Design and Experimental Research of Electronically Controlled Common Rail System for Diesel Engines †Engineering Research Paper

Design and Experimental Research of Electronically Controlled Common Rail System for Diesel Engines – Engineering Research Paper Free Online Research Papers Design and Experimental Research of Electronically Controlled Common Rail System for Diesel Engines Engineering Research Paper ABSTRACT The electronically controlled common rail system presents many advantages, because the injection timing and common rail pressure can be controlled independently. An electronic control unit(ECU) to realize control functions is developed, and serious experiments about the injection system are conducted. The purpose of this project is to study the factors that affect injection characteristics. The results indicate that the injector has faster response when the common rail pressure rises, increasing the injection rate. One the other hand, the extension of control pulse width adds the valve open time, which increases the injection duration. The flexible injection characteristics can be acquired by controlling common rail pressure and pulse width coordinately. 1.INTRODUCTION With the increasing concern of the environment and more stringent government regulation on exhaust emissions, the reduction of engine emissions is a major research objective in engine development. In order to improve the engine’s emission performance, various technologies are adopted such as electronically controlled common rail system, clean alternative fuel, high efficient combustion organization, advanced turbo charging, exhaust gas recirculation(EGR) and advanced after treatment technology. The harmful emissions are generated in combustion process, so realizing ideal injection characteristics is one of the key aspects to improve combustion and reduce emissions. Electronically controlled common rail fuel injection system has been accepted as one leading technology in diesel engines, and this system has the following advantages: (1)The injection pressure and injection quantity can be adjusted and acquired flexibly. With high injection pressure independent of engine load and speed, the NOx and PM emissions can be minimized to meet the requirement of emissions regulation and optimize the engine performance. (2)The common rail installed between oil pump and injectors functions as a reservoir, and the fluctuation of oil from oil pump is stabled in the common rail, so the disturbance between injectors is decreased greatly. (3)Exact injection timing and injection duration can be realized with electronic control unit (ECU) over the entire engine load and speed range. (4)It is easy to package this system to a traditional diesel engine without much change. This paper discusses the configuration of an electronically controlled common rail system based on Caterpilar HEUI (Hydraulic Electronic Unit Injection) injector, and introduces the development of ECU hardware and software. Long tube method is used to investigate the characteristics of the fuel injection system, and the result shows how the common rail pressure and control pulse affect the injection characteristics, which provides the foundation of soft engine control. 2. SYSTEM OPERATION Figure 1 is a schematic of the electronically controlled common rail system based on HEUI injector. This system is comprised of oil and fuel adjusting structure, HEUI injector, electronic control unit(ECU) and various sensor. Note this system incorporates two fluid circuits, fuel and oil. The fuel circuit provides fuel to the injector. The fuel transfer pump draws fuel from the fuel tank and delivers it through a filter to the injector. System pressure is 0.2MPa typically. The oil circuit generates high pressure oil needed for HEUI injector. Oil is drawn from the engine oil sump and supplied trough the filter to the high pressure pump. The high pressure oil pump is an axial piston pump, and it raises the system’s oil pressure to the actuation pressure level typically between 4 and 23MPa. This high pressure oil flows through lines into the oil common rail located near the injector. The rail stores the oil at actuation pressure adjusted by the rail pressure control valve (RPCV). The ECU reads engine sensors to identify the engine’s current operating condition and produces the waveform required to drive the HEUI injector solenoid. When the ECU gives a control pulse, the solenoid is energized moving the poppet valve from the lower to the upper seat. This action admits high pressure oil to the spring cavity and the passage to the intensifier piston. As the piston and plunger move downward, the pressure of the fuel below the plunger rises, and the nozzle needle lifts allowing injection to occur. Injection continues until the solenoid is de-energized and the poppet moves from the upper to lower seat, blocking oil flow. The plunger return spring returns the piston and plunger to their initial position. As the plunger returns, it draws replenishing fuel into the plunger chamber across a ball check valve. Since the ratio of areas between the intensifier piston and plunger is 7, the actual injection pressure can reach 30~150MPa. Pre-Injection Metering (PRIME) is HEUI’s rate shaping device. When the plunger moves downward, pre-injection occurs before main injection through a precious spill hole. Figure 2 shows a representational cross section of the HEUI injector. 3. ECU STRUCTURE In electronically controlled common rail system, the major operation parameters are injection quantity and injection timing controlled by High-speed Solenoid Valve (HSV) in the injector. The basic injection quantity is determined by common rail pressure, engine speed and pedal position signal, and other supplementary signals such as atmosphere pressure and oil temperature make modification to the basic injection quantity. A closed loop control strategy is used to stabilize the speed. Figure 3 is the block diagram of speed control principle. The ECU consists of microcontroller, input circuit, HSV drive circuit and display module. The central part of ECU is the microcontroller (MCU). Motorola’s serious MCU has become an industrial standard in engine control. Both GM Inc. and Caterpillar Inc. adopted Motorola’s MCU in their electronically controlled engine products and made remarkable result. In this paper, the high-performance 8-bit MC68HC908 GP32 MCU is employed to accomplish control functions, and this chip owns the following advantages: (1)32 Kbytes of FLASH memory with in-chip programming capabilities and in-chip programming firmware for use with host personal computer which does not require high voltage to entry (2)8 MHz internal bus frequency and clock generator module with 32-KHz crystal compatible Phase Lock Loop (PLL) (3)Two 16-bit, 2-channel timer interface modules with selectable input capture, output compare, and Pulse Width Modulation (PWM) capability on each channel (4)8-channel, 8-bit successive approximation analog-to-digital converter (ADC) to satisfy multi-input requirement (5)System protection features such as optional computer operating properly (COP) rest, low-voltage detection with optional rest and illegal address detection with rest 3.2 Input circuit of ECU The top dead center (TDC) signal of cylinder must be detected first for precious timing control. A signal plate is installed on the rim of flywheel. When the engine piston arrives at the top dead center position, the signal plate moves faced to a magnetoelectric sensor, and then the TDC signal comes into being. A reshaping circuit is used to regular this signal to supply MCU for input capture. A rotary timing wheel is attached to the engine crank shift, and produces 720 standard square waves every cycle. The engine speed can be calculated in MCU using these signals, and coordinating with TDC signal, the exact moment of HSV operation is determined with a tolerance of less than 0.5 crankshaft angle. The analog signals such as oil pressure, oil temperature and pedal signal are induced to ECU’s AD channel through an amplify circuit and a modulate circuit. 3.3 HSV drive circuit The HSV in injector undertakes the task of injection control. Fast-open is needed to ensure exact injection timing and forming high pressure quickly, and fast-close is required to satisfy shutting off quickly and unloading stably. The dynamic response characteristics of the injector affect the main performance of injection system directly. In order to create strong force to overcome the resistance of return spring, a 60V high-voltage is adopted for the solenoid, and the Pulse Width Modulation (PWM) control method is used to keep the holding current. Figure 4 shows the principle of drive circuit. When the MCU gives an injection control pulse, the injector gets 60V high voltage, and the current in solenoid rises quickly according to the system resistance and inductance. 1ms later, the circuit turns to PWM mode, and the average current of PWM pulse keeps the valve open with low power dissipation. The maximum open current is 4 ampere and the average holding current is 1.5 ampere. This operation mode ensures the injector to run reliably in a long term. 3.4 Display circuit In order to acquire engine real-time status, DM-162, a character liquid crystal diode (LCD) display chip, is used to monitor the engine speed, injection timing and injection pulse width. The small-size DM-162 expends low power, and stores 160 different array character graphs in its internal character generator. It has convenient interface to MCU, and it is easy to accomplish the display function by giving the corresponding character storing address in software. 