Reciprocal and Reflexive Sentences in Spanish

Proportional and Reflexive Sentences in Spanish Understanding or deciphering reflexive or equal sentences in Spanish where there are at least two subjects can be confounding in light of the fact that they can be questionable without qualifiers. Figure out how these sorts of sentences are developed and how to take out equivocalness in Spanish utilizing two normal expressions. Why There Can Be Ambiguity in Spanish Sentences To begin with, let us characterize and develop what aâ reflexive sentence is. The pronoun se is normally utilized (despite the fact that it has numerous different uses also) to demonstrate that an individual is playing out some kind of activity on or toward that individual. For instance, se ve can mean he sees himself and se hablaba can mean she was conversing with herself. The disarray with reflexive sentences can come when the subject of such sentences is plural. It couldn't be any more obvious, for instance, how the accompanying Spanish sentences are uncertain. Both of the interpretations given after the Spanish sentence is substantial: Se ayudaron. (They helped themselves. They helped each other.)Se golpean. (They are hitting themselves. They are hitting each other.)Pablo y Molly se aman. (Pablo and Molly love themselves. Pablo and Molly love one another.) A similar vagueness can exist in the first and second people also: Nos daã ±amos. (We hurt ourselves. We hurt each other.)Nos amamos. (We love ourselves. We love each other.) ¿Os odiis? (Do you loathe yourselves? Do you detest one another?) The issue happens on the grounds that in Spanish the plural corresponding pronouns are equivalent to the reflexive pronouns; they are nos in the main individual, os in the subsequent individual, and se as an outsider looking in. (Note that in Latin America os is only occasionally utilized, as se is regularly utilized in both the second-and third-individual plurals.) This is conversely with English where the reflexive pronouns in the plural are ourselves, yourselves, and themselves-however the complementary pronouns are one another and each other. Step by step instructions to Clarify When Context Doesn’t Help More often than not, the setting of the sentence will clarify what significance is expected. On the off chance that the setting doesn't help, there are two extremely regular expressions that can be utilized to wipe out the vagueness. Initially, the maxim a sã ­ mismos is normally used to demonstrate that a reflexive significance is expected as such, that the subjects are following up on themselves as opposed to one another. For instance: Se aman a sã ­ mismos. (They love themselves.)No pueden refrain a sã ­ mismos. (They cannot see themselves.)Es importante que nos escuchemos a sã ­ mismos. (It is significant that we hear ourselves out.) In the event that all the people included are female, or if the names of all subjects are syntactically ladylike, the female structure a sã ­ mismas ought to be utilized: Cã ³mo se perciben a sã ­ mismas las mujeres con la infertilidad? (How do ladies with fruitlessness see themselves?)Cuà ­dense a sã ­ mismas. (Deal with yourselves.)Estas piernas robã ³ticas child capaces de enseã ±arse a sã ­ mismas an andar. (These mechanical legs are equipped for instructing themselves to walk.) Second, the expression el uno al otro, which can be actually made an interpretation of as one to the next, is what could be compared to one another: No debemos hacernos eso el uno al otro. (We shouldnt do that to each other._Se golpean el uno al otro. (They are hitting each other.)El ordenador y el screen se necesitan el uno al otro. )The PC and the screen need each other.) ¿Os odiis el uno al otro? (Do both of you loathe one another?) El uno al otro can likewise be utilized in ladylike as well as plural varieties: Pablo y Molly se aman el uno a la otra. (Pablo and Molly love each other.)Se abrazaban la una a la otra. (The two females embraced each other._No se cuidan los unos a los otros. (They (various people) dont deal with one another.) Key Takeaways Reflexive pronouns are utilized to demonstrate that at least two people or things are following up on themselves, while corresponding pronouns are utilized to show that at least two people or things are following up on themselves.Although English has separate reflexive and proportional pronouns, in Spanish they are identical.Spanish can utilize the expressions a sã ­ mismos (or a sã ­ mismas) and el uno al otro (with varieties for number and sexual orientation) to explain reflexive and equal action words, individually.

Hearing Voices in Schizophrenia

Hearing Voices in Schizophrenia Schizophrenia Print Hearing Voices, or Auditory Hallucinations, in Schizophrenia By Adrian Preda, MD Medically reviewed by Medically reviewed by Steven Gans, MD on June 28, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on January 31, 2020 Schizophrenia Overview Symptoms & Diagnosis Causes & Risk Factors Treatment Living With In Children Westend61 / Getty Images Auditory hallucinations, or hearing voices, is a common symptom in people living with schizophrenia. In fact, an estimated 70 to 80% of people with schizophrenia hear voices.?? These voices can call your name, argue with you, threaten you, come from inside your head or via outside sources, and can begin suddenly and grow stronger over time. People living with other mental illnesses, including bipolar disorder, borderline personality disorder, major depressive disorder, post-traumatic stress disorder, and schizoaffective disorder, also experience hearing voices. Auditory perceptual illusions are not as uncommon as we once thought. In fact, up to 10% of the general population have had the experience of hearing one’s name called,?? especially during the twilight times of falling asleep (hypnopompic) or waking up (hypnagogic). Types of Auditory Hallucinations For some, auditory hallucinations appear suddenly. T. M. Luhrman, a professor of anthropology at Stanford and author of Living With Voices, described the experience of a young man who started hearing the sound of rats scratching behind his ears.?? His auditory hallucinations began rapidly and soon after he destroyed a number of rats nests. Another young man started to suddenly hear a voice coming from outside his apartment that sounded like a woman screaming; she was raped and begging for help. Many times the voices can start gradually and are often described as a vague or fleeting impression of hearing your name called or people talking about you. For example, Someone just called my name” or “people were talking in the hallway,” or “I thought I heard something but then I am not sure.” People with schizophrenia can hear a variety of noises and voices, which often get louder, meaner, and more persuasive over time. A few examples of the type sounds that might be heard: Repetitive, screeching sounds suggestive of ratsPainfully loud, thumping music themesVoices of people blasting mean orders or commentsPeople talking about you as if you were not even present How Do You Know If Youre Having Hallucinations? Nonsensical Voices As Eleanor Longden, a research psychologist with a diagnosis of schizophrenia explains, the voices can order you to do completely nonsensical things, such as taking a glass of water and pouring it over your head.?? Due to their repetitive, incessant, annoying quality, the voices can make people profoundly distracted and overwhelmed to the point of choosing to follow their orders. Self-harm Voices Voices giving orders to harm oneself or others need to be approached with great caution. This type of auditory hallucination can be extremely frightening as the orders tend to be screamed non-stop. Threatening Voices Some people hear persuasive, repetitive voices by a secret organization, for example, that threaten death or harm. Again, these voices are frightening and increase a persons risk of self-harm or violence. Treatment Treatment for schizophrenic voices typically requires a combination of medications, therapy, and other procedures for those who are treatment-resisted. Antipsychotics: These medications are often the first line of treatment and have been study-proven to rapidly decrease the severity of auditory hallucinations.Cognitive-behavioral therapy (CBT): When used in combination with medication, CBT can help reduce the emotional distress of schizophrenic voices and help people develop skills to cope with and quiet the voices. For example, humming the Happy Birthday song or reading a paragraph backward when the voices begin.Repetitive transcranial magnetic stimulation (rTMS): Also known as Repetitive TMS, this relatively non-invasive procedure involves placing a small magnetic device directly on the skull. It has been shown to reduce the frequency and severity of auditory hallucinations in people with schizophrenia.Electroconvulsive therapy (ECT): Considered a last-resort treatment for reducing the severity of auditory hallucinations, ECT involves the application of a brief electrical pulse to the scalp in order to produce a seizure.?? Find Help With the 9 Best Online Therapy Programs For Caregivers and Loved Ones Coping with a loved one who is struggling with schizophrenic voices can take a tollâ€"but try not to lose hope. With the right treatment, your loved one may be able to control the frequency and severity of these voices. You also may consider family therapy, which can help you and your loved one recognize these auditory hallucinations and develop strategies to better cope.

