow, and the terms with w are zero since the flow is twodimensional. Eq. 2 simplifies to Acceleration components: ax = ? 0. 165 + 2. 4975 x a y = 0. 84 + 2. 4975 y (3) At the point (x,y) = (1,2), the acceleration components of Eq. 3 are Acceleration components at (1,2): ax = 2. 3325 ? 2. 33 a y = 5. 835 ? 5. 84 Discussion The final answers are given to three significant digits. No units are given in either the problem statement or the answers. We assume that the coefficients have appropriate units. -7 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-19 Solution We are to generate an expression for the fluid acceleration for a given velocity. Assumptions 1 The flow is steady. 2 The flow is axisymmetric. 3 The water is incompressible. Analysis In Problem 4-2 we found that along the centerline, u = uentranc e + Speed along centerline of nozzle: ( uexit ? uentrance ) x2 (1) ?u ?u ?u ?u +u +v +w ?t ?x y ?z (2) L2 To find the acceleration in the x-direction, we use the material acceleration, ax = Acceleration along centerline of nozzle: The first term in Eq. 2 is zero because the flow is steady. The last two terms are zero because the flow is axisymmetric, which means that along the centerline there can be no v or w velocity component. We substitute Eq. 1 for u to obtain Acceleration along centerline of nozzle: ax = u ( uexit ? uentrance ) 2 ? ( uexit ? uentrance ) ?u ? = ? uentrance + x ? ( 2) x ? ? ?x ? L2 L2 ? (3) or ax = 2uentrance Discussion ( uexit ? uentrance ) L2 x+2 ( uexit ? uentrance )L4 2 x3 (4) Fluid particles are accelerated along the centerline of the nozzle, even though the flow is steady. 4-20 Solution We are to write an equation for centerline speed through a diffuser, given that the flow speed decreases parabolically. Assumptions 1 The flow is steady. 2 The flow is axis ymmetric. Analysis A general equation for a parabola in x is General parabolic equation: u = a + b ( x ? c) 2 (1) We have two boundary conditions, namely at x = 0, u = uentrance and at x = L, u = uexit. By inspection, Eq. 1 is satisfied by setting c = 0, a = uentrance and b = (uexit – uentrance)/L2. Thus, Eq. becomes Parabolic speed: Discussion u = uentrance + ( uexit ? uentrance ) L2 x2 (2) You can verify Eq. 2 by plugging in x = 0 and x = L. 4-8 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-21 Solution We are to generate an expression for the fluid acceleration for a given velocity, and then calculate its value at two x locations. Assumptions 1 The flow is steady. 2 The flow is axisymmetric. AnalysisIn the previous problem, we found that along the centerline, u = uent rance + Speed along centerline of diffuser: ( uexit ? uentrance ) 2 L x2 (1) To find the acceleration in the x-direction, we use the material acceleration, Acceleration along centerline of diffuser: ax = ?u ?u ?u ?u +w +u +v ?z ?t ?x ?y (2) The first term in Eq. 2 is zero because the flow is steady. The last two terms are zero because the flow is axisymmetric, which means that along the centerline there can be no v or w velocity component. We substitute Eq. 1 for u to obtain Acceleration along centerline of diffuser: ( uexit ? uentrance ) x 2 ? ( uexit ? entrance ) x ?u ? = ? uentrance + ax = u ? ( 2) ? ?x ? L2 L2 ? ? or ax = 2uentrance ( uexit ? uentrance ) 2 L x+2 ( uexit ? uentrance ) 2 4 L x3 (3) At the given locations, we substitute the given values. At x = 0, Acceleration along centerline of diffuser at x = 0: ax ( x = 0 ) = 0 (4) At x = 1. 0 m, Acceleration along centerline of diffuser at x = 1. 0 m: ax ( x = 1. 0 m ) = 2 ( 30. 0 m/s ) ( ? 25. 0 m/s ) ( ? 25. 0 m/s ) 3 (1. 0 m ) + 2 (1. 0 m ) 2 4 ( 2. 0 m ) ( 2. 0 m ) 2 (5) = -297 m/s 2 Discussion ax is negative implying that fluid particles are decelerated along the centerline of the diffuser, even though the flow is steady.Because of the parabolic nature of the velocity field, the acceleration is zero at the entrance of the diffuser, but its magnitude increases rapidly downstream. 