3.5 ECU software structure The control software is edited by Motorola assembly language, and it includes the following modules. (1)Injection control module: On the condition of the common rail acquiring stable pressure from pump, the MCU calculates the injection quantity on the basis of engine speed and pedal position signal. After modification, the MCU produce a corresponding pulse to the HSV drive circuit. A closed loop control algorithmic is used to adjust the injection quantity to stabilize engine speed. The injection timing in different engine operation mode is acquired by software table-look-up method. (2)Data acquisition and process module: This module scans the signals from various sensors, and use software filtering to eliminate false signals due to engine disturbance. (3)Display module: According to the display demand, the engine speed, the crankshaft angle of starting injection and injection pulse width are showed in different position of the LCD screen. In every software cycle, the data refresh to keep the real-time engine status. (4)Malfunction process module: This module judges whether the signals from sensors exceed its limited value. When a serious error occurs, the MCU turns off for safety. 4. EXPERIMENTAL RESULTS AND DISCUSSION After finishing the development of electronically controlled common rail fuel system, long tube method is used to measure the injection characteristics of HEUI injector. A long tube mechanism is attached to injector fuel outlet for realizing this method, and a high-precision pressure sensor is used to gather the fuel pressure information in the long tube. The injection rate and injection quantity per-cycle can be calculated according to pressure wave transmission theory. In practical treatment, formula (1) to (4) are applied for calculation. (1? (2) The injection quantity on a time basis for one cycle under different common rail pressure and control pulse width are shown in figure 5. The relationship between them can be seen from this figure. (1)Under a fixed common rail oil pressure, the injection quantity increases proportionally with pulse width in a certain rang. Under a fixed pulse width, when the common rail oil pressure rises, the injection quantity increases correspondingly. (2)The control pulse width and common rail oil pressure determine the opening properties of HSV. When the pulse coming from MCU is less than 0.8ms, the HSV can not get enough response time for action. If the oil pressure in the common rail is fairly low, the intensifier piston accelerates slowly, therefore the fuel can not acquire enough pressure to open the nozzle in very short time. For example, when the common rail oil pressure is 5MPa, the injection does not occur until 1.5ms-width pulse exerts on the solenoid. (3)The volume of plunger chamber determines that the maximum injection quantity in one cycle is 88mg/cycle (66ml/min). With the increase of common rail oil pressure, the pulse width to achieve the maximum injection quantity decreases correspondingly. 4.2 Effect of pressure and pulse width on pre-injection Pre-injection can adjust the initial portion of fuel delivery to control the amount of fuel delivered during ignition delay and main injection. It makes the fuel in main injection to burn quickly and stably. This process modifies the heat release characteristics and is beneficial in achieving low emission and noise levels. Figure 6 shows the effect of pressure and pulse width on pre-injection ratio. (1)Under a fixed pulse width, the pre-injection ratio presents decline tendency with the decrease of the common rail pressure. However, the over-low common rail pressure makes pre-injection ratio rising. This result appears because the flow duration of the spill hole in the PRIME is quite short under a higher common rail pressure, and this makes the pre-injection quantity keep unchanged, so the pre-injection ratio decreases with the total injection quantity increasing. When the common rail pressure changes at a lower level, the spilling time increases apparently, therefore the proportion of pre-injection quantity adds correspondingly. (2)Under a fixed common rail pressure, the extension of control pulse width causes the increase of total injection quantity before it reaches the maximum value, accordingly the pre-injection ratio decreases. 4.3 Effect of pressure on injection rate Figure 8 presents the injection rate shape in various control pulse width when the common rail pressure maintains 10MPa. The injection duration and injection quantity increase significantly with the extension of pulse width, but the injection rate keeps invariant mainly on the whole. To conclude from figure 7 and figure 8, the main factor of affecting injection rate is common rail pressure, and the pulse width is the main factor of affecting injection duration. On the basis of the result, the injection characteristic can be controlled flexibly to satisfy the practical engine operation. 5. CONCLUSION The electronically controlled common rail fuel system opens many opportunities for improving engine performance, and the injection control is the most important part of this system. Through the development of control system and experimental research, the following conclusion can be obtained: (1)The exact injection control is achieved by applying MC68HC908 GP32 microcontroller to the ECU. Long tube method is a convenient and precious means to measure the injection process of fuel system, and the injection characteristics acquired from this method provides the foundation of soft engine operation. (2)The structure of the injector determines the maximum injection quantity in one cycle and the minimum pulse width to open the valve. (3)The desired injection characteristics can be realized by controlling the common rail pressure and pulse width coordinately. The common rail pressure makes major effect on the injection rate, while pulse width makes major effect on the injection duration. (4) The injection rate and injection duration of electronically controlled common rail system are independent on the engine load and speed. ACKNOWLEDGEMENTS This study was financially supported by the National Natural Science Foundation of China (No.50136040 and No.50276035). The authors wish to express their gratitude to Li Shuze and Lu Xingcai for their contributions to this paper. REFERENCE 1. S.F. Glassey, A.R. Stockner, M.A. Flinn. HEUI-A New Direction for Diesel Engine Fuel Systems. SAE paper 930270. 2. A.R. Stockner, M.A. Flinn, F.A. Camplin. Development of the HEUI Fuel System Integration of Design, Simulation, Test, and Manufacturing. SAE paper 930271. 3. Nobor Uchida, Kiyohiro Shimokawa, Yugo Kudo, Masatosh Shimoda. Combustion Optimization by Means of Common Rail Injection System for Heavy-duty Diesel Engines. SAE paper 982679 4. Brien Fulton, Louis Leviticus. Variable Injection Timing Effects on the Performance and emission of A Direct Engine. SAE paper 932385. 5. David A. Richeson, Richard W. Amann. The Electronically Controlled 6.5L Diesel Engine. SAE paper 932983. 6. Yoshihisa Yamaki, Hiroshi Kamikubo, Susumu Kohketsu, Kohji Mori, Tetsuro Kato. Application of Common Rail, Fuel Injection System to a Heavey-duty Diesel Engine. SAE paper 942294. Research Papers on Design and Experimental Research of Electronically Controlled Common Rail System for Diesel Engines - Engineering Research PaperRiordan Manufacturing Production PlanBionic Assembly System: A New Concept of SelfOpen Architechture a white paperIncorporating Risk and Uncertainty Factor in CapitalThe Project Managment Office SystemThe Relationship Between Delinquency and Drug UseGenetic EngineeringDefinition of Export QuotasEffects of Television Violence on ChildrenResearch Process Part One

Evaluation Effectiveness Of The Safety Net Program Social Work Essays

Evaluation Effectiveness Of The Safety Net Program Social Work Essays Evaluation Effectiveness Of The Safety Net Program Social Work Essay Evaluation Effectiveness Of The Safety Net Program Social Work Essay The Safety Net plan administered by the Child and Family Guidance Center is a school based intercession plan. Safety Net Intervention Servicess for High Risk Youth, was administered to 160 pupils, at Richardson West Junior High School, during the 2009 2010 school old ages. The pupils are referred for plan engagement by parents, instructors or other school forces for bar or early intercession of behavioural concerns that hinder school success. However, plan engagement is voluntary and even with parental permission ; pupil must exhibit willingness for plan engagement. Safety Net is a ten- hebdomad equal facilitated course of study based intercession theoretical account, administered during the school twenty-four hours. The Safety Net plan provides a full scope of bar and early intercession services including preventative instruction, reding and accomplishments preparation. The Ohio Young person Problem, Functioning, and Satisfaction Scales, is the assessment instrument administered to plan participants for outcome step. The 48-question short reply signifier measures pupils perceived jobs, compared with pupils perceived operation, within the past 30 yearss. The assessment instrument, administered in the signifier of a pre and post-test study, administered prior to intercession and once more at the apogee of the ten-week Safety Net plan engagement. By comparing, the average norm of the 160 pupil participants pre and post- trial tonss, measuring for capable group norm of each, measuring for statistical difference, after