How Far Does Behavioral Sink Go? :: Animals Environmental Wildlife Essays

How Far Does Behavioral Sink Go? If you ask any American what behavioral sink is, they more than likely won’t be able to define the term. It seems that everyone has become subject to this mysterious term, in once sense or another. Behavioral Sink, as described by the author, Tom Wolfe in the excerpt â€Å"O Rotten Gotham† from â€Å"A Forest of Voices†, is the study of how animals relate to their environment. In one of Wolfe’s studies he speaks of this behavioral sink in New York City. He talks about how overcrowding causes this. As observed by Wolfe, New Yorkers tended to be more aggressive and cold towards one another. When driving they were found to be screaming at each other because of traffic, speeding through a crowd getting aggravated and not really knowing why. They all seemed to be greatly stressed with a tendency to foster ulcers. He also studied the effects of overcrowding in Sika deer and rats. They all showed changes in behavior, even when there was plenty of food, water, and shelter due to this lack of personal space. When an autopsy was performed on the animals, it showed that their thyroids seem to enlarge, while their bodies looked genuinely healthy. The deer seemed to die of an adrenaline shock from their thyroids, due to the stress of no personal space. Wolfe seemed to think that if you did an autopsy on the deceased people in New York City, they would show the same general signs of thyroid enlargement. The interesting connection that humans have to rats is the grouping they exhibit. The leader-rats seem to take their own groups and then the average to below average rats gather together. Human aristocrats and wealthier people, like the leader rats, tend to live in suburbs and live in quieter, nicer places. The other people, like the average to below average rats, seemed to live in smaller apartments and much more crowded, less healthy areas like the slums. The average rats showed signs of violence, aggravation, homo and bi-sexuality, and all showed increasing signs of cancer and other diseases. The interesting connection here is that by my own observations, the same things seem to be happening in the world today. How Far Does Behavioral Sink Go? :: Animals Environmental Wildlife Essays How Far Does Behavioral Sink Go? If you ask any American what behavioral sink is, they more than likely won’t be able to define the term. It seems that everyone has become subject to this mysterious term, in once sense or another. Behavioral Sink, as described by the author, Tom Wolfe in the excerpt â€Å"O Rotten Gotham† from â€Å"A Forest of Voices†, is the study of how animals relate to their environment. In one of Wolfe’s studies he speaks of this behavioral sink in New York City. He talks about how overcrowding causes this. As observed by Wolfe, New Yorkers tended to be more aggressive and cold towards one another. When driving they were found to be screaming at each other because of traffic, speeding through a crowd getting aggravated and not really knowing why. They all seemed to be greatly stressed with a tendency to foster ulcers. He also studied the effects of overcrowding in Sika deer and rats. They all showed changes in behavior, even when there was plenty of food, water, and shelter due to this lack of personal space. When an autopsy was performed on the animals, it showed that their thyroids seem to enlarge, while their bodies looked genuinely healthy. The deer seemed to die of an adrenaline shock from their thyroids, due to the stress of no personal space. Wolfe seemed to think that if you did an autopsy on the deceased people in New York City, they would show the same general signs of thyroid enlargement. The interesting connection that humans have to rats is the grouping they exhibit. The leader-rats seem to take their own groups and then the average to below average rats gather together. Human aristocrats and wealthier people, like the leader rats, tend to live in suburbs and live in quieter, nicer places. The other people, like the average to below average rats, seemed to live in smaller apartments and much more crowded, less healthy areas like the slums. The average rats showed signs of violence, aggravation, homo and bi-sexuality, and all showed increasing signs of cancer and other diseases. The interesting connection here is that by my own observations, the same things seem to be happening in the world today.