Website Analysis Mobile Casino Gaming - 1704 Words

Blog 1 – Mobile casino gaming set to make a serious impact in 2016 The way the world operates is changing, with the degree of evolution not escaping the online casino industry. When it comes to casino online play, the general public will largely know it as something that is conducted through a desktop computer or laptop. This isn’t something that is going to disappear from the earth entirely, as online casino gaming will always be conducted in such way, but a new format is certainly stealing a degree of the online casino audience. Mobile casino gaming has been inching ever closer towards online casino gaming in terms of popularity for some time, with it looking like it will run neck and neck with it in 2016. It is hard to fathom, but†¦show more content†¦Latest figures report that around 80% of those within the UK own a smartphone or tablet already, with that figure growing rapidly throughout Europe. Technology related to Internet data availability is also improving, as 4G data plans receive global rollout through various different mobile network providers. When 4G does eventually eclipse 3G, mobile casino play will become more flawless than ever, rivalling online casino play in a way that many never thought possible. Specialist Game Creation For the best part of its existence, mobile-based casino games have been adapted from the online casino games currently in the market. This approach has been effective but not without issues, as it seems that players have been crying out for more focused mobile casino games. In an effort to create titles more fitting of mobile devices, specialist creations have been developed that are exclusive to the mobile realm. Featuring larger controls and repositioned visual features, mobile-based casino gaming is now receiving due care and attention that was long overdue. Social gaming is another key matter that could work to push mobile casino gaming beyond online casino gaming as far as user numbers go. Social, specialised, and growing by the day, mobile based play is set to wrestle the popularity crown away from online casino based play in 2016. Power in

The Primary Language Of Mexico - 1029 Words

Mexico is a country in North America, bordering the Caribbean Sea and the Gulf of Mexico, between Belize and the United States and bordering the North Pacific Ocean, between Guatemala and the United States. Mexico is the third largest country in Latin America and has a population 121,736,809 people (2015). The country consist of 31 states and 1 federal district (distrito federal); Aguascalientes, Baja California, Baja California Sur, Campeche, Chiapas, Chihuahua, Coahuila de Zaragoza, Colima, Distrito Federal*, Durango, Guanajuato, Guerrero, Hidalgo, Jalisco, Mexico, Michoacan de Ocampo, Morelos, Nayarit, Nuevo Leon, Oaxaca, Puebla, Queretaro, Quintana Roo, San Luis Potosi, Sinaloa, Sonora, Tabasco, Tamaulipas, Tlaxcala, Veracruz de Ignacio de la Llave (Veracruz), Yucatan, Zacatecas. The primary language is Spanish fallowed by indigenous languages such as mayan, nahuatl, and other regional languages. Mexico is the site of several advanced amerindian civilizations - including the Olmec, Toltec, Teotihuacan, Zapotec, Maya, and Aztec. The Olmecs, Mexico’s first known society, settled on the Gulf Coast near what is now Veracruz. Remembered for the giant head sculptures they carved from native stone, the Olmecs had two main population centers: San Lorenzo, which flourished from about 1200 to 900 B.C., and La Venta in Tabasco, which lasted until about 600 B.C. The Mayans, widely considered to be pre-Columbian America’s most brilliant civilization, thrived betweenShow MoreRelatedThe Education System Of Mexico935 Words   |  4 Pages Mexico Education System In Mexico, basic education is divided in the following levels, Preschool, Elementary, Junior High, High School, and Universities. Preschool is required for all children from ages 3-5. Students upon completion receive a graduation document which is required before entering primary school. Their third year of preschool is equivalent to America’s kindergarten. The main objective is to promote the comprehensive development of emotional, social, physical, and cognitive skillsRead MoreMexican Educational System.1224 Words   |  5 Pagesprovide a directive for promoting educational systems, and Mexico has had to address the difficult problem of providing an educational system for hundreds of different indigenous languages and cultures (Improving 1). Though the Mexican governments of the last two decades have attempted to address educational reform, there are a number of difficulties that have presented themselves, including a growing school-aged population and the issues of langua ge and culture, which have prevented any major widespreadRead MoreThe Integration Of The Language Acquisition888 Words   |  4 Pagesâ€Å"Hello† – an expression or gesture used as a greeting – is one of the words that can distinguish the language characteristics of the following three subjects interviewed for this project. Schumann’s Acculturation model may help explain the retention of the subjects’ second language acquisition. In summary, the Acculturation Model consists of two groups of variables leading to acculturation: social and affective variables. Social variables are those that combine between two social groups who areRead MoreCall Center Customer Service: A Comparison of Mexico and India1152 Words   |  5 PagesRunning head: CALL CENTERS CUSTOMER SERVICE Call center customer service: A comparison Mexico India. Your Name Your School Abstract The new generations of customer service call centers have developed rapidly over previous generations. Whereas once call centers were limited by geographic proximity, technology has removed such barriers and opened many doors to potentially outsourcing many different business functions to reduce overhead. Foreign call center services can now include such comprehensiveRead MoreEducational Reform Research : Bilingual Education1691 Words   |  7 Pagestaught in English are often called bilingual education if the students in that program are classified as English Language Learners (ELL’s) or Limited English Proficient (LEP’s). â€Å"To be clear, then, as to the definition: bilingual education is instruction provided to students in their native tongue in all subjects in a self-contained classroom with other students who speak the same language. The students are also taught English, by their bilingual education teacher† (Rossell, 2009 p. 4). BilingualRead MoreCommunication Is Critical And The Bonding Process857 Words   |  4 Pagesdifferences are important when planning approaches to negotiations. Adjusting situations accordingly is necessary for successful presentations. Furthermore, successful presentations depend on excellent communication. Miscommunication increases with language barriers in more than one way (Chaney, 2013). An interpreter is extremely important; a translator minimize miscommunication due to comprehending difficulties with both parties. Unforeseen questions and concerns lack immediate attention withoutRead MoreThe Education System Of Mexico943 Words   |  4 PagesMexico Education System Education in Mexico is divided in to five levels, Preschool, Elementary, Junior High, High School, and Universities. Preschool is required for all children from ages 3-5. Students upon completion receive a graduation document which is required before entering primary school. Their third year of preschool is equivalent to America’s kindergarten. The main objective is to promote the comprehensive development of emotional, social, physical, and cognitive skills in young childrenRead MoreCultural Influences Of Mexico And Aztecs1480 Words   |  6 PagesThroughout the period of the 1st