plan completion to find the effectivity of the Safety Net plan for this capable group. Evaluation of the effectivity of the Safety Net plan An scrutiny of current literature on school based intercession is expected to turn out that school based intercession is an effectual method for handling kids. Coupled with an analysis of descriptive statistical informations from the Safety Net plan, for the intent of plan rating the Safety Net plan will turn out to be an effectual intercession method, for the 160 kids -student engagement group. The determination to research the subject of the effectivity of school based intercession plans came as the consequence of a practicum experience as a Safety Net counsellor, while functioning as a alumnus pupil houseman for the Child and Family Guidance Center, in Dallas, TX, spring 2010. As a societal work professional and former particular instruction instructor, the wellbeing of kids and the plans and intercession methods used to handle them is personally relevant. Child welfare societal policy remains an evolving precursor, in America, which sustains the seasonableness of this organic structure of research. Many school-based intercession plans receive federal support therefore ; all taxpaying citizens are stakeholders in the wellbeing of today s kids who are the kernel of social hereafter and hence, this research is comparative and informational to a wide audience. The Family and Child Guidance Centers Inc, assumed name Child and Family Guidance Centers is a non-profit corporation functioning households impacted by mental unwellness, kid maltreatment and disregard, bad behaviours, and substance maltreatment. The bureaus mission is, To supply quality accessible mental wellness services to beef up kids, households, and communities. Established in 1896, Child and Family Guidance Center has nurtured kids, strengthened households, and sceptered persons by supplying comprehensive solutions to life s jobs through guidance, instruction, public consciousness, and community partnerships for over 113 old ages. The Safety Net Plan is one of many plans included under the parent organic structure of services that Child and Family Guidance Center provides. Others include Psychiatric A ; Therapy Based Servicess for Adults, Children, and Families Program. This equips households with skills/resources to cut down chronic jobs including mental unwellness, house hold force, kid maltreatment, and homelessness through an array of household focused, mental wellness services. Intensive Services for Children with Mental Illness ( Severe Emotional Disturbance ) Program provides intensive clinical services to kids with the disablement of serious mental unwellness to enable them to successfully work in their place and school environments and to efficaciously passage to maturity. Using a wrap-around attack, they provide community-based services to turn to behavioural wellness demands utilizing strength-based ends and the integrating of community services. Co-occurring Mental Health A ; Substance Abuse Services Program provides prevention/intervention services to youth with behavioural issues that put them at hazard for substance abuse/addiction. Equally good as supplying intervention to persons diagnosed with co-occurring mental unwellness and substance maltreatment to cut down the negative effects of the double diseases. Parent A ; Family Educa tion The Family and Community Education Program ( FACE ) serve households affected by kid maltreatment, divorce, or disfunction. It seeks to stabilise households by learning accomplishments to turn to jobs that stress household systems and put household members at hazard. ( Child and Family Guidance Center is the exclusive supplier of rearing instruction services to Child Protective Services for 19 county parts within the province of Texas. Finally, the Safety Net Intervention Servicess for High Risk Youth, the school based intercession plan that serves as the beginning of this plan rating. Child and Family Guidance Center is a nationally acclaimed plan, renowned for its regard and indorsement by the Federal authorities, as proven by the continued successful acquisition of federal support and noteworthy usage of resources sanctioned with Federal indorsement. Child and Family Guidance Center has been a recognized spouse of the United- Way since 1924 ( Childandfamilies.info ) . Childs are a particular population, who possess a particular leaning for alteration hence, it is easier to add strength than it is to deduct from failing ( Openshaw, 2008, p. 91 ) . By placing these pupils and turn toing, bad behaviours, in in-between school, places these pupils at an advantage, as they are able to have the necessary support to go resilient and the tools necessary for school success. Having observed that every individual has the ability to get the better of hardship if of import protective factors are present in that individual s life , it is inherit that at hazard pupils are identified and receive intervention in school based intercession plans such as Safety Net ( Krovetz, 1999 ) . Resilient kids have been found to possess four common properties: Social competency ( the ability to arouse positive responses from others, therefore set uping positive relationships with both grownups and equals ) . Problem- work outing accomplishments ( planning and resourcefulness in seeking aid from others ) Autonomy ( a sense of one s ain individuality and an ability to move independently and exercise some control over one s environment ) . A sense of intent and hereafter ( ends, educational aspirations, continuity, hopefulness, and a sense of a bright hereafter ) ( Benard, 1993, p. 44 ) . Students who participate in the Safety Net plan, must be willing participants, they must expose the ability to acquire along with the Safety Net counsellor every bit good as show the adulthood to map within a peer-facilitated group. A pupil who meets the lower limit demands for engagement in the Safety Net plan, already possess the inherit strength of resilience. Never underestimate the power of resilience ( Nims A ; Hamm, 2006 ) . Although pupils must come to the Safety Net plan volitionally, they must hold parental/ guardian permission, which includes a parental pre and station -test. This serves a signifier of parental support, in that parents must detect and be able to describe out on their pupils behaviour ( Cooper, 2000 ) . As good, Safety Net counsellors are required to document a lower limit of 10 contacts, with each participant, instructors, guardian or other mental wellness professional. This pattern cultivates an automatic support system for each single pupil participant. With cognition of plan engagement, pupils become unwittingly accountable to multiple grownups, who are likely concerned with their overall wellbeing. This pattern every bit good cultivates caring adult relationships that pupils may trust on, at the decision of the Safety Net plan. One of the first assignments given at the induction of the ten-week plan term is the choice of a Safe Adult by each pupil and both parties must subscri be a contractual understanding of answerability and support. The pupil is told to choose an grownup that they may reach in the event of crisis, need for support or advice. This is a support system of the pupils ain induction, this pattern cultivates job work outing accomplishments, liberty and a sense of intent ( Hallfors, 2006 ) . The above pattern of the Safety Net plan in cultivating, every pupil s leaning for resilience besides, establishes the protective factors that are through empirical observation necessary for get the better ofing hardship ( Openshaw, p.92, 2008 ) . These factors documented as being necessary for get the better ofing hardship within the household, school and community. To the acclamation of the Safety Net Program, before of all time diging into the through empirical observation based course of study, every bit good predisposes, an environment conducive for resilience and wellness by: Establish a lovingness environment at least one grownup who knows the kid good and cares deeply about the wellbeing of that kid. This plan affords each kid the liberty to place multiple lovingness grownups, at school, at place or in their community. This lovingness grownup is so in a place to expose in a non -threatening mode, positive outlooks, high clearly articulated outlooks for each kid and the purposeful support necessary to run into those outlooks. Many pupils, by and large, would non place an grownup and petition, clear outlooks for behaviour. This plan affords each pupil participation- meaningful engagement and duty ( Krovetz, 1999 ) . Professional values and beliefs sing service as a Safety Net Counselor include but are non limited to the followers: As a professional societal worker interning within a non- societal work specific place, one must trust on NASW s Code of Ethics as a usher to ethical determination devising ( NASW, 2002, Standard I ) , sing ethical quandary in keeping societal work values in a non-social work scene. This codification of behavior is particularly of import when working in an intern function, contracted with an bureau that places your service assignment inside another entity, such as a school. First, one must see the bureaus policies, which may or may non aline with societal work values and so the additive of adhering to the schools policies and processs, which may non aline with the overall values of the societal work profession. In cases such as this, it is imperative for societal workers to adhere, every bit closely as