A Life In The Day Of Me :: Papers

A Life In The Day Of Me My mother knocks. The door opens. Bright light blasts into my awareness I cannot see. I leap out of bed to reduce the longing to return and the cold hits me exchangeable a slap. As you can probably tell, I am not a morning person - I never have been. I have learnt to hate them over the years. We have never had h decimate energy on until Mid-November because my parents insist that they cant afford to heat the whole house. This makes mornings a nightmare Once Im up, I can just about manage. I dress and eat breakfast to music. Music is a significant thing for me. My parents used to be in a band to prolongher and my mother is still trying to get a record-deal. She always likes to think of herself as a young and trendy mum. She is really into the house and garage music scene, but meIm a different story. Everyone in my family has opposite views on music. My mother and one of my little sisters, Heidi, like pop and garage music. My fa ther, my youngest sister, and I like rock and Heavy Metal. This causes terrible arguments over what to attend to in the car or whilst eating dinner. However, the one band that we all agree on is enlightenment. I am a massive fan of Nirvana and have flags and posters of them all over my room. This is why I listen to Nirvana in the mornings - because nobody minds. By the time I get to school, I am (almost) fully awake. I have to walk to the station and get the train to school so I arrive at school feeling like Ive been up for ages. Once I get my brain in gear it doesnt slow down. I constantly think - about everything I occasionally serve out with a random comment, completely off the subject because Ive been thinking about it while everyone else is speaking. People have therefore got the impression that Im slightly insensible because I never know what people are talking about.

Salem Witch Trials :: essays research papers

The capital of Oregon Witch Trials Fact or FictionAmerican history is a collaboration of all of the wonderful events and the not so successful ones that make up this great country that we call the United States. Records of this fabulous nation date back all the way to dates way sooner our original founding fathers. However, few episodes of American history have aroused such intense and continuing interest ad the trials and executions for the witchcraft which occurred in capital of Oregon Massachusetts in 1692. Historians have scrutinized the event from many perspectives novelists and playwright from Nathaniel Hawthorne to Arthur Miller have capitalized upon its inherent dramatic possibilities. The value, then, of a collection of primary documents relating to this event would attend to be clear, or would it.Witchcraft had been around long before the Salem witch trials. Indeed by 1692 the witch craze, which had begun in Europe around 1500, was clear on the wane so that the trials i n the Salem Village were among the last of the major outbreaks-if the execution of only twenty persons entitles this outbreak to be called major in the history of European witchcraft. However, if this was one of the last instances of witches, why is it so famous? They argon different in many ways. Before the outbreak at Salem Village, trials for witchcraft had been fairly common events in colonial America, but they had not invariably resulted in executions or even in conviction. The other reason the trials are so famous, is the highlight of this paper about proving that the trials were just an act put on by the children who started this outbreak. Only in 1692 did the accusations multiply so quickly and kick downstairs an entire community.On February the 29, 1691/1692, the warrant for the arrest of Sarah Good was handed to Constable George Locker, who would go to the home of William and Sarah Good and arrest her. It was written in her warrant, that she had displayed witchcraft on th e children of the village Elizabeth Paris, Abigail Williams, Anne Putnam, and Elizabeth Hubert were the children involved. An interesting point however, is that the children did not make the complaint to the courts. It was the fathers and relatives of Joseph Hutchinson, Thomas Putnam, Edward Putnam, and Thomas Preston that went to the courts and made the complaint for the children. In addition, in the warrant for her arrest, it said that she had pine the children several times over the past two months.

Biography of Wyatt Berry Stapp Earp Essay -- Wyatt Berry Stapp Earp Wi

Biography of Wyatt Berry Stapp Earp Wyatt Berry Stapp Earp was born on March 19, 1848 in Monmouth, Illinois. His father Nicholas was a lawyer who preferred a life of farming. From an early age, Wyatt learned from his father to stand up for what was right. When Wyatt was two years old, the family moved to Iowa. In 1861, the Civil War broke out, and Wyatts father and tether older brothers joined the Union Army. Soon after, Wyatt ran away to enlist, but his father caught him and sent him back home. In 1864, Nicholas left the army, and the family set out for the West. It took seven months to perish from Iowa to California. On the way they encountered Indians at Fort Laramie. The Earps settled in San Bernardino, where Nicholas bought a ranch. It was assumed that Wyatt would study to be a lawyer, but instead he became a stagecoach driver for the Banning Stage Line. He traveled between Los Angeles and Prescott, Arizona. In 1868, Wyatt went to work for the Union Pacific Railroad in Wyo ming, where he was fit to save some money. In 1870, he returned to Monmouth, where he married a girl named Urilla Sutherland on January 10, 1870. Sadly, she died a few months after their marriage from typhoid. After the devastation of his wife, Earp moved on to Lamar, Missouri, where he worked as the town Marshall for a year. Ellsworth was mean, and it was ugly. The stench of the its streets fell second to the odor of the unbathed saddle tramps who had just delivered 150,000 cattle from San Antonio to its clog yards. Adding to these smells were the blends of whisky, tanning leather, kerosene and carved carcasses, a revolting combination. Gunfights were spontaneous, either over a woman or a card game. When Wyatt crossed the Smoky pile River into Ellsworth in 1873, he may have remembered the rules of the gunman, but had no intention of employing them. The two main rules of a gunman were to take his time and always be armed. Although many peopl e had warned him that it would be naive to go westward without being properly armed, Wyatt didnt own a gun. All he hoped for was to find a peaceable job. But, only hours after hitching his horse in town he began to wonder if perhaps everyone was right. The most boisterous spot in town was Brennans Saloon, off Ellsworth Square its faro and poker tables buzzed 24 hours, bartenders tapped beer and ... ...rnia. Wyatt Earp died on January 13, 1929, and his fame as a lawman has continued to grow since his death. Wyatt Earp literally flavour his way into the hearts of occidental America. He is familiar to the nations people, young and old. From Ellsworth, Kansas to Tombstone, Arizona, he cleaned the streets of desperadoes in town after town. He shot coolly, he shot straight, and he shot deadly, but only in self-defense. Like any other person whose reputation leaned on firepower, there were those who wanted to test, to see if their draw was a founder second quicker or if they could find a weak spot. Wyatt put many of their doubts to rest. When the history of the western lawmen is placed in view, Earps name leads the order of battle of Hickok, Masterson, Garrett, Tilghman and all the rest.BibliographyThe Wild West. 12 Mar. 2000. 30 Apr 2001 http//www.thewildwest.org/The O.K. Coral. 5 Jan. 2001. 30 Apr. 2001 http//www.tombstone-epitaph.com/Tombtown. 2 May 2001. 2 May 2001 http//www.tombtown.com/bios/wyatt.htmTefertiller, Casey. Wyatt Earp The Life behind the Legend. Wiley, John and Sons. 1998West, Paul. O.K. Corral, the Earps and Doc Holliday. Simon and Schuster Trade. 2000

Egyptians :: essays research papers

Egyptians"Did the early Egyptians commit help in building the pyramids?" All oer theworld remain fantastic objects, vestiges of people or forces which the theoriesof archaeology, history, and religion cannot explain. There is somethinginconsistent about our archaeology. They have found electric batteries manythousands of years old. They have found strange beings in perfect space-suitswith platinum fasteners. They have also found numbers with fifteen digits-something not registered by any computer. How did the early workforce acquire theability to do this? par tab Some say all these questions can be answeredthrough the evidence found in quaint wall paintings and carvings, and thesculpture and buildings found in many different parts of the world. All overEurope and South America on that point is evidence left wing behind by the ancient people ofthese great civilizations.par tab First, a look at whether there is or couldbe intelligent life on other planets. It is conceivab le that we world citizensof the twentieth century are not the only living beings of our kind in thecosmos. Because no alienspar from another planet is on display in a museumfor us to visit, the answer, "our earth is the only planet with human beings,"still seems to be legitimate and convincing. But that is a very minuteway to look at things. The idea that life can flourish only under terrestrialconditions has been made obsolete by research. It is a demerit to believethat life cannot exist without water and oxygen. Even on our own earth thereare forms of life that need no oxygen. They are called anaerobic bacteria.A given amount of oxygen acts like poison on them. Why should there not behigher forms of life that do not need oxygen?par We are still convinced thatour earth is the center of everything, although it has been proved that theearth is an ordinary star of insignificant size-30,000 light-years from thecenter of the whitish Way. The human race is certainly more willi ng to acceptthe possibility of extraterrestria l contact now than it was, say, half acentury ago. So if there is evidence shown the extraterrestrials did have aninfluence on ancient civilizations, we should be able to look at it and makea intelligent decision for ourselves.par tab such(prenominal) evidence is found on thewalls of ancient buildings and temples. The walls of tombs and even caveshave the signature of something other than human.In Anannhet, Tassili there are rock paintings 8,000 years old with slopped figures.These figures are flying above a spherical object with a hatch like lid and two

Star Wars: An Intergalactic Joyride :: essays research papers fc

Star Wars An Intergalactic Joyride"Star Wars" is the highest grossing submit of all time. It is also one ofmy favorites. It was released in May 1977 and re-released in a restored and raise Special Edition just last month. There are many different criteria thatcan be used to describe Star Wars appeal. Gary Arnold and Edward Rothstein,two movie critics who had the opportunity to review this great movie, explainits appeal in very much the same way. There is a difference though. Arnoldreviewed the original Star Wars 20 years ago and Rothstein reviewed therecent Special Edition. While they reviewed slightly different versions, theyboth came to the conclusion that Star Wars is a great movie based on similarcriteria. They judged Star Wars on its ability to draw on classic styles andtimeless stories to create something mod and absolutely original.     The main factor in both of their positive reviews is the skill of writerand director George Lucas to blend th e old with the new. They were bothimpressed with his miraculously fresh configuration of many different themesfrom classic film and mythic origin into a cohesive and entertaining movie. Hehas achieved a witty and exhilarating synthesis of themes and cliches from theFlash Gordon and Buck Rogers comics and serials, plus such cogitate but lessexpected sources as the western, the pirate melodrama, the aerial combatmelodrama and the samurai epic. The movies irresistible stylistic charmderives from the fact that Lucas can draw upon a salmagundi of action-moviesources with unfailing deftness and humor. He is in superlative command of hisown movie-nurtured fantasy life. Gary Arnold, Washington Post Staff WriterMr. Rothstein along the same lines as Mr. Arnold, mentions that the plot lineof Star Wars follows the mythic archetechture outlined by Joseph Campbell in hisstudy of myth, "The Hero with a Thousand Faces," which has influenced Mr.Lucas.Another aspect, unique to Rothsteins rev iew of the new Special Edition butnot quite different from Arnolds assessment, is the way in which the moviecelebrates the past and not the future. This aspect of Star Wars, Rothsteinsays, is what screams out in opposition to the high-budget, high-tech, special-effect spectaculars that it (Star Wars) spawned. This is where, Rothstein says,that Star Wars gets its authenticity. The whimsical ramshackleness is actuallymeant to be a sign of the heroes authenticity what is older is more powerful...technology, when it appears in Star Wars, is evil, ghastly, massive andbrutish..." modernistic" invention is most evident in the space ships of the evil