to 16th century, Mexico experienced the emergence and rise of powerful civilizations such as the Teotihuacan, Toltec and ultimately, the greatest empire, Aztec. Many cultural and economic practices of these Mexican civilizations were borrowed from the prior civilization, adapted, and then further developed upon and while many aspects of these practices stayed the same through this time, signific ant changes occurred as well. The term culture is definedRead MoreEducation is key to knowledge that strengthens the perspectives, skills, and abilities of learners1500 Words   |  6 Pagesexpenses, poor resources, few transportation opportunities, poor technology, crammed schools, little individual attention and support by teachers and or parents (Frankema 2008). Health problems also affect children’s abilities to take opportunity of primary education (Frankema 2008). Cultural and economic expectations also negatively affect many kids, as girls may be expected to do domestic work and boys to do outside labor; child labor take educational opportunities away (Torche 2010; Frankema 2008)Read MoreThe Issue of Immigration: The Hispanic-American Diversity1456 Words   |  6 Pagesbarriers. In reality, there are a many similarities between Hispanic groups but there are also many differences that characterize each group as being unique. Among the Hispanic groups that have immigrated to America are considerable numbers from Mexico, Cuba, Puerto Rico, and Central and South America. Just like most Americans whose background includes a mixture of immigrants from various countries throughout Europe and Asia, many Hispanics who have come to America share the same cultural mixing

Follow the Rabbit Proof Fence Free Essays

‘This free-spirited girl knew that she and her sisters must escape from this place’. What characteristics did Molly display which enabled the sisters to escape and return to their families? Not only is this book about how three little aboriginal girls travelled across half of Australia but is also teaches us how the aboriginals were treated. Throughout Doris Pilkington’s and Nugi Garimara’s novel, the protagonist Molly, has a set of characteristics that help her and her two cousins escape from the re-education camp for half-casts, she is strong mentally when she was bullied, she is knowledgeable because she was able to cross half of Australia with no map or compass, and she is very loyal and emotionally attached to her land. We will write a custom essay sample on Follow the Rabbit Proof Fence or any similar topic only for you Order Now When Molly was only about four years, she was constantly bullied because she was a half-cast, but besides these constant insults, she was strong and kept positive. Because she was neither a Mardu nor wudgebulla and was regarded as a mongrel dog and wasn’t liked by the aboriginal children so she threw â€Å"handfuls of sand or stones and threw them at her tormentors, and sometimes she chased them with a stick. † But as she got older she â€Å"became used to the insults, and although they still hurt, she didn’t show it. † This shows Molly’s mental strength against her bullies and tried to stay positive even though she â€Å"Wished that she didn’t have light skin so that she didn’t have to play by herself. She is also mentally strong because for three young girls to travel from Perth to Jigalong, she needs to be in the right mindset and be positive because she was determined to get back because she needed to see her family. Not many people could and would be able to do this but these girls especially Molly were brave and persistent and kept their head up. So it can be said that Molly is mentally st rong because she is able to beat her bullies and go back home to Jigalong. When Molly and her two cousins escape the camp, she is faced with an enormous walk without a compass or map, but Molly has grown up in this land and knows what to do and where to go. She â€Å"had no fear because the wilderness was her kin. † This means that the wilderness is her family which â€Å"always provided shelter, food and sustenance. † She also memorised which was they travelled so she knew to head north and to follow the rabbit-proof fence. With her developed bushcraft skills and survival techniques she was able to lead her two cousins through traitorous terrain and back home and also lead the tracker and constable Rigs to the wrong places. Therefore it can be said that throughout the novel, Molly uses her knowledge of the land to get back home safely with her cousins and remove their tracks. Throughout the novel, we see that Molly is very loyal and emotionally attached to her land. We see this when Molly and Gracie were walking through the country when they were almost home and they are pointing out special places to each other, for Molly it was a â€Å"Quick trip down memory’s landscape† which â€Å"A feeling of nostalgia brought tears to her eyes. † This shows how much she missed and appreciates the land she grew up in and shows us how loyal she is to it. It means so much to her and like in the movie ‘Kanyini’ without it she is nothing. So it can be said that Molly is loyal and emotionally attached to her land especially when it gets taken away from her. Throughout the novel written by Doris Pilkington and Nugi Garimara, Molly has a set of traits which help her and her cousins escape the re-education camp, travel a substantial distance and get back to Jigalong safely. It was her inner strength, her knowledge of her land and her emotional attachment to her land. We can also learn from this book that someone cannot take from others even if they think it is the right decision. Doris Pilkington and Nugi Garimara tell us just one of many stories that has happened to many of the stolen generation and it makes us think about it. How to cite Follow the Rabbit Proof Fence, Papers

Adolesent Depression Essay Example For Students

Adolesent Depression Essay Depression is a disease that afflicts the human psyche in such a way that the afflicted tends to act and react abnormally toward others and themselves. Therefore it comes to no surprise to discover that adolescent depression is strongly linked to teen suicide. Adolescent suicide is now responsible for more deaths in youths aged 15 to19 than cancer (Blackman, 1995). Despite this increased suicide rate, depression in this age group is greatly underdiagnosed and leads to serious difficulties in school, work, and personal adjustment which may often continue into adulthood. How prevalent are mood disorders in children and when an adolescent with changes in mood be considered clinically depressed? Brown has said the reason why depression is often over looked in children and adolescents is because children are not always able to express how they feel. Sometimes the symptoms of mood disorders take on different forms in children than in adults. Adolescence is a time of emotional turmoil, mood swings, gloomy thoughts, and heightened sensitivity. It is a time of rebellion and experimentation. Blackman observed that the challenge is to identify depressive symptomatology which may be superimposed on the backdrop of a more transient, but expected, development storm. Therefore, diagnosis should not lay only in the physicians hands but be associated with parents, teachers and anyone who interacts with the patient on a daily basis. Unlike adult depression, symptoms of youth depression are often masked. In stead of expressing sadness, teenagers may express boredom and irritability, or may choose to engage in risky behaviors (Oster Montgomery, 1996). Mood disorders are often accompanied by other psychological problems such as anxiety (Oster Montgomery, 1996), eating disorders (Lasko, 1996), hyperactivity (Blackman, 1995), substance abuse (Blackman, 1995; Brown, 1996; Lasko, 1996) and