possible to the specified guidelines of both of their employing organic structures and when in uncertainty or struggle should mention to and adhere to NASW s Code of Ethics. Ethical qu andary are possible and likely in all degrees of pattern, but particularly during the Practicum experience, as the societal work professional is likely charting new professional land. Therefore, it is imperative for pupil housemans in all scenes to be familiar with bureau policy every bit good as their ain professional moralss, which will normally steer their values. Sing the facets of diverseness, school scenes, are normally comprised of diverse populations. These diverse populations range from socio- economic position, race, colour and national beginning to linguistic communication distinction and age. Sing age, when practising within a school puting one must be prepared and adequately equipped to address pupils, parents, school personnel/ other professionals and the community. A personal value in working with kids is the demand to get the hang and expose cultural competency and sensitiveness. This is an ethical authorization but as a former pedagogue and one with a deep affinity for the well- being of kids, it is imperative, to expose cultural competency and sensitiveness without unwittingly precipitating exclusion ( Fallick, 2008 ) . The Child and Family Guidance Center s acceptance and execution of the Safety Net Intervention Servicess for High Risk Youth, plan is likely motivated by the handiness of State and Federal support nevertheless the plan s design is in maintaining with the bureaus overall mission, To supply quality accessible mental wellness services to beef up kids, households, and communities. Therefore, based on the bureaus stated mission, the bureau is likely passionate about the results of this peculiar plan. Intrinsically, the plans design is in maintaining with their mark audience, extrinsically the bureau receives wages for plan execution in the signifier of grant support. This combination of incentives creates a diverse, yet balanced motive for plan execution ( Fallick 2008 ) . The end of this plan rating is to find the effectivity of the Safety Net plan. The coveted result is to turn out that school based intercession plans such as Safety Net is an effectual method for the intervention of behavioural and mental wellness concerns in kids. Make such plans, specifically the Safety Net Program, run into their stated aims of drop- out bar, character edifice, resilience and life-skill development for at-risk young person? It is one s outlook that the execution of intercession in the signifier of course of study based, peer- facilitated groups will hold a permanent consequence on participants overall school success. This plans disposal occurs within the general instruction scene, and while plan participants exhibit behavioural concerns that preclude their engagement in more mainstream activities, engagement in the Safety Net plan is a preventive and early intercession scheme. By using evidence-based pattern, in the signifier of student-centered course of study, c ultivating resilience and developing a support system of each single pupil s pick, the societal worker/ Safety Net Counselor is able to use their ego, their professional cognition every bit good as the pupil s equals in a positive manner to consequence alteration. The ends and mark results set Forth by Safety Net plan Changes that will advance the coveted result of pupils success in school, including: Dropout bar, precluded by inordinate absence and other signifiers of behavioural jobs, necessitated by lacking societal accomplishments and other internally regulated tools, such as self-efficacy and motive Character edifice, in the signifier of self-esteem, self-awareness, judgement and communicating Resiliency-the development of a support system of pupil s pick and designation of cognitive behavioural tools to get the better of jobs with household and equals Life accomplishments development, in the signifier, of end development, drug and intoxicant consciousness and bar Celebrated school Social Work expert ascertains that, one possible solution to the dropout job is for societal workers to work closely with in-between schools to assist place those pupils who appear to be at hazard when they enter high school. These pupils may be in particular instruction or in alternate plans, may hold failed categories, or received reding from the school counsellor to assist them get by with school- related jobs ( Openshaw, 2008, p. 122 ) . This is exactly the standard norm for designation as a campaigner for the Safety Net plan, as administered at Richardson West Junior High School. Parents, instructors, counsellors and other school forces, place Safety Net plan participants, by placing pupils with inordinate absence, which is frequently an index of a household in demand of support, or a pupil who may be deliberately losing school or one whom is deliberately absent from certain categories during the school twenty-four hours. Students who receive inordinate offic e referral or subject for behavioural misdemeanor, inordinate disciplinary action in the signifier of in- school and alternate arrangement based suspension. Equally good as the designation of pupils, who have had a demand to talk with school counsellors for aid in get bying with school-related jobs. Children are a really resilient client population, with bar and early intercession ; Safety Net counsellors are postured with the aid of single pupil s immediate stakeholders to place at-risk pupils and illicit positive alteration, by implementing the course of study by design. With the necessary constituents in topographic point as afforded by the Project Success course of study, successful completion of the ten- hebdomad course of study based group Sessionss, an outlook for pupil betterment towards the targeted behaviours is high. By placing at-risk pupils, the Safety Net counsellor is able to forestall jobs before they occur . The plans, course of study is structured so that the pup il with the aid, of the Safety Net counsellor receives the confidence of caring grownups, designation of issues before they escalate and the constitution of a peer support group ( Openshaw, 2008, p. 123 ) . Apparent end distinction between, the bureau, the school and the community does non be. Social scientific discipline research ascertains that schools are the primary suppliers of mental wellness services for kids. As opposed to primary attention doctors and other mental wellness professionals who chiefly serve as the mental wellness interventionalist for grownups. Research ascertains school based intercession feasibleness based on the fact that kids are required to go to school ( Hoagwood, Holly, Erwin, 1997 ) . In kids mental, emotional and behavioural wellness troubles are most frequently foremost noted within the school scene and therefore should logically be addressed within the school scene, as the first line of intercession and furthermore prevented if and when possible ( Bums et al. , 1995 ) . The value of supplying mental wellness services in schools was first recognized in this state in 1898 in Chicago, IL, in response to a pupil study on physical and mental wellness. Based on the study s findings, the Chicago school board authorized the first theoretical accou nt of school-based intercession programming for childhood mental wellness ( Gallic 1990 ) . The Safety Net plan, administered by the Child and Family Guidance Center is one such school based intercession plan. The Safety Net program- Intervention Services for High Risk Youth is a drop- out bar, character edifice, resilience and life -skill development plan for at-risk young person. It is an in-school partnership plan to assist at-risk young person addition positive decision-making accomplishments and diminish bad behaviours. The plan provides a full scope of prevention/early intercession services including preventative behavioural tools accomplishments instruction, guidance, and accomplishments preparation. The plan utilizes the Undertaking SUCCESS ( Schools Using Coordinated Community Efforts to Strengthen Students ) Curriculum, a research-based intercession theoretical account plan recommended by the Federal Government s Substance Abuse and Mental Health Services Administration ( SAMHSA ) ( CFGC, 2010 ) . The course of studies design seeks to cut down bad behaviours and better resilience factors in at-risk young person. An scrutiny of current literature on school based intercession is expected to turn out that school based intercession is an effectual method for handling kids. These research findings paired with an analysis of statistical informations obtained via the Ohio- trial, from recent Safety Net plan participants, for the intent of plan rating will probably turn out the Safety Net plan as an effectual theoretical account of school based intercession method. Research conducted on school based intercession, ascertains that the survey of inventions and alteration in school systems is non new. What is advanced is a strict outcome rating of a household of school based intercessions that targets the same job behaviour among a school age population. ( Hallfors, etl. , 2006 ) . An integrating of bing research coupled with the well-founded informations obtained as a contemplation of this plans unity in comparing with the national acclamation that the capable affair herein has received will turn out this integrative paper to be both timely and relevant to current societal policy sing the hereafter of young person. This mounting organic