Separation of Eddy Current and Hysteresis Losses

Laboratory Report Assignment N. 2 Separation of Eddy Current and Hysteresis Losses Instructor Name:  Ã‚  Ã‚   Dr. Walid Hubbi By: Dante Castillo Mordechi Dahan Haley Kim November 21, 2010 ECE 494 A -102 Electrical Engineering Lab Ill Table of Contents Objectives3 Equipment and Parts4 Equipment and parts ratings5 Procedure6 Final Connection Diagram7 Data Sheets8 Computations and Results10 Curves14 Analysis20 Discussion27 Conclusion28 Appendix29 Bibliography34 ObjectivesInitially, the purpose of this laboratory experiment was to separate the eddy-current and hysteresis losses at various frequencies and flux densities utilizing the Epstein Core Loss Testing equipment. However, due to technical difficulties encountered when using the watt-meters, and time constraints, we were unable to finish the experiment. Our professor acknowledging the fact that it was not our fault changed the objective of the experiment to the following: * To experimentally determine the inductance value of an in ductor with and without a magnetic core. * To experimentally determine the total loss in the core of the transformer.Equipment and Parts * 1 low-power-factor (LPF) watt-meter * 2 digital multi-meters * 1 Epstein piece of test equipment * Single-phase variac Equipment and parts ratings Multimeters: Alpa 90 Series Multimeter APPA-95 Serial No. 81601112 Wattmetters:Hampden Model: ACWM-100-2 Single-phase variac:Part Number: B2E 0-100 Model: N/A (LPF) Watt-meter: Part Number: 43284 Model: PY5 Epstein test equipment: Part Number: N/A Model: N/A Procedure The procedure for this laboratory experiment consists of two phases: A. Watt-meters accuracy determination -Recording applied voltage -Measuring current flowing into test circuit Plotting relative error vs. voltage applied B. Determination of Inductance value for inductor w/ and w/o a magnetic core -Measuring the resistance value of the inductor -Recording applied voltages and measuring current flowing into the circuit If part A of the ab ove described procedure had been successful, we would have followed the following set of instructions: 1. Complete table 2. 1 using (2. 10) 2. Connect the circuit as shown in figure 2. 1 3. Connect the power supply from the bench panel to the INPUT of the single phase variac and connect the OUTPUT of the variac to the circuit. 4.Wait for the instructor to adjust the frequency and maximum output voltage available for your panel. 5. Adjust the variac to obtain voltages Es as calculated in table 2. 1. For each applied voltage, measure and record Es and W in table 2. 2. The above sets of instructions make references to the manual of our course. Final Connection Diagram Figure 1: Circuit for Epstein core loss test set-up The above diagrams were obtained from the section that describes the experiment in the student manual. Data Sheets Part 1: Experimentally Determining the Inductance Value of Inductor Table 1: Measurements obtained without magnetic coreInductor Without Magnetic Core| V [V ]| I [A]| Z [ohm]| P [W]| 20| 1. 397| 14. 31639| 27. 94| 10| 0. 78| 12. 82051| 7. 8| 15| 1. 067| 14. 05811| 16. 005| Table 2: Measurements obtained with magnetic core Inductor With Magnetic Core| V [V]| I [A]| Z [ohm]| P [W]| 10. 2| 0. 188| 54. 25532| 1. 9176| 15. 1| 0. 269| 56. 13383| 4. 0619| 20| 0. 35| 57. 14286| 7| Part 2: Experimentally Determining Losses in the Core of the Epstein Testing Equipment Table 3: Core loss data provided by instructor | f=30 Hz| f=40 Hz| f=50 Hz| f=60 Hz| Bm| Es [Volts]| W [Watts]| Es [Volts]| W [Watts]| Es [Volts]| W [Watts]| Es [Volts]| W [Watts]| 0. | 20. 8| 1. 0| 27. 7| 1. 5| 34. 6| 3. 0| 41. 5| 3. 8| 0. 6| 31. 1| 2. 5| 41. 5| 4. 5| 51. 9| 6. 0| 62. 3| 7. 5| 0. 8| 41. 5| 4. 5| 55. 4| 7. 4| 69. 2| 11. 3| 83. 0| 15. 0| 1. 0| 51. 9| 7. 0| 69. 2| 11. 5| 86. 5| 16. 8| 103. 6| 21. 3| 1. 2| 62. 3| 10. 4| 83. 0| 16. 2| 103. 8| 22. 5| 124. 5| 33. 8| Table 4: Calculated values of Es for different values of Bm Es=1. 73*f*Bm| Bm| f=30 Hz| f=40 Hz| f=50 Hz| f =60 Hz| 0. 4| 20. 76| 27. 68| 34. 6| 41. 52| 0. 6| 31. 14| 41. 52| 51. 9| 62. 28| 0. 8| 41. 52| 55. 36| 69. 2| 83. 04| 1| 51. 9| 69. 2| 86. 5| 103. 8| 1. 2| 62. 28| 83. 04| 103. 8| 124. 56| Computations and ResultsPart 1: Experimentally Determining the Inductance Value of Inductor Table 5: Calculating values of inductances with and without magnetic core Calculating Inductances| Resistance [ohm]| 2. 50| Impedence w/o Magnetic Core (mean) [ohm]| 13. 73| Impedence w/ Magnetic Core (mean) [ohm]| 55. 84| Reactance w/o Magnetic Core [ohm]| 13. 50| Reactance w/ Magnetic Core [ohm]| 55. 79| Inductance w/o Magnetic Core [henry]| 0. 04| Inductance w/ Magnetic Core [henry]| 0. 