Star Wars: An Intergalactic Joyride :: essays research papers fc

magician Wars An Intergalactic Joyride"Star Wars" is the highest grossing movie of all time. It is also 1 ofmy favorites. It was released in May 1977 and re-released in a restored andenhanced Special Edition just last month. on that point are many different criteria thatcan be used to describe Star Wars appeal. Gary Arnold and Edward Rothstein,two movie critics who had the opportunity to review this great movie, explainits appeal in very much the same way. There is a difference though. Arnoldreviewed the original Star Wars twenty years ago and Rothstein reviewed therecent Special Edition. While they reviewed slightly different versions, theyboth came to the conclusion that Star Wars is a great movie based on similarcriteria. They judged Star Wars on its ability to draw on classic styles andtimeless stories to create something gratifying and absolutely original.     The main factor in both of their positive reviews is the skill of writerand director Ge orge Lucas to blend the old with the new. They were bothimpressed with his miraculously fresh configuration of many different themesfrom classic film and mythic origin into a cohesive and entertaining movie. Hehas achieved a witty and exhilarating discount of themes and cliches from theFlash Gordon and Buck Rogers comics and serials, plus such related but lessexpected sources as the western, the pirate melodrama, the aerial combatmelodrama and the samurai epic. The movies irresistible stylistic getderives from the fact that Lucas can draw upon a variety of action-moviesources with unfailing deftness and humor. He is in superlative command of hisown movie-nurtured fantasy life. Gary Arnold, Washington role Staff WriterMr. Rothstein along the same lines as Mr. Arnold, mentions that the plot lineof Star Wars follows the mythic archetechture outlined by Joseph Campbell in hisstudy of myth, "The Hero with a Thousand Faces," which has influenced Mr.Lucas.Another aspect, unique to Rothsteins review of the new Special Edition butnot quite different from Arnolds assessment, is the way in which the moviecelebrates the foregone and not the future. This aspect of Star Wars, Rothsteinsays, is what screams out in opposition to the high-budget, high-tech, special-effect spectaculars that it (Star Wars) spawned. This is where, Rothstein says,that Star Wars gets its authenticity. The whimsical ramshackleness is actuallymeant to be a sign of the heroes authenticity what is onetime(a) is more powerful...technology, when it appears in Star Wars, is evil, ghastly, massive andbrutish..."advanced" invention is most evident in the space ships of the evil

“The Singer Solution to World Poverty”

World poverty has existed for many centuries and still exists today, gradually expanding and intensifying. This is the division that Pete Singer, a professor of bioethics, calls attention to in his article The Singer Solution to World Poverty. Singer claimed that the solution was simple whatever money youre spending on luxuries, not necessities, should be given away. Considering Singers solution a controversial point arises surrounded by an idealistic, utopian, and morally just point of hatful and a realistic, pragmatic, and plausible point of view.Singers solution, although righteous and ethical, is not probable and thus would not be effective in curing world poverty. The hardly a(prenominal) pros of Singers proposal are, at first glance, important and convincing. The money, prospering individuals are spending on luxuries, groundwork total to a great amount, which chiffonier help pay for food and medical aid for the poor. With an increase of food and medicine, the rate at w hich children and adults die due to starvation and lack of medical help, can quickly decrease.Nations will less frequently struggle with high mortality rate among newly born and children as well as among adult good deal suffering from curable diseases. In addition, the donated money can allow for the improvement of educational opportunities for all individuals, which can result in advanced technological, scientific and humanities-focused search and discoveries. Ultimately, Singers utopian idea of a cure for world poverty, promises a developed, healthy, and educated world.Although Singer deals with morality and righteousness, one cannot help but pink Singers idealism and naivety and resort to realism, practicality and plausibility. The first issue that comes to light when attempting to execute or enforce this solution is the unknown borderline between luxury and necessity. In reality, it would be impossible for every prosperous person to agree upon what is and what is not a necess ity, and if it were decided, for example that microwaves were a luxury, would the microwave manufacturers go appear of business?A large percentage of companies and factories are dedicated to manufacturing luxurious items, however, if people no longer continued to buy these items and instead donated to the poor, this would be at the cost of the factory workers jobs therefore, creating a cyclical effect and intensifying the issue of world poverty. Accordingly, Singer gives a highly idealistic and utopian theory and when we guess both pros and cons, it becomes obvious that the obstacles outweigh the advantages.His approach in curing world poverty is not only too extreme, but brings about cyclical and unsolvable issues. It is important to consider and apply this method to real life and then reflect upon all the possible consequences. Singers cure fails to provide a realistic solution and promising outcomes. A different approach, or rather first step, to solving world poverty can be k eeping to a minimum expensive worldwide projects. For example, millions of dollars are spent on the opening and closing ceremonies of the Olympics, World Soccer Cups, etc.If instead the total money dedicated to these celebrations were to be saved and donated to the needy every few years, progress would certainly be a result. Moreover, the ceremonies can be replaced with simple, yet entertaining concerts performed by artists willing to propose and help fund-raise money for the poor. Ultimately, Singers simple formula for world poverty in reality is a naive and idealist theory, and roughly importantly an ill-considered and unfitting solution to one of the 21st centurys greatest issue world poverty.

Personal Leadership

There are as many drawship philosophies as people and right so. Each person is unique in their own ways with specific personality traits and aptitudes which make them who they are. While some people are more course inclined towards drawing cardship than another(prenominal)s, the majority of attractors are developed through the continued honing of their leadership skills. Along their leadership Journeys people acquire various skills and paradigms allowing them to affix and apply themselves beyond their own natural abilities.While people cannot change their genetic makeup, they an take specific action and make certain decisions to help them be an potent leader. In this paper I will discuss three leadership concepts (personal integrity, transforming leadership, and encouraging and enabling others) which convey my leadership philosophy. Finally, I will illustrate how the adjustment of these three concepts would help a person lead their organization more effectively. PERSONAL INTE GRITY There are many leaders and managers in our human race who are given titles, yet miscarry to lead, guide, or unite their constituents because they fail to model their expectations.In The Leadership Challenge, Kouzes and Posner (2002) begin a discussion of modeling by axiom Titles are granted, barely its your behavior that wins you respect (p. 14). While salaries and titles may behave some personal value toa leader, they mean little to their subordinates and may even be a target for criticism for some if a leader lacks integrity. As a leader, it is detailed to model the way and move forth with servant leadership. servant leadership is different from the traditional power- based leadership in many ways.Robert Greenleaf (2005) defines and identifies the oals of servant leadership by saying this The difference manifests itself in the care taken by the servant-first to make sure that other peoples highest priority needs are being served. The best test, and difficult to admin ister, is Do those served grow as persons? Do they, enchantment being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least privileged in society?Will they benefit or at least not be further deprived? (p. 25) The focus of servant leaders is on the raising up and growth of constituents through modeling. quite an than assigning a task and expected a result, servant leaders will come alongside constituents teaching them the way to accomplish the task and at the same time instilling the values of servanthood and modeling in them. effective leadership and greater rapport amongst constituents. Yukl (2006, p. 210) writes that Integrity is a primary determinant of interpersonal trust.Unless one is perceived to be trustworthy, it is difficult to retain the loyalty of the followers or to obtain cooperation and support from peers and superiors. Without the support and eam pee of constituents, a leader will f ail to meet the set goals. The Center for Creative Leadership found that the absence of integrity directly correlated with the failure of leaders and vice versa (p. 211). For a leader to develop integrity amongst their constituents, they must be deemed honest, trustworthy, loyal, and uphold confidentiality.The development of a leaders integrity requires time, energy, and patience invested in their workers through modeling and servant leadership. John J. Gardiner summarizes this competently in saying integrity comes from sublimating our egos nd giving ourselves entirely to life (Spears, 1998, p. 1 19). TRANSFORMING LEADERSHIP Many different paradigms of leadership exist and are useful tools for leading groups of people to success, but transforming leadership offers an excellent overarching view and structure for leaders to use when working with people of different values and persuasions.James MacGregor Burns says the transforming leader looks for potential motives in the followers, seeks to satisfy higher needs, and engages the full person of the follower, which results in a relationship of mutual stimulation and levation for both leader and follower (Carey, 2008, p. 7). By having insights into the constituents attitude towards the organization, the transforming leader can develop personalized strategies to help workers move closer accomplishing both the goals of the organizations and their personal aspirations.In the second module, the five frames of reference were described illustrating the good luck causes by self-embeddedeness. Being stuck in a single frame of reference can become a problem for a worker when required to work with those stuck in other frames of reference. When the partial truths contained in one of the individual the frames are confused with the whole Truth, then whatever value there is in the frames chance becomes distorted Carey, 2008, p. 2). When a leader operates solely within a single frame of reference, their distortions impact the goals and workers of the organization.Transforming leaders move from their original frame of reference towards a fundamental option for self-transcendence which pulls the individual toward the logos and, therefore, in the direction of either transactional or transforming leadership (Carey, 2008, p. ). While transactional leadership is sometimes necessary to accomplish intercede goals and simple tasks, the conversion of workers to leaders through transforming leadership will be more likely to accomplish long-term success for both the organization and its constituents.I have never encountered a person who has claimed they have received too much encouragement. I have also never met anyone that has single-handedly made their organization successful. In other words, leaders need to be surrounded with people united in purpose for their organization to be successful. One of the best ways to ordinate constituents with your vision and goals is through forming relationships through encoura gement. Giving encouragement requires us to get close to people and show that we care ts more likely to accomplish something other forms (of feedback) cannot strengthening trust between leaders and constituents (Kouzes and Posner, 2002, p. 321). Futhermore, Freire (2000) describes the benefits of an encouraged and enabled group of workers when he writes This adherence coincides with the trust the people begin to place in themselves nd in the revolutionary leaders, as the former perceive the dedication and authenticity of the later.The trust of the people in the leaders reflects the confidence of the leaders in the people. ( p. 150) Encouraging and enabling constituents is ongoing task that requires a continual commitment of transforming leaders. However, the satisfaction and success that comes with leading an encouraged team of workers enabled to do their Job well is unparallel and critical to the overall success of organizations.Leadership is not an affair of the head. Leadership is an affair of the midriff (Kouzes and Posner, 2002, p. 99) It is with those words that The Leadership Challenge concludes and we are reminded that transforming leadership all begins with the heart and integrity of the leader. However, character and integrity are not enough as transforming leaders are required to not only understand various frames of reference, but also pull constituents towards the logos enabling them to operate outside their natural frame of references and in the process become transforming leaders themselves.When leading with integrity, a transforming leader who encourages and enables positions themselves, their constituents, and their organization for success.