structure of research on school based intercession and bar continues to germinate and cultivate prevalence. Prevalence, in big due to its presentation in a big federal grant and National run from a pool of bureaus including ; ( Department of Education, Office of Juvenile Justice and Delinquency Prevention, and the Center for Mental Health Services ) as portion of a Safe Schools/ Healthy Students federal enterprise ( Hallfors, etl. , 2006 ) . Undertaking Success, ( Schools Using Coordinated Community Efforts to Strengthen Students ) was originally designed to forestall and cut down substance usage and maltreatment among high hazard, multi-problem striplings in alternate high school scenes. It was based on the Residential Student Assistance Program ( RSAP ) theoretical account used in residential stripling intervention installations, and adapted from the Westchester Student Assistance Program ( WSAP ) . The Student Assistance Program ( SAP ) theoretical account is similar to that of Employee Assistance Programs ( EAPs ) used to assist employees with substance usage or mental wellness concerns ( Shamblin, 2009 ) found six published studies that suggested that SAPs possibly effectual in cut downing substance usage and bettering academic public presentation for some striplings ; nevertheless, they reported that the surveies suffered from important methodological jobs. The Safety Net plan is chiefly based in the Systems theory of intervention, in that it assist pupils in the rating of their environment, in order to assist them thrive. It approaches all of the constituents that comprise a pupil s life, place, school, equals, community and ego. There are a few definitions of systems, that comprise the theory as a whole ; Multiple definitions: A group of interacting, interrelated, or interdependent parts organizing a complex whole A constellation of parts joined together by a web of relationships The parts form a whole, which is greater than the amount of its parts For the intent of the research survey, most pupils fall into the class of organic systems, defined as: Dynamical patterns parts accommodating to each other and to their environment as a whole Partss are massively entangled, interdependent Partss self-organize, learn, co-evolve organically Equilibrium in flux sensitive to initial conditions System non replicable, ca nt reiterate past Emergent alteration manage conditions of organic development and experimentation Unknown terra incognitas test and mistake ( Pawlick, 2004 ) . The plan marks in-between school kids ; larning to accommodate and boom in their environment is a life accomplishment that is movable throughout the class of life. Giving pupils the tools to understand that their actions affect those around them, and that the actions of others affect them, is a critical constituent of the accomplishment set development that Safety Net seeks to administrate. The Safety Net plan, harmonizing to The Project Success, Curriculum Implementation Manuel ( p.21 ) is based on a organic structure of research known as the Prevention Education Series, a Safety Net Counselor conducts this educational series, it is comprised of little, structured, leader-directed, equal facilitated, treatment groups. The Series combines both didactic and experimental attacks to accomplish its ends. The Safety Net program- Intervention Services for High Risk Youth is a drop- out bar, character edifice, resilience and life -skill development plan for at-risk young person. It is an in-school partnership plan to assist at-risk young person addition positive decision-making accomplishments and diminish bad behaviours. The plan provides a full scope of prevention/early intercession services including preventative behavioural tools accomplishments instruction, guidance, and accomplishments developing. By carry oning one-hour hebdomadal groups, for 10 hebdomads, the intercess ion is set into gesture. During the 10 hebdomads, the course of study outlines the undermentioned lessons, as a recommended format: a?â„ ¢Topic 1 Bing an Adolescent a?â„ ¢ Topic 2 Alcohol Tobacco, and other drugs a?â„ ¢ Topic 3 Family Pressures and Problems a?â„ ¢ Topic 4 Skills for Coping a?â„ ¢ Topic 5 Communication a?â„ ¢ Topic 6 Problem Recognition and Resolution a?â„ ¢ Topic 7 Stress direction and self-exploration a?â„ ¢Topic 8 Self esteem issues a?â„ ¢Topic 9 Anger direction a?â„ ¢Topic 10 Peer Pressure and Closing At the stopping point of the ten-week procedure, the pupils, receive the Ohio appraisal once more, as a posttest and an result step for finding if pupils developed an apprehension of the lesson, and the ability to implement the accomplishments. Harmonizing the Undertaking Success Manuel the expected results of the Safety Net plan are as follows: dropout bar, precluded by inordinate absence and other signifiers of behavioural jobs, necessitated by lacking societal accomplishments and other internally regulated tools, such as self-efficacy and motive. Through the lessons outlined in the course of study usher, the outlook is that pupils will have the necessary header and societal accomplishments for school success and high school bar. The following targeted result is character edifice, in the signifier of self-esteem, self-awareness, judgement and communicating. The coveted result that follows character development is resilience, the development of a support system of pupil s pick and designation of cognitive behavioural tools to get the better of jobs with household and equals. The concluding desired result of the Safety Net Program and Project Success course of study is life accomplishments development, in the signifier of end development, drug and intoxicant consciousness and bar. After plan referral, choice for the Safety Net plan, intercession method relies on the confidential showing signifier on which pupils personally identify behaviours, which place them in a bad class, of dropping out of school or other foreseeable behavioural, academic or legal jobs of a condemnable nature. This signifier assesses hazard, in order to place bad pupils. Once, pupils are deemed to be high hazard they are given a pre-test, they undergo 10 hebdomads of intercession, targeted behavioural alterations will be discussed in the organic structure of the paper. At the apogee of the ten- hebdomad intercession, pupils take a posttest ; these two trials receive scientific comparing as a agency of finding plan effectivity. As good, pupil s parent or guardian takes a parental version of the same assessment tool ; parental informations will be included in the rating every bit good. Students who participate in the Safety Net plan, must be willing participants, they must expose the ability to acquire along with the Safety Net counsellor every bit good as show the adulthood to map within a peer-facilitated group. A pupil who meets the lower limit demands for engagement in the Safety Net plan, already possess the inherit strength of resilience. Never underestimate the power of resilience ( Nims A ; Hamm, 2006 ) . The pupils, which the Safety Net plan accepts for engagement, must exhibit a desire for plan engagement. Safety Net counsellors are advised non force or promote engagement of any pupils, who does non exhibit a willingness to be a portion of the group therapy procedure. The appraisal setup herein described as the Ohio The Ohio Mental Health Consumer Outcomes System, Youth Problem, and Functioning and, Satisfaction Scale is an appraisal administered in the signifier a pre and posttest study incorporating 48 inquiries given to- both parents and pupil participants. The instrument consist of 20 inquiries in respect to day-to-day operation, 8 inquiries sing relationships, emphasis and mental wellness intervention and eventually 20 inquiries sing mundane activity in relation to family and equal relatedness. Ethical considerations for working with kids, include the undermentioned Basic policy that affects pupils, take parting in plans such as this, IDEA- Persons with Disabilities Act, NCLB- No Child Left Behind, and educational best patterns of each in relation to the NASW Code of Ethical motives The completion of this plan rating, defined as a set of doctrines and methods that aim to find what works in human service bringing systems ( Grinnell, 2007 ) . The completion of this plan rating utilized the execution of quantitative informations analysis utilizing descriptive statistics and a mated samples t-test as the methodological analysis. By implementing, the one group pretest-post trial as the research design, for the aggregation, each pupil s pre and station Ohio trial mark. The mated samples t-test was ran to find the groups Ohio assessment norm mark, in order to find if a statistically important difference was present after finishing the Safety Net plan. For the intent of finding if plan engagement, depicts an betterment in this sample groups behavioural operation, as stated in response to the Ohio trial questionnaire. The hypothesis, established for this research design, states that the Safety Net plan would turn out to be an effectual intervention method for the sampl e group, which if proven, could probably reiterate, in a broader survey of the plan s effectivity. The sample consisted of secondary informations, in the signifier of a pre and post-test collected on 120 pupil participants, during the 2009-2010 school old ages. The Ohio appraisal setup contained 48 inquiries given to pupil participants, as a agency of measuring pupils job badness in comparing to pupil s degree of working anterior to intercession and at the apogee of 10 hebdomads