Uninterruptible Power Supply

Uninterruptible military unit SupplyIn the United Kingdom over the past half(prenominal) century, the spend of electricity has been increasing form on stratum (Figure 1).This summation in demand means that the show of electricity is becoming more critical to the consumer and how much everyday life requires the subroutine of electricity.Disruption to the supply tooshie ca manipulation major bangs and potential financial difficulty to umteen consumers who require a constant supply. Electricity disturbances coffin nail come in many different arrangements which affect the AC waveform and influence electrical pay saddles in different ways. Common disturbances be shown in Figure 2Depending on the criticality of the load devices can be placed between the supply and the load to eliminate these issues.Common devices utilise to eliminate disturbances atomic number 18Uninterruptible power suppliesPower Filters/ConditionersDifferent UPS systems can be utilize to eliminate distu rbances through with(predicate) different configurations and setups.Power conditioners operate to illuminate certain aspects of the disturbances but wont eliminate disturbances handle interruptionsUPS systems can incorporate power conditioners to eliminate all these common disturbances to help give birth a constant supply for consumers.1.1 AimsThe principle aim of this final year individual end is to design and cook an Uninterruptible Power Supply to eliminate interruptions up to 5 minutes. On failure of the supply, the system will pick up the load and continue to provide power until the main supply has returned after 5 minutes1.2 ObjectivesResearch and soften an understand of existing UPS configurationsDesign and build a standby UPS system includingAn AC to DC rectifier to supply an input to a DC Buck ChargerA DC to DC convertor to reduce input electromotive force to charge retrospective batteriesA DC to AC inverter to make an AC potential disparity of 24V RMSAn AC to AC converter to move between the duty and standby supplyDevelop an Arduino interface to take hold and display UPS parameters includingControl of the shifting of the DC to AC inverterControl of the AC to AC transfer switchManual Control of UPSDisplay of UPS circuit positionVoltage parameter readings for AC and DCAC load current and voltage readingsBattery Temperature readingsEvaluate UPS and discuss further work1.3 MotivationThe motivation for this final year project has come from date spent on spatial relation at Phillip66 Humber Refinery working on the maintenance of primarily double conversion and rotary UPS systems. Through this experience, it has given an concord of the systems and an interest to design and build a UPS.2.1 UPS castsAn uninterruptible Power supply is a system designed to maintain power or provide power when the input power fails or is disrupted. A UPS can be designed as a DC or AC back up, but most common UPS systems in the UK are designed to give AC because this is how electricity is supplied through the grid. 3An AC UPS output can be produced victimization either a rotating machine (Rotary UPS) or a semiconductor found inverter (Static UPS). Batteries are the main slide fastener reference for twain systems but for rotary systems, other rotating energy sources can be used.The UPS configurations as shown in Table 1 shows the different arrangements of a UPS2.2 UPS Operation2.2.1 Rotary UPSThe rotary UPS generally consists of a motor and generator set but how these are con material bodyd depends on of the vitrine of rotary UPS.Fixed Flywheel UPS (Figure 3a) 3 4Mains electricity operates an AC motor that is connected through a specially designed flywheel to an AC generator to produce an AC output. succession the motor is driving the generator the flywheel rotates which stores kinetic energy. When the main supply fails the kinetic energy in the flywheel continues to turn the generator for a short duration until some other supply is p rovided by a backup generator.Battery backed (Figure 3B C)Mains electricity is converted to DC to charge a battery bank this DC is accordingly used to operate a DC motor directly or through an inverter to an AC motor depending on the configuration. The motor is whereforece directly conjugated to a generator to supply the load.Diesel Backed (Figure 4)This UPS operates similarly to a flywheel UPS in conventionality operation an AC motor rotates a flywheel to store energy while a generator is producing power to the output. Instead of an external diesel generator set being used a diesel engine is conjugated directly to the AC generator to produce power when the main supply fails.2.2.2 Static UPSA static UPS generally comprises of a rectifier, inverter and a battery bank, how these are configured depends on the type of static UPS.Standby (Figure 5) 5 6In normal operation, a rectifier charges a set of batteries and the input is fed to the output through a transfer switch when the ma ins fails the transfer switch removes to take the supply from the batteries through an inverter.Standby-Ferro (Figure 6) 5 6This configuration is very similar to the standby UPS but has a ferroresonant transformer to reduce the magazine loss of power on a changeover from main to inverter supply, this transformer stores energy in a resonant circuit which supplies up to a half rack of power to allow time for the inverter to start up and provide power.Double renascence (Figure 7) 5 6In normal operation, mains electricity is converted to DC to charge the batteries which is then inverted back to AC filtered and supplied to the load. When power is lost the batteries supply the AC through the inverter. The static switch is used in the event that if the rectifier or inverter fails the load can be supplied directly from the load.Delta Conversion (Figure 8) 5 6In normal operation two converters are used to regulate current and voltage, the series converter is used to control current and a parallel converter to control the voltage. The converter