Creating a Democratic School Essay

The current educational set up is based on a programme that is centered on adults and their feelings towards educating their youngs or the younger generation. Most often, their sentiments, aspirations and aims do non coincide with what the younger generation wants or feels like doing by creating or providing a platform which, though sometimes child centered, muzzle with the soulfulness bounteousdom of the young learners.There is a need to change the present set up of the give lessons in order to legally do to the demands of globalization by giving back to the learners and to their p arnts the needed voice regarding the things they want to learn or do in educate. Deborah Meier (2005) opined that the changes in shoal structures should be pursued by a convinced and involved faculty who believes that there is a need to change the arranging although cosmos involved is not an easy task that a very taxing one.The Herculean task involves changing an embedded lifetime use on th e way instills should be run and the way parents and students expect education to be de bedred. This task should be performed by all the participants in a mode of self-governance. According to Garrison (2003) John Dewey defined education in a technical aesthesis as the reconstruction or reorganization of experience which adds to the gist of experience and which increases the ability to direct the course of subsequent experience (p.527) This paper depart examine how to create a egalitarian educate and the factors involved in it as come up as the modalities of its existence. Components of a Democratic school Democracy As the central tenet of social and political relations, body politic is Ameri washstands basis of self governance (Beane & Apple, 2002). As a tool of measuring wisdom and the worth of social policies as wholesome as any hammock in the current paradigm, democracy is the ethical anchor that holds the system of brass in place.According to Beane and Apple (2002) it is through democracy that Americans measure their political fall out and trade status with the other countries. People were taught that democracy is break awaying in various shipway of political governances social dimensions involving the consent of the quite a little and the equal opportunities given to them. Beane and Apple (2002, p 6-7) added that less explicitly taught were the conditions on which a democracy depends, the foundations of republican way of life.The stated conditions and extensions even retire to education, to wit the equal to(p) flow of ideas, regardless of their popularity, that enable citizenry to be as fully informed as possible faith in the individual and collective capacity of people to create possibilities for resolving problems the use of critical verbalism and analysis to evaluate ideas, problems, and policies concern for the welfare of others and the common substantially concern for the dignity and rights of individuals and minorities an und erstanding that democracy is not so much an ideal to be pursued as an idealized set of value that we must live and must guide our life as a people and the organization of social institutions to advertize and extend the antiauthoritarian way of life. In Citing Deweys works, Beane and Apple (2002) theorizes that in order for the people to maintain its gage and the blessing of democracy in their daily lives, they should be given an opportunity of knowing the real meaning of life and how or where it ability led to.though with objections, followers of pop ways in school firmly believed that the democratic way of life hinges on the acquisition opportunities and its dimensions on how to lead it. For them the school has the chaste obligation to educate the students and allow them to experience and taste the true meaning of democracy because it is not solely for the benefit of the adults only if for the young generation as well. The democratic systems leaders fully consider the cons equences of their visions. Having a democratic school is not purely actively involving the young entirely extend to the establishment of a democratic place where democratic ideals flourishes to the various adults roles played in schools.Thus, various educational accessorys and stakeholders such as teachers, school leaders, parents, confederation activist, and other citizens should be fully informed about their critical role and lodge in enacting school policies and guidelines as well as programs for upper limit utilization of the young people. There are painful contradictions and tensions in establishing a democratic school. These factors revealed that enjoying the fruits of democracy in life is always a privilege but coupled with a struggle. But to a higher place and beyond these struggles, creating a democratic school is a hope for a possibility for professional educators and citizens to work in concert in creating a sound and flexible but enjoyable democratic schools which will cater to the ideals of the common effectual of the whole residential district (Beane & Apple, 2002). The Democratic schooltimes StructureA democratic schools structure provides a venue for an active participation of all stakeholders e specificly those who are right away involved in the school management, including young people, check the right to participate in the decision making sour, including professional educators, young people, their parents, and other school community members. The democratic cooking at the school and classroom aim is a genuine attempt to honor the peoples right to participate in the decision making process affecting their lives as it adheres to the democratic determine (Beane & Apple, 2002). The right of the participants to be heard is coupled with responsibility as it opens a opening on how the opposing views will fit into the delicate equation of balancing special personal interest with a larger common serious of the democratic community (B eane & Apple, 2002).The learning activities in a democratic school are characterized by cooperation and collaboration rather than rivalry among the young people as it emphasizes morphologic candor of the young peoples right of access to all programs in the school as well as the outcomes of its school values. This structural equity assures the public and the entire stakeholders that the school has no institutional barriers against the young people by doing away with the schools eliminating tracking, biased testing, and providing equal opportunities to everyone regardless of race, gender, and socioeconomic status. Likewise, the school structure adheres to the improvement of school climate and enhances student self-esteem as well as reducing social inequities resulting to the total overhauling the immediate environment that affects them.What distinguished democratic schools from the other kinds of progressive schoolshumanistic or child centered school even if in both or many ways s hared the same visions with the democratic schools visions, it extends beyond by improving the school climate or enhancing students self-esteem. Democratic educators prove not simply to lessen the harshness of social inequities in school, but to improve the environment and the living conditions that affects them. Democratic Curriculum The curriculum of the democratic school allows its participants views to be heard as an educator in this system has the honorable responsibility to help young people develop their ideas by actually give tongue to them for the benefit and critic of the others.The curriculum moves beyond selective norm of the dominant civilizations endorsed knowledge and meaning to a wider range of views and voices as it considers not just adults perception but also the youths question about themselves and their worlds by inviting young people to assume the active role in the search of meaning to their world rather than just being mere spectators only(Beane & Apple, 2002, p 13). The democratic way of life is seeking dynamic paths by which the values of democracy extend and expands. The curriculum developed both the intelligent and reflective component of a child or leaner in solving problems, events, and retires that rationalise up in the course of their collective lives. For Beane and Apple (2002), the curriculum is a discipline of knowledge and not simply categories of educated children to absorb and accumulate but a source of insight and instruction that will serve as living lenses through which to look at those issues that confront society.Thus, a democratic curriculum is helping the students become sexual and skilled in many ways, including those required by gatekeepers of socio-economic access. Simply, democratic educators live with constant tension of seeking a much significant education for young people opus still attending to the knowledge and skills expected by powerful educational forces whose interest are anything but democrat ic (Beane and Apple, 2002, p 16-17). Finally, as a mover of change, a teacher in a democratic community has the right to have their voices be counted in curriculum planning and development. This is in line with the idea that since they are the ones who interact with the child, they should be heard the to the highest degree for they are more knowledgeable of the childs nature.Beane and Apple (2002) revealed that the current set up in a non democratic school is that all curriculum planning and design is laid at or centralized in the state or district offices of education. Tensions Inherent In the Concept There are factors that need to be fixed and look into in order to have a fuller understanding of the open tensions inherent in any democratic school. Community is a event one area and source of tensions undermining this systems success. In order for any school system to be successful, complete overhaul of the community should be given a paramount importance and preferential attent ion in order to act as a democratic schools partner in creating a democratic youths institution (Furman & Starrat, 2002). Furman and Starratts (2002, p.106) give the following nature or character of a democratic community. This fantasy was derived from Deweys progressivism. The following democratic community is based on open inquiry, the full and free interplay of ideas as suggested by Dewey democratic community members work for the common good in a democratic community, the rights of all, including the less powerful, are respected and creating democratic community in schools is a systemic challenge, involving structures, process and curriculum. Problematizing Community Furman & Starrats study revealed the two plethoric attitudes for better understanding the community in education.These are the understanding of the anachronistic attitudes of community in education in assuming that social conditions underpinning earlier theories of community can be recreated in contemporary school s and societies and that the rendition of community in education tend to create an impression of the school as an isolated, stand solo community, in which heroic educators strive for cohesion amidst a sea of chaotic outside forces that threaten the schools educational values (2002, p. 108-109). First, exercising going away and otherness concept in community building provides a matrix that accepts differences with respect to justice and discernment and peaceful cooperation with differences.Second, the prevailing attitudes provide for a sense of interconnectedness and cultural capital exchange between community and schools needs to be recognized and nurtured (Furman & Starrat, 2002). Above and beyond these two issues is the fact that for a democratic school to succeed community needs to be redefined and this redefinition will then form part of the idea of a democratic community. For Furman & Starratt, the communitys impudently understanding must be based on acceptance and celebrat ion of difference rather than a futile and nostalgic striving for sameness and homogeneity which will focus on the integral linkages between the school, the surrounding community, and the larger global community rather on the isolated community inside the school walls.The key to answer this novel undertaking is to understand that community works on interdependence and the common good (2002, p. 110-111). Finally, the diversified school population of a democratic community in school, provides for an interdependent relationship in order to achieve the common good of the school that the school and surrounding community are also interdependentculturally and economicallywith the school being a key contributor to the communitys cultural capital and common good and that ultimately, all people, and the school communities to which that belong are interdependent and interconnected in contributing to the common good of human kind (Furman & Starratt, 2002, p. 110-111). Problematizing DemocracyAs in the type of the community, the schools democratic recitals have two dimensional issues needed for a democratic school systems consideration. The starting signal issue is that the schools democratic practice is minimal as the freedom of weft and feelings are seldom experienced in schools and that a democratic tenets emphasizes the individual freedom to pursue its self-interest, with citizen participation in government reduced to electing representatives who will elevate policies that serve the pursuit of that self-interest (Furman & Starratt, 2002, p. 110-111). The present issue led to democracys reconceptualization as there is a pressing need for cross-cultural, cross- guinea pig dialogue and understanding of common good in school.Thus, democracy needs to incorporate the values of post fresh liberalism, or civic republicanism, or deep democracy and civic participation. These values are the worth and dignity of individuals and the value of their participation reverence for free and open inquiry and critique the responsibility of individuals to participate in open inquiry, collective choices and actions in the interest of the common good and the recognition that post modern democratic participation transcends understanding of democratic principles associated with specific nation-states. (Furman & Starratt, 2002, p. 111-112). Democratic Minimalism in SchoolsFurham and Starratt (2002) cited Maxcys 1995 study which revealed that American public education has been dominated by democratic minimalism both within the school and in regard to local anesthetic control and governance because the scope of democratic decisions making and freedom of choice and expression has been extremely narrow. Minimalism is prevalent in American public school due to educators fear that democratic practices carries with it some luck like chaos and loss of control once democracy is released to the classrooms. Thus, there is a need to conform with the hierarchical structure in p lace regarding decision making on the various aspects of learning (p. 112). Finally, as a community of differences, democratic communitys difference is recognizing the interdependence and the common good, as the local and global glue.Also, the democratic community is informed by a deep or thick version of democratic participation in which all citizens have a respected voice, and communal action is goaded through high levels participation in free and open inquiry (p. 112-113). Democratic Participations Process In a democratic school the structures and procedures allow all schools members to participate and have a respected voice in decision making and policies affecting them. Though recognizing schools interdependence, surrounding community, and the assets that any community offers, these structures and procedures includes community members and is open to community-initiated participation (Furman & Starratt, 2002, p. 117-118). There is a collaborative planning by the student and tea chers in reaching decision that respond to their concerns, aspirations, and interests.In Brodhagens (2002) article entitled The situation made us special wrote that at the start of her class they made a written constitution (p. 87) that will serve as their guide. This constituent embodies the pledge of every participant and signatories that