of intercession. The instrument consists of 20 inquiries sing day-to-day operation, 8 inquiries sing relationships, emphasis and mental wellness intervention and eventually 20 inquiries sing mundane activity in relation to school, place and equal relatedness. The statistics for the sample group are as follows: Pre- Trial Mean: 76 Standard Deviation 10 Post- Trial Mean:80 Standard Deviation: 8 T-stat: 3.9 The T- stat, finding of 3.9 is statistically important with a step degree.05, as the significance index. The information once and for all proves that the pupil s degrees of perceptual experience sing working when compared with pupil perceived jobs, significantly increased after completion of the Safety Net Intervention plan. The consequences suggest that the pupils perceived working in relation to their jobs improved from 76 to 78. One defect in the researches design is that it does non see the Ohio tonss of the parents and instructors who may hold a more nonsubjective sentiment than the pupil is leting for a broader reading of result ( Grinnell, A ; Unrau, 2007 ) . Harmonizing to Durant, procedure result based plan rating, are limit the plan rating by neglecting to react to subsequent unfavorable judgment, by turn toing pertinent constituents of holistic rating. ( Durant, 2001 ) . Conducting, an through empirical observation based research survey is a strong project, which requires cognition, accomplishment and ability. The research contained herein, is a direct contemplation of the research workers ability and skill degree. The research procedure contained herein depicts capable command ; with a greater apprehension of the research p

Medieval Methods for Making Fabric From Wool

Medieval Methods for Making Fabric From Wool In the Middle Ages, wool was turned into cloth in the thriving wool production trade, in home-based cottage industry, and in private households for family use. Methods could vary depending on the wherewithal of the producer, but the basic processes of spinning, weaving, and finishing cloth were essentially the same. Wool is usually sheared from sheep all at once, resulting in a large fleece. Occasionally, the skin of a slaughtered sheep was utilized for its wool; but the product obtained, which was called pulled wool, was an inferior grade to that shorn from live sheep. If the wool was intended for trade (as opposed to local use), it was bound up with similar fleeces and sold or traded off until it reached its final destination in a cloth-manufacturing town. It was there that processing began. Sorting The first thing done to a fleece was to separate its wool into its various grades by coarseness because different types of wool were destined for different end products and required specialized methods of processing. Also, some types of wool had specific uses in the manufacturing process itself. The wool in the outer layer of fleece was ordinarily longer, thicker and coarser than the wool from the inner layers. These fibers would be spun into worsted yarn. The inner layers had softer wool of varying lengths that would be spun into woolen yarn. Shorter fibers would be further sorted by grade into heavier and finer wools; the heavier ones would be used to make thicker yarn for the warp threads in the loom, and the lighter ones would be used for the wefts. Cleansing Next, the wool was washed; soap and water would usually do for worsteds. For the fibers that would be used to make woolens, the cleansing process was particularly stringent and could include hot alkaline water, lye, and even stale urine. The aim was to remove the wool grease (from which lanolin is extracted) and other oils and greases as well as dirt and foreign matter. The use of urine was frowned upon and even outlawed at various points in the Middle Ages, but it was still common in home industries throughout the era. Following cleansing, the wools were rinsed several times. Beating After rinsing, the wools were set out in the sun on wooden slats to dry and were beaten, or broken, with sticks. Willow branches were often used, and thus the process was called willeying in England, brisage de laines in France and wullebreken in Flanders. Beating the wool helped remove any remaining foreign matter, and it separated entangled or matted fibers. Preliminary Dyeing Sometimes, dye would be applied to fiber before it was used in manufacturing. If so, this is the point at which the dyeing would occur. It was fairly common to soak fibers in a preliminary dye with the expectation that the color would combine with a different shade in a later dye bath. Fabric that was dyed at this stage was known as dyed-in-the-wool. Dyes usually required a mordant to keep the color from fading, and mordants often left a crystalline residue that made working with fibers extremely difficult. Therefore, the most common dye used in this early stage was woad, which did not require a mordant. Woad was a blue dye made from an herb indigenous to Europe, and it took about three days to use it to dye fiber and make the color fast. In later medieval Europe, such a large percentage of wool cloths were dyed with woad that cloth workers were often known as blue nails.1 Greasing Before the wools could be subjected to the harsh processing treatment that lay ahead, they would be greased with butter or olive oil to protect them. Those who produced their own cloth at home were likely to skip the more rigorous cleansing, allowing some of the natural lanolin to remain as a lubricant instead of adding grease. Although this step was done primarily to the fibers intended for woolen yarn, there is evidence that the longer, thicker fibers used to make worsteds were also lightly greased. Combing The next step in preparing wool for spinning varied depending on the type of wool, the instruments available and, oddly enough, whether certain tools had been outlawed. For worsted yarn, simple wool combs were used to separate and straighten the fibers. The teeth of the combs might be wooden or, as the Middle Ages progressed, iron. A pair of combs was used, and the wool would be transferred from one comb to the other and back again until it had been straightened and aligned. Combs were usually constructed with several rows of teeth and had a handle, which made them look a little like a modern-day dog brush. Combs were also used for woolen fibers, but in the central Middle Ages cards were introduced. These were flat boards with many rows of short, sharp metal hooks. By placing a handful of wool on one card and combing it until it had been transferred to the other, and then repeating the process several times, a light, airy fiber would result. Carding separated wools more effectively than combing, and it did so without losing the shorter fibers. It was also a good way to blend together different types of wool. For reasons that remain unclear, cards were outlawed in portions of Europe for several centuries. John H. Munroe posits that the reasoning behind the ban could be a fear that the sharp metal hooks would damage the wool, or that carding made it too easy to fraudulently blend inferior wools into superior ones. Instead of carding or combing, some woolens were subjected to a process known as bowing. The bow was an arched wooden frame, the two ends of which were attached with a taut cord. The bow would be suspended from the ceiling, the cord would be placed in a pile of wool fibers, and the wooden frame would be struck with a mallet in order to get the cord to vibrate. The vibrating cord would separate the fibers. Just how effective or common bowing was is debatable, but at least it was legal. Spinning Once the fibers were combed (or carded or bowed), they were wound on a distaff a short, forked stick - in preparation for spinning. Spinning was chiefly the province of women. The spinster would draw a few fibers from the distaff, twisting them between thumb and forefinger as she did so, and attach them to a drop-spindle. The weight of the spindle would pull the fibers down, stretching them out as it spun. The spinning action of the spindle, with the help of the spinsters fingers, twisted the fibers together into yarn. The spinster would add more wool from the distaff until the spindle reached the floor; shed then wind the yarn around the spindle and repeat the process. Spinsters stood as they  spun  so that the drop-spindle could spin out as long a yarn as possible before it had to be wound up. Spinning wheels were probably invented in India sometime after 500 CE.; their earliest recorded use in Europe is in the 13th century. Initially, they werent the convenient sit-down models of later centuries, powered by a foot pedal; rather, they were  hand-powered  and large enough so that the spinster would need to stand to use it. It may not have been any easier on the spinsters feet, but much more yarn could be produced on a spinning wheel than with a drop-spindle. However, spinning with a drop-spindle was common throughout the Middle Ages until the 15th century. Once the yarn was spun, it might be dyed. Whether it was dyed in the wool or in the yarn, color had to be added  by  this stage if a multi-colored cloth was to be produced. Knitting While knitting wasnt wholly unknown in the Middle Ages, scant evidence of hand-knitted garments survives. The relative ease of the craft of knitting and the ready availability of materials and tools for making knitting needles makes it hard to believe that peasants didnt knit themselves warm clothing from wool they got from their own sheep. The lack of surviving garments isnt at all surprising, considering the fragility of all cloth