operates to maintain a constant voltage and current output. When the supply is less than the load requires the batteries are used make up the difference. When too much power is provided the extra is used to charge the batteries through the bi-directional inverter.Line Interactive (Figure 9)5 6In normal operation, the mains is supplied to the output while the bi-directional inverter is charging the batteries. When the main supply fails the inverter changed direction and supplies the load from the batteries.2.3 UPS ComparisonsTo gain a better understanding of the UPS configurations and their capabilities a compassion was conducted as illustrated below (Table 2).UPS phasePower Rating Range (kVA)Cost per VA talentApplicationStandby0 0.5LowVery HighInterruptionsStandby-Ferro3- 15HighLow- forteInterruptionsDouble Conversion5-5000MediumLow-MediumTransient, Interruptions, Sag/Swell, DistortionDelta Conversion5-5000MediumHighTransie nt, Interruptions, Sag/Swell, distortionLine Interactive0.5-5MediumVery HighInterruptionsFlywheel Rotary25-2500MediumMedium to HighTransient, Interruptions, Sag/Swell, DistortionBattery Backed RotaryMediumMedium to HighTransient, Interruptions, Sag/Swell, DistortionTable 2 UPS Configuration Comparison 52.4 Project ReasoningA standby UPS system was chosen due to its low cost, its simplicity and because it covers a single disruption. This type of UPS is basic to contain loss of power and to bridge the gap between power loss and back up operation starting3.1 Work Breakdown Structure and mesh DiagramA WBS is a key project deliverable that organises work into manageable sections and is the foundation of any project plan. All the project deliverables are selected and organised into key areas of activity. 7A network diagram shows the sequence of activities which are in the WBS in order of time, these are then used to develop a Gantt chart.The WBS (Appendix 9.2.1 WBS) separated the projec t into 5 main sections which were then subdivided to develop a network diagram (Appendix 9.2.2 Network Diagram)ResearchDesign programmeBuild testingReport/ Presentation3.2 Project PlanA project plan was developed as a Gantt chart from the network diagram, the time scale for the project was set to begin in September and complete the development of the UPS by December. This giving two months before the deadline to complete final checks and adjustments.The project plan was reviewed weekly and updated as the progress of the project developed.3.3 Monthly ReportsA monthly report was conducted to record and document my project progress on a regular basis, each monthly report is attached in Appendix 2 Project Planning. This report involved a document of the work I had conducted the month before and also a plan of what I would be doing for the next month including a number of hours that would be spent.3.4 Project Progress refreshA PPR was conducted on Friday 2nd December by Dr Joe Cole thi s was designed asFor the design and building of this standby UPS, it has been split into individual circuits to ease the understanding and to show the importance of each aspect of the UPS. The UPS has been divided as followsAC RectificationDC InverterBattery ChargingTransfer SwitchControl of the UPS4.1 link Rectifier (AC DC)4.1.1 weighing TheoryAn AC to DC converter is call for to utilise the mains AC voltage to charge a set of batteries for use when the AC bless is lost.A rectifier circuit can be designed to utilise either full or half of the AC waveform, this can be getd through the use of diodes or thyristors.Figure 10 shows the circuit configuration of a bridge rectifier which can use either component.The difference between using diodes and thyristors is the control over the voltage on the output, diodes give an output equal to the peak voltage of the AC waveform and thyristors voltage depends on the firing angle used to turn the thyristors on.To achieve a pure DC voltage filtering is required to remove the ripple of the sinusoidal waveform. Figure 11 shows how the DC can be filtered to give a pure DC voltage through the use of a capacitor.For this project, a constant DC voltage equivalent to the peak AC waveform can be used to supply the Buck Battery Charger because this will reduce the DC voltage to the required voltage to charge the retrospective batteries.For the consumption of this project, a diode full wave bridge rectifier can be used to supply 34V to the buck battery charger.4.1.2 SimulationThe circuit in figure 4.1.1 was modified to add a smoothing capacitor then it was built in Multisim as shown in Figure 9which gives the output as shown in Figure 13.4.1.3 create and TestingAfter simulation was complete the circuit was built on a breadboard so that its operation could be tested in pattern before a PCB was designed. The practical testing is shown in Figure 14.It can be seen that the incoming 24V AC supply is changed to DC through the br idge rectifier which is shown as the peak voltage on channel 1 as 31.5 V DCOnce the circuit was tested on a breadboard it was then produced on a PCB, this was soldered using the same components and tested to give the same results as in Figure 14. The PCB design and finished PCB can be observed below (Figure 15/16)4.2 Inverter (DC AC)4.2.1 Calculation TheoryTo convert the DC voltage stored in the batteries to make AC voltage a DC to AC inverter is required. thither are three main types of DC to AC inverter which depend on the AC output waveform, these are square, modified sine and pure sine wave.The difference between the modified sine and the pure sine wave is that the modified sine rests on the 0 line for a small amount of time then either rises or falls whereas the sine wave goes straight through the 0 line. (Figure 17)For this application, a sine wave as close to the mains is required so a modified sine wave will be produced which will be filtered to make a sine wave.To change DC to AC an H bridge is required similar to that of an AC to DC converter. As can be seen in Figure 19 the