4-9 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics Flow Patterns and Flow Visualization 4-22C Solution We are to define streamline and discuss what streamlines indicate. Analysis A streamline is a curve that is everywhere tangent to the instantaneous local velocity vector.It indicates the instantaneous direction of fluid motion throughout the flow field. Discussion If a flow field is steady, streamlines, pathlines, and st reaklines are identical. 4-23 Solution For a given velocity field we are to generate an equation for the streamlines. Assumptions 1 The flow is steady. 2 The flow is two-dimensional in the x-y plane. The steady, two-dimensional velocity field of Problem 4-15 is Analysis V = ( u , v ) = (U 0 + bx ) i ? byj Velocity field: (1) For two-dimensional flow in the x-y plane, streamlines are given by Streamlines in the x-y plane: dy ? v = dx ? along a streamline u (2) We substitute the u and v components of Eq. 1 into Eq. 2 and rearrange to get dy ?by = dx U 0 + bx We solve the above differential equation by separation of variables: dy dx = by ? U 0 + bx Integration yields 1 1 1 ? ln ( by ) = ln (U 0 + bx ) + ln C1 b b b (3) where we have set the constant of integration as the natural logarithm of some constant C1, with a constant in front in order to simplify the algebra (notice that the factor of 1/b can be removed from each term in Eq. 3). When we recall that ln(ab) = lna + lnb, and that –lna = ln(1/a), Eq. 3 simplifies to Equation for streamlines: y= CU 0 + bx ) ( (4) The new constant C is related to C1, and is introduced for simplicity. Discussion Each value of constant C yields a unique streamline of the flow. 4-10 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-24E Solution For a given velocity field we are to plot several streamlines for a given range of x and y values. 3 Assumptions 1 The flow is steady. 2 The flow is two-dimensional in the x-y plane. Analysis From the solution to the previous problem, an equation for the streamlines is 1 Streamlines in the x-y plane: y= C (U 0 + bx ) (1) y0 (ft) Constant C is set to various values in order to plot the streamlines. Several streamlines in the given range of x and y are plotted in Fig. 1. The directi on of the flow is found by calculating u and v at some point in the flow field. We choose x = 1 ft, y = 1 ft. At this point u = 9. 6 ft/s and v = –4. 6 ft/s. The direction of the velocity at this point is obviously to the lower right. This sets the direction of all the streamlines. The arrows in Fig. indicate the direction of flow. Discussion -1 -2 -3 0 1 2 3 x (ft) 4 5 The flow is type of converging channel flow. FIGURE 1 Streamlines (solid blue curves) for the given velocity field; x and y are in units of ft. 4-25C Solution We are to determine what kind of flow visualization is seen in a photograph. Analysis Since the picture is a snapshot of dye streaks in water, each streak shows the time history of dye that was introduced earlier from a port in the body. Thus these are streaklines. Since the flow appears to be steady, these streaklines are the same as pathlines and streamlines. DiscussionIt is assumed that the dye follows the flow of the water. If the dye is of nearly th e same density as the water, this is a reasonable assumption. 4-26C Solution We are to define pathline and discuss what pathlines indicate. Analysis A pathline is the actual path traveled by an individual fluid particle over some time period. It indicates the exact route along which a fluid particle travels from its starting point to its ending point. Unlike streamlines, pathlines are not instantaneous, but involve a finite time period. Discussion If a flow field is steady, streamlines, pathlines, and streaklines are identical. -27C Solution We are to define streakline and discuss the difference between streaklines and streamlines. Analysis A streakline is the locus of fluid particles that have passed sequentially through a prescribed point in the flow. Streaklines are very different than streamlines. Streamlines are instantaneous curves, everywhere tangent to the local velocity, while streaklines are produced over a finite time period. In an unsteady flow, streaklines distort and t hen retain features of that distorted shape even as the flow field changes, whereas streamlines change instantaneously with the flow field.Discussion If a flow field is steady, streamlines and streaklines are identical. 