they will observe respect for individual differences in opinions and individuality as well as enjoined themselves into formation of collaborative learning experiences, listening to others and resolving competitivenesss which may allot them in the future. Also in the same study, Brodhagen students were involved in curriculum planning (p. 87-89) as they try to unravel the mysteries of their individual differences and their unique world they live in.In the case Rosenstock & Steinbergs (2002) paper entitled Beyond the shop Reinventing vocational education revealed that in her case they have a common planning time wherein the teachers and counselor who signed for the program sits together and plan, review revise, and proposed curriculum activities and most especially to get to know each other as well as they explore collaborative work (p. 49). For Furham and Starratt (2002) the student and teachers activities planning are guided by a four-stage process of democratic deliberations information sharing reaction ideas and strategy developments and debriefing. The meeting held is not confined only with the instructional/curricular decision but also to varied subject matters that concerns the participants. The above process may be use by the teachers in their meeting with their fellow educators.Significance parent involvement and broad based community participation also need to be nurtured through creative ideas in regard to shared governance, communication and meeting structures that are equitable and inviting and promoting understanding across groups and individuals who might clash in their values. Democratic participation requi res more than forums. It requires the ability to listen, understand, empathize, negotiate, speak, debate and resolve conflicts in a spirit of interdependence and working for the common good (p. 118). The Morality of the System There is also a moral dimension that is a ground for conflict in a democratic school. Furham & Starratt (2002) provided a moral dimension of a democratic community.The following a social morality that values sociality itself, that is, that values coming together in the communicative spaces under which dialogue can occur in the interest of the common good a reverence for open inquiry and critique within these common space, in pursuit of the common good a respect for individuals and for the assets they bring to communities, with a view toward celebrating difference and a sense of responsibility that acknowledges the interdependence of all in achieving the common good (p. 120). School educators in a democratic community promotes the above mentioned values through ensampleing and discussions pertaining to behaviors such as respect, sociality, empathy, compassion, acceptance of difference, forgiveness, generosity, and teamwork. The older student could be a great model for their younger school mates helping them to develop the basic habits of caring for fellow members of the school community. The interdependence will be the moral foundation of the school as a community (Furham & Starratt, 2002, p. 121). Curriculum and InstructionThe processual and moral dimension of a democratic school is the basis of democratic schools curriculum which is characterized by openness to multiple ideas and sources of information and to critique this information. A democratic curriculum would be based on interdependence as a theme. History, science, and governments presentation in a democratic school, the curriculum would help students understand the fundamental ecological interconnectedness of human life across culture and nature (Furham & Starratt, 2002, p. 120 -121). The fundamental approach in a democratic community is the process of democratic deliberation. In a democratic community, classroom management had preceding discussion among class members and consensus about appropriate behavior and sanction for violations.Furham & Starratts (2002) study is consistent with the Brodhagen (2002) and Rosenstock & Steinbergs (2002) paper whish espoused collaborative learning melody in creating curriculum and design. For Furham & Starratts (2002) peer teaching and coaching would become more common. Classroom debates of differing perspectives would teach respect for different points of view as well as provide for learning how to conduct such debates in public following rules of civility and respect, as well as logic and evidence accumulation which the systemic nature and challenges of enacting democratic community in schools (p. 122-123). lead Processes Leadership in Democratic community in SchoolsAfter establishing a dynamic and democratic cur riculum based on the fundamental tenets of democratic practices in the community, leading is needed to fill the void that will implement the curriculum and run the democratic community in school In Furham & Starratts erudition of a democratic school entitled Leadership for Democratic Community in School describes the role of lead in a democratic community with emphasis on school. Furham & Starratt describes the leadership as being democratic and communal and is not reposed on any specific administrative function but on a communal responsibility shared by all participants at a special school grounds. As processual, democratic communitys leadership practices attends to the creation and maintenance of democratic process and structures that nurtures thinking aloud together thus, the leadership practice is both intentional and opportunistic. All decisions and issues affecting the school community and its members is open to democratic deliberations. Thus, leaders need to attend with se nsitivity in mind to the uninterrupted flow of concerns and the opportunity for decisions in the school life as well as the surrounding community affecting it. The leadership in this regard does ingest democratic deliberation on all issues and concerns brought before it as well as the decision making process and making it clear that participation is open, get and appreciated.They need to work to institutionalize structures, forums, and communication process that promote participation and act as a model by providing continuous training in deliberative process such as dialogue (p. 123). In a democratic community in school, leaders should possess the moral resolve to promote democracy, empowerment, and social justice thus, should work on what he can contribute to the system rather than promote his self interest alone. Consistent with critical-humanist perspective of being a leader, and working in a democratic community in school, the leadership should commit in transforming society to its prominence in order to minimize, if not overthrow, the existing structures, process and power relationship that tend to minimize democratic practices (Furham & Starratt, 2002, p. 126).According to Furham & Starratt (2002), the constructivist leaderships perspective work for the manifestation of the leadership practices within the relationship of a community and from the set up emerges to being real and vulnerable for each other thus engaging the participants into a real conversation. Finally, leadership in a democratic community in school is an art which the leaders engage in aesthetic and experimental behavior in innovation a stark naked school order. The conglomeration of these four leadership conceptsmoral, critical-humanist, constructionist, and artisticare the essence leadership behavior and roles in a democratic community in school. But above and beyond the four concepts, it is the art that facilitates the construction of meaning within diversity aimed at the moral pu rpose of transforming schools into democratic communities (p. 126-127).Finally, Furham and Starratt while considering democratic community as the center for educational leadership, gave the following claims democratic community is not a marginalizing center for the field because it is based on acceptance and appreciation of differences democratic community recultures the profession by focusing on what leadership is forserving the common good in multicultural society and world and democratic community is the most appropriate focus for school leadership in the postmodern world of diversity, fragmentation and cross-nationalism (p. 129). Societal and Community Barriers There are societal barriers and personal characteristics of leaders affecting the creation of a democratic community in school.The societal barriers and personal factors are hindrances that block a free exercise of the freedoms of choice and expression in the school set up leading to minimalist tendencies of democratic pr actices. The most apparent and strong force that hinder the democratic community in schools effectiveness is the rules of business interest. Even if societys concept of democracy does emphasize cooperation among its people, a lot of school has created an atmosphere of competition from grades, status, resources, programs, etc. Thus, even if these democratic educational institutions commit itself to credo more often than not they are aligned in a position of conflict with the dominant traditions of development.The democratic community in schools ideas and efforts are resisted by institutions that benefit schools inequities and those who are more interested in efficiency and hierarchical power than in the difficult work of transforming schools from the bottom up (Beane & Apple, 2002). The Realpolitik The revelation revealed by Furham and Starratt (2002) send a chill in the spine. According to them, the practice of democracy in schools and society is governed by the rules of business i nterest resulting to the shaping of school politics and curriculum leading to difficulty in enacting a school that adheres to a democratic practice for to do so one has to overcome the rational/technical/instrumental assumption about schooling and learning shaped by business interest over the last decades.They gave business assumptions about schooling, in the following the purpose of schools is instrumentalthat is to serve national economic interest by preparing student for the work force the success of school in achieving this instrumental purpose can be rationally determined by measurable student achievement the individuals motivation for learning in schools is instrumentalto succeed on individual measures of student achievement, in competition with other students, to secure financial prosperity and teaching is a technical problem and teachers/schools can be held accountable for measurable student achievement. As a result of the prevailing assumptions about schooling, coupled with hierarchical, authoritarian traditions of school leadership, leadership for democratic community in schools requires opportunistic action at the local level as well as intentional and proactive leadership on the part of state and national leaders to affect policy directions (p. 128) In the case of Brodhagen (2002), the challenge of creating a democratic community in school comes from her peers and from the prevalent system that operates in various schools.Her colleagues were the source of stress due to their lack of arrest and complete understanding to the visions and goals of having a democratic community in school. Opposition was centered on the fact that students were given freedom to choose their curriculum as well as the freedom of expression. Her colleagues were cautious in giving children these fundamental freedoms because they believe that only adults could exercise them otherwise, it will lead to chaos and abuses. Though not setting up roadblocks, the leadership showed li ttle support for the system by not inviting others to join. Finally, due to lack of textbooks and established curriculum, the initial curriculum planning was a messy process (p. 99) Ethical Rationale for Democratic School LeadershipAs a process, democratic leadership is a professional necessity for effective school governance due to a high diversified cultural communities and a youthful world order as a result of new technology and the forces of globalization. The professionalizing schools democratic leadership should be made within the school leadership roles nature, communities social context and the ideological social mandate. Begley & Johansson (2005) admits of the difficulty in many communities of achieving a democratic consensus on educational issues among even traditional educational stakeholders. The present social confusion along with diverse character stakeholders in the communities led to a perplexed attitude that in developing a prescriptive guide to ethical or value-a dded leadership there should be a list of standard norms for a school administrator to adopt without question.This quick fix method is not enough to respond to the demand needed in school leadership. A school leader must practice reflection and become an authentic in their leadership practices and the first step towards achieving this step is, predictably enough, to engage in personal reflection. The values perspective of school leadership is a tool that facilitate the reflection process as it transform a vague advice into a concrete thing for the school administrator to act upon. The process does not stop in reflection alone. Once the leader attained the required degree of improved self-knowledge via personal reflection, he must work towards an authentic leadership.That is, the leader must strive in developing his sensitivity to the values orientation of others (Begley & Johansson, 2005). The school leaders ideas translated through his skills in transferring new pedagogical ideas a nd educational reforms to the teacher, teams of teachers and other key violence among the staff. This transformation can be done through an organizational and leadership dialogue creating an understanding about the different reforms that will improve childrens learning on democratic society as well as the subject knowledge. An authentic professional leader shows active participatory dialogue with other school personnel including the school improvement agenda (Begley & Johansson, 2005).Begley & Johanssons (2005) study listed down the different democratic and ethical vision of school leaders they need. The following a democratic and ethical leader sees a clear connection between work assignments, the national and local political goals, and the schools operational philosophy. In this area, the leader effectively communicates school goals and operational philosophy and exercises leadership by translating operational philosophy into practical education tasks and by motivating the perso nnel and students to work towards the completion of these tasks. A democratic and ethical leaders also develops a value-informed sophistication in their practices to move beyond what Greenfield (1999) describes as the rhetoric of moral leadership.The new reality of school leadership is responding to value conflicts. This has become the defining characteristic of school leadership much like instructional leadership which was the dominant simile of school leadership during the 1980s. A number of implications are implied, including understanding the problem of value articulation versus actual value commitment by individuals the tendency towards rite rationality in administration the cultural isomorphs that are apparent in leadership practices and finally the critical role dialogue plays in deepening an individuals understanding of value position and motivational intentions, as well as ensuring genuinely democratic practice.At the very least, dialogical interactions have the potential to promote the thoughtful critique of current practices and better support the equitable and ethical resolution of value conflicts in education (p. 16). After having listed the different visions and ethical dimensions of a leader, it is proper for us to review and examine the responsibilities attached to a leader in educational sector. In Starrats (2005) essay on Responsible Leadership advanced the concept that after having explored the wide terrain of ethical dimension of educational leaders various domains of ethical responsibility are found. The term domain is used to refer to a constructed cluster of ethical concerns around common th