15| The values in Table 4 were calculated using the following formulas: Z=VI Z=R+jX X=Z2-R2 L=X2 60 Part 2: Experimentally Determining Losses in the Core of the Epstein TestingEquipment Table 5: Calculation of hysteresis and Eddy-current losses Table 2. 3: Data Sheet for Eddy-Current and Hysteresis Losses|   | f=30 Hz| f=40 Hz| f=50 Hz| f=60 Hz| Bm| slope| y-intercept| Pe [W]| Ph [W]| Pe [W]| Ph [W]| Pe [W]| Ph [W]| Pe [W]| Ph [W]| 0. 4| 0. 0011| -0. 0021| 1. 01| 0. 06| 1. 80| 0. 08| 2. 81| 0. 10| 4. 05| 0. 12| 0. 6| 0. 0013| 0. 0506| 1. 19| 1. 52| 2. 12| 2. 02| 3. 31| 2. 53| 4. 77| 3. 03| 0. 8| 0. 0034| 0. 0493| 3. 07| 1. 48| 5. 46| 1. 97| 8. 53| 2. 47| 12. 28| 2. 96| 1. 0| 0. 0041| 0. 1169| 3. 72| 3. 51| 6. 62| 4. 68| 10. 34| 5. 85| 14. 89| 7. 01| 1. 2| 0. 0070| 0. 1285| 6. 6| 3. 86| 11. 12| 5. 14| 17. 38| 6. 43| 25. 02| 7. 71| Table 6: Calculation of relative error between measure core loss and the sum of the calculated hysteresis and Eddy-current losses at f=30 Hz W=Pe+Ph @ f=30 Hz| W [Watts]| Pe [Watts]| Ph [Watts]| Pe+Ph| Rel. Error| 1. 0| 1. 0125| 0. 0625| 1. 075| 7. 50%| 2. 5| 1. 1925| 1. 5174| 2. 7099| 8. 40%| 4. 5| 3. 069| 1. 479| 4. 548| 1. 07%| 7. 0| 3. 7215| 3. 507| 7. 2285| 3. 26%| 10. 4| 6. 255| 3. 855| 10. 11| 2. 79%| Table 7: Calculation of relative error between measure core los s and the sum of the calculated hysteresis and Eddy-current losses at f=40 HzW=Pe+Ph @ f=40 Hz| W [Watts]| Pe [Watts]| Ph [Watts]| Pe+Ph| Rel. Error| 1. 5| 1. 8| 0. 0833| 1. 8833| 25. 55%| 4. 5| 2. 12| 2. 0232| 4. 1432| 7. 93%| 7. 4| 5. 456| 1. 972| 7. 428| 0. 38%| 11. 5| 6. 616| 4. 676| 11. 292| 1. 81%| 16. 2| 11. 12| 5. 14| 16. 26| 0. 37%| Table 8: Calculation of relative error between measure core loss and the sum of the calculated hysteresis and Eddy-current losses at f=50 Hz W=Pe+Ph @ f=50 Hz| W [Watts]| Pe [Watts]| Ph [Watts]| Pe+Ph| Rel. Error| 3. 0| 2. 8125| 0. 1042| 2. 9167| 2. 78%| 6. 0| 3. 3125| 2. 529| 5. 8415| 2. 64%| 11. 3| 8. 525| 2. 465| 10. 99| 2. 1%| 16. 8| 10. 3375| 5. 845| 16. 1825| 3. 39%| 22. 5| 17. 375| 6. 425| 23. 8| 5. 78%| Table 9: Calculation of relative error between measure core loss and the sum of the calculated hysteresis and Eddy-current losses at f=60 Hz W=Pe+Ph @ f=60 Hz| W [Watts]| Pe [Watts]| Ph [Watts]| Pe+Ph| Rel. Error| 3. 8| 4. 05| 0. 125| 4. 175| 11. 33%| 7. 5| 4. 77| 3. 0348| 7. 8048| 4. 06%| 15. 0| 12. 276| 2. 958| 15. 234| 1. 56%| 21. 3| 14. 886| 7. 014| 21. 9| 3. 06%| 33. 8| 25. 02| 7. 71| 32. 73| 3. 02%| Curves Figure 1: Power ratio vs. frequency for Bm=0. 4 Figure 2: Power ratio vs. frequency for Bm=0. 6Figure 3: Power ratio vs. frequency for Bm=0. 8 Figure 4: Power ratio vs. frequency for Bm=1. 0 Figure 5: Power ratio vs. frequency for Bm=1. 2 Figure 6: Plot of the log of normalized hysteresis loss vs. log of magnetic flux density Figure 7: Plot of the log of normalized Eddy-current loss vs. log of magnetic flux density Figure 8: Plot of Kg core loss vs. frequency Figure 9: Plot of hysteresis power loss vs. frequency for different values of Bm Figure 10: Plot of Eddy-current power loss vs. frequency for different values of Bm Analysis Figure 11: Linear fit through power frequency ratio vs. requency for Bm=0. 4 The plot in Figure 6 was generated using Matlab’s curve fitting tool. In addition, in order to ob tain the straight line displayed in figure 6, an exclusion rule was created in which the data points in the middle were ignored. The slope and the y-intercept of the line are p1 and p2 respectively. y=mx+b fx=p1x+p2 m=p1=0. 001125 b=p2=-0. 002083 Figure 12: Linear fit through power frequency ratio vs. frequency for Bm=0. 6 The plot in figure 7 was generated in the same manner as the plot in figure 6. The slope and y-intercept obtained for this case are: m=p1=0. 001325 b=p2=0. 5058 Figure 13: Linear fit through power frequency ratio vs. frequency for Bm=0. 8 For the linear fit displayed in figure 8, no exclusion was used. The data points were well behaved; therefore the exclusion was not necessary. The slope and y-intercept are the following: m=p1=0. 00341 b=p2=0. 0493 Figure 14: Linear fit through power frequency ratio vs. frequency for Bm=1. 0 The use of exclusions was not necessary for this particular fit. The slope and y-intercept are listed below: m=p1=0. 004135 b=p2=0. 1169 Fig ure 15: Linear fit through power frequency ratio vs. frequency for Bm=1. 2The use of exclusions was not necessary for this particular fit. The slope and y-intercept are listed below: m=p1=0. 00695 b=p2=0. 1285 Figure 16: Linear fit through log (Kh*Bm^n) vs. log Bm For the plot in figure 11, exclusion was created to ignore the value in the bottom left corner. This was done because this value was negative which implies that the hysteresis loss had to be negative, and this result did not make sense. The slope of this straight line represents the exponent n and the y intercept represents log(Kh). b=logKh>Kh=10b=10-1. 