switching of the H Bridge changes the current flow through the load and so creates AC.The issue with this circuit is that it will give an AC square wave, to adapt this to make a modified sine another bridge is required Figure 18to introduce a voltage step and make a multilevel inverter. Each bridge is use to add a square wave on top of each other so that an output Figure 20 can be produced. With an increase in H-bridges, this means an increase of switches and DC sources.The DC sources are required to make an AC RMS voltage equivalent to that of the mains input (24V RMS). The peak voltage of the AC waveform has to be matched by the total voltage of the DC, this means that a total DC voltage can be calculated by equivalence 1 which gives a value of 33.94 V. To achieve this voltage exactly through the use of DC sources would be hard so a voltage prouder(prenominal) would be bes t through the use of four 9V or six 6V batteries used to get 36V, this would mean that by using six 6V batteries smaller locomote are achieved but more bridges are required which would be more accurate than using 9V steps and having fewer bridges.To eliminate the repeated use of bridges a modified multilevel inverter circuit (Figure 21) can be developed to use 1 bridge and switch on each source as required so that switch numbers can be reduced from 24 switches to 10 switches.The reduction of switches can be observed through a comparison of the conventional and modified H-bridge. (Figure 21).For this inverter, it will be designed as a 13 level modified multilevel inverter which requires 8 control signals to switch on each 6V source and also to change the polarity across the load.4.2.2 SimulationA 13 level modified cascaded inverter was built in Multisim using 8 pulsed signals that represent the signals obtainable from the microcontroller. This gives a modified sine wave output that is operating at 50Hz with a peak to peak of 72 V.4.2.3 Testing4.3 Battery Charger (DC DC)4.3.1 Calculation TheoryTo charge the six 6 V batteries for the inverter and single 12-volt battery to supply the Arduino it is required to reduce the 34V produced from the AC rectifier to a suitable level for the retrospective batteries to charge. This is normally 1.15 times the voltage of the rated battery voltage which gives 6.9 volts and 13.8 volts which are confirmed in the datasheet for each battery.To reduce the DC voltage a chopper circuit is required, these can be categorised as either switched or linear, and to understand the characteristic a comparison of both is shown below 8 (Table 3).LinearSwitchedFunctionCan only reduce voltageCan increase or decrease voltage depending on designEfficiencyAs difference in voltage increases efficiency decreasesHigh efficiencyComplexityLow usually only requiring a regulator and capacitorsMedium to high due to inductor, capacitor calculationsCostLow Medium to high depending on designOutput RippleLowMedium to high due to switching rateTable 3 Chopper Comparison 8For best efficiency a switched inverter will be used, this is required to give each battery half an amp of current at 6.9 Volt and 13.8 volts.4.3.2 Simulation4.3.3 Testing4.4 Transfer Switch (AC AC)4.4.1 Calculation TheoryAn AC to AC converter is required to change the supply to the output between mains voltage and back up supply from the DC AC inverter.This type of AC converter works as a switch to turn either AC source on respectively when it is required (Figure 23), other types of AC to AC converter can be used to change aspects of the AC waveform but this is not required in this application.A contactor or a semiconductor device circuit can be designed to make this transfer switch, each of which has its advantages but for this project, a semiconductor device was used, the common devices use to make an AC AC converter are SCRs or thyristors.To utilise either device a double circuit of back to back devices is used so that each half of the cycle is seen at the output. (Figure 24).To prevent using 2 SCRs or thyristors back to back, a triac can be used to do this job instead. This means that the use of two triacs with a common output and separate inputs can be used as a transfer switch. (Figure 25)4.4.2 SimulationTo show the operation of the transfer switch 2 different AC signals of different frequencies are used to show the transfer. (Figure 26).When the control signal is supplied to Triac 1 the output waveform is shown as 25Hz but when the control signal is changed to Triac 2 the output changes to 50Hz. (Figure 27)To isolate the Triac from the microcontroller an optocoupler will be used so that in the event of a fault the microcontroller doesnt come in contact with the AC voltage4.4.3 TestingThe transfer switch was built on a prototyping board using two TIC246M Triacs which are then operated through two MOC3021 triac optocouplers, these use the AC signal to turn on each triac.To test the transfer switch a method similar to that of the simulation was adopted, but instead of using 2 different frequencies, 2 different phases where used then the output was compared to each to show that the transfer switch is working(a).Due to the risk of shorting two phases if an issue occurred each side of the transfer switch was tested for operation individually. Once this was tested and operational the input signal for each phase was placed on channel 1 and 2 of the oscilloscope and the output positioned on channel 3. (Figure 28). This meant that as each triac was turned on it could be compared with the corresponding input to envision the triac was operating as required. As we see below figure 4.4.3.2 shows the output when triac 1 is operating and figure 4.4.3.3 shows when the second is operational.When the transfer switch was tested and operational a PCB design was developed on circuit wizard, this also incorporated a CT to measure the output current and a bridge rectifier buffalo chip to take a reading of the output voltage peak voltage. These would be sent to the microcontroller to display.