Ansys Tutorial Release 12.1

ANSYS tutorial Release 12. 1 geomorphological & Thermal Analysis Using the ANSYS Release 12. 1 Environment Kent L. Lawrence Mechanical and Aerospace Engineering University of Texas at Arlington SDC PUBLICATIONS www. SDCpublications. com Schroff breeding Corporation Visit the following websites to learn more about this book ANSYS tutorial 2-1 Lesson 2 savourless melodic line shave subscriber line 2-1 OVERVIEW Plane express and plane strain bothers argon an important subclass of general threedimensional chores. The tutorials in this lesson demonstrate Solving placoid seek closeness problems. Evaluating potential inaccuracies in the upshots. Using the various ANSYS 2D comp nonpareilnt formulations. 2-2 INTRODUCTION It is possible for an prey such as the one on the cover of this book to have six components of focal point when subjected to unequivocal three-dimensional loadings. When referenced to a Cartesian coordinate system these components of foc utilise atomic nu mber 18 nonemal Stresses ?x, ? y, ? z Shear Stresses ?xy, ? yz, ? zx enrol 2-1 Stresses in 3 dimensions. In general, the analysis of such objectives requires three-dimensional modeling as discussed in Lesson 4.However, deuce-dimensional models be often easier to develop, easier to solve and tin apprise be employed in m either an(prenominal) situations if they can accurately represent the behavior of the object under loading. 2-2 ANSYS Tutorial A state of Plane Stress exists in a thin object loaded in the plane of its largest dimensions. Let the X-Y plane be the plane of analysis. The non- zero in nisuses ? x, ? y, and ? xy lie in the X Y plane and do non transfigure in the Z way. Further, the other melodic phrasees (? z,? yz , and ? zx ) ar all zero for this kind of geometry and loading.A thin beam loaded in its plane and a spur gear tooth are good examples of plane latent hostility problems. ANSYS provides a 6-node planar angulate constituent on with 4-node and 8 -node quadrilateral elements for use in the development of plane stress models. We will use both trilaterals and quads in solution of the example problems that follow. 2-3 PLATE WITH CENTRAL HOLE To start off, lets solve a problem with a k directlyn solution so that we can check our computed results as well as our understanding of the FEM process. The problem is that of a tensile-loaded thin dwelling house with a central seaman as arrangementn in get word 2-2. contrive 2-2 Plate with central hole. The 1. 0 m x 0. 4 m shell has a onerousness of 0. 01 m, and a central hole 0. 2 m in diameter. It is made of steel with material properties elastic modulus, E = 2. 07 x 1011 N/m2 and Poissons ratio, ? = 0. 29. We moderate a horizontal tensile loading in the form of a pressure p = -1. 0 N/m2 along the tumid edges of the plate. Because holes are prerequisite for fasteners such as bolts, rivets, etc, the need to know stresses and deformations near them occurs very often and has rec eived a great deal of study.The results of these studies are widely published, and we can seem up the stress concentration factor for the case shown above. Before the advent of qualified computation methods, the effect of most complex stress concentration geometries had to be evaluated experimentally, and many available charts were developed from experimental results. The uniform, homogeneous plate above is symmetric about horizontal axes in both geometry and loading. This means that the state of stress and deformation below a Plane Stress / Plane Strain 2-3 orizontal coreline is a mirror image of that above the centerline, and likewise for a vertical centerline. We can take advantage of the symmetry and, by applying the correct boundary conditions, use only a quarter of the plate for the limited element model. For micro problems using symmetry may not be too important for large problems it can save modeling and solution efforts by eliminating one-half or a quarter or more of t he work. Place the origin of X-Y coordinates at the center of the hole. If we pull on both ends of the plate, points on the centerlines will move along the centerlines further not perpendicular to them.This indicates the appropriate faulting conditions to use as shown below. Figure 2-3 Quadrant used for analysis. In Tutorial 2A we will use ANSYS to deposit the maximal horizontal stress in the plate and compare the computed results with the maximum value that can be calculated using tabulated values for stress concentration factors. Interactive leave outs will be used to formulate and solve the problem. 2-4 TUTORIAL 2A PLATE Objective Find the maximum axial stress in the plate with a central hole and compare your result with a computation using published stress concentration factor data.PREPROCESSING 1. Start ANSYS, assume the functional Directory where you will store the files associated with this problem. Also set the Jobname to Tutorial2A or something memorable and provid e a Title. (If you want to make changes in the Jobname, work Directory, or Title subsequently youve started ANSYS, use File Change Jobname or Directory or Title. ) submit the six node triangular element to use for the solution of this problem. 2-4 ANSYS Tutorial Figure 2-4 Six-node triangle. The six-node triangle is a sub-element of the eight-node quadrilateral. 2.Main bill Preprocessor Element casing Add/ ignore/Delete Add geomorphological Solid Quad 8node 183 OK Figure 2-5 Element pick oution. Select the triangle option and the option to define the plate thickness, otherwise a unit thickness is used. 3. Options (Element shape K1) Triangle, Options (Element behavior K3) Plane strs w/thk OK elegance Plane Stress / Plane Strain 2-5 Figure 2-6 Element options. 4. Main board Preprocessor Real Constants Add/Edit/Delete Add OK Figure 2-7 Real continuals. Enter the plate thickness of 0. 01 m. ) Enter 0. 01 OK Close Figure 2-8 Enter the plate thickness. 2-6 AN SYS Tutorial Enter the material properties. 5. Main Menu Preprocessor actual Props Material Models Material Model Number 1, click Structural Linear Elastic Isotropic Enter EX = 2. 07E11 and PRXY = 0. 29 OK (Close the pay off Material Model Behavior window. ) Create the geometry for the upper pay quadrant of the plate by subtracting a 0. 2 m diameter circle from a 0. 5 x 0. 2 m rectangle. Generate the rectangle first. . Main Menu Preprocessor Modeling Create Areas Rectangle By 2 Corners Enter ( bring down left corner) WP X = 0. 0, WP Y = 0. 0 and Width = 0. 5, Height = 0. 2 OK 7. Main Menu Preprocessor Modeling Create Areas Circle Solid Circle Enter WP X = 0. 0, WP Y = 0. 0 and Radius = 0. 1 OK Figure 2-9 Create landing fields. Plane Stress / Plane Strain 2-7 Figure 2-10 Rectangle and circle. Now subtract the circle from the rectangle. (Read the messages in the window at the bottom of the screen as needed. ) 8.Main Menu Preprocessor Modeling Operate Bool eans Subtract Areas Pick the rectangle OK, then pick the circle OK (Use spring up Hidden and Reset Picking as necessary. ) Figure 2-11 Geometry for quadrant of plate. Create a work of triangular elements over the quadrant surface area. 9. Main Menu Preprocessor web Mesh Areas Free Pick the quadrant OK Figure 2-12 Triangular element mesh. Apply the break boundary conditions and loads to the geometry (lines) instead of the nodes as we did in the earlier lesson.These conditions will be applied to the FEM model when the solution is performed. 10. Main Menu Preprocessor payloads delimit debauchs Apply Structural sack On Lines Pick the left edge of the quadrant OK UX = 0. OK 2-8 ANSYS Tutorial 11. Main Menu Preprocessor Loads Define Loads Apply Structural Displacement On Lines Pick the bottom edge of the quadrant OK UY = 0. OK Apply the loading. 12. Main Menu Preprocessor Loads Define Loads Apply Structural Pressure On Lines.Pick the right e dge of the quadrant OK Pressure = -1. 0 OK (A positive pressure would be a compressive load, so we use a negative pressure. The pressure is shown by the two arrows. ) Figure 2-13 Model with loading and shift key boundary conditions. The model-building step is now complete, and we can proceed to the solution. First, to be safe, save the model. 13. public-service corporation Menu File Save as Jobname. db (Or Save as . use a new name) SOLUTION The interactive solution proceeds as illustrated in the tutorials of Lesson 1. 14. Main Menu answer Solve Current LS OKThe /STATUS Command window displays the problem parameters and the Solve Current Load Step window is shown. Check the solution options in the /STATUS window and if all is OK, select File Close In the Solve Current Load Step window, select OK, and when the solution is complete, Close the Solution is Done window. POSTPROCESSING We can now plot the results of this analysis and also list the computed values. First tak e in the modify shape. 15. Main Menu General Postproc Plot Results Deformed Shape Def. + Undef. OK Plane Stress / Plane Strain 2-9 Figure 2-14 Plot of Deformed shape.The distorted shape looks correct. (The undeformed shape is indicated by the dashed lines. ) The right end moves to the right in response to the tensile load in the X direction, the circular hole ovals out, and the top moves down because of Poissons effect. Note that the element edges on the circular arc are represented by straight lines. This is an artifact of the plotting routine not the analysis. The six-node triangle has curved sides, and if you pick on a mid-side of one these elements, you will see that a node is placed on the curved edge. The maximum displacement is shown on the graph legend as 0. 2e-11 which seems reasonable. The units of displacement are meters because we employed meters and N/m2 in the problem formulation. Now plot the stress in the X direction. 16. Main Menu General Postproc Plot Resu lts Contour Plot Element Solu Stress X-Component of stress OK Use PlotCtrls Symbols /PSF Surface Load Symbols (set to Pressures) and Show pre and convect as (set to Arrows) to display the pressure loads. Figure 2-15 Surface load symbols. Also select Display all told Applied BCs 2-10 ANSYS Tutorial Figure 2-16 Element SX stresses.The minimum, SMN, and maximum, SMX, stresses as well as the color bar legend give an overall evaluation of the ? x (SX) stress state. We are interested in the maximum stress at the hole. Use the Zoom to focus on the area with highest stress. (Your meshes and results may differ a bit from those shown here. ) Figure 2-17 SX stress detail. Plane Stress / Plane Strain 2-11 Stress variations in the actual isotropic, homogeneous plate should be smooth and continuous across elements. The discontinuities in the SX stress contours above indicate that the deem of elements used in this model is oo few to calculate with complete verity the stress values near th e hole because of the stress gradients there. We will not put on this stress solution. More six-node elements are needed in the region near the hole to find accurate values of the stress. On the other hit, in the right half of the model, away from the stress riser, the calculated stress contours are smooth, and SX would seem to be accurately determined there. It is important to note that in the plotting we selected Element Solu (Element Solution) in order to look for stress contour discontinuities.If you pick Nodal Solu to plot instead, for problems like the one in this tutorial, the stress values will be averaged before plotting, and any contour discontinuities (and thus errors) will be hidden. If you plot nodal solution stresses you will always see smooth contours. A word about element verity The FEM implementation of the truss element is taken directly from solid mechanics studies, and there is no approximation in the solutions for node-loaded truss structures formulated and s olved in the ways discussed in Lesson 1.The continuum elements such as the ones for plane stress and plane strain, on the other hand, are normally developed using displacement functions of a polynomial type to represent the displacements inwardly the element, and the higher the polynomial, the greater the accuracy. The ANSYS six-node triangle uses a quadratic polynomial and is capable of representing linear stress and strain variations within an element. Near stress concentrations the stress gradients vary quite sharply. To capture this variation, the shape of elements near the stress concentrations must be increased proportionately.To defend more elements in the model, return to the Preprocessor and refine the mesh, first remove the pressure. All elements are subdivided and the mesh below is created 17. Main Menu Preprocessor Loads Define Loads Delete Structural Pressure On Lines. Pick the right edge of the quadrant. Main Menu Preprocessor Meshing Modify Mesh repair At All (Select Level of refinement 1. ) Figure 2-18 Global mesh refinement. 