4-11 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-28C Solution We are to determine what kind of flow visualization is seen in a photograph. Analysis Since the picture is a snapshot of dye streaks in water, each streak shows the time history of dye that was introduced earlier from a port in the body.Thus these are streaklines. Since the flow appears to be unsteady, these streaklines are not the same as pathlines or streamlines. Discussion It is assumed that the dye follows the flow of the water. If the dye is of nearly the same density as the water, this is a r easonable assumption. 4-29C Solution We are to determine what kind of flow visualization is seen in a photograph. Analysis Since the picture is a snapshot of smoke streaks in air, each streak shows the time history of smoke that was introduced earlier from the smoke wire. Thus these are streaklines.Since the flow appears to be unsteady, these streaklines are not the same as pathlines or streamlines. Discussion It is assumed that the smoke follows the flow of the air. If the smoke is neutrally buoyant, this is a reasonable assumption. In actuality, the smoke rises a bit since it is hot; however, the air speeds are high enough that this effect is negligible. 4-30C Solution We are to determine what kind of flow visualization is seen in a photograph. Analysis Since the picture is a time exposure of air bubbles in water, each white streak shows the path of an individual air bubble.Thus these are pathlines. Since the outer flow (top and bottom portions of the photograph) appears to be ste ady, these pathlines are the same as streaklines and streamlines. Discussion It is assumed that the air bubbles follow the flow of the water. If the bubbles are small enough, this is a reasonable assumption. 4-31C Solution We are to define timeline and discuss how timelines can be produced in a water channel. We are also to describe an application where timelines are more useful than streaklines. Analysis A timeline is a set of adjacent fluid particles that were marked at the same instant of time.Timelines can be produced in a water flow by using a hydrogen bubble wire. There are also techniques in which a chemical reaction is initiated by applying current to the wire, changing the fluid color along the wire. Timelines are more useful than streaklines when the uniformity of a flow is to be visualized. Another application is to visualize the velocity profile of a boundary layer or a channel flow. Discussion Timelines differ from streamlines, streaklines, and pathlines even if the flo w is steady. 4-32C Solution For each case we are to decide whether a vector plot or contour plot is most appropriate, and we are to explain our choice.Analysis In general, contour plots are most appropriate for scalars, while vector plots are necessary when vectors are to be visualized. (a) A contour plot of speed is most appropriate since fluid speed is a scalar. (b) A vector plot of velocity vectors would clearly show where the flow separates. Alternatively, a vorticity contour plot of vorticity normal to the plane would also show the separation region clearly. (c) A contour plot of temperature is most appropriate since temperature is a scalar. (d) A contour plot of this component of vorticity is most appropriate since one component of a vector is a scalar.Discussion There are other options for case (b) – temperature contours can also sometimes be used to identify a separation zone. 4-12 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution pe rmitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-33 Solution For a given velocity field we are to generate an equation for the streamlines and sketch several streamlines in the first quadrant. Assumptions 1 The flow is steady. 