and the amount of time that has passed since the medieval era. Peasants could have worn their knitted garments to pieces, or they may have reclaimed the yarn for alternate uses when the garment grew too old or threadbare to wear any longer. Far more common than knitting in the Middle Ages was weaving. Weaving Weaving cloth was practiced in households as well as in professional cloth-making establishments. In homes where people produced cloth for their own use, spinning was often the province of women, but weaving was usually done by men. Professional weavers in manufacturing locations like Flanders and Florence were also usually men, though women weavers were not unknown. The essence of weaving is, simply, to draw one yarn or thread (the weft) through a set of perpendicular yarns (the warp), threading the weft alternately behind and in front of each individual warp thread. Warp threads were usually stronger and heavier than weft  threads  and came from different grades of fiber. The variety of weights in warps and wefts could result in specific textures. The number of weft fibers drawn through the loom in one pass could vary, as could the number of warps the weft would travel in front of before passing behind; this deliberate variety was used to achieve different textured patterns. Sometimes, warp threads were dyed (usually blue) and weft threads remained undyed, producing colored patterns. Looms  were constructed to make this process go more smoothly. The earliest looms were vertical; the warp threads stretched from the top of the loom to the floor and, later, to a bottom frame or roller. Weavers stood when they worked on vertical looms. The  horizontal loom  made its first appearance in Europe in the 11th century, and by the 12th century, mechanized versions were being used. The advent of the mechanized horizontal loom is generally considered the most important technological development in medieval textile production. A weaver would sit at a mechanized loom, and instead of threading the weft in front of and behind alternate warps by hand, hed merely have to press a foot pedal to raise up one set of alternate warps and draw the weft underneath it in one straight pass. Then hed press the other pedal, which would raise the other set of warps, and draw the weft underneath  that  in the other direction. To make this process easier, a shuttle was used a boat-shaped tool that contained yarn wound around a bobbin. The shuttle would glide easily over the bottom set of warps as the yarn unspooled. Fulling  or Felting Once the fabric had been woven and taken off the loom it would be subjected to a  fulling  process. (Fulling wasnt usually necessary if the fabric was made from worsted as opposed to woolen yarn.) Fulling thickened the fabric and made the natural hair fibers mat together through agitation and the application of  liquid. It was more effective if heat was part of the equation, as well. Initially,  fulling  was done by immersing the cloth in a vat of warm water and stomping on it or beating it with hammers. Sometimes additional chemicals were added, including soap or urine to help remove the natural lanolin of the wool or the grease that had been added to protect it in the earlier stages of processing. In Flanders, fullers earth was used in the process to absorb impurities; this was a type of soil containing a significant amount of clay, and it was naturally available in the region. Though originally done by hand (or foot), the  fulling  process gradually became automated through the use of fulling mills. These were often quite large and powered by water, although smaller, hand-cranked machines were also known. Foot-fulling was still done in household manufacturing, or when the cloth was particularly fine and wasnt to be subjected to the harsh treatment of hammers. In towns where cloth manufacture was a thriving household industry, weavers could take their cloth to a communal fulling mill. The term fulling is sometimes used interchangeably with felting. Although the process is essentially the same,  fulling  is done to cloth that has already been woven, whereas felting actually produces cloth from unwoven, separate fibers. Once cloth was fulled or felted, it could not easily unravel. After  fulling, the fabric would be thoroughly rinsed. Even worsteds that didnt need  fulling  would be washed to remove any oil or dirt that had accumulated during the weaving process. Because dyeing was a process that immersed the fabric in liquid, it may have been dyed at this point, especially in home industries. However, it was more common to wait until a later stage in production.  Cloth  that was dyed after it was woven was known as dyed-in-the-piece. Drying After it was rinsed, cloth was hung up to dry. Drying was done on specially-designed frames known as tenter frames, which used tenterhooks to hold the cloth. (This is where we get the phrase on tenterhooks to describe a state of suspense.) The sturdy frames stretched the fabric so that it wouldnt shrink too much; this process was carefully gauged, because fabric that was stretched too far, while large in square feet, would be thinner and weaker than fabric that was stretched to the proper dimensions. Drying was done in the open air; and in cloth-producing towns, this meant the fabric was always subject to inspection. Local regulations often dictated the specifics of drying cloth in order to ensure quality, thus maintaining the reputation of the town as a source of fine cloth, as well as that of the cloth manufacturers themselves. Shearing Fulled fabrics- especially those made from curly-haired woolen yarn were often very fuzzy and covered with nap. Once the fabric had been dried, it would be shaved or  sheared  to remove this extra material. Shearers would use a device that had remained pretty much unchanged since Roman times: shears, which consisted of two razor-sharp blades attached to a U-shaped bow spring. The spring, which was made of steel, also served as the handle of the device. A shearer would attach the cloth to a padded table that sloped downward and had hooks to keep the fabric in place. He would then press the bottom blade of his shears into the cloth at the top of the table and gently slide it down, clipping the fuzz and nap by bringing down the top blade as he went. Shearing a piece of fabric completely could take several passes, and would often alternate with the next step in the process, napping. Napping or Teaseling After (and before, and after) shearing, the next step was to raise the nap of the fabric enough to give it a soft, smooth finish. This was done by grooming the cloth with the head of a plant known as a teasel. A teasel was a member of the  Dipsacus  genus and had a dense, prickly flower, and it would be rubbed gently over the fabric. Of course, this could raise the nap so much that the cloth would be too fuzzy and had to be sheared again. The amount of shearing and teaseling necessary would depend on the quality and type of wool used and the result desired. Though metal and wood tools were tested for this step, they were considered potentially too damaging for fine cloth, so the teasel plant was used for this process throughout the Middle Ages. Dyeing Cloth might be dyed in the wool or in the yarn, but even so, it would usually be dyed in the piece as well, either to deepen the color or to combine with the previous dye for a different tint. Dyeing in the piece was a procedure that could realistically take place at almost any point in the manufacturing process, but most commonly it was done after the fabric had been sheared. Pressing When the teaseling and shearing (and, possibly, dyeing) was done, the fabric would be pressed to complete the smoothing process. This was done in a flat, wooden vise. Woven wool that had been fulled, dried, shorn, teaseled, dyed, and pressed could be luxuriously soft to the touch and made into the finest clothing and draperies. Unfinished Cloth Professional cloth manufacturers in wool production towns could, and did, produce cloth from the wool-sorting stage to the final pressing. However, it was quite common to sell fabric that wasnt completely finished. Producing undyed fabric was very common, allowing tailors and drapers to choose just the right hue. And it was not at all uncommon to leave out the shearing and teaseling steps, reducing the price of the fabric for consumers willing and able to perform this task themselves. Cloth Quality and Variety Every step along the manufacturing process was an opportunity for cloth-makers to excel or not. Spinners and weavers who had low-quality wool to work with could still turn out fairly decent cloth, but it was common for such wool to be worked with the least possible effort in order to turn out a product quickly. Such cloth would, of course, be cheaper; and it might be used for items other than garments. When manufacturers paid for better raw materials and took the extra time required for higher quality, they could charge more for their products. Their reputation for quality would attract the wealthier merchants, artisans, guildsmen and the nobility. Although sumptuary laws were enacted, usually in times of economic instability, to keep the lower classes from garbing themselves in finery ordinarily reserved for the upper classes, it was more often the extreme expense of the clothing worn by the nobility that kept other people from buying it. Thanks to the diverse kinds of cloth manufacturers and the many types of wool of different levels of quality they had to work with, a wide variety of wool cloth was produced in medieval times.