2-12 ANSYS Tutorial We will also refine the mesh selectively near the hole. 18.Main Menu Preprocessor Meshing Modify Mesh Refine At Nodes. (Select the three nodes shown. ) OK (Select the Level of refinement = 1) OK Figure 2-19 Selective refinement at nodes. (Note Alternatively you can use Preprocessor Meshing exit Areas to remove all elements and build a completely new mesh. Plot Areas afterwards to view the area again. Note also that too much topical anaesthetic refinement can create a mesh with too rapid a transition between fine and coarse mesh regions. ) Reapply the pressure loading, ingeminate the solution, and replot the stress SX. 9. Main Menu Solution Solve Current LS OK Save your work. 20. File Save as Jobname. db Plot the stresses in the X direction. 21. Main Menu General Postproc Plot Results Contour Plot Element Solu Stress X-Component of stress OK Plane Stress / Plane Strain 2-13 Figure 2-20 SX stress contour after mesh refinement. Figure 2-21 SX stress detail contour after mesh refinement. The element solution stress contours are now smooth across element boundaries, and the stress legend shows a maximum value of 4. 386 Pa, a 4. portion change in the SX stress computed using the previous mesh. To check this result, find the stress concentration factor for this problem in a text or reference book or from a suitable web site. For the geometry of this example we find Kt = 2. 17. We can compute the maximum stress using (Kt)(load)/(net cross sectional area). Using the pressure p = 1. 0 Pa we obtain. ? x MAX = 2. 17 * p * (0. 4)(0. 01) /(0. 4 ? 0. 2) * 0. 01 = 4. 34 Pa 2-14 ANSYS Tutorial The computed maximum value is 4. 39 Pa which is almost one percent in error, assuming that the value of Kt is exact. -5 THE APPROXIMATE NATURE OF FEM As mentioned above, the stiffness matrix for the truss elements of Lesson 1 can be developed directly and but fro m elementary solid mechanics principles. For continuum problems in two and three-dimensional stress, this is generally no longer possible, and the element stiffness matrices are usually developed by assuming something specific about the characteristics of the displacements that can occur within an element. Ordinarily this is make by specifying the highest degree of the polynomial that governs the displacement distribution within an element.For h-method elements, the polynomial degree depends upon the number of nodes used to describe the element, and the interpolation functions that relate displacements within the element to the displacements at the nodes are called shape functions. In ANSYS, 2-dimensional problems can be imitate with six-node triangles, quadruplet-node quadrilaterals or eight-node quadrilaterals. Figure 2-22 Triangular and quadrilateral elements. The greater the number of nodes, the higher the order of the polynomial and the greater the accuracy in describing dis placements, stresses and strains within the element. If the stress is constant throughout a region, a very imple model is sufficient to describe the stress state, perhaps only one or two elements. If there are gradients in the stress distributions within a region, high-degree displacement polynomials and/or many elements are required to accurately analyze the situation. These comments explain the variation in the accuracy of the results as opposite numbers of elements were used to solve the problem in the previous tutorial and why the engineer must carefully prepare a model, start with small models, grow the models as understanding of the problem develops and carefully interpret the calculated results.The ease with which models can be prepared and solved sometimes leads to careless evaluation of the computed results. Plane Stress / Plane Strain 2-15 2-6 ANSYS FILES The files created during the solution were saved in step 20 of Tutorial 2A. Look in the working directory and you see Tutorial2A files with extensions BCS, db, dbb, esav, full, mntr, rst, and stat. However, the Tutorial 2A problem can be reloaded using only Tutorial2A. db, so if you want to save disk space, you can delete the others. 2-7 ANSYS GEOMETRY The finite element model consists of elements and nodes and is separate from the geometry on which it may be based.It is possible to build the finite element model without consideration of any underlying geometry as was done in the truss examples of Lesson 1, but in many cases, development of the geometry is the first task. Two-dimensional geometry in ANSYS is built from keypoints, lines (straight, arcs, splines), and areas. These geometric items are assigned numbers and can be listed, numbered, manipulated, and plotted. The keypoints (2,3,4,5,6), lines (2,3,5,9,10), and area (3) for Tutorial 2A are shown below. (Your numbering may differ. ) Figure 2-23 Keypoints, lines and areas.The finite element model developed previously for this part used the ar ea A3 for development of the node/element FEM mesh. The loads, displacement boundary conditions and pressures were applied to the geometry lines. When the solution step was executed, the loads were transferred from the lines to the FEM model nodes. Applying boundary conditions and loads to the geometry facilitates remeshing the problem. The geometry does not change, only the number and location of nodes and elements, and at solution time, the loads are transferred to the new mesh.Geometry can be created in ANSYS interactively (as was done in the previous tutorial) or it can be created by reading a text file. For example, the geometry of Tutorial 2A can be generated with the following text file using the File Read Input from command sequence. (The keypoint, line, etc. numbers will be different from those shown above. ) 2-16 ANSYS Tutorial /FILNAM,Geom /title, Stress Concentration Geometry Example of creating geometry using keypoints, lines, arcs /prep7 Create geometry k, 1, 0. 0, 0. 0 Keypoint 1 is at 0. 0, 0. 0 k, 2, 0. 1, 0. 0 , 3, 0. 5, 0. 0 k, 4, 0. 5, 0. 2 k, 5, 0. 0, 0. 2 k, 6, 0. 0, 0. 1 L, L, L, L, 2, 3, 4, 5, 3 4 5 6 Line from keypoints 2 to 3 arc from keypoint 2 to 6, center kp 1, radius 0. 1 LARC, 2, 6, 1, 0. 1 AL, 1, 2, 3, 4, 5 Area defined by lines 1,2,3,4,5 Geometry for FEM analysis also can be created with solid modeling CAD or other software and imported into ANSYS. The IGES (Initial Graphics Exchange Specification) neutral file is a common format used to exchange geometry between computer programs. Tutorial 2B demonstrates this option for ANSYS geometry development. -8 TUTORIAL 2B SEATBELT COMPONENT Objective Determine the stresses and deformation of the prototype seatbelt component shown in the figure below if it is subjected to tensile load of 1000 lbf. Figure 2-24 Seatbelt component. The seatbelt component is made of steel, has an over all length of about 2. 5 inches and is 3/32 = 0. 09375 inches thick. A solid model of the part was developed in a CAD system and exportationed as an IGES file. The file is imported into ANSYS for analysis. For simplicity we will analyze only the right, or tongue portion of the part in this tutorial.Plane Stress / Plane Strain 2-17 Figure 2-25 Seatbelt tongue. PREPROCESSING 1. Start ANSYS, Run Interactive, set jobname, and working directory. Create the top half of the geometry above. The lock retention time slot is 0. 375 x 0. 8125 inches and is located 0. 375 inch from the right edge. If you are not using an IGES file to define the geometry for this exercise, you can create the geometry directly in ANSYS with key points, lines, and arcs by selecting File Read Input from to read in the text file given below and by skipping the IGES import steps 2, 3, 4, and 10 below. FILNAM,Seatbelt /title, Seatbelt Geometry Example of creating geometry using keypoints, lines, arcs /prep7 Create geometry k, 1, 0. 0, 0. 0 Keypoint 1 is at 0. 0, 0. 0 k, 2, 0. 75, 0. 0 k, 3, 1. 125, 0. 0 k, 4, 1 . 5, 0. 0 k, 5, 1. 5, 0. 5 k, 6, 1. 25, 0. 75 k, 7, 0. 0, 0. 75 k, 8, 1. 125, 0. 375 k, 9, 1. 09375, 0. 40625 k, 10, 0. 8125, 0. 40625 k, 11, 0. 75, 0. 34375 k, 12, 1. 25, 0. 5 k, 13, 1. 09375, 0. 375 k, 14, 0. 8125, 0. 34375 2-18 L, L, L, L, L, L, L, L, ANSYS Tutorial 1, 2 3, 4 4, 5 6, 7 7, 1 3, 8 9, 10 11, 2 arc LARC, LARC, LARC, Line from keypoints 1 to 2 from keypoint 5 to 6, center kp 12, radius 0. 25, etc. 5,6, 12, 0. 25 8, 9, 13, 0. 03125 10, 11, 14, 0. 0625 AL,all Use all lines to create the area. 2. Alternatively, use a solid modeler to create the top half of the component shown above in the X-Y plane and export an IGES file of the part. To import the IGES file 3. Utility Menu File Import IGES Select the IGES file you created earlier. Accept the ANSYS import default settings. If you have trouble with the import, select the alternate options and try again.Defeaturing is an automatic process to remove inconsistencies that may exist in the IGES file, for example lines tha t, because of the modeling or the file translation process, do not quite join to digital precision accuracy. Figure 2-26 IGES import. Turn the IGES solid model around if necessary so you can easily select the X-Y plane. Plane Stress / Plane Strain 2-19 4. Utility Menu PlotCtrls Pan, Zoom, Rotate Back, or use the side-bar icon. Figure 2-27 Seatbelt solid, front and back. 5.Main Menu Preprocessor Element Type Add/Edit/Delete Add Solid Quad 8node 183 OK (Use the 8-node quadrilateral element for this problem. ) 6. Options Plane strs w/thk OK Close Enter the thickness 7. Main Menu Preprocessor Real Constants Add/Edit/Delete Add (Type 1 Plane 183) OK Enter 0. 09375 OK Close Enter the material properties 8. Main Menu Preprocessor Material Props Material Models Material Model Number 1, click Structural Linear Elastic Isotropic Enter EX = 3. 0E7 and PRXY = 0. OK (Close Define Material Model Behavior window. ) Now mesh the X-Y plane area. (Turn on area numbers if it helps. ) 9. Main Menu Preprocessor Meshing Mesh Areas Free. Pick the X-Y planar area OK IMPORTANT NOTE The mesh below was developed from an IGES geometry file. Using the text file geometry definition, may produce a much different mesh. If so, use the Modify Mesh refinement tools to obtain a mesh density that produces results with accuracies comparable to those given below. Computed stress values can be surprisingly sensitive to mesh differences. -20 ANSYS Tutorial Figure 2-28 Quad 8 mesh. The IGES solid model is no longer needed, and since its lines and areas may interfere with subsequent modeling operations, we can delete it from the session. 10. Main Menu Preprocessor Modeling Delete Volume and Below (Dont be surprised if everything disappears. Just Plot Elements to see the mesh again. ) 11. Utility Menu PlotCtrls Pan, Zoom, Rotate Front front side of mesh. ) (If necessary to see the Figure 2-29 . Mesh, front view. Now apply displacement and pressure boundary con ditions.Zero displacement UX along left edge and zero UY along bottom edge. 12. Main Menu Preprocessor Loads Define Loads Apply Structural Displacement On Lines Pick the left edge UX = 0. OK 13. Main Menu Preprocessor Loads Define Loads Apply Structural Displacement On Lines Pick the lower edge UY = 0. OK The 1000 lbf load corresponds to a uniform pressure of about 14,000 psi along the ? inch vertical inside edge of the latch retention slot. 1000 lbf/(0. 09375 in. x 0. 75 in. ). 