Factors for the Development of Trigger Points

Factors for the Development of Trigger PointsIntroductionThe primary mean of locomotion which enables sympathetic and other animals to move on their nates is running. There are some regular points the gait cycle during which both the feet are not on the show in running. Running has aflightphase during which neither limb is in ground contact.Running gait can be divided into two phases in context to the light extremity which isabsorption, propulsion, initial swing and terminal swing.As per electromyographic data suggests as speed increases, ilio-psoas, gluteus maximus, gluteus medius, hamstring and rectus femoris all genuine larger pate forces throughout the stride cycle. The peak force exerted by gastrocnemius increases as speed increased from 3.5 to 7m/sec but showed no significant changes in that locationafter. The peak force exerted by soleus also increased from 3.5 to7m/sec, but furthermore t decreases till 9m/sec. soleus, gastrocnemius and vastus provides approximately 75% of the total vertical hold back impulse needs to accelerate where soleus alone contributes 50% of all. The vertical ground reaction force increases for speeds up to 7 m/sec is some entirely of soleus whereas vastus to the vertical ground reaction force does not affect with increase in running speed. The rate of ankle plantar flexors cut increases with the running speed and solus and gastrocnemius contracts at37% and 23% of their maximum shortening velocities respectively.as a result, only 30 and 40% of their peakpotentially developed by soleus and gastrocnemius respectively during sprinting.inspite of producing significant and large amount of forces whetreas they did not contribute in knee-hip joint accelerations during swing phase.if we compare sprinters with non sprintersthe previous one has greater thickness with longer fascicles of their gastrocnemius and vastus lateralis muscularitys on ultrasound imaging,than later one.(abe et al.,2001)The plantar flexion moment arms were 25% smaller of sprinters than those of non-sprinters and this difference was highly significant. garth and miller examined 17 athletes who presented for treatment of incapacitating pain and soreness located posteromedially along the middle two thirds of the Symptoms were aggravated by repetitive wt.bearing which was referred to as shin splints. Due to besides pronation caused by hyper mobile midfoot flexible pes valgus, muscular imbalance etc, the flexor digitorumlongus and flexor hallucislongus can become overloaded and vulnerable to develop blow up points in these muscles.The lateral compartment syndrome is likely to develop in runners with excessive pronation and abnormally mobile subtalar joints can also be overloaded in high arched supinated foot with triceps surae weakness as well as can be suggestive of peroneus longus and brevis installation points.Myofascial trigger points-Travell and Simons defined it as a hyperirritable contraction knot usually present within mus cles or its fascia which produces pain on compression and can give rise to specific referred pain , locomote dysfunction ,and involuntary phenomena in a specified referred zone which rarely coincides entirely with dermatomal segment.Trigger points are manually palpated with following characteristics including local twitch response, jump in sign, referred pain zones and autonomic phenomenal changes.As suggested by Travell and simons in 1999 in their trigger point manual book,the etiology of trigger points involves all three factors that includes biomechanical,CNS,and local myofascial tissues.As per microscopical and biopsy studies, which has been done of local myofascial tissue where there is presence of trigger points revealed and explained these contraction knots as round,large and,darkly staining fibers.presence of these knots causes significant increases in averagediameter of muscles.spontaneous galvanising activity (SEA) in TrPs have also seen and studied through electromyogra phic studies while adjacent muscle tissues were electrically silent which suggested and implicated neuromuscular junction and motor end plates interchangeable, nevertheless the motor end plates describes structure and the neuromuscular junction reflects function.Gunn and Milbrandt in 1977 was first explicated and find correlation between motor end plates and trigger points also getn as myalgic spots .As stated by Travell and Simons in context to motor end plate dysfunction that receivable toexcessively release of Ach from presynaptic nerve terminal leads to rapid activation of thenicotinic Ach receptors on the post synaptic terminal which results in muscle action potential and muscle contraction. Since this hypothesis of travell and simons was one way to interpret EMG results but EMG for post synaptic fibers ,there is increase in SEA in trigger points that could be a characteristics to the result of presynaptic,synaptic or post synaptic dysfunction and can be inherited or acquired .As a general rule, factors for the development of trigger points includes muscle overuse or direct/ indirect trauma which whitethorn be the results of sustained low level or repetitive muscle contractions,eccentric/concentric,sub supreme/maximal muscle contractions.Although muscular damage is not necessary all the time for development of trigger points there may be injuries at the microlevel which includes damage of stall membrane ,sarcoplasmicreticulum with release of high amounts of ca2+ ions,and suspension of proteins like desmin,titin or dystrophin. Mechanical muscle contractions exceeding respective muscles capacity is defined as overuse.as we know that arterial capillary beds blood pressures approx 35mm hg at the beginning and venous capillary beds pressure at the end is 15mm Hg which used to be preclude during muscle contractions and recovers with relaxationknown as muscular pump. However,Muscular metabolism is maintained by oxygen and glucose which faces crisis during su stained muscle contractions.Even contractions performed at only 10 % and 25 % of maximum voluntary contraction (MVC) may alter and produce impairment in blood circulation of muscles,As per Otten pain and trigger points may be developed by increased or alterations in the pressure gradients during low level exertions(personal communications 2005).During submaximal concentric contractions, adenosine triphosphate is utilized for 4-6 seconds initially from muscles storage and subsequentally it shifts to direct phosphorylation of ADP through creatinine phosphate. Stored ATP and CP provides enough energy and power for approx14-16 sec but thereafter physiologically a short span of anticipate is needed to replenish the exhausted reserves of intracellular ATP and CP.As a general rule if ATP demands are within the capacity of the oxidative pathway musclescan continue its activities for hours but as demand exceedsanaerobic glycolysis will start contributing of the total generated ATP. This f urther leads to crisis of