Applied Linguistics - Manglish Dissertation Example | Topics and Well Written Essays - 26500 words

Applied Linguistics - Manglish - Dissertation Example --------- 36 2.2.2.6 Copula ‘be’ ----------------------------------------------------- 38 2.2.2.7 Modals ----------------------------------------------------------- 39 2.2.2.8 Stative verbs in the progressive ------------------------------ 41 2.2.2.9 Clause structure ------------------------------------------------ 41 2.2.2.10 Other syntactic variational features ------------------------- 43 2.2.3 Syntax of the ME basilect ------------------------------------------------------- 46 2.3 Phonology ---------------------------------------------------------------------------------- 48 2.3.1 ... apter Three: The Use of English in Malaysia ------------------------------------------- 58 3.1 From English to Bahasa Malaysia in Post-Colonial Malaysia ---------------------- 59 3.2 The return of English to Modern Malaysia -------------------------------------------- 66 3.3 The importance of English in Malaysia today ----------------------------------------- 70 Chapter Four: Discussion and Conclusion --------------------------------------------------- 78 BIBLIOGRAPHY ---------------------------------------------------------------------------------- 85 APPENDIX: Malay Borrowings in ME --------------------------------------------------------- 99 LIST OF FIGURES Figure 1: Features of Sociolects of Malaysian English --------------------------------------- 14 Figure 2: Modal Verbs in SBE, ME and BM -------------------------------------------------- 33 Figure 3: A Comparative Presentation of the Responses of a SBE Speaker and a ME Basilect Speaker to Variopus Situations ------------------ ------------------- 40 ABSTRACT The emergence of ‘New Englishes’ in non-native English speaking countries, like Malaysia, has become an interesting area of research study in linguistics. A lot of the data for this dissertation comes from a survey of previous related studies, and from Malaysian newspapers, magazines, television and the like, which are illustrative of Malaysian English. To this pursuit, this descriptive non-experimental research on the development of Malaysian English seeks to answer the question: What has contributed to the development of Malaysian English as it is today? This study starts with the historical development of English in Malaysia. Then it continues by identifying the affected specific linguistic features. The differences between Malaysian English and

Art history Essay Example | Topics and Well Written Essays - 3000 words

Art history - Essay Example Art history It is hard to take out the truth from the illusions. Cassius Dio had told her story and enclosed it as he says "She captivated the two greatest Romans of her day, and because of the third she destroyed herself." When Cleopatra was eighteen years old, she got married to son of Ptolemy who was only nine years old at that time. Cleopatra was an intelligent and power oriented girl. She wanted to rule the throne all by herself. She tried to rule alone and if not alone, at least not equivalent to her brother. Cleopatra's rule was over thrown by the ministers in 48 BCE. In the mean time Pompey came to Egypt while he was being chased by forces of Julius Caesar1. Pompey was killed by Ptolemy XIII. Cleopatra's sister and Ptolemy XIII affirmed herself ruler as Arsinoe IV2. Cleopatra had to win the support of Julius Caesar's, the fasanating stories tell that she wrapped her self in a jewel carpet and presented herself to him. In a fight with Caesar, Ptolemy XIII died, and Caesar returned Cleopatra to power in Egypt and her brother Ptolemy XIV came in as a co-ruler. Cleopatra had a son in 46 BCE, Cleopatra gave her newborn son, the name Ptolemy Caesarion. She claimed that he was Julius Caesar's son and that she was married to him. But Julius Caesar's never accepted to be his father officially but he did take Cleopatra to Rome. Caesar was murdered in 44 BCE . After his death Cleopatra returned to Egypt. Here her brother and co-ruler died and she appointed her son as a co-ruler. The next Roman military governor Marc Antony called her to pay a visit with other rulers who were being controlled by Rome. Cleopatra appeared significantly in 41 BCE she was able to convince him that she was innocent of charges put upon her, gained support of Caesar's supporters in Rome and his support too. Antony spent a winter with Cleopatra and they had twins. When he went back he got married to Octavia. Cleopatra had returned to Alexandria and Antony came there in 34 BCE. Cleopatra financed him and he opposed Octavian in the Battle of Actium (31 BCE) but due to few mistakes Cleopatra ended up into defeat. Cleopatra tried her best to agree Octavian to support her children's progression to power but unfortunately failed to come to any agreement. In 30 BCE, Marc Antony was told that Cleopatra had been killed as they say, in distres s he killed himself. Death of Cleopatra Octavian had taken over the state of Cleopatra. When his men reached Cleopatra's monument, she did not open and denied to let them enter. The soldiers entered in her monument finally by climbing in by a window. Cleopatra tried to break through but was caught and imprisoned in her mausoleum. Cleopatra wanted to die as her ego had been hurt. So she worked out on a plan to commit suicide. It is said that as a first step Cleopatra acted as if she was not feeling well. Octavian sent for a doctor. When the physician came, Cleopatra whispered something to him and he went away. She was well again. She asked for fabulous clothes and finest jewelry. She took a bath and wished to go to Anthony's tomb which she was allowed. When she returned from there Cleopatra, she asked for a big feast. Surprisingly, Octavian did not raise any objection on all this. So Cleopatra sat with her servants and had her

I am going to send the paper topics by attachment Essay

I am going to send the paper topics by attachment - Essay Example From the beginning of the story, she describes the pathetic condition of her physical body with a sense of detachment, in a tone of irony, wit and humor. The sentences are intelligently crafted. Elucidating her accidental fall, she writes, â€Å"So many movements unbalanced me, and as I pulled the door open, I fell over backward, landing fully clothed on the toilet seat with my legs splayed in front of me:†¦..the building deserted, I was free to laugh aloud as I wriggled back to my feet, my voice bouncing of the yellowish tiles from all directions† (Para 1). Even in such a grim situation, she exhibits her capacity to remain in good humor and thus generates confidence. That is no ordinary sense of humor; it is the challenge to her destiny that brings her physical body to such a sorry state, but it fails to beat her mental toughness. She neither pities her condition nor condemns herself. She accepts her state of being â€Å"crippled† as part of her inner experience. She shows how reading about disability is much different from experiencing the disability. One’s strength is tested when one undergoes the ordeal. Her inner strength is admirable and the tone is straightforward. She admits, everyone is entitled to one’s opinion about her plight, and she is entitled to hers. I am devastated by her honesty. She is no more an active partner in the domestic environment and is unable to share the responsibilities, and watches with resigned pleasure how her children and other family members have readjusted to her changed physical condition. But she admits candidly, â€Å"But I couldn’t bear the corroboration that around me were doing in fact what I’d always suspected them of doing, professing fondness while silently putting up with me because the way I am. A cripple† (Para 17). But this is a situation in her life over which she has no control. She is aware, people who interact with her and family members with direct resp onsibility towards her, show special concern, consideration and kindness to her. But the structured of her deformed and fragile body has nothing to with her steely mental frame and her tough resolutions in life. She makes a matter of fact observation, â€Å"People - crippled or not - wince at the word "cripple," as they do not at "handicapped" or "disabled." Perhaps I want them to wince. I want them to see me as a tough customer, one to whom the fates /gods /viruses have not been kind, but who can face the brutal truth of her existence squarely. As a cripple, I swagger.†(Para 2) She believes that the medical practitioners are in the learning stage about her complicated condition and does not blame them for their initial confusion about the diagnosis. They are doing their best to monitor the developments happening to her body. She has her challenge, and they have their challenges. She describes her relationship with the doctors taking care of her: â€Å"I may be frustrated, m addened, depressed by the incurability of my disease, but I am not diminished by it, and they are" (Para 30). She has converted her physical disadvantage to strengthen her spirit and sharpen the writing skills. Her words have more punch and imagination is more fertile, as would be seen from the words go in the essay. About the vital role her sense of humor plays in her life, she expresses her predicament and fear that the gravity of her disease may do irreversible damage to her existence and writes, â€Å"

Formal systematic learning is of less important than informl learning Term Paper

Formal systematic learning is of less important than informl learning. Discuss this statement with reference to theories of learning - Term Paper Example In relation to standard typology, there is a need to gain more understanding of intended learning not separately, but in connection to others. The role played by informal learning and tacit knowledge in organizations is widely acknowledged but insufficiently understood. It is one of the core premises of adult learning that adults resort to life experience to beneficial outcome in learning or training programs (Smith & Defrates-densch 2008). There is sparse previous empirical evidence regarding how this occurs, and none of which puts emphasis on tacit knowledge use and its role in the learning mechanisms and outcomes in shifting between contexts over time (Smith & Defrates-densch 2008). The need for broader recognition of skills and knowledge through informal learning is only one aspect of a debate focused on the characteristic of the purported knowledge-based economy and the ways whereby the knowledge involved is organized and applied (Moon 2004). The current debate has been intensified by economists and labor market scholars, generating new potentials for interdisciplinary engagement with learning scholars and social/educ ational specialists in attempting to understand more what it is that really makes up the knowledge-based economy and the position of informal learning in this context (Rainbird & Munro 2004). Informal learning includes accidental learning in the workplace and in areas of endeavors outside the formal economy. It may also involve intended and explicit frameworks of learning performed in any of these contexts which are not acknowledged within the system of formal education and training (Bratton, Mills, & Pyrch 2003). Informal learning has well-built tacit domains. The explicit is easily collected, organized, and communicated to others whereas the tacit is personal, subjective and experiential, and considerably harder to communicate (Evans, Hodkinson, & Unwin 2002). This paper argues