14.Main Menu Preprocessor Loads Define Loads Apply Structural Pressure On Lines Plane Stress / Plane Strain 2-21 Select the inside line and set pressure = 14000 OK Figure 2-30 Applied displacement and pressure conditions. Solve the equations. SOLUTION 15. Main Menu Solution Solve Current LS OK POSTPROCESSING Comparing the von Mises stress with the material yield stress is an accepted way of evaluating static load yielding for ductile metals in a combined stress state, so we ente r the postprocessor and plot the element solution of von Mises stress, SEQV. 16.Main Menu General Postproc Plot Results Contour Plot Element Solu Stress (scroll down) von Mises OK Zoom in on the small fillet where the maximum stresses occur. The element solution stress contours are reasonably smooth, and the maximum von Mises stress is around 118,000 psi. Further mesh refinement gives a stress value of approximately 140,000 psi. The small fillet radius of this geometry illustrates the challenges that can arise in creating accurate solutions, so far you can easily come within a few percent of the most likely true result using the methods discussed thus far.Figure 2-31 Von Mises stresses. 2-22 ANSYS Tutorial redesign to reduce the maximum stress requires an increase in the thickness or fillet radius. Look at charts of stress concentration factors, and you notice that the maximum stress increases as the radius of the stress raiser decreases, approaching infinite values at zero radii. If your model has a zero radius notch, your finite- size elements will show a very high stress but not infinite stress. If you refine the mesh, the stress will increase but not r to each one infinity.The finite element technique necessarily describes finite quantities and cannot directly treat an infinite stress at a singular point, so dont attend a singularity. If you do not care what happens at the notch (static load, ductile material, etc. ) do not worry about this location but examine the stresses and strains in other regions. If you really are concerned about the maximum stress in a particular location (fatigue loads or brittle material), then use the actual part notch radius however small (1/32 for this tutorial) do not use a zero radius.Also examine the stress gradient in the vicinity of the notch to make sure the mesh is sufficiently refined near the notch. If a crack dot is the object of the analysis, you should look at fracture mechanics approaches to the problem. (See ANSYS help topics on fracture mechanics. ) The engineers responsibility is not only to build expedient models, but also to interpret the results of such models in intelligent and meaningful ways. This can often get overlooked in the rush to get answers. cover with the evaluation and check the strains and deflections for this model as well. 7. Main Menu General Postproc Plot Results Contour Plot Element Solu Strain-total 1st prin OK The maximum fountainhead normal strain value is found to be approximately 0. 004 in/in. 18. Main Menu General Postproc Plot Results Contour Plot Nodal Solu DOF Solution X-Component of displacement OK Figure 2-32 UX displacements. Plane Stress / Plane Strain 2-23 The maximum deflection in the X direction is about 0. 00145 inches and occurs as expected at the center of the right-hand edge of the latch retention slot. -9 MAPPED MESHING Quadrilateral meshes can also be created by mapping a square with a regular array of cells onto a gen eral quadrilateral or triangular region. To illustrate this, delete the last line, AL,all, from the text file above so that the area is not created ( yet the lines) and read it into ANSYS. Use PlotCtrls to turn Keypoint Numbering On. Then use 1. Main Menu Preprocessor Modeling Create Lines Lines Straight Line. Successively pick pairs of keypoints until the four interior lines shown below are created. Figure 2-33 Lines added to geometry. 2.Main Menu Preprocessor Modeling Create Areas Arbitrary By Lines Pick the three lines defining the lower left triangular area. Apply Repeat for the quadrilateral areas. Apply OK Figure 2-34 Quadrilateral/Triangular regions. 3. Main Menu Preprocessor Modeling Operate Booleans Glue Areas Pick All 2-24 ANSYS Tutorial The glue operation preserves the boundaries between areas that we will need for mapped meshing. 4. Main Menu Preprocessor Meshing Size Cntrls ManualSize Lines All Lines Enter 4 for NDIV, No. lement divisions O K All lines will be divided into four segments for mesh creation. Figure 2-35 Element size on picked lines. 5. Main Menu Preprocessor Element Type Add/Edit/Delete Add Solid Quad 8node 183 OK (Use the 8-node quadrilateral element for the mesh. ) 6. Main Menu Preprocessor Meshing Mesh Areas Mapped 3 or 4 sided Pick All The mesh below is created. Applying boundary and load conditions and solving gives the von Mises stress distribution shown.The stress contours are discontinuous because of the poor mesh quality. Notice the long and narrow quads near the point of maximum stress. We need more elements and they need to be better shaped with smaller aspect ratios to obtain satisfactory results. Plane Stress / Plane Strain 2-25 Figure 2-36 Mapped mesh and von Mises results. One can tailor the mapped mesh by specifying how many elements are to be placed along which lines. This allows much better control over the quality of the mesh, and an example of using this approach is descr ibed in Lesson 4. 2-10 CONVERGENCEThe goal of finite element analysis as discussed in this lesson is to arrive at computed estimates of deflection, strain and stress that encounter to definite values as the number of elements in the mesh increases, just as a convergent series arrives at a definite value once enough terms are summed. For elements based on fabricated displacement functions that produce continuum models, the computed displacements are smaller in supposition than the true displacements because the assumed displacement functions place an artificial constraint on the deformations that can occur.These constraints are relaxed as the element polynomial is increased or as more elements are used. Thus your computed displacements usually converge smoothly from below to fixed values. Strains are the x and/or y derivatives of the displacements and thus depend on the distribution of the displacements for any given mesh. The strains and stresses may change in an erratic way as t he mesh is refined, first smaller than the final computed values, then larger, etc. Not all elements are developed using the ideas discussed above, and some will give displacements that converge from above. (See Lesson 6. In any case you should be alert to computed displacement and stress variations as you perform mesh refinement during the solution of a problem. 2-11 TWO-DIMENSIONAL atom OPTIONS The analysis options for two-dimensional elements are Plane Stress, Axisymmetric, Plane Strain, Plane Stress with Thickness and Generalized Plane Strain. The two examples thus far in this lesson were of the leash type, namely problems of plane stress in which we provided the thickness of the part. 2-26 ANSYS Tutorial The first analysis option, Plane Stress, is the ANSYS default and provides an analysis for a part with unit thickness.If you are working on a design problem in which the thickness is not yet known, you may wish to use this option and then select the thickness based upon the s tress, strain, and deflection distributions found for a unit thickness. The second option, Axisymmetric analysis is covered in detail in Lesson 3. Plane Strain occurs in a problem such as a cylindrical roller bearing caged against axial motion and uniformly loaded in a direction normal to the cylindrical surface. Because there is no axial motion, there is no axial strain.Each slice through the cylinder behaves like every other and the problem can be conveniently analyzed with a planar model. Another plane strain example is that of a long retaining wall, restrained at each end and loaded uniformly by soil pressure on one or both faces. The Generalized Plane Strain feature assumes a finite deformation domain length in the Z direction, as opposed to the infinite value assumed for standard plane strain. 2-12 SUMMARY Problems of stress concentration in plates subject to in-plane loadings were used to illustrate ANSYS analysis of plane stress problems.Free triangular and quadrilateral ele ment meshes were developed and analyzed. Mapped meshing with quads was also presented. standardised methods are used for solving problems involving plane strain one only has to choose the appropriate option during element selection. The approach is also applicable to axisymmetric geometries as discussed in the next lesson. 2-13 PROBLEMS In the problems below, use triangular and/or quadrilateral elements as desired. Triangles may produce more regular shaped element meshes with unbosom meshing.The six-node triangles and eight-node quads can approximate curved surface geometries and, when stress gradients are present, give much better results than the four-node quad elements. 2-1 Find the maximum stress in the atomic number 13 plate shown below. Use tabulated stress concentration factors to independently calculate the maximum stress. Compare the two results by determining the percent difference in the two answers. Convert the 12 kN concentrated force into an equivalent pressure appl ied to the edge. Plane Stress / Plane Strain 2-27 Figure P2-1 -2 Find the maximum stress for the plate from 2-1 if the hole is located halfway between the centerline and top edge as shown. You will now need to model half of the plate instead of just one quarter and properly restrain vertical rigid body motion. One way to do this is to fix one keypoint along the centerline from UY displacement. Figure P2-2 2-28 ANSYS Tutorial 2-3 An aluminum square 10 inches on a side has a 5-inch diameter hole at the center. The object is in a state of plane strain with an internal pressure of 1500 psi. Determine the magnitude and location of the maximum principal stress, the maximum rincipal strain, and the maximum von Mises stress. Note that no thickness need be supplied for plane strain analysis. Figure P2-3 2-4 Repeat 2-3 for a steel plate one inch thick in a state of plane stress. 2-5 See if you can reduce the maximum stress for the plate of problem 2-1 by adding holes as shown below. Select a hole size and location that you think will smooth out the stress flow caused by the load transmission through the plate. Figure P2-5 2-6 Repeat 2-1 but the object is now a plate with notches or with a step in the geometry. (See the next figure. ) Select your own dimensions, materials, and loads.Use published stress concentration factor data to compare to your results. The published results are for plates that are relatively long so that there is a uniform state of axial stress at either end relatively far from notch or hole. Create your geometry accordingly. Plane Stress / Plane Strain 2-29 Figure P2-6 2-7 Solve the seatbelt component problem of Tutorial 2B again using six node triangular elements instead of the quadrilaterals. Experiment with mesh refinement. Turn on Smart Sizing using size controls to examine the effect on the solution. See if you can compute a maximum von Mises stress of around 140 kpsi. -8 Determine the stresses and deflections in an object at hand (such as a se atbelt tongue or retaining wall) whose geometry and loading make it suitable for plane stress or plane strain analysis. Do all the necessary modeling of geometry (use a CAD system if you wish), materials and loadings. 2-9 A cantilever beam with a unit width rectangular cross section is loaded with a uniform pressure along its upper surface. Model the beam as a problem in plane stress. Compute the end deflection and the maximum stress at the cantilever support. Compare your results to those you would find using elementary beam theory.Figure P2-8 Restrain UX along the cantilever support line, but restrain UY at only one keypoint along this line. Otherwise, the strain in the Y direction due to the Poisson effect is prevented here, and the root stresses are different from elementary beam theory because of the singularity created. (Try fixing all node points in UX and UY and see what happens. ) Select your own dimensions, materials, and pressure. Try a beam thats long and slender and one thats short and thick. The effect of shear loading becomes more important in the deflection analysis as the slenderness decreases.

