Principles of assessment Essay Example for Free

Principles of discernment Essay1. 1 Explain the functions of assessment in acquisition and development What is assessment? This is the term given to the process of checking that tuition has occurred and to check if that learning is effective. It is a way to evidence/ prove a learners achievement in the area being assessed. sound judgement I is also used to identify learners needs, how best to support such learner while contributing to quality self-assurance and the development of good practice . There are three main stages of assessment namely1. Initial Assessment2. Formative Assessment And 3. Summative Assessment . 1. 2 Why Assess? If you have just delivered a training session and you dont assess, how can you be sure that any learning has taken place? Or if you are trying to work out a persons train of skill in a feature area, how would you know whether their skill level is poor, moderate or exceptional without assessment? There are various reasons to assess such as Determin ing level of knowledge understanding Ensuring that learning is taking place Checking progress.Fulfilling part of a certification requirement like Nvq, PTTLS, etc. . Ensuring the learners specific domains has been considered. Hence the need for assessment at various stages of learning. Giving a summary of learning for the person carrying out the assessment means they can be confident that the candidate has the necessary level of knowledge on a particular topic or competency for a certain task. For the candidate, assessment usually means reassurance of their own level of knowledge / competency and usually a certificate at the end of the day.

Helpful and intelligent Essay Example for Free

Helpful and intelligent EssayFrom his hovel, the daemon notices a nearby cottage occupied by the De Lacey family. He observes them cautiously from a safe distance as he now recognises art objects potential to be cruel. This shows us again that the daemon is constantly developing, and experiencing a variety of different emotions, such as love. Love is portrayed in Frankenstein after he watches the daily routine of the De Laceys (through a little(a) gap in the wooden panes, previous to where the window was. This is a sign that they were not very wealthy). He discovers the sound of music through the old, blind man playing his recorder. This enchants him and he begins to admire this family.After this point his mixed emotions are so strong when watching Agathe and the old man, so strong that he cannot view as to watch the family anymore. (the music touched his heart and he felt a mixture of both pain and pleasure with love) He gradually learns more well-nigh them and increases h is intelligence while doing so. He knows that they live in poverty and so his admiration grows for them, likewise for their wonderful appearance, as he is un certified of ugliness and deformity. He shows a caring side of himself when he became devoted to help the De Laceys by cutting wood. This monster becomes generous, helpful and intelligent. He also decided to satisfy himself with berries, kooky and roots instead of eating tastier food that they ate. This implies that this so cal conduct brute was also thoughtful.The monsters narrative tells us that he is determined purpose who would do anything to belong, he essay to learn the English language to hopefully reason with the De Laceys and make them realise that he wasnt a wretched evil brute but a kind-hearted being. He was doing well until he saw his reflection in a pool of water. This part of the story (Chapter 12, page 109) is significant in tracing the change of his character because he was mortified with his appearance and became miserable.He now knew entirely why he was hated in the previous village it was for his monstrous, alien appearance. He became aware of all the racial prejudice in the world and realised that this was the source of all his problems. Knowing this made the monster bitter at man, however he still thought of the De Lacey family as wonderful and still he wanted to restore happiness to these deserving people.Other experiences the monster undergoes during Chapter 12 are his frontmost realisations of the four seasons. This happens when he found that different flowers grew at different times of the year. This is another example of his developing intelligence.The next vital point in the information and change of the monster is the arrival of Safie, an Arabian woman not knowing the English language. This immensely profited him because during Safies stay with the De Laceys she began to take lessons to speak English. The monster therefore also learned the language at a rapid pace. Also in Chapter 13 we see a very sensitive side of the Monster when he is describing the nature surrounding him. (innumerable flowers, sweet to the scent and the eyes, stars of pale radiance among the moonlight woods) While Safie remains in the De Lacey household the monster begins to learn more more or less human nature, especially involving the love amongst a man (Felix) and a woman (Safie). He could not believe the ecstatic joy that Felix was in when concourse Safie, when before he seemed to be so miserable.He realises that they were both affected by different feelings, Felix by the way his cheeks flushed with pleasure and Safie by how she wiped part from her lovely eyes. The monster observes more involving human nature when he heard of the difference of sexes and the birth and growth of children, he also heard of the different kinds between humans such as mother, father, brother and sister. This is the first stage of his life when he asks himself, where are my friends and relati ons? To his recollection he has had no one to bang for him and remembers nothing before his first account in his narrative story. He genuinely questions what and who he is and so again we feel sympathy.The monster emotionally develops from what he learns of human nature, this occurs when Safie sings to Agatha and the old man. This deeply moves him as her voice at once brought tears of delight and joy from his eyes. He described the music as a rich cadence, swelling or dying away like a nightingale of the woods. His reaction to her singing again brings out his sensitivity.The monster while constantly developing his fellowship of English, (now with the help of Safies lessons) still longs companionship with the De Laceys. He feels that he needs to be part of this wonderful family. Although he understands that he has been previously jilted and seen as an ugly wretch, he believes that the power of language can overcome the deformity of his face.However much he hopes that he will be ac cepted, he still remains conscious of his previous encounters with man. The monster remains fearful of how the De Laceys will react to him.The next part of the monsters narrative (Chapter 14) relates little to himself but his knowledge increases of the De Laceys history, before they moved to Germany. The monster discovered such information from several letters written from Safie to Felix. Here we find that he has learnt more skills, the skills to read and write.The monster later decides to copy these letters himself to bring truth to his tale, for Victor Frankenstein. From these letters we learn an awful lot about the De Laceys, such as that previously they led wealthy lifestyles in Paris. He learnt that their wealth was lost when a Turkish merchant was condemned to death for becoming obnoxious towards the French government. This affected the De Laceys because Felix vowed to help the Turk leave and did so.(In return he was offered a reward but he declined however he agreed to marry the merchants daughter, Safie) When learning from the De Laceys he also confirmed the relationship between the family. The old man is known as De Lacey and is father to Felix and Agatha. It was of course illegal to do this and so this resulted in the De Laceys being exiled. Knowing all this improve the monsters understanding of why the De Laceys seemed so unhappy and he now fully realised the poverty they were in.