014=0. 097 n=m=1. 554 Figure 17: Linear fit through log (Ke*Bm^2) vs. og Bm No exclusion rule was necessary to perform the linear fit through the data points. b=logKe>Ke=10b=0. 004487 Discussion 1. Discuss how eddy-current losses and hysteresis losses can be reduced in a transformer core. To reduce eddy-currents, the armature and field cores are constructed from laminated s teel sheets. The laminated sheets are insulated from one another so that current cannot flow from one sheet to the other. To   reduce   hysteresis   losses,   most   DC   armatures   are   constructed   of   heat-treated   silicon   steel, which has an inherently low hysteresis loss. . Using the hysteresis loss data, compute the value for the constant n. n=1. 554 The details of how this parameter was computed are under the analysis section. 3. Explain why the wattmeter voltage coil must be connected across the secondary winding terminals. The watt-meter voltage coil must be connected across the secondary winding terminals because the whole purpose of this experiment is to measure and separate the losses that occur in the core of a transformer, and connecting the potential coil to the secondary is the only way of measuring the loss.Recall that in an ideal transformer P into the primary is equal to P out of the secondary, but in reality, P into the primary is n ot equal to P out of the secondary. This is due to the core losses that we want to measure in this experiment. Conclusion I believe that this laboratory experiment was successful because the objectives of both part 1 and 2 were fulfilled, namely, to experimentally determine the inductance value of an inductor with and without a magnetic core and to separate the core losses into Hysteresis and Eddy-current losses.The inductance values were determined and the values obtained made sense. As expected the inductance of an inductor without the addition of a magnetic core was less than that of an inductor with a magnetic core. Furthermore, part 2 of this experiment was successful in the sense that after our professor provided us with the necessary measurement values, meaningful data analysis and calculations were made possible. The data obtained using matlab’s curve fitting toolbox made physical sense and allowed us to plot several required graphs.Even though analyzing the first set of values our professor provided us with was very difficult and time consuming, after receiving an email with more detailed information on how to analyze the data provided to us, we were able to get the job done. In addition to fulfilling the goals of this experiment, I consider this laboratory was even more of a success because it provided us with the opportunity of using matlab for data analysis and visualization. I know this is a valuable skill to mastery over. Appendix Matlab Code used to generate plots and the linear fits %% Defining range of variables Bm=[0. 4:. 2:1. ]; % Maximum magnetic flux density f=[30:10:60]; % range of frequencies in Hz Es1=[20. 8 31. 1 41. 5 51. 9 62. 3]; % Induced voltage on the secundary @ 30 Hz Es2=[27. 7 41. 5 55. 4 69. 2 83. 0]; % Induced voltage on the secundary @ 40 Hz Es3=[34. 6 51. 9 69. 2 86. 5 103. 8]; % Induced voltage on the secundary @ 50 Hz Es4=[41. 5 62. 3 83. 0 103. 6 124. 5]; % Induced voltage on the secundary @ 60 Hz W1=[1 2. 5 4. 5 7 10. 4]; % Power loss in the core @ 30 Hz W2=[1. 5 4. 5 7. 4 11. 5 16. 2]; % Power loss in the core @ 40 Hz W3=[3 6 11. 3 16. 8 22. ]; % Power loss in the core @ 50 Hz W4=[3. 8 7. 5 15. 0 21. 3 33. 8]; % Power loss in the core @ 60 Hz W=[W1†² W2†² W3†² W4†²]; % Power loss for all frequencies W_f1=W(1,:). /f; % Power to frequency ratio for Bm=0. 4 W_f2=W(2,:). /f; % Power to frequency ratio for Bm=0. 6 W_f3=W(3,:). /f; % Power to frequency ratio for Bm=0. 8 W_f4=W(4,:). /f; % Power to frequency ratio for Bm=1 W_f5=W(5,:). /f; % Power to frequency ratio for Bm=1. 2 %% Generating plots of W/f vs frequency for diffrent values of Bm Plotting W/f vs. frequency for Bm=0. 4 plot(f,W_f1,'rX','MarkerSize',12); xlabel(‘Frequency [Hz]'); ylabel(‘Power Ratio [W/Hz]'); grid on; title(‘Power Ratio vs. Frequency For Bm=0. 4†²); % Plotting W/f vs. frequency for Bm=0. 6 figure(2); plot(f,W_f2,'rX','MarkerSize',12); xlabel(‘Frequency [Hz]'); ylabel(â €˜Power Ratio [W/Hz]'); grid on; title(‘Power Ratio vs. Frequency For Bm=0. 6†²); % Plotting W/f vs. frequency for Bm=0. 8 figure(3); plot(f,W_f3,'rX','MarkerSize',12); xlabel(‘Frequency [Hz]'); ylabel(‘Power Ratio [W/Hz]'); grid on; title(‘Power Ratio vs. Frequency For Bm=0. 8†²); % Plotting W/f vs. frequency for Bm=1. figure(4); plot(f,W_f4,'rX','MarkerSize',12); xlabel(‘Frequency [Hz]'); ylabel(‘Power Ratio [W/Hz]'); grid on; title(‘Power Ratio vs. Frequency For Bm=1. 0†²); % Plotting W/f vs. frequency for Bm=1. 