Isokinetic Muscle Strength In Patients Health And Social Care Essay

The intent of this survey was to measure the lower penis isokinetic muscleman loudness, to find affected muscular tissue stems and their dependance on motion speed, and to happen out the relationship in the midst of brawn efficacy and clinical badness, every spotlight good as brawn violence and falls, in Parkinson s unsoundness ( PD ) . Twenty-five longanimouss diagnosed with PD and 24 healthy voluntaries were enrolled in this survey. The lower concomitant muscleman strength was evaluated with an isokinetic ergometer. Clinical position was examined in conformity with the Unified Parkinson s Disease Rating Scale autumn history was besides recorded. We turn out discover that there was a all important(p) change magnitude in isokinetic musculus strength in the patient group, particularly in both of the hip and roast genus flexors and extensors. It has been found that reduced musculus strength was independent of speed, and cor tie in with clinical badness and falls. In decision, motion velocity-independent lower process isokinetic musculus weakness has been discover in patients with PD, particularly in the articulation genus and hip articulations. Therefore, the rating of isokinetic musculus strength may be a utile tool for the appraisal of clinical badness and falls in PD.Keywords Parkinson s disease Isokinetic Muscle strength Lower appendage1. IntroductionParkinson s disease ( PD ) is a common neurodegenerative status in which patients typically experience troubles such as awkwardness of motions ( bradykinesia ) , stiffness of the musculuss ( rigidness ) , shudder, balance perturbations, and progressive lessening in motor functions.1-3 When combined with multiple early(a) factors, subsided musculus strength can take to falls among aged patients, doing breaks, joint disruptions, terrible soft tissue lesions, and caput trauma.4,5 As a arse uping fact, the autumn rate is higher among those with PD compared to healthy aged persons, harmo nizing to the clinical image of the disease.4,6Muscle helplessness is one of the chief symptoms of PD.7 In recent clinical tests, decreased musculus strength has been spy in patients with PD.8-12 Kakinuma et al.12 measured the isokinetic musculus strength on articulatio genus addition and iexion, and they observed isokinetic strength decrease on the side that is more greatly affected by PD. In another survey, Nallegowda et al.9 tested the bole, hip, and ankle flexor and extensor musculuss strengths utilizing isokinetic measuring, and reported a lessening in strength in all the flexor and extensor musculus groups. Pedersen et al.10 obtained lower isokinetic homocentric torsion consequences compared to command topics on quantitative appraisal of dorsiiexors. Inkster et al.11 observed that decreased strength at the hip muscles is an of import subscriber to the trouble in lifting from a chair among patients with PD. Finally, Nogaki et al.8,13 hypothesized that musculus helplessnes s in PD is probable to depend on motion speed.In contrast to the isokinetic ratings mentioned supra, there are most surveies in which quantitative isotonic and isometric musculus strengths have been evaluated.7,14,15So far, there has been no survey in the literature that evaluated the isokinetic strength of the hip, articulatio genus, and ankle articulations together. There are some limited surveies, nevertheless, that evaluated the musculus groups at variant isokinetic speeds in the lower extremity13, every bit good as the correlation between musculus strength, and clinical position and falls9 among patients with PD.In this survey, we evaluate the lower appendage flexor and extensor isokinetic musculus strength at the hip, articulatio genus, and ankle articulations in patients with PD. We aim to happen out which musculus groups and motion speeds of the lower appendage are more greatly affected by the disease, and we seek to detect the relationship between musculus failing, and clinical position and falls.2. Materials and Methods2.1. PatientsThis survey was designed as a cross-sectional, controlled survey. The patients included in this work were from the outpatient clinics of the Physical Medicine and Rehabilitation, and Neurology Departments, and were diagnosed with PD harmonizing to the United Kingdom Parkinson s Disease Society Brain affirm criteria.9 The survey was approved by the local ethical commission at the Inonu University School of Medicine and carried out in conformity with the rules in the Declaration of Helsinki. create verbally consent was obtained from all the participants.Twenty-five patients ( 17 males and 8 females ) were included in the survey. The average age of the patients was 62.1A10.3 ( with a scope of 42-81 ) old ages. All patients were at Hoehn & A Yahr phase II or III, and were having intervention for PD. None of the patients had any serious orthopedic, neurological, vestibular, or ocular upset that could impact their musculu s strength, and all of them could walk unsupported.twenty-four healthy voluntaries ( 13 males and 11 females ) with no orthopedic, neurological, or other diseases constituted the control group, which was age-matched with the patient group.2.2. Appraisals2.2.1. The Unified Parkinson s Disease Rating Scale ( UPDRS ) and Hoehn & A Yahr presentingPatients were assessed with the usage of the Unified Parkinson s Disease Rating Scale ( UPDRS ) portion II activities of day-to-day populating ( UPDRS-ADL ) and portion III motor scrutiny ( UPDRS-ME ) 16, and Hoehn & A Yahr staging.172.2.2. patch up historyWe utilise a standard definition for autumn, which is accidentally coming to rest on the land, floor, or other lower degree. 18 For the interest of gluiness with the definition, coming to rest against furniture or a wall was non accepted as a autumn. The figure of falls was determined utilizing self-reported autumn events during the past 6 months.2.2.3. Isokinetic musculus strengthIso kinetic musculus strength trials were administered in the forenoon before the patients took any medical specialty. Patients foremost warmed up for 10 proceedingss on a bike dynamometer with a burden of 1 W/kg. We used the Biodex System 3 Pro ( Biodex, Inc. , Shirley, NY, USA ) isokinetic ergometer for the isokinetic measurings. During the trials, the patients were stabilized with seat belts in order to supply joint stabilisation and to forestall them from falling off the trial chair. All trials were performed on both appendages. The isokinetic protocol consisted of trials at three angular motion speeds of 90, 120, and 150 degrees/sec at 10 revolutions per minute, with a 5-min remainder period between trials. We followed the same process for hip flexion-extension, knee flexion-extension, and ankle plantar/dorsiflexion. The articulatio genus and mortise joint trials were performed in a seated place, while a supine place was used to find hip flexure and extension strength. All trials were performed for homocentric musculus strength every bit good, where the maximal extremum torsion ( Nm ) was recorded at each angular velocity.92.3. statistical analysisWe used the SPSS 16.0 package for statistical rating of the trial consequences ( SPSS, Chicago, IL, USA ) . The normalcy for uninterrupted variables in groups was determined by the Shapiro-Wilk trial. We used Student s t-test or Mann-Whitney U trial for comparings, whereas Spearman s rank correlativity trial was used for analysis of informations. For correlativity analysis, the mean musculus strength was calculated at 90, 120, and 150 degree/sec angular motion speeds over the entire values for the hip, articulatio genus, and ankle musculuss. A p value of less than 0.05 was interpreted as the degree of significance.3. ConsequencesThe descriptive features of the patient and control groups are presented in Table 1. It can be observed from the tabular array that there was no statistically important difference between t he devil groups in age, weight, and tallness. The average disease continuance was 5.6A3.9 ( with a scope of 1-15 ) old ages. Fifteen patients ( 60 % ) were in Hoehn & A Yahr phase II, and 10 ( 40 % ) were in phase III. In the patient group, the UPDRS ME and ADL tonss were 26.3A12 and 8.9A5, severally.During the last 6 months, the figure of lumbermans in the patient group was 12 ( 48 % ) , compared to merely 4 ( 16.7 % ) in the control group ( P & lt 0.05 ) . The mean figure of falls was found to be 0.9A1.1 in the patient group and 0.2A0.5 in the control group ( P & lt 0.001 ) .The isokinetic musculus strength of the patient and control groups is shown in Table 2. At all speeds, the musculus strength of hip flexors ( P & lt 0.01 ) and extensors ( P & lt 0.05 ) was found to be significantly less in the patient group. Similarly, compared with the control group ( P & lt 0.05 ) , we observed a important lessening in the musculus strength of articulatio genus flexors and extensors in the patient group, irrespective of the speed. Furthermore, the isokinetic extremum torsions of ankle plantar- and dorsiflexor musculuss exhibited significantly smaller values at sealed motion speeds in the patient group ( P & lt 0.05 ) .We observed a considerable relationship between musculus strength and figure of falls ( P & lt 0.01 ) . The correlativity between musculus strength and Hoehn & A Yahr phase was statistically important. There was besides a strong correlativity between musculus strength and all UPDRS tonss ( P & lt 0.01 ) . However, there was no correlativity between musculus strength and disease continuance.4. DiscussionThe lower appendage musculus strength is known to remove a outstanding consequence on mobility. So far, there have non been any surveies in the literature that evaluated the overall flexor and extensor musculus strength in the hip, articulatio genus, and ankle articulations in patients with PD, although several surveies have evaluated the musc ulus strength in merely one or two articulations separately10,12,13. In this survey, we assessed musculus strength with an isokinetic ergometer in an effort to find which musculus groups were more greatly affected, and at which of the evaluated motion speeds, and to measure their correlativity with clinical position and falls. art object many surveies have evaluated isokinetic musculus strength before ( off province ) and by and by ( on province ) medicine, we chose to prove all the patients in the forenoon after backdown of medicine ( off province ) . The chief ground for this pick is to govern out the effects of medicine while measuring the musculus failing that exists as portion of the nature of PD. The positive effects of antiparkinsonian agents on musculus strength have already been shown in many studies9,19 and are outside the hunt of this survey.Nallegowda et al.9 evaluated the isokinetic musculus strength at the bole, hip, and ankle flexor and extensor musculuss at 90, 12 0, and 150 degree/sec angular speeds, which are the same as the 1s used in our survey. They found a important difference in all musculus groups between patients who did non take medicine and the healthy control group. In contrast, we evaluated the articulatio genus flexor and extensor musculus strength alternatively of the bole flexor and extensor musculus strength. As a consequence, we observed a important failing in all hip and articulatio genus musculuss at all evaluated speeds, every bit good as in mortise joint musculuss at some certain speeds. There was besides articulate musculus failing in the hip flexors compared to the other musculus groups. Hip flexors are the major gas pedals in the swing stage of the gait.20 The trouble in gait induction in patients with PD may lend to the apparent failing of the hip flexors. However, Bartels et al.21 suggested that freeze of footprint was non correlated with bradykinesia. Alternatively, ankle musculus strength is more of import in fo restalling falls and for proper pace. Less terrible mortise joint musculus failing than the other musculus groups demonstrates the importance of other factors like proprioception. Zia et al.22 pointed out the damage of joint place sense in patients with PD. These consequences suggest the possibility of divergent underlying diseased mechanisms.Pedersen et al.10 evaluated the mortise joint dorsiflexor isokinetic musculus strength both concentrically and eccentrically, and found significantly lower values for the homocentric musculus strength at all motion speeds compared to the control group, while the bizarre musculus strength was different from the control group merely in male patients. Kakinuma et al.12 separated the topics into two groups harmonizing to their holding more- or less-affected appendage, and found that the isokinetic musculus strength decreased at both the slow and fast motion speeds during the early period of the disease. They besides observed that the difference in musculus strength between the more- and the less-affected appendages decreased in the advanced phase of the disease. Our survey and the surveies mentioned above 9,10,12 demonstrated no relation between the reduced musculus strength and the motion speeds. Nogaki et al.13 found a important lessening in the peak torsion of the isokinetic musculus strength compared to the less-affected appendage at high motion speeds but no difference between the two appendages at lower motion speeds. Therefore, the observation of increased musculus failing at higher motion speeds, which was proposed in the survey by Nogaki et al.13, is comparable with the determination in our survey.Although Corcos et al.23 indicated an asymmetric distribution of musculus failing, our survey has shown the common musculus failing in patients with PD to be similar to those found in the survey by Nallegowda et al.9 In some studies9,13, the importance of the cardinal consequence on musculus failing was emphasized, but the consequence of immobilisation was non considered in patients with PD. The effects of immobilisation on musculus failing should be noted, particularly in aged patients with PD.mixed surveies reported the hazard of falling in those with PD to run from 38 to 70 % 2,4,9. Our consequences sing the per centum of patients who have suffered from falls were similar. There was a important relationship between falling and musculus strength, but we have non come across any surveies on the association of musculus strength with falls in patients with PD. just about authors24,25 have observed musculus failing at lower appendage as a hazard factor for falling. Therefore, the hazard of falling may be examined in connexion with lower appendage isokinetic musculus strength in patients with PD.We found a pronounced correlativity between musculus strength, and UPDRS ME and ADL tonss. Since the UPDRS ME and ADL tonss are related to clinical position, we had already expected to happen such correlativity between these parametric quantities and musculus strength. The UPDRS is a often used measuring for measuring the clinical state of affairs of patients with PD.26 Given the important correlativity between musculus strength and the UPDRS, isokinetic musculus strength may be used to measure clinical position of patients.Disease patterned advance in PD was evaluated utilizing Hoehn & A Yahr presenting. Increased disease badness ( a?stage III ) leads to more pronounced locomotor system abnormality.27 Most of our patients were in Hoehn & A Yahr phase II. As can be seen in Table 3, there appeared a important correlativity between isokinetic musculus strength and Hoehn & A Yahr phase. Muscle failing in our patients was non outstanding, as they were at an early phase of PD. It seems musculus failing is related to clinical badness instead than disease continuance.The chief restrictions of our survey are the unequal figure of patients and the absence of lower speeds, such as 60 degrees/sec , at which isokinetic musculus strength could be evaluated.In drumhead, we found a important lessening in bilateral hip, articulatio genus, and ankle flexor and extensor isokinetic musculus strength, which was particularly outstanding in the hip muscles at 90, 120, and 150 degree/sec angular motion speeds. In add-on, we detected a relationship between disease badness and musculus failing. Furthermore, a important correlativity was besides present between musculus strength, and UPDRS ME and ADL tonss. Finally, there was a pronounced association between musculus strength and figure of falls.5. DecisionsTaking the consequences of our survey into consideration, we have shown that although musculus strength decreased in the lower appendage, particularly in the hip and articulatio genus, musculus failing was non associated with the speeds at which it was evaluated in this survey. We have demonstrated that the rating of musculus failing degree may be a utile tool for the appraisal of clini cal badness and autumn hazard in patients with PD. It should be noted, nevertheless, that conflicting old consequences and the deficiency of specific criterions necessitate farther surveies.RecognitionThe writers would wish to thank Associate professor Saim Yologlu ( Department of Statistics, Inonu University School of Medicine ) for his sort part to this survey.