suicide (Blackman, 1995; Brown, 1996; Lasko, 1196; Oster Montgomery, 1996) all of which can hi de depressive symptoms. The signs of clinical depression include marked changes in mood and associated behaviors that range from sadness, withdraw, and decreased energy to intense feelings of hopelessness and suicidal thoughts. Depression is often described as an exaggeration of the duration and intensity of normal mood changes (Brown, 1996. Key indicators of adolescent depression include a drastic change in eating and sleeping patterns, significant loss of interest in previous activity interests (Blackman, 1995; Oster Montgomery, 1996), constant boredom (Blackman, 1995), disruptive behavior, peer problems, increased irritability and aggression (Brown, 1996). Blackman proposed that formal psychological testing may be helpful in complicated presentations that do not lend themselves easily to diagnose. For many teens, symptoms of depression are directly related to low self-esteem stemming from in creased emphasis on peer popularity. For other teens, depression arises from poor family relations which could include decreased family support and perceived rejection by parents (Lasko, 1996). Oster Montgomery stated that when parents are struggling over marital or career problems, or are ill themselves, teens may feel the tension and try to distract their parents. This distraction could include increased disruptive behavior, self-inflicted isolation and even verbal threats of suicide. So how can the physician determine when a patient should be diagnosed as depressed or suicidal? Brown suggested the best way to diagnose is to screen out the vulnerable groups of children and for the risks factors of suicide and then refer them to treatment. Some of these risk factors include verbal signs of suicide within the last three months, prior attempts at suicide, indication of sever mood problems, or excessive alcohol and substance abuse. Many physicians tend to think of depression as an illness of adult hood. In fact, Brown, stated that it was only in the 1980s that mood diso rders in children were included in the category of diagnosed psychiatric illnessess. In actuality, 7-14% of children will experience an episode of major depression before the age of 15. An average of 20-30% of adult bipolar patients report having their first episode before the age of 20. In a sampling 100,000 adolescents, two to three thousand will have mood disorders out of which 8-10 will commit suicide ( Brown,1996), (Blackman, 1995) remarked that the suicide rate for adolescents has increased more than 200% over the last decade. Brown added that an estimated 2,000teenagers per year commit suicide in the United States. Making it the leading cause of death after accidents and homicide. Blackman stated that it is not uncommon for young people to be preoccupied with issuses of mortality and to contemplate the effect their death would have on close family and friends. Once it has been determined that the adolescent has the disease of depression, what can be done about it? Blackman ha s suggested two main avenues to treatment: psychotherapy and medication. The majority of cases of adolescent depression are mild and can be dealt with through several psychotherapy sessions of intense listening, advice and encouragement. Comorbidity is not unusual in teenagers, and possible pathology, including anxiety, obsessive-compulsive disorder, learning disability or attention deficit hyperactive disorder, should be searches for and treated, if present (Blackman, 1995). For the more severe cases of depression, especially those with constant symptoms, medication may be necessary and without pharmaceutical treatment, depressive conditions could escalate and be fatal. Brown added that regardless of the type treatment chosen, it is important for children suffering from mood disorders to receive prompt treatment because early onset places children at a greater risk for multiple episodes of depression throughout their life span. Until recently, adolescent depression has been largely ignored by health professionals, but now several means of diagnosis and treatment exist. Although most teenagers can successfully climb the mountain of emotional and psychological obstacles that lie in their paths, there are some who find themselves overwhelmed and full of stress. How can parents and friends help out these troubled teens? And what can these teens do about their constant and intense sad moods? With the help of teachers, school counselors, mental health professionals, parents, and other caring adults, the severity of a teens depression can not only be accurately evaluated, but plans can be made to improve his or her well-being and ability to fully engage life. .uea3061961c9ec6d235584f886b31ba95 , .uea3061961c9ec6d235584f886b31ba95 .postImageUrl , .uea3061961c9ec6d235584f886b31ba95 .centered-text-area { min-height: 80px; position: relative; } .uea3061961c9ec6d235584f886b31ba95 , .uea3061961c9ec6d235584f886b31ba95:hover , .uea3061961c9ec6d235584f886b31ba95:visited , .uea3061961c9ec6d235584f886b31ba95:active { border:0!important; } .uea3061961c9ec6d235584f886b31ba95 .clearfix:after { content: ""; display: table; clear: both; } .uea3061961c9ec6d235584f886b31ba95 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uea3061961c9ec6d235584f886b31ba95:active , .uea3061961c9ec6d235584f886b31ba95:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uea3061961c9ec6d235584f886b31ba95 .centered-text-area { width: 100%; position: relative ; } .uea3061961c9ec6d235584f886b31ba95 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uea3061961c9ec6d235584f886b31ba95 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uea3061961c9ec6d235584f886b31ba95 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uea3061961c9ec6d235584f886b31ba95:hover .ctaButton { background-color: #34495E!important; } .uea3061961c9ec6d235584f886b31ba95 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uea3061961c9ec6d235584f886b31ba95 .uea3061961c9ec6d235584f886b31ba95-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uea3061961c9ec6d235584f886b31ba95:after { content: ""; display: block; clear: both; } READ: Why the Homeless Must Vote Essay

Training Report Essay Example

Training Report Essay It is always a pleasure to remind the fine people in the Engineering Workshops for their sincere guidance I received to uphold my practical as well as theoretical skills in engineering. Firstly I would like to thank Prof. Sanath Ranathunga (Dean/Engineering and Senior Lecturer/Department of Production Engineering) for convincing me the fact â€Å"Whatever a man can imagine, that can be achieved†, treating me as a son of his own and guiding me to taste the real flavor of engineering. Secondly I would like to thank Dr. S. D. Pathirana (Director/Engineering Workshops and Senior Lecturer/Department of Production Engineering) for the positive attitude he showed for my work, always allowing me to question him and giving prompt replies for my uncertainties in all the fields including educational, social and managerial to labor work. And I always great him for his aspects of crew resource management who always said, â€Å"I may be wrong†. Thirdly I would like to thank Mr. Sarath Perera (Senior Teaching Assistant) and Mr. Mahanama Dharmawardhana (Teaching Assistant) of Department of Production Engineering for extending their friendship towards me and making a pleasure-training environment in the Engineering Workshops. A paper is not enough for me to express the support and guidance I received from them almost for all the work I did there. Dr. We will write a custom essay sample on Training Report specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Training Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Training Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Devapriya Dewasurendra (Head and Senior Lecturer/Department of Production Engineering) is always reminded for allowing me to work in the machine tools in the Department. Mr. A. Illamurugan (Senior Teaching Assistant), Miss F. Faslina Badurdeen (Lecturer) and all the instructors of the Department of Production Engineering are greeted as well fir various supports they extended. The Workshop Engineer Mr. M. M. K. Sirisena, Workshop Superintendents and all other workmen are also greeted. I thank all the NAITA trainees who underwent training with me for the mutual support I received from them. Mr. S. B. Wijekoon (Senior Lecturer) and Mr. W. M. R. U. Wickramasinghe (Senior Teaching Assistant) of the Industrial Training Unit of the Faculty are very much thanked for allowing me to have my training in Engineering Workshops. Finally I apologize all other unnamed who helped me in various ways to have a good training. Knowledge is power and unity is strength. 