2 The flow is two-dimensional in the x-y plane.Analysis The velocity field is given by V = ( u , v ) = ( 0. 5 + 1. 2 x ) i + ( ? 2. 0 ? 1. 2 y ) j (1) For two-dimensional flow in the x-y plane, streamlines are given by dy ? v = ? dx ? along a streamline u Streamlines in the x-y plane: (2) We substitute the u and v components of Eq. 1 into Eq. 2 and rearrange to get dy ? 2. 0 ? 1. 2 y = dx 0. 5 + 1. 2 x We solve the above differential equation by separation of variables: dy dx = ?2. 0 ? 1. 2 y 0. 5 + 1. 2 x > dy dx ? ? 2. 0 ? 1. 2 y = ? 0. 5 + 1. 2 x Integration yields ? 1 1 1 ln ( ? 2. 0 ? 1. 2 y ) = ln ( 0. 5 + 1. 2 x ) ? ln C1 1. 2 1. 2 1. 2 here we have set the constant of integration as the natural logarithm of some constant C1, with a constant in front in order to simplify the algebra. When we recall that ln(ab) = lna + lnb, and that –lna = ln(1/a), Eq. 3 simplifies to Equation for streamlines: y= 5 y 4 3 2 C ? 1. 667 1. 2 ( 0. 5 + 1. 2 x ) 1 The new constant C is related to C1, and is introduced for simplicity. C can be set to various values in order to plot the streamlines. Several streamlines in the upper right quadrant of the given flow field are shown in Fig. 1. The direction of the flow is found by calculating u and v at some point in the flow field.We choose x = 3, y = 3. At this point u = 4. 1 and v = -5. 6. The direction of the velocity at this point is obviously to the lower right. This sets the direction of all the streamlines. The arrows in Fig. 1 indicate the direction of flow. Discussion 6 (3) 0 0 1 2 3 4 5 x FIGURE 1 Streamlines (solid black curves) for the given velocity field. The flow appea rs to be a counterclockwise turning flow in the upper right quadrant. 4-13 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation.If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-34 Solution For a given velocity field we are to generate a velocity vector plot in the first quadrant. Scale: 6 Assumptions 1 The flow is steady. 2 The flow is two-dimensional in the x-y plane. Analysis 5 y4 The velocity field is given by V = ( u , v ) = ( 0. 5 + 1. 2 x ) i + ( ? 2. 0 ? 1. 2 y ) j 3 (1) 2 At any point (x,y) in the flow field, the velocity components u and v are obtained from Eq. 1, Velocity components: u = 0. 5 + 1. 2 x 10 m/s v = ? 2. 0 ? 1. 2 y 1 0 (2) 0To plot velocity vectors, we simply pick an (x,y) point, calculate u and v from Eq. 2, and plot an arrow with its tail at (x,y), and its tip at (x+Su,y+Sv) where S is some scale factor for the vector plot. For the vector plot shown in Fig. 1, we chose S = 0. 2, and plot velocity vectors at several locations in the first quadrant. 1 2 3 4 5 x FIGURE 1 Velocity vectors for the given velocity field. The scale is shown by the top arrow. Discussion The flow appears to be a counterclockwise turning flow in the upper right quadrant. 4-35 Solution For a given velocity field we are to generate an acceleration vector plot in the first quadrant.Assumptions 1 The flow is steady. 2 The flow is two-dimensional in the x-y plane. Analysis The velocity field is given by V = ( u , v ) = ( 0. 5 + 1. 2 x ) i + ( ? 2. 0 ? 1. 2 y ) j (1) At any point (x,y) in the flow field, the velocity components u and v are obtained from Eq. 1, Velocity components: u = 0. 5 + 1. 2 x v = ? 2. 0 ? 1. 2 y Scale: (2) 6 The acceleration field is obtained from its definition (the material acceleration), Acceleration components: ?u ?u ?u ?u ax = +u +v +w = 0 + ( 0. 5 + 1. 2 x )(1. 2 ) + 0 + 0 ?t ?x ?y ?z ?v ?v ?v ?v ay = + u + v + w = 0 + 0 + ( ? 2. 0 ? 1. 2 y )( ? 1. 2 ) +0 t ?x ?y ?z 5 4 y 3 2 (3) 1 0 0 where the unsteady terms are zero since this is a steady flow, and the terms with w are zero since the flow is two-dimensional. Eq. 3 simplifies to Acceleration components: ax = 0. 6 + 1. 44 x a y = 2. 4 + 1. 44 y 10 m/s2 (4) 1 2 3 4 5 x FIGURE 1 Acceleration vectors for the velocity field. The scale is shown by the top arrow. To plot the acceleration vectors, we simply pick an (x,y) point, calculate ax and ay from Eq. 4, and plot an arrow with its tail at (x,y), and its tip at (x+Sax,y+Say) where S is some scale factor for the vector plot. For the vector plot shown in Fig. , we chose S = 0. 