ATP and sustained sarcomere contractions starts the patterned advance of trigger points.The Eccentric contractions are commonly used to control the rate of movement in our body.although there is no solid correlations between eccentric gist and development of trigger points.Itoh et al found in their study in which middle finger extensor muscle was being eccentrically loaded. After 3 sets of shape ,one day and two days after exercises ,findings were similar encapsulating tender taut bands which were painful on compressionsuggests that eccentricloading may be fit with development of trigger points.There are biopsy studies also who confirms and suggest the role of eccentric contractions in disruption of cytoskeletal structures especially desmin , and titin (largest in our body)a protein which interconnects the adjacent myofibrils and connects myosin filaments to the z-bands with a linkage to actin filaments respectively. Prolonged ecentric exercises enlarge the muscle fibers microscopically and all these enlarged fibers are exclusively fast glycolytic type(typeII) which considered as highly fatiguable and unable to regenerate ATP in early exercise periodIt results a high stiffness state of fibers which on stretch disrupts leading to cytoskeletal and myofibrillar damage.Apart from this in eccentric exercised muscles there is increase concentration of calcium due to sarcoplasmic reticulum disruption that keep actin and myosin molecules together an activates several mechanisms which may further damage cell membrane and cytoskeletal disruption and again the same results that is development of trigger points.Jump in sign is an response to pressure applied on a trigger point which may leads to wincing, crying, or withdrawing by patients.Local twitch response is a fleeting response or contraction of tense muscle fibers or group that sink in a trigger point on response to stimulation via snapping palpation or needling of trigger point or its surrounding area.Referred autonomic phenomena vasoconstriction (blanching), coldness sweating, pilomotor response, ptosis, and/or, hyper secretion that occur in a same region or area where trigger points refers pain and its sensations.Referred pain zones an area of pain which is entirely remote from its source. primarilyin case of trigger points ,specifically activated and central trigger points and sporadicallyinfrequently,conjoin entirely with the peripheral nerve distribution or dermatomal segments.The lower extremity operative scale (LEFS) is a functional status questionnaire that aims to investigate the degree of difficulty a patient experiences in performing everyday tasks, due to disorders of his/her lower extremity.The LEFS consists of twenty dollar bill items, each of which is scored on a 5-point scale (0 to 4) (appendix 1).Beck depression inventory-ii is a depression measurement scale or an instrument to measure the emotional, motivational,somatic and cognitive symptoms observed in patients.this scale consist of 21 questions which is symptom related to quantify degree of depression in subjects usually it covers adolescents and adults and given in appendix 2.VAS is a psychometric response scale and a measurement instrument for subjective characteristics or attitudes that cannot be directly measured. Respondents specify theirlevel of agreement to a dictation by indicating a position along a continuous line betweentwo end-points.Pressure algometer is force gauze with a rubber record of 1 cm surface which is very helpful in clinical setup for diagnosing trigger points ,fibrositis,myalgic spots as well as it helps in quantification of pressure pain threshold and Pressure pain threshold for measurement ofnormal and abnormal surfaces are given in appendix 3.

Meeting Criteria for Early Years Foundation Standards

Meeting Criteria for Early Years Foundation StandardsUnit 3Early years foundation standards are guidelines with in which a boor carefulness facility shit, parts of module must be checked by Disclosure and barring service, complete a Health declaration, least one member of staff submits a paediatric first aid certificate and should obtain a level 3 tiddlercare qualification before they pop caring for children, one member of staff must consider suitable experience with under 2s, at least half of all other staff must hold a level 2 qualification in child care. The childrens health and safety is paramount. Child care facilities must work within the correct adult to child ratio, only permitting the correct number of children for the space they have available.Children under 21 adult -3 childrenChildren aged 21 adult 4 childrenChildren aged 3+1 adult 8 childrenGood.Within the facility provisions must be make for the exploitation of every child, no child is excluded, every child must be back up in fulfilling their maximum potential, the early years spirit levels have a abundant and lasting effect on the childs future and ability to start school, no child should be left behind.Each child pass on be assessed so all of their needs screw be met on an individual level and they have a soulal plan in perpetrate so they succeed in all areas. The plan set in place should be available to parents, cares and any orthogonal practitioner such as health visitors if needed.Every child should have equal probability, face no discriminatory actions and every child must be included and fully supported in their learning environment. Practitioners must remember every child is unique, they need to forge incontrovertible relationships, offer enabling environments, and plan varied activities as to each one child learns in a variant management and at different rate , every child will have a key person, this person is the point of contact with the childs parent or carer , they are responsible for helping the child be happy and safe, they are responsible for that childs care, development and learning, they keep clear notes of the childs progress and help parents with ideas for their childs progress at home.