4 CHAPTER 1: INTRODUCTION Being a public property, the Engineering Workshops is a section of the Faculty of Engineering, University of Peradeniya. In collaboration with the other departments, its prime purpose is to provide facilities for the engineering undergraduates to perform the academic activities of the Faculty of Engineering. During the time of training, it comprised a resource crew of fifty one members directed by Dr. S. D. Pathirana, a senior lecturer of the Department of Production Engineering. 1. 1 SERVICES AND MAJOR FUNCTIONS The infrastructure of the Engineering Workshops could provide the following listed services to its consumers both in academic and non-academic terms. Machining of metals Welding Foundry work Smith and fitting work Woodwork Vehicle repair Subject to the rules established by the Faculty and the University, deploying the following functions was expected from it. Provide above mentioned services to the engineering undergraduates to carry out their academic activities such as practicals, experiments and etc. Provide above mentioned services to the Faculty of Engineering and the University as a whole if requested. Within the feasibility limits, provide above mentioned services to the public. (Service cost is usually expected to be charged from the service consumers). It is important to distinctly note that the Engineering Workshops could provide related knowledge wise services to other engineering organizations and to the public who need assistance in their work. . 2 DIFFERENT SECTIONS AND CLOSE RELATIONSHIPS The Engineering Workshops itself is a collection of five different subsections that are interrelated. Brief descriptions about them are given below. 5 1. 2. 1 DIFFERENT SECTIONS 1. 2. 1. 1 Metal Workshop The Metal Workshop is the place for machining metals. It comprises the following prominent machine tools with other supporting machines a nd equipments. Drilling machines Engraving machines Gear shapers Grinding machines Lathe machines * Several varieties of some of these machine tools could be found for specialized operations. Milling machines Planers Shaping machines Slotting machines 1. 2. 1. 2 Welding And Foundry Shop The Welding and Foundry shop comprised equipment to deploy following services: Arc welding Metal casting Mig welding Oxyacetylene welding Spot welding Tig welding 1. 2. 1. 3 Smithy And Fitting Shop The Smithy And Fitting Shop mostly comprised hand tools (anvils, hammers, chisels, etc. ) and some machine tools (Electric hammer and sheet metal rollers, benders and cutters). 1. 2. 1. 4 Woodwork Shop Comprised of 10 carpenters and 2 laborers the Woodwork Shop enclosed the following machine tools. Band saw Circular saw Disc and bobbin sander Double end tenoner Drill Mortiser Pattern miller Router 6 Saw and planner Thickness planner Wood planer Wood turning lathe 1. 2. 1. 5 Vehicle Repair Unit The Vehicle Repair Unit extends its services to the whole University. It comprised the following work force: Electricians (1) Greasers (3) Mechanics (3) Welders (1) 1. 2. 1. 6 Other Sections The Tool Store and the Consumable Good Store being separate from the above supply the tools and consumable goods to all the above five subsections. 1. 2. 2 CLOSE RELATIONSHIPS The Engineering Workshops has close relationships with the other departments of the Faculty and especially with the Department of Production Engineering through which the academic activities are conducted. On the other hand, machine tools and equipments of the Department of Production Engineering are also used to carry out the tasks of the Engineering Workshops freely. Specially, the Computer Numeric Controlled (CNC) Machining Center. 1. 3 SITE LAYOUT Gate 1 Gate 2 Faculty Main Corridor Woodwork Vehicle Tool Consumable goods Welding Metal Smithy fitting Foundry Figure 1-1 The Engineering Workshops 7 1. 4 ORGANIZATIONAL STRUCTURE Chart 1-1 shows the hierarchical structure of the University of Peradeniya pointing the position of the Engineering Workshops in it. UNIVERSITY OF PERADENIYA CHANCELLOR VICE CHANCELLOR DEANS OF OTHER FACULTIES DEAN/ENGINEERING HEADS OF OTHER DEPARTMENTS DIRECTOR ENGINEERING WORKSHOPS Chart 1-1 Organizational Structure Of The University Of Peradeniya Chart 1-2 shows the internal organizational structure of the Engineering Workshops. 8 DIRECTOR ENGINEERING WORKSHOPS [DR. S. D. PATHIRANA] WORKSHOP ENGINEER (1) [MR. M. M. K. SIRISENA] WORKSHOP SUPERINTENDENTS (2) METAL WORKSHOPS WOODWORK SHOP WELDING FOUNDRY SMITHY FITTING VEHICLE REPAIR UNIT (48 Workmen: Technicians, Clerks, Mechanics, Carpenters, Welders, Foundry men, Electricians, Machinists and Laborers) Chart 1-2 Internal Organizational Structure Of The Engineering Workshops 9 CHAPTER 2: MATERIALS AND CUTTING SPEEDS Production of an item with desired qualities inherently involves the knowledge of the materials that should be used for the product and the qualities of them. A simple example is using stainless steel for a product that should not get stained. Furthermore the effective processing of these materials until a finished product is obtained requires the knowledge of processing characteristics of the materials. For example consider machining stainless steel. Some important points to be considered are: The tool material that should be used. The level of machining (i. e. rough or finish) The cutting speed Requirement of coolants Table 2-1 gives the cutting speeds of the commonly used materials under different conditions. 10 Table 2-1 Cutting Speeds Workpiece Material Rough cut (ft/min) Finish cut (ft/min) Rough cut (ft/min) Finish cut (ft/min) Cast iron Mild Steel Malleable iron 80-110 110-130 250-300 300-400 Cast iron Bronze Aluminium Stainless steel 100-120 100-120 140-200 240-360 Brass HSS tools 50-60 80-110 120-200 350-400 40-50 65-90 140-160 250-300 45-60 70-90 150-180 200-250 110-150 150-180 600 1000 400 700 800 1000 200-300 200-300 600-1000 600-1000 Carbide tools 11 CHAPTER 3: MACHINE TOOLS AND SPECIFICATIONS 3. 1 PLANNING MACHINE Unlike most of other machines, the planning machine contains a sliding table which carries the workpiece. Cutting tools do not move but the workpiece. The one in Metal Workshop was not frequently used because of the heavy operating cost. It was only used for heavy duty metal works. The prime mover of the sliding table is a DC motor with the following specifications. Volts Amps HP rpm Excitation Volts Rating Insulation Class Year BSS 115/39 25/113 15/4. 5 1500/720/225 110 Cont E 1965 261 315 7 The DC supply for the above motor is obtained from a DC generator which is directly coupled to an induction motor driven by main AC supply of the Metal Workshop. The rating of those are as follows: DC Generator Specifications: Volts Current 115/39 113 A 12 Power rpm Excitation Winding Rating Insulation Class Year BSS 13 kW 1440 110 V Comp. Int. Cont E 1965 2613/57 Induction Motor Specifications: Volts Current Power Rpm Rating Stator Insulation Class Year BSS 400/440 (3 Phase 50Hz) 27. 