2 figure(5); plot(f,W_f5,'rX','MarkerSize',12); xlabel(‘Frequency [Hz]'); ylabel(‘Power Ratio [W/Hz]'); grid on; title(‘Power Ratio vs. Frequency For Bm=1. 2†²); %% Obtaining Kh and n b=[-0. 002083 0. 05058 0. 0493 0. 1169 0. 1285]; % b=Kh*Bm^n log_b=log10(abs(b)); % Computing the log of magnitude of b( y-intercept) log_Bm=log10(Bm); % Computing the log of Bm Plotting log(Kh*Bm^n) vs. log(B m) figure(6); plot(log_Bm,log_b,'rX','MarkerSize',12); xlabel(‘log(Bm)'); ylabel(‘log(Kh*Bm^n)'); grid on; title(‘Log of Normalized Hysteresis Loss vs. Log of Magnetic Flux Density'); %% Obtaining Ke m=[0. 001125 0. 001325 0. 00341 0. 004135 0. 00695]; % m=Ke*Bm^2 log_m=log10(m); % Computing the log of m% Plotting log(Ke*Bm^2) vs. log(Bm) figure(7); plot(log_Bm,log_m,'rX','MarkerSize',12); xlabel(‘log(Bm)'); ylabel(‘log(Ke*Bm^2)'); grid on; title(‘Log of Normalized Eddy-Current Loss vs. Log of Magnetic Flux Density'); % Plotting W/10 vs. frequency at different values of Bm PLD1=W(1,:). /10; % Power Loss Density for Bm=0. 4 PLD2=W(2,:). /10; % Power Loss Density for Bm=0. 6 PLD3=W(3,:). /10; % Power Loss Density for Bm=0. 8 PLD4=W(4,:). /10; % Power Loss Density for Bm=1. 0 PLD5=W(5,:). /10; % Power Loss Density for Bm=1. 2 figure(8); plot(f,PLD1,'rX','MarkerSize',12); xlabel(‘Frequency [Hz]'); ylabel(‘Power Loss Density [W/Kg]'); grid on; title(‘Power Loss Density vs. Frequency'); old; plot(f,PLD2,'bX','MarkerSize',12); xlabel(‘Frequency [Hz]'); ylabel(‘Power Loss Density [W/Kg]'); grid on; title(‘Power Loss Density vs. Frequency'); plot(f,PLD3,'kX','MarkerSize',12); xlabel(‘Frequency [Hz]'); ylabel(‘Power Loss Density [W/Kg]'); grid on; title(‘Power Loss Density vs. Frequency'); plot(f,PLD4,'mX','MarkerSize',12); xlabel(‘Frequency [Hz]'); ylabel(‘Power Loss Density [W/Kg]'); grid on; title(‘Power Loss Density vs. Frequency'); plot(f,PLD5,'gX','MarkerSize',12); xlabel(‘Frequency [Hz]'); ylabel(‘Power Loss Density [W/Kg]'); grid on; title(‘Power Loss Density vs.Frequency');legend(‘Bm=0. 4†²,'Bm=0. 6', ‘Bm=0. 8', ‘Bm=1. 0', ‘Bm=1. 2†²); %% Defining Ph and Pe Ph=abs(f'*b); Pe=abs(((f'). ^2)*m); %% Plotting Ph for different values of frequency % For Bm=0. 4 figure(9); plot(f,Ph(:,1),'r','MarkerSize',12); xl abel(‘Frequency [Hz]'); ylabel(‘Hysteresis Power Loss [W]'); grid on; title(‘Hysteresis Power Loss vs. Frequency'); % For Bm=0. 6 hold; plot(f,Ph(:,2),'k','MarkerSize',12); xlabel(‘Frequency [Hz]'); ylabel(‘Hysteresis Power Loss [W]'); grid on; title(‘Hysteresis Power Loss vs. Frequency'); % For Bm=0. 8 lot(f,Ph(:,3),'g','MarkerSize',12); xlabel(‘Frequency [Hz]'); ylabel(‘Hysteresis Power Loss [W]'); grid on; title(‘Hysteresis Power Loss vs. Frequency'); % For Bm=1. 0 plot(f,Ph(:,4),'b','MarkerSize',12); xlabel(‘Frequency [Hz]'); ylabel(‘Hysteresis Power Loss [W]'); grid on; title(‘Hysteresis Power Loss vs. Frequency'); % For Bm=1. 0 plot(f,Ph(:,5),'c','MarkerSize',12); xlabel(‘Frequency [Hz]'); ylabel(‘Hysteresis Power Loss [W]'); grid on; title(‘Hysteresis Power Loss vs. Frequency'); legend(‘Bm=0. 4†²,'Bm=0. 6', ‘Bm=0. 8', ‘Bm=1. 0', ‘Bm=1. 2†²); % Plotting P e vs frequency for different values of Bm % For Bm=0. 4 figure(9); plot(f,Pe(:,1),'r','MarkerSize',12); xlabel(‘Frequency [Hz]'); ylabel(‘Hysteresis Power Loss [W]'); grid on; title(‘Hysteresis Power Loss vs. Frequency'); % For Bm=0. 6 hold; plot(f,Pe(:,2),'k','MarkerSize',12); xlabel(‘Frequency [Hz]'); ylabel(‘Hysteresis Power Loss [W]'); grid on; title(‘Hysteresis Power Loss vs. Frequency'); % For Bm=0. 8 plot(f,Pe(:,3),'g','MarkerSize',12); xlabel(‘Frequency [Hz]'); ylabel(‘Hysteresis Power Loss [W]'); grid on; title(‘Hysteresis Power Loss vs. Frequency'); For Bm=1. 0 plot(f,Pe(:,4),'b','MarkerSize',12); xlabel(‘Frequency [Hz]'); ylabel(‘Hysteresis Power Loss [W]'); grid on; title(‘Hysteresis Power Loss vs. Frequency'); % For Bm=1. 0 plot(f,Pe(:,5),'c','MarkerSize',12); xlabel(‘Frequency [Hz]'); ylabel(‘Eddy-Current Power Loss [W]'); grid on; title(‘Eddy-Current Power Loss vs. Frequency'); l egend(‘Bm=0. 4†²,'Bm=0. 6', ‘Bm=0. 8', ‘Bm=1. 0', ‘Bm=1. 2'); Bibliography Chapman, Stephen J. Electric Machinery Fundamentals. Maidenhead: McGraw-Hill Education, 2005. Print. http://www. tpub. com/content/doe/h1011v2/css/h1011v2_89. htm

The Effect Of Spending Time On Nature And Its Stress...