15, and plot acceleration vectors at several locations in the first quadrant. Discussion Since the flow is a counterclockwise turning flow in the upper right quadrant, the acceleration vectors point to the upper right (centripetal acceleration). 4-14 PROPRIETARY MATERIAL.  © 2006 The McGraw-Hill C ompanies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-36 For the given velocity field, the location(s) of stagnation point(s) are to be determined.Several velocity Solution vectors are to be sketched and the velocity field is to be described. Assumptions 1 The flow is steady and incompressible. 2 The flow is two-dimensional, implying no z-component of velocity and no variation of u or v with z. Analysis (a) The velocity field is Scale: V = ( u , v ) = (1 + 2. 5 x + y ) i + ( ? 0. 5 ? 1. 5 x ? 2. 5 y ) j (1) 5 Since V is a vector, all its components must equal zero in order for V itself to be zero. Setting each component of Eq. 1 to zero, Simultaneous equations: x = -0. 421 m 4 3 u = 1 + 2. 5 x + y = 0 v = ? 0. 5 ? 1. 5 x ? 2. y = 0 y 2 We can easily solve this set of two equations and two unknowns simultaneously. Yes, there is one s tagnation point, and it is located at Stagnation point: 10 m/s y = 0. 0526 m 1 0 (b) The x and y components of velocity are calculated from Eq. 1 for several (x,y) locations in the specified range. For example, at the point (x = 2 m, y = 3 m), u = 9. 00 m/s and v = -11 m/s. The magnitude of velocity (the speed) at that point is 14. 21 m/s. At this and at an array of other locations, the velocity vector is constructed from its two components, the results of which are shown in Fig. . The flow can be described as a counterclockwise turning, accelerating flow from the upper left to the lower right. The stagnation point of Part (a) does not lie in the upper right quadrant, and therefore does not appear on the sketch. -1 0 1 2 3 4 5 x FIGURE 1 Velocity vectors in the upper right quadrant for the given velocity field. Discussion The stagnation point location is given to three significant digits. It will be verified in Chap. 9 that this flow field is physically valid because it satisfies th e differential equation for conservation of mass. 4-15 PROPRIETARY MATERIAL. 2006 The McGraw-Hill Companies, Inc. Limited distribution permitted only to teachers and educators for course preparation. If you are a student using this Manual, you are using it without permission. Chapter 4 Fluid Kinematics 4-37 For the given velocity field, the material acceleration is to be calculated at a particular point and plotted at Solution several locations in the upper right quadrant. Assumptions 1 The flow is steady and incompressible. 2 The flow is two-dimensional, implying no z-component of velocity and no variation of u or v with z. Analysis (a) The velocity field isV = ( u , v ) = (1 + 2. 5 x + y ) i + ( ? 0. 5 ? 1. 5 x ? 2. 5 y ) j (1) Using the velocity field of Eq. 1 and the equation for material acceleration in Cartesian coordinates, we write expressions for the two non-zero components of the acceleration vector: ax = ?u ?u +u ?t ?x +v ?u ?y +w ?u ?z Scale: = 0 + (1 + 2. 5 x + y )( 2. 5 ) + ( ? 0. 5 ? 1. 5 x ? 2. 5 y )(1) + 0 10 m/s2 5 4 and ay = ?v ?v +u ?t ?x +v ?v ?y +w ?v ?z = 0 + (1 + 2. 5 x + y )( ? 1. 5 ) + ( ? 0. 5 ? 1. 5 x ? 2. 5 y )( ? 2. 5 ) + 0 3 y 2 1 At (x = 2 m, y = 3 m), ax = 11. 5 m/s2 and ay = 14. 0 m/s2. b) The above equations are applied to an array of x and y values in the upper right quadrant, and the acceleration vectors are plotted in Fig. 1. Discussion The acceleration vectors plotted in Fig. 1 point to the upper right, increasing in magnitude away from the origin. This agrees qualitatively with the velocity vectors of Fig. 1 of the previous problem; namely, fluid particles are accelerated to the right and are turned in the counterclockwise direction due to centripetal acceleration towards the upper right. Note that the acceleration field is non-zero, even though the flow is steady. 0 -1 0 1 2 3 4 5 x