Traffic light controller using microprocessor

Traffic light dominance using microprocessorTraffic Light Controller Using 8085 MicroprocessorintentionThe main aim of this project is to design a Traffic light controller using 8085 microprocessor, interfacing with peripheral device 8085, and program implementing the process.IntroductionThe 8085 Microprocessor is a touristy Microprocessor used in Industries for various applications. Such as duty light control, temperature control, stepper motor control, etc. In this project, the work lights be interfaced to Microprocessor system with buffer and styles of programmable peripheral Interface 8255. So the traffic lights can be automatically switched ON/OFF in desired sequence. The Interface get along with has been knowing to work with parallel port of Microprocessor system.The hardwargon of the system consists of two parts. The first part is Microprocessor based system with 8085. Microprocessor as CPU and the peripheral devices like EPROM, RAM, Keyboard reveal Controller 8279, Programmable as Peripheral Interface 8255, 26 pin parallel port connector, 21 keys Hexa key pad and six number of seven plane section LEDs.The second part is the traffic light controller interface board, which consist of 36 LEDs in which 20 LEDs be used for vehicle traffic and they are connected to 20 port lines of 8255 through Buffer. Remaining LEDs are used for pedestrian traffic. The traffic light interface board is connected to Main board using 26 core flat cables to 26-pin Port connector. The LEDs can be switched ON/OFF in the specified sequence by the Microprocessor.The normal drop dead of traffic lights requires sophisticated control and coordination to ensure that traffic moves as smoothly and safely as possible and that pedestrians are protected when they cross the roads. A vicissitude of different control systems are used to accomplish this, ranging from simple clockwork mechanisms to sophisticated computerized control and coordination systems that self-adjust to mini mize hamper to people using the road.Traffic Controller SystemsA traffic signal is typically controlled by a controller inside a cabinet mounted on a concrete pad. Although some electro-mechanical controllers are still in use (New York City still has 4,800), modern traffic controllers are solid state. The cabinet typically contains a power panel, to distribute galvanising power in the cabinet a detector interface panel, to connect to loop detectors and other detectors detector amplifiers the controller itself a conflict monitor building block flash transfer relays a police panel, to allow the police to disable the signal and other components.Fixed Time ControlThe simplest control system uses a durationr (fixed-time) each phase of the signal lasts for a specific duration before the next phase occurs this pattern repeats itself regardless of traffic. Many older traffic light installations still use these, and timer-based signals are effective in one way grids where it is often pos sible to coordinate the traffic lights to the posted speed limit. They are however disadvantageous when the signal timing of an intersection would profit from being adapted to the dominant flows changing over the time of the day.Dynamic ControlDynamic, or actuated, signals are programmed to adjust their timing and phasing to meet changing traffic conditions. The system adjusts signal phasing and timing to minimize the delay of people going through