Counselors dedicate their lives to helping people emotionally in need, and eventually this dedication begins to produce distress which, if not dealt with can lead into more serious issues. One of the more serious issues that counselors are at higher risk to experience as job-related stress increases—is burnout. In order for counselors to maintain healthy levels of compassion while maintaining their ability to help their clients, implementing a self-care plan. This self-care plan enables counselors to effectively cope with frequent job-related stress. If the self-care plan does not effectively cope with this stress, then burnout is likely to be experienced. However, there are successful strategies to prevent burnout and enables the counselor to help hurting people for the long duration. One such plausible self-care plan that effectively copes with job related stress includes frequent exposures to nature and the outdoors. In this paper, I examine the relationship between spending time in nature and its stress reducing capabilities. Because burnout is a stress induced syndrome, attempts to decrease stress levels with nature exposures, should also prevent burnout. Unfortunately, most counselors who experience burnout seldom engage in healthy coping strategies nor do they engage in them frequently enough. It is important for counselors to maintain healthy coping strategies in order to help their clients to the best of their abilities for the long duration. ByShow MoreRelatedHow Does Stress Help Facilitate Potential Positive Outcomes For Outdoor Adventure Education And Adventure Therapy Participants?2218 Words   |  9 Pages How does interacting with nature effect brain physiology, facilitating improved stress responses and overall mental and physical health within wilderness and nature based therapy programs? 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Computer Science Laboratory ( Csl ) - 1264 Words

History: The term ubiquitous computing was first articulated in 1988 by Mark Weiser in Xerox Palo Alto Research Centre (PARC) Electronics and Imaging Laboratory (EIL). In late 1987, Bob Sprague, Richard Bruce and other members of PARC and EIL put forward the idea of developing wall sized flat panel computer displays from large area amorphous sheets. Its been believed that The wall display was used as input for scanning images and electronic pens. These researchers anticipated such computer walls different than one person one-desktop computer convention. They got the idea of spreading computers ubiquitously and invisibly through environment from this idea. Concurrently, anthropologists from PARC (Lucy Suchman) were working on people s behaviour towards technology and they figured out that the use of technology is more situational than feature oriented. The vision concentrated on how the computers are embedded within the social framework of daily activities and interplay of the same with physical environment. From this background the first ubiquitous program emerged which was written at Computer Science laboratory (CSL). This program was used in removing the drawbacks found in the personal computing. Drawbacks such as it needs continuous attention, it’s detached from other activities and other people around and has occupied our lives. Mark Weiser wanted to focus on human to human computing and put computation back into environmental background.Show MoreRelatedIntangible Asset Accounting and Accounting Policy Selection in the Football Industry85391 Words   |  342 PagesASSET ACCOUNTING AND ACCOUNTING POLICY SELECTION IN THE FOOTBALL INDUSTRY by NICHOLAS ROWBOTTOM A thesis submitted to the Faculty of Commerce and Social Science of The University of Birmingham for the degree of DOCTOR OF PHILOSOPHY Department of Accounting and Finance School of Business Faculty of Commerce and Social Science The University of Birmingham July 1998 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of theRead MoreInnovators Dna84615 Words   |  339 Pageswinter 1991). â€Å"Most of the attempts to distinguish between entrepreneurs and small business owners or managers have discovered no differentiating features† (R. H. Brockhaus and P. S. Horwitz, â€Å"The Psychology of the Entrepreneur† in The Art and Science of Entrepreneurship, 1986). Solution) to develop a methodology for determining what percentage of a ï ¬ rm’s market value could be attributed to its existing businesses (products, services, markets). If the ï ¬ rm’s market value was higher than the

Body Image And Self Esteem Among Adolescents - 1685 Words

Body Image and Self-Esteem among Adolescents The topic of body image is an issue that we see amongst many adolescents all around the world. This huge issue can be dealt by adults but the main victim of body imaging are adolescents. Everywhere, anyone goes, there is example of what society considers â€Å"beautiful.