( www.gov.uk//policies//early-years-foundation-stage)There are septet main criteria for the early years foundation the three prime areas areCommunication and languagePhysical developmentPersonal, social and delirious development. accordingly there are four specific areasLiteracyMathematicsUnderstanding the worldExpressive art and design.These core guides must be implemented into childrens universal environment, communication and language Children need to blabber freely to one another and adults a resembling, roll play encourages children to interact, asking the children to describe things being big or small, talk about family members being male and female, young or old, encourage them to use descriptive language, and help them reckon how it r elates to them. Physical development These activities develop the childs skills set in handling equipment or showing control and co-ordination this is done with games or dance that involve pushing or pulling or outside games that use ball skills such as patting or kicking, throwing and catching, all of these skills help develop the childs body and hand and eye co-ordination. Personal, social and emotional development These skills are the ones a child needs to be confident, to talk and play with other children, to talk about themselves and their own environment, to talk about who they are. Doing an activeness as simple as show and tell would give the child confidence to talk about something they love or something they have done, if you have children from many an(prenominal) different cultures talking about their feasts and traditions encourages understanding of others. Literacy Children love to be read to so try to use a story that is repetitive, giving the children confidence to unify in, or ask the children to make up an alter internal ending to a favourite story. Giving each child a name card and sledding round the room and using those words to manakin a story would help a child understand the context of the word and phonic sounds to build a word. Mathematics Children enjoy filling and emptying bottles and containers using sand or water, doing so helps to understand, volume and size, building blocks can help them count, how many blocks can you build up before they collapse. Understanding the world Children need to know where and how they fit in, looking at traditions and festivals across all cultures encourages an understanding of self, making festival food , or making a garland worn at a wedding ceremony, helps the children understand the importance of different cultures, they also need to understand the natural world so going on a bug hunt, looking at the life cycle of a howeverterfly or creating a garden full of food for insects, this would help t hem understand the things they have seen and why there important to us as humans. Expressive art and design Children like exploring and using many different materials, clay, play dough, card and paper, they can experiment with how to change their shape and form, use glue or tape and colour. Children like to be imaginative model making is a great way to encourage imagination and develop skills, mixing paint in to a variety of colours, so they can see that you only need primary colours to make any colour you wish.Respecting and valuing individualityChildren and families must feel respect for who they are irrespective of colour, race or sexual orientation, its the practitioners job to lead by example the children must understand that everybody is different, everybody has strengths and weaknesses, and everybody is valued. Encouraging manners, caring attitude and understanding will help children become well-rounded young adults. Children should be encouraged to celebrate their cultural d ifferences, and to respect others family backgrounds, this needs to be done in a share way, having a world day were the children can look at different countries, the animals living there, the food, maybe ask a parent to ready a native story, it would bring to life the differences giving them greater understanding of where they fit in and how we all fit to totalher. It is important for children not only to share their cultural differences but also their personal differences, some children are well-behaved at art some are good at swimming, helping them celebrate their achievements helps children see that everybody is good at something but not all good at the same thing. Doing group activities helps the child learn to work as a team, encourage job solving, help the children listen and negotiate with one another, or take time at lunch to sit together, talk politely, understanding that eating with the counterbalance pinnace and washing your hands before you sit down are all normal b ehaviour.ActivityOutcomeAwards, celebrate the childrens achievements in and out of care settingReinforce positive self-imageMake a class photo album, ask children to bring photos of family celebrations, and explore the different festivals across the cultures.Bring to life the different festivals and celebrations that happen or so the world. Encourage understanding of other peoples cultureGive children positive role models such as gold medal paralympians, put posters up around the room for the children to admireLet children understand that being disabled is not a negative and great achievements can still be madeInclude toys and play equipment that reflect other cultures, such as dressing up clothes, kitchen utensils in the play kitchen, puzzles and dollsBy playing with these objects the children will become familiar with different culturesCook food from around the world.Let the children make and taste different foods that they might not have everydayThis activity would stimulate the m and get them talking about feeling, texture, smell and taste. Cooking activities also help with measuring and science, and help children to understand health and safety and good hygiene.Sing songs and read stories from around the world, include rhymes and action songsChildren love to participate this activity is great for children whose first language is not English.Positive and negative behaviourPositive reinforcement is a technique used by care givers to modify behaviour, this involves giving positive reinforcement as often as possible, and reminding the children that negative behaviour will have consequences as a carer it is best to focus on the positive but if a negative occurs it needs to be dealt with swiftly and an explanation as to why it is negative behaviour, help the child to develop empathy, the child needs to know it is their behaviour you disapprove of not them as a person, if a child is systematically reprimanded for negative behaviour they will quickly become labe lled as the naughty child, an action plan must be made for this child so that positive reinforcement can turn the situation around and positive behaviour becomes the norm. At no time should there be pain, punishment, intimidation, yelling, degradation, humiliation, confuse or guilt this would only hurt and confuse the child. Children need a positive environment to develop their self-esteem, emotional growth and well-being. (www.positivereinforcementforkids.com)Behaviour is not well-educated once but learned every day. Consistency is the key to dealing with any behavioural situation, children respond to set boundaries and feel safe knowing what is pass judgment of them, let the children know what kind of behaviour you are looking for, with older children they could help set the consequences of their negative behaviour it would encourage them to be more than positive as they have set the rules. As the care giver you need to remain positive at all times it is your professional duty to do so, be a positive care giver, a negative attitude leads to a negative outcomeConsistency is key.Boundaries are needed to establish right from wrong.Children understand the their behaviour has consequences- both positive and negativeReward positive behaviour give out stickers, or mark with a kind word Thank you for being kind and helpful, Your team work was great.Make the children feel valued and important.Star chart so the children know that with consistent positive behaviour also comes reward.Praise the child for the effort not just their achievements, praise them for their strengths and remind them everyone is different.If you praise one child use the opportunity to encourage the rest of the group.Managing conflictWe all encounter conflict every day, in the childcare environment its child to child conflict or child to adult conflict, studys done at Texas tech uni by Dennis, Colwell and Lindsey show that girls often have child to child conflict that is more often than not r esolved within their peer group, whereas boys often have child to adult conflict and that boys look to the adult to resolve the conflict.