5 A 21 HP 1440 Cont Delta E 1965 2613/57 13 3. 2 UNIVERSAL MILLING MACHINE The universal milling machine in the Metal Workshop has a horizontally swivel bed and can be used in both vertical and horizontal milling arrangements. The detachable milling head is used when vertical milling is performed and can be turned vertically to mill at any other inclination. Specifications of the machine are listed below. Manufacturer Spindle motor Brown and Sharp MFG Company, USA 230 V, 3 phase, 50 Hz, 9 A (full load) Cutter Speeds Feed rates 33 to 1275 rpm 3/8 to 16 7/8 inch/min 3. 3 SHAPER A shaper contains a table on which the workpiece is mounted. The linear movement of the cutting tool wipes away the excess material. This is exactly the opposite of what happens in the planning machine where the tool is fixed and the workpiece is linearly moved. The Metal Workshop has two shapers, a fully mechanical one and a hydraulic operated one. The ram moving motor of the fully mechanical shaper is of 2HP and that of the hydraulic one is 7. 5HP. The mechanical shaper has a constant speed prime mover which turns a disk as shown in Figure 3-1 to convert the rotational movement of the prime mover into reciprocal motion of the cutting tool. TOO e Figure 3-1 Rotational Into Reciprocal Motion Conversion 14 This arrangement allows quick return motion. Further more this allows feed rate change without any gear arrangement or control of speed of motor. This is done by varying the eccentricity e. The higher the e, the higher the feed rate is. A simple trade off of this feed rate control system is that as the feed rate is reduced, the stroke of the ram also gets reduced. The hydraulic type shaper does not have this problem and the feed rate and the stroke can be independently controlled. Figure 3-2 shows the hydraulic arrangement. This machine has been manufactured by Rockford Machine Tool, Rockford, Illinois, USA. CYLINDER PISTON CONNECTED TO RAM HYDRAULIC SWITCH HUDRAULIC PUMP OIL SUMP Figure 3-2 Hydraulic Arrangement Of The Shaper 3. 4 HAND DRILL A hand drill is a versatile equipment which can be freely used for drilling holes as well as for some other purposes where a portable rotational prime mover is required. The specifications of the NHP1030 hand drill manufactured by Makita Corporation, Japan are given below. Supply 230 VAC, 2. 0 A, 50-60 Hz 430 W 0-2700 rpm drill Power Speed Maximum bit size 10 mm 15 CHAPTER 4: CNC MACHINING CENTER 4. 1 HITACHI SEIKI VA35 CNC MACHINING CENTER The Hitachi Seiki VA35 CNC (Computer Numeric Controlled) machining center that belongs to the Department of Production Engineering is frequently used for accurate and automated machining of metals as well as for wood, plastic and other materials. The machining accuracy of the machine is 0. 001mm. Figure 4-2 shows various parts of the machine tool. Figure 4-1 Hitachi Seiki VA35 CNC Machining Center 16 Figure 4-2 Hitachi Seiki VA35 CNC Machining Center 17 Manufactured by Hitachi Seiki Co. Ltd. , Japan, the control unit of this numerically controlled milling machine is of Fanuc System 6M-B. The controlling is based on two Intel 8085 microprocessors. Figure 4-3 is a block diagram which shows the controlling structure of the CNC machine. EEPROM OR TAPE INPUT CONTROL MICRO PROCESSOR ROM SPINDLE POSITION X,Y,Z POSITION X S SPINDLE MOTOR MOTOR DRIVER Y Z X,Y,Z MOVEMENT MOTORS Figure 4-3 Numerical Control Of The Machine 4. 2 MACHINE SPECIFICATIONS 4. 2. GENERAL INFORMATION Manufacturer Model Control unit Weight Hitachi Seiki Co. Ltd. , Japan VA 35–II Fanuc System 6M–B 4000 kg 18 4. 2. 2 TABLE Working area Maximum carrying capacity 1000*355 mm2 500 Kg 4. 2. 3 STROKES x-axis stroke in the crosswise direction of the table y-axis stroke in the longitudinal direction of the table z-axis stroke in the vertical direction of the spindle head Distance between the spindle nose and top of the table 560 mm 350 mm 400 mm 150-550 mm 4. 2. 4 SPINDLE HEAD Spindle nose contour Spindle speed Spindle speed change Spindle motor NT 40 60-600 rpm Stepless (s 4 digit) AC 5. kW (30 min) 4. 2. 5 FEED Least increment Cutting feed rate Rapid traverse 0. 001 mm 3600 mm/min 13000 mm/min 19 4. 2. 6 AUTOMATIC TOOL CHANGE (ATC) No. of tools Shank type Maximum tool diameter Maximum tool length Maximum tool weight Tool selection method Pull stud type 30 BT 40, CAT 40 95 mm 250 mm 10 kg Random shortest course MAS 1 4. 3 G CODE AND M CODE The entire functioning of the machine is based on G Code and M Code specifications. G Codes define the preparatory functions of the machine. In simple terms, they control the movement and machining related functions of the machine tool. For example, the code G76 followed by some related arguments is used for fine boring. G00 with X,Y,Z arguments rapidly moves the bed and the spindle head to the position specified by the arguments. M Codes are known as auxiliary functions. They control specific behaviors of the machine. For example M08 turns on the coolant, M05 stops the spindle. 4. 4 AN EXAMPLE PROGRAM The listing given below is a program which was used to bore holes in couplings of two turbines which were manufactured in the Engineering Workshops. It is written in G and M Codes. Unless otherwise stated, all the dimensions are in mm. 1 2 3 4 5 G28 G91 Z0; G28 X0 Y0; G40 G49; G90; G92 X253. 087 Y177. 818 Z343. 05; 20 6 7 8 9 G00 x131. 25; G00 Z5. 0 F10; M03 S150; M98 P151; 10 M05; 11 M09; 12 G28 G91 Z0; 13 G28 X0 Y0; 14 M30; 15 % The meaning of each line is given below. 1 2 3 4 5 6 7 8 9 Return to reference point, Incremental programming, Z=0 is the reference point (Z movement only) Return to reference point, X=0 and Y=0 (X and Y movements only) Tool diameter compensation cancel, Tool length offset cancel Absolute programming Programming of absolute zero point, X=253. 87, Y=177. 818, Z=343. 05 Positioning (rapid), X=131. 25, Y=0 Positioning (rapid), Z=5. 0, Feed rate set to 10 mm/min Spindle rotation CW, speed=150 rpm Sub program (o0151) call-out 10 Spindle stop 11 Mist/coolant off 12 Return to reference point, Z=0, Incremental programming (Z movement only) 13 Return to reference point, X=0 and Y=0 14 End of program, Control unit reset 15 Just display the end of current listing Line 9 in the above program calls the sub program o0151. This sub program is the actual part of the program which bore holes and is listed below. 21 1 2 3 4 G76 G98 X131. 25 Y0. Z-52. 0 Q0. 5 R2. 0; X119. 903 Y53. 384; (some more x and y values) M99; The meaning of each line is as follows: 1 Fine boring; Return to initial level in canned cycle after finishing; Starting X,Y coordinate: X=131. 25, Y=0. 0; Final Z coordinate = -52. 0; Before boring tool is taken out, move it 0. 5 away from the bored wall of the workpiece; Radius of boring = 2. 0 (This value does not have any effect on boring since the tool determines the actual radius. ). Repeat boring for X=119. 903 and Y=53. 384. Repeat the same in line 2. End of sub program. 2 3 4 4. 5 STEPS IN USING THE MACHINE The distinct operations involved in using the CNC machine are listed below in sequence they are done. 1. Generating the program (in G M Codes) 2. Sending it to the machine 3. Running the program First a drawing of the machined workpiece is created using AutoCAD in a PC. Then using a special routine of AutoCAD, the contours of the cutting tool are generated. This is finally stored as a text file in the hard drive of the PC. Next, the CNC machine is set to retrieve this file. Through the coaxial cable which links the PC and CNC machine, it is then fed into the machine tool. A numeric name for the program is given at the beginning of the file retrieval to figure out the starting point (or the address in the memory) of the retrieving program from earlier read programs. Using this numeric name of the program, it is taken to the front from other programs in the memory and it stays waiting to run. Pressing the Start button sequentially executes the listing. Figure 4-4 shows the monitor (on the Main Control Panel) displaying a program waiting to be executed. If needed a program can directly be written using the Main Control Panel of the CNC machine and executed. This is tedious and errors may occur easily. 