† Even if someone is not completely studying it, their subconscious is still registering all of the images and words to what society thinks is a perfect body. Everyday there are people that walk by magazines in stores, drive by billboards with models, and watch television commercials with the skinny girl or buff guy. It is just something people see in their everyday life and is something that is hard to get away from. With all of the hints here and there, it is hard to not think about your own self-image and lose a little bit of self-esteem. Adolescents are more vulnerable to getting self-conscious because that is when we as humans are starting to figure out our own bodies, so when these young adults see a skinny girl on the cover of a magazine with the words â€Å"beautiful† or â€Å"hot† next to them, they start to question if they can fit in those categories. Body image and self-esteem has to come from somewhere. Where would that somewhere be? We can blame a lot of it on media. Just like said before, everywhere people go they see these body imaging markers and hints of what is beautiful and all of it comes from media. The magazines, commercials, and billboards, all media.Show MoreRelatedHow Does Self Discrepancy Of Media Influenced Body Image Affect Adolescents Self Esteem?1235 Words   |  5 PagesSection A: Project Details Title: How does self-discrepancy of media-influenced body image affect adolescents’ self-esteem? Abstract: Research has shown that exposure to thin-ideal media is related to body dissatisfaction. 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Emma and Clueless Speech Free Essays

Through close analysis of the novel Emma, by Jane Austen and the film Clueless by Amy Heckerling, we discover that both texts are influenced by, and reflect the values of their respective contexts. Emma is set in the isolated, rural town of Highbury, England in the early 1800’s, at a time where society had placed value on social hierarchy. This distinction between classes was largely determined by family lines and inheritance. We will write a custom essay sample on Emma and Clueless Speech or any similar topic only for you Order Now It is in the upper class of society that Jane Austen places her protagonist, Emma, â€Å"handsome, clever and rich†¦with very little to distress or vex her†. Emma’s desirable situation had led her to possess a self indulgent attitude towards life, as Austen intends her audience to identify with the cynical remark that she has â€Å"the power of having rather too much her own way†. However, Austen contradicts this third voice by the dialogue which establishes Emma to be a character of good intentions â€Å"No papa, nobody thought of you walking†. This contrast between third person and dialogue creates a discrepancy between Emma’s thoughts and Austen’s intrusive moralistic views. From the irony present here, satire is created, encouraging the reader to reflect on Emma’s behaviour as a reflection of the context of her society and the value put on social hierarchy and status. The opening scene of Amy Heckerling’s film, Clueless, made in the 1990’s, immediately adopts Austen’s ironic tone. The energetic montage and quick succession of camera angles of Cher and her fellow teenagers indulging in luxurious activities in Beverly Hills USA, establishes the materialistic world in which the movie is set. Heckerling appeals to her audience by creating such strong imagery, however she contradicts these perceptions by juxtaposing everything her audience views. The blaring song â€Å"We’re the kids in America† provides ironic commentary in that it is strikingly evident that these wealthy teenagers are the complete opposite from the average ‘kids in America’ as they have the ability to embrace all aspects of consumer ideals. Through this Heckerling establishes Cher as being an imitation of Emma â€Å"having too much her own way†. The contrast between Cher’s first voiceover â€Å"I actually have a way normal life for a teenage girl† whilst she picks out her designer outfit on a computer allows Heckerling to provide an authorial voice, much like Austen, where she critiques teenage self absorption and the society that cultivates this trait. Both texts primarily focus on the social values of marriage, romance and sex. During Austen’s time, marriage was concerned as a way of preserving your social rank and financial status and often these values took primacy over romance. This is evident when Emma speaks that Mr Elton would give Harriet â€Å"everything she wanted- consideration, independence, a proper home†. Austen challenges societies values by making Emma oppose these views and have â€Å"very little intention of marrying at all†. However, Austen allows Emma to succumb to society’s expectations with her marriage to Mr. Knightely. This reaffirms the reality of Austen’s society, she allows her audience to see her view but highlights that she cannot change this value. Heckerling chooses to replace the importance of marriage, with the importance of sex to suite the context of contemporary society. Sex before marriage is a prevalent issue in the film and is highlighted as common amongst most social classes. Tai’s comment to Cher â€Å"Why am I even listening to you- you’re a virgin who can’t