(www.kon.org/urc/dennis) As the practitioner its you job to manage conflict, like many life lessons children need to be equipped to deal with it, Vygotsky a Russian social development theoriser said conflict provides a learning experience for children and in doing so they would learn to function better in the social context, (www.simplypsychology.org) Vygotskys possible action is not that uncommon amongst child behavioural theorist, his arguments are supported by the likes of Erikson who thought life is full of conflict and in order to become a better person one must resolve conflict in each stage of life. Often conflict is cause because of the developmental stage the child is at and they as children have not reached the stage where they have empathy or understanding, or sometimes children act out because it has become their learned behaviour, it is the way they have been treated or something they have seen in their everyday lives due to lack of good role models.As the care giver you need to graduation back and askWhy is the child acting this way?What has made the child feel like this?Is it a cry for help?Does he/she need my understanding and empathy towards their feelings?Are the Childs need being met, are they unhappy, scared, confused or frustrated?Are they tired or hungry?Conflict is often innate(p) out of a misunderstanding, if identified quickly it can be resolved quickly, children need to feel that their side of the story is heard, as the care giver it is up to you to guide the situation from one of upset and stress on to a calmer and more positive footing, with a peaceful conflict resolution.Bibliographywww.gov.uk//policies//early-years-foundation-stagehttp//www.positivereinforcementforkids.com/www.simplypsychology.orgwww.kon.org/urc/dennis

Why Xeon Doesnt React :: essays research papers

xenon is a rare, colorless, odorless, tasteless, chemically unreactive gas. It is one of the inert gas elements found in group 0 of the periodic table. Xenon was long considered incapable of chemical reaction, but in 1962 Neil Bartlett, a Canadian chemist, reported synthesis of xenon hexafluoroplatinate, XePtF6, a true compound. sooner 1962, people thought that xenon and other noble gases were unable to form compounds. Now, xenons reported compounds are sodium perxenate, xenon deutetrate, xenon hydrate, difluoride, tetrafluride and hexafluoride. Xenon is present in the atmosphere in extremely low concentration (about one part in 20 million). It is obtained commercially from liquid air. Xenon is used in certain photographic flash lamps, in high-intensity arc lamps for motion picture projection, and in high-pressure arc lamps to produce ultraviolet light. It is used in numerous instruments for shaft detection, e.g., neutron and X-ray counters and bubble chambers. It has found some use in medicine, e.g., as an experimental anesthetic. Naturally occurring xenon is a mixture of 9 stable isotopes 20 short-lived radioactive isotopes are also known. A mixture of stable and unstable isotopes of xenon is produced in nuclear reactors during neutron fission of uranium one of these, xenon-135, is a very good neutron absorber and must be removed since it poisons the reaction. Xenon was discovered spectroscopically in 1898 by William Ramsay and M. W. Travers, who obtained it by fractional distillation of an impure sample of krypton. Xenon as well as the other noble gasses require an incredible nitty-gritty of pressure for them to react, which makes them very inert since such a large amount of pressure does not occur naturally.

The Challenge of Having Faith in God Today Essay -- Philosophy Religio

The Challenge of Having Faith in divinity TodayIn Elie Wiesels book Night, one character professes to hurt more(prenominal) faith in Hitler than in anyone else. Hes the only one whos kept his promises, all his promises, to the Jewish people (77). After all they ease up gone through in their rich and lengthy history, Jews have every right to feel angry toward God for not keeping His promises. God told them that they were His elect people but who would feel privileged to be a Jew if being chosen meant having to live through Auschwitz? For many Jews who lived through the Holocaust, their faith in God will never be the same. The question that many of them ask is Why? Why the gas chambers? Why the Jews? Why has God apparently forsaken us? Many survivors feel great anger towards the God of their ancestors, and through this anger they try to understand the whys. For many, this is the only way they can live after what they have been through. Through anger, survivors can assert their presence To overwhelming death one must respond with overwhelming life (Greenberg 330). In a post-Holocaust age, a ratiocinative and reasonable way for many survivors to relate to God is through anger and controversy rather than through a passive acceptance of Gods will. Elie Wiesel is probably the shell known Holocaust survivor alive today. He has written several books about his experiences in the concentration camps and his reflections on the Holocaust. Wiesels work is known for the voiceless questions that it poses, and the sensitive issues that it discusses. Wiesel himself is an excellent example of how the Holocaust destroyed or at least significantly altered the faith of many of its victims. Before he was deported, the 15-year-old Wiesel wa... ... Otherwise, how do we know that He is listening to us? Or how do we know that He cares about what happens to us? How do we even know that God did not hang on the gallows of Auschwitz?Works CitedBrown, Robert McAfee . Introduction. The Trial of God. New York Schocken Books, 1979. vii-xix.Greenberg, Irving. Cloud of Smoke, Pillar of Fire. Holocaust. John K. Roth and Michael Berenbaum, eds. St. Paul, MN Paragon House, 1989.The Book of Job. The Harper Collins Study Bible. NRSV. capital of the United Kingdom Harper Collins Publishers, 1989.Kushner, Harold S. When Bad Things Happen to Good People. New York Avon Books, 1981.Mauriac, Francois. Forward. Night. by Elie Wiesel. New York Bantam Books, 1960. vii-xi.Wiesel, Elie. Night. New York Bantam Books, 1960.Wiesel, Elie. The Trial of God. New York Schocken Books, 1979.