22 Figure 4-4 A Program Waiting To Be Executed (Sub Control Panel Display) 23 CHAPTER 5: FEASIBILITY SURVEY ON A MINI-HYDRO POWER PROJECT 5. 1 INTRODUCTION This chapter described the methods that were used for flow rate prediction and measurement and head measurement of a stream called Madapiti Oya in Nuwara Eliya district as a feasibility survey to construct a mini-hydropower plant. APPENDIX A: FEASIBILITY REPORT ON THE PROPOSED MINI-HYDRO POWER PROJECT AT KABARAGALA ESTATE contains full details of it. The capacity of a hydropower scheme entirely depends on two factors being the water flow rate and the head (the height difference between the reservoir and the power house). 5. 2 FLOW PREDICTION AND MEASUREMENT Two methods that were carried around the stream are described here. One is a flow prediction method and the other one is a flow measurement method. 5. 2. 1 AREA-RAIN FALL METHOD This is a flow prediction method. In simple terms, the catchment area of a water stream is multiplied by the rainfall to find the flow. Figure 5-1 shows an example contour map that can be used in this method to find the catchment area of a stream. The lighter dashed lines enclose the areas. For example the area which determines the flow at point B of the stream is enclosed by the outer light dashed lines bounded by three mountain peaks. Figure 5-1 Using A Contour Map To Find The Catchment Of A Stream Figure 5-2 shows a simple representation of a hydrological cycle. It is seen that sub-surface transfer flow, evaporation and transpiration reduce some amount of water from the value 24 calculated just by multiplying the area and the rainfall. Depending on the weather and geographical conditions, suitable corrections for these can be applied for a more accurate flow prediction. Figure 5-2 The Hydrological Cycle 5. 2. 2 THE FLOAT METHOD This is a flow measurement method. As shown in Figure 5-3, the time taken for a float to travel a known distance on the surface of the stream is found and hence the mean velocity of the stream. The mean velocity depends on the bed surface of the stream and hence a correction factor is applied for the velocity given by the division of the float length by the time in calculating it. The mean cross sectional area of the steam is also found. The flow is obtained by multiplying the mean values of cross sectional area and velocity. Figure 5-3 Float Method Of Flow Measurement 25 5. 3 HEAD MEASUREMENT 5. 3. 1 PRESSURE GAUGE METHOD Being not a very accurate method, pressure gauge method of head measurement employees a calibrated pressure gauge into which a long transparent water filled open ended pipe is fitted. A B Figure 5-4 Pressure Gauge Method Of Height Measurement Figure 5-4 shows how a pressure gauge is used in height measurement. The calibrated pressure gauge at B directly reads the pressure at point B with reference to point A. This reading can then be used to calculate the height difference between points A and B using the density of water. The open end A of the pipe is then taken to point B and the meter can then be moved down to a point below the point B. This is done from the expected beginning to the expected end of the penstock and the head is calculated from the sum of reading of the meter. 5. 3. 2 TACHEOMETRIC SURVEYING This is an accurate method of head measurement which uses an optical theodolite as shown in Figure 5-5. Figure 5-5 Tacheometric Surveying A measuring staff is kept at point X and readings at points A, B and C which can be identified because of the cross hairs and stadia hairs of the instrument are taken. The inclination of the 26 ines of sight (? ) is also taken. These measurement can be mathematically manipulated to find the vertical and horizontal distances between the instrument and a given point. Thus a vertical profile along a path can be generated. If a compass is additionally used at the instrument position to find the direction of point X relative to some reference direction (magnetic nort h), a bird’s eye view of the surveyed path can also be drawn. 27 CHAPTER 6: MANUFACTURING CROSS FLOW TURBINES 6. 1 INTRODUCTION During the time of training, two similar 280kW cross flow turbines were manufactured in the Engineering Workshops. They were intended to be directly coupled to the generator as shown in Figure 6-1. WATER TURBINE COUPLING WATER GENERATOR Figure 6-1 Direct Coupled Turbine The following sections describe each component of the above system. 6. 2 A CROSS FLOW TURBINE Figure 6-2 shows the cross section of a cross flow turbine that had been manufactured earlier in the Engineering Workshops. 28 Figure 6-2 A Cross Flow Turbine In a cross flow turbine, the blades are arranged in a squirrel cage. Water from the penstock hits a blade and travels across the cage, hits a second blade and leaves out. This is illustrated in Figure 6-2. The turbine shown in Figure 6-2 has a governor connected to it internally. The latter produced ones do not contain governors. Figure 6-3 shows the external dimensions of a 280kW cross flow turbine that was manufactured in the Engineering Workshops. 29 520mm 590mm ? 80mm 540mm 840mm 770mm Figure 6-3 External Dimensions Of A 280kW Cross Flow Turbine The squirrel cage blade structure of the turbine is kept in position by two bearings at each end of the rotor. The especial feature is that one of them is of self aligned type. A self aligned bearing allows the axis of the shaft which goes through it not to be the same axis of the outer fixed frame and the inclination may vary. This is shown in Figure 6-4. INCLINED TRUE AXIS OF ROTATION NOMINAL AXIS OF ROTATION Figure 6-4 A Self Aligned Bearing The self aligned bearing allows the manufacturing eccentricity of the bearing mounts not to cause vibrations or related mechanical failures. 30 6. 3 COUPLINGS The connection between the turbine and the generator is established by a set of cast iron couplings shown in Figure 6-5. Each of these couplings contains fifteen nylon bushes. Each bush on the turbine side coupling is connected to one bush on the generator side coupling using a metal rod. The nylon bush arrangement reduces vibrations and related failures due to possible eccentricities that may exist between two shafts. one set of connectors METAL ROD NYLON BUSHES TURBINE SIDE GENERATOR SIDE Figure 6-5 Coupling Between Turbine And Generator 6. 4 GENERATOR The alternator for an above turbine is of brushless self excited type with an automatic voltage regulator fitted into it. Figure 6-6 is a simple representation of such an alternator. GENERATOR EXCITER ARMATUR 3? RECT FIELD ARMATURE AVR FIELD 3 ? OUT Figure 6-6 Brushless, Automatic Voltage Regulated Alternator 31 CHAPTER 7: OTHER ACTIVITIES 7. 1 MANUFACTURING A CHALK MACHINE The chalk machine that was being manufactured in the Engineering Workshops used a piston-cylinder arrangement in producing crayons. Made of brass, Figure 7-1 shows one such piston-cylinder pair. MOLTEN PASTEL CYLINDER WATER PISTON Figure 7-1 A Piston Cylinder Pair Of The Chalk Machine The operation is as follows: 1. Fill the cylinders with molten pastel. 2. Pass water around the cylinders to solidify the crayons quickly. 