drive† reflects societies consideration as to what is important. Like Emma, Cher rejects her social expectations and admits to remaining a virgin. However, Heckerling sets up a paradox around Cher, exaggerating a materialistic and sexual blonde who ironically remains a virgin despite this image. Although the importance of sex takes focus in the film, Heckerling chooses to end Clueless with a marriage, highlighting that it is still a value in modern society. Both Austen and Heckerling challenge their audience to confront their own presumptions concerning their society’s values. Moral education is a value personified through significant figures in both protagonist’s lives. In Emma, Mr Knightely is the catalyst for Emma’s moral education and growth. One of the significant turning points for Emma’s transformation is the Box Hill incident where Emma cruelly insults Miss Bates. Jane Austen use’s Mr Knightely to enter her novel to criticise Emma’s behaviour â€Å"Better be without sense, than misapply it as you do. † In Clueless, it is Josh who sparks Cher to â€Å"make-over her soul†. It is the incident when Cher insults Lucy saying she is a Mexican and Josh insults her saying â€Å"your such a brat† that is the vehicle for Cher’s moral education and ultimately making her a better person. Through these men, both Austen and Heckerling are able to criticise not only Emma and Cher, but the moral values society shape as acceptable. Through exploring both texts, it becomes increasingly evident that both authors have attempted to reflect their societies. Through their protagonists, they challenge societies standards and expectations and appeal to their audience to overcome these barriers. Therefore we come to the point that while human nature does not change, the context and values do. How to cite Emma and Clueless Speech, Papers

Moot Court Outline free essay sample

First, [substantive legal argument – strongest point] 2. Second [substantive legal argument] 3. And Third, as a matter of public policy OR as public policy dictates, [policy argument] ARGUMENT 1. With respect to the first point your honors . . . OR First, . . . CONCLUSION Since [first point], [second point], and [third point], Petitioner/Respondent respectfully requests that this Court finds ____ a violation of international law. Thank you. [REBUTTAL (for Petitioner ONLY)] Respondent made one/two point(s) that I would like to address. (First) Respondent stated that . . However, . . . OR Respondent contends that _____. However, . . . MISCELLANEOUS SUGGESTIONS For Rebuttal: o Attack misstatements and glossed-over weaknesses. o Address concerns of the court. o One to two points – most important point first. If you obviously and/or materially misspeak, say â€Å"rather, ____† OR â€Å"pardon me your honors, what I mean to say is ____† and correct yourself. If you are really hard-pressed for a transition, say, â€Å"which brings me to my second/third point† and find a way to fit what you were talking about into that point. We will write a custom essay sample on Moot Court Outline or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page If you are going to quote a case, drop the case language verbatim into your outline and KNOW the pin cite. If you aren’t sure what the judge is asking, seek clarification. o This can also be used as a stall tactic if you are unsure how to answer the question. o Say something like, â€Å"Your honor, I want to make certain I understand your question, would you mind regarding-phrasing? † DON’T: o Say, â€Å"I don’t know† in response to a question. ? If you don’t know the answer, say something more like, â€Å"Your honor, I am unable to fully answer your question at this time. However, I would be more than happy to submit a supplemental brief on the issue/matter/case. † o Smile or laugh or otherwise lose composure during argument (unless the judges are smiling and laughing and you feel it would be inappropriate to NOT smile and laugh). o Take a pen up to the podium. DO: o Outline your argument! ? Try to reduce your argument to 2-3 pages. ? Use headings and sub-heading. Bold, capitalize, etc. for ease of reference. ? Use a manila folder to organize your arguments. †¢ Take nothing but that manila folder up to the podium. Listen carefully to opposing counsel’s arguments and the judges’ questions. ? Take verbatim notes of both. Quote and/or directly address if appropriate. o Know, in advance of the argument, which points you are willing to concede (if any). o Preface your answers with the following: ? Yes your honor, however . . . ? No your honor. †¢ Be cautious using this one – it can appear less-than deferential. ? I (re spectfully) disagree with your honor’s characterization/construction of . . . o Have your introduction, [procedural blurb], roadmap, and conclusion memorized.