Meditation and the Brain Essay -- Biology Essays Research Papers

Meditation and the Brain When discussing the relationship of brain and behavior, the materialist view of charitable experience runs into conflict with the historically dominant religious accounts. Recent studies, however, suggests that there may be a middle view between the two world-views. Religions, especially Buddhism, stress the role of speculation in ones spiritual growth. Meditation has tangible psychological and physiological benefits, though, which can be explained strictly in neurobiological terms. Understanding of how meditation affects the brain, and, by extension, human behavior, likewise gives insight into consciousness, the role of feedback loops, and the nature of the I-function.The goal of Buddhist meditation is to detach oneself from desires and objects which are the cause of suffering. Other forms of meditation, while differing in terms of their metaphysical grounding (1), effectively separate the individual from the transitory nature of the world. In prayer, the effort is largely mental, but Transcendental Meditation (TM) and Zen meditation also involve the body. Body positioning is important to the meditation, and in Zen, the object is to have as little tension as possible in the body. The body has a way of communicating outwardly to the world and inwardly to oneself. How you position your body has a lot to do with what happens with your mind and your breath . . . Although Zen meditation looks very disciplined, the muscles should be soft. thither should be no tension in the body (2). The correlation of physical states with mental states in meditation reinforces the correspondence between neural functions and behavior.Zen habituate also has a revealing theory about the nature of the self, namely that it ... ...n.http//www.zen-mtn.org/zmm/zazen.shtml3)Buddhist Meditation and Personal Construct Psychology by Phouttasone Thirakoul.http//serendip.brynmawr.edu/bb/Pilou.html4)Physiological Functioning.http//info.miu.edu/tm_research/tm_charts/1 Phys.html5) habituation and Zen.http//viacorp.com/addiction.html6)Psychotherapy, Meditation, & Spirituality.http//www.buddhanet.net/psyspir3.htm7)Grief and the Mindfulness Approach.http//www.buddhanet.net/psygrief.htm8) Wallis, Claudia. Faith & Healing. Time. June 24, 1998. Vol. 147, no.26.http//www.hope.edu/academic/religion/bandstra/REL100/TIME960624.HTM9)God on the Brain, by Jeremy Creedon.http//www.utne.com/lens98/spirit/god.html10) Zen and the Brain (Review), by Kimford O. Meadov.http//www.ama-assn.org/sci-pubs/journals/archive/jama/vol_281/no_4/review_2.htm

Financial Crisis: Theoretical and Historical Perspective an Article by

LITERATURE REVIEW at that place are too many studies about crisis because crisis are experiencing anywhere and anytime in the world. I drive scanned many articles about types of crisis and ideals of them. There are too many article but I cant found any containing two of them together. There are too many research resources but they are very scattered. Almost all of them are post graduate level. They are hard to project as a sudent at the graduate level.There is a sample article by Gven Delice. Title of article is Financial Crisis Theoretical and historical perspective. In this article Delice mentioned definition of the fiscal crisis, types of financial crisis, financial crisis models and historical process but all of them are theoretical. There is no experienced moral about types of crisis.If we look at another article by Ahmet Turgut we can see almost same things. Again there is no experienced example about types of crisis. He mentioned types of financial crisis, indicators of f inancial crisis. All of these are theoretical.I am planning to do a project which include both guess and experienced examples.TYPES OF CRISISThere are many factors in Economy. Therefore, inherently there are many reasons for occurrence of crises. After Second World War, national and multinational financial markets integration process bring with case of financial crisis. Especially since 1990 this case was rise rapidly. In this project I am going to settle to explain this reasons so types of crises. I am going to mention 4 types of themCurrency Crisis, Banking Crisis, External Debt Crisis,Systematic Financial Crisis.Before starting to explain types of financial crisis I want to mention four important factor that cause financial crisis a... ...u ve ktisat Dergisi. 20. 35 46.-Chan, K. S., Dang, Q. T. (2012) 1997 Asian Currency Crisis, Financial Linkages, and the Monetary Policy of Japan. 20. 1-17. - Burnside, C. , Einchenbaum, M. , Rebelo, S. (1998) likely Deficits and the Asian Currency Crisis. National Bureau of Economic Research -Boasson, V. (2012) The 2007 2009 Global Financial Crisis A research Synthesis. Sigillum Universitatis Islandiae.-Glick, R., Hutchison, M. (2011) Currency Crises. Federal Reserve Bank of San Francisco functional Papers.-Havranek, T. , Rusnak, M. , Smidkova, K. , Vasicek, B. (2012) Leading Indicators of crisis Incidence, Evidence From Developed Countries. European Central Bank Working Paper Series. 1486.-Kramp, R. S. (2010) The Great Depression. Library Juice Press.-Bernstein. M. (1987) The Great Depression Delayed recovery and Economic Change in America.