3. Move the piston upwards to remove the crayons. The machine contained a set of piston-cylinder pairs which worked simultaneously. Pressing the molten pastel into the cylinders and moving the piston upwards were performed by using two hydraulic jacks one on top and the other under the piston-cylinder structure. 7. 2 SELF POWERED WATER PUMP FOR RIVERS This is a design of Professor Sanath Ranathunga and I had no personal involvement with it. A pipe is spiral wound inside a thrown away barrel as shown in Figure 7-2. The barrel is fitted with blades on its surface and submerged in the river. As the barrel rotates, water and air enter and pipe from its open end one after another. This pressurize the water inside the pipe and naturally elevates to a higher level. 32 AIR SPIRALED PIPE BARREL WATER BLADES Figure 7-2 The Self Powered Water Pump For Rivers 7. 3 MILLING A PRINTED CIRCUIT BOARD The conventional way of creating a printed circuit board or PCB for short involves chemical etching of unwanted portions of copper from a copper clad board. Instead of using a chemical, milling away the unwanted portions of the copper surface reduces time and effort needed in creating PCBs drastically. Though some drawbacks exist, this was tried on the small universal milling machine and satisfactory results could be obtained. First some broken tool shanks were found and ground to the shapes shown in Figure 7-3 using the drill bit grinder. a 0. 5mm b 0. 5mm Figure 7-3 Tools To Mill A PCB Figure 7-4 Milling A PCB Cutter (a) in Figure 7-3 created a rough surface finish. The shape of the cutting edge of cutter (b) was seen to force the copper chips into the board producing a smooth surface finish. 33 7. 4 AN ELECTRONIC ROTATION COUNTER On request of the Workshops Director Dr. S. D. Pathirana, an electronic rotation counter was designed and assembled. This was intended to give a primitive idea of electronic counting to the engineering undergraduates who were not exposed to them before. In fact, the counter was supposed to be used as a teaching guide to teach the students automated motion controlling of machines. The block diagram of the four digit counter is shown in Figure 7-5. SENSOR AMP PHOTO CELL LED Interrupt point to increment count SCHMITT TRIGGER CD4026 SSD DRIVER 7 8 SSD LM324 CLK input of next CD4026 Figure 7-5 Electronic Rotation Counter CD4026 is a decade counter and can drive a seven segment display (SSD) directly. The carry out pin of one IC is fed to the clock input of the next IC so that the count of next stage is incremented by 1 for 10 counts of this stage. LM324 contains four general purpose operational amplifiers and used for the photo cell signal amplification and as a Schmitt trigger. 34 CHAPTER 8: ANNUAL PHYSICAL VERIFICATION OF STORES At the end of each year, a physical verification of the stores is usually conducted and an inventory of items and prices is made. The Annual Physical Verification Of Stores as at 31st December 1995 contained 1889 items listed alphabetically. The value of the items was Rs. 1 570 074. 61. The price of the condemned items was Rs. 44 397. 83 during the year. It is interesting to note that the prices of the items were put as the prices existed when they were bought. For example a set of allen keys was only Rs. 25. 00 the present value being around Rs. 600. 00. In this sense, the present value of the stores might be around 40 million rupees. Usage of past prices of items in the inventory has no value at all. It just shows the total expenditure for the stores from the past. It would have been much more useful if the present prices of the items were used in the inventory. 35 CHAPTER 9: ADMINISTRATION, MANAGEMENT AND WELFARE 9. 1 UNDERSTANDING THE ATTITUDES OF EMPLOYEES Understanding the attitudes of employees is one of the most important aspects an engineer should gain in his currier. Collaborating with employees with different mentalities is inherently difficult. Some of the points that were possible to discover are listed below. Different employees have different expectations from their jobs: Faithful earning to live the life. Just earning money to live the life. Earning some extra money. Acquiring experience for a better job position. Acquiring the name of the current working organization in his curriculum vitae for a better job. While coming to the work, employees come with different mentalities: Fresh mind and pleasure to work. Burdened mind and unpleasant to work. Different personalities: Living with the community. Showing the existence. 9. 2 JOB DISPATCHING AND ADMIRING THE WORK Faithful job dispatching among the employees in the organization makes the environment pleasant for the employees to work and the administration becomes easier. In the Engineering Workshops job dispatching was done by the Workshop Engineer. Though the organization had excessive human resources and workmen were given less tasks than they could carry, in some cases it was seen that some workmen saying â€Å"I have been given more work than others†. Some even said, â€Å"Since I am the only person who knows the subject I am always burdened with the work†. It was interesting to find out whether they state the truth. In response to these statements a secret survey was conducted. Four workmen were selected including the ones who said that they were burdened and their work was observed in intervals of 15 minutes for two days. The results showed that they just lie. Some were not even possible to find for hours. One just signed the attendance register in the morning and evening and did nothing at all. Not a single was found to work at least quarter the nominal time period. 36 On the other hand, persons in the tool stores were truly burdened with work. They had to serve others all the times. In fact they disliked working there. Whatever the case it was seen that workmen always tried to show the Workshops Director that they work. When the Director was not near by, workmen did there work in lethargy. This was discussed with the Director and the final point was: â€Å"Yes, they want to show their boss that they work. Though a very little work is done, they are quite happy to be admired by me. † In any case, accepting feedback from the employees and acting on them necessarily upholds the productivity of any organization. CONTROL EMPLOYER FEEDBACK Figure 9-1 Listening To Feedback From Employees EMPLOYEE 9. 3 GUIDE LINES FOR BETTERMENT In some places of the Engineering Workshops guidelines for improving the performance of workmen could be found. Among them the ones that most people did not follow and the ones that should be followed are listed below: Keep your eyes on the man ahead – you may be called on to take his place some day. Read one or two of the technical magazines related to your line of work. It was unfortunate to say that most guidelines were in English and many workmen did not understand them. Furthermore a discussion with the Workshops Director revealed that earlier there were some sessions for the employees about implementing the Japanese S5 Concepts in the Workshops and they just died. Later he was seen refreshenning it by dividing the Workshops area among the workmen and allocating each area to several employees to maintain the enclosed machines. In Figure 9-2, the thick lines indicate the boundaries of the divided areas. 37 Figure 9-2 Division Of Flow Areas To Implement The Japanese S5 Concepts 9. 4 FREEDOM AND WELFARE SOCIETIES WITH POLITICS In the Engineering Workshops several welfare societies could be found. The Engineering Workshops Welfare Society united all the workmen in the Engineering Workshops. Furthermore some welfare societies formed at the university level could be found. Unfortunately these societies were heavily based on the political parties of the country. Depending on the political party one likes, he may join the related society. Freedom is lost and people get framed with the political party the