the intersection. It is overly commonplace to alter the control strategy of a traffic light based on the time of day and day of the week, or for other particular(prenominal) circumstances such as a major event causing unusual demand at an intersection.The controller uses input from detectors, which are sensors that inform the controller processor whether vehicles or other road users are present, to adjust signal timing and phasing within the limits set by the controllersprogramming. It can deem more time to an intersection approach that is experiencing heavy traffic, or shorten or even skip a phase that has little or no traffic hold for a green light. Detectors can be grouped into three classes in-pavement detectors, non-intrusive detectors, and detection for non-motorized road users.Working ProgramDesign of a microprocessor system to control traffic lights. The traffic light arrangement is as shown in Fig. The traffic should be controlled in the following manner.1) Allow traffic from W to E and E to W alteration for 20 seconds. 2) Give transition period of 5 seconds (Yellow bulbs ON) 3) Allow traffic from N to 5 and 5 to N for 20 seconds 4) Give transition period of 5 seconds (Yellow bulbs ON) 5) Repeat the process.Source ProgramMVI A, 80H Initialize 8255, port A and port B forbidden 83H (CR) in output mode seize on MVI A, 09HOUT 80H (PA) Send data on PA to glow R1 and R2MVI A, 24HOUT 81H (PB) Send data on PB to glow G3 and G4MVI C, 28H Load multiplier numeration (40) for delayCALL DELAY Call delay subroutine MVI A, 12HOUT (81H) PA Send data on Port A to glow Y1 and Y2OUT (81H) PB Send data on port B to glow Y3 and Y4MVI C, 0AH Load multiplier compute (10) for delayCALL DELAY Call delay subroutineMVI A, 24HOUT (80H) PA Send data on port A to glow G1 and G2MVI A, 09HOUT (81H) PB Send data on port B to glow R3 and R4MVI C, 28H Load multiplier count (40) for delayCALL DELAY Call delay subroutineMVI A, 12HOUT PA Send data on port A to glow Y1 and Y2OUT PB Send data on port B to glow Y3 and Y4MVI C, 0AH Load multiplier count (10) for delayCALL DELAY Call delay subroutineJMP STARTDelay SubroutineDELAY LXI D, Count Load count to give 0.5 sec delayBACK DCX D Decrement counterMOV A, DORA E Check whether count is 0JNZ BACK If not zero, repeatDCR C Check if multiplier zero, otherwise repeatJNZ DELAYRET Return to main programReferencesv www.rbainnovations.com//A%208085/H%20Traffic%20light%20controller-n.docv www.freshpatents.com/-dt20090702ptan20090167561.phpv http//www.8085projects.info/ scalawag/ free-programs-for-8085-microprocessor.aspxv http//www.8085projects.info/post/Traffic-Light-Control.aspxv U.S.Shah, Microprocessor and its applications, Tech- Max Pulications, Pune.

Effect of the Inorganic Filler Contents on Polymer

Effect of the Inorganic Filler Contents on PolymerANALYSIS OF ZIF 8/PAI AND CMS/PAI MEMBRANES FOR carbonic acid gas/CH4 GASSEPARATIONYohannan Subin SabilonDepartment of Chemical Engineering, topic Institute of Technology Tiruchirappalli, IndiaZeolitic Imidazolate Frameworks 8 (ZIF 8) nanocrystals and Carbon Molecular Sieves (CMS) particles were ready by victimisation standard mental processs. UV visible spectroscopy and XRD tests were through with(p) for the cheque of the particles prep bed and planening electron microscopy (SEM) and high resolution transmission electron microscopy (HRTEM) analysis were done to study the morphology of the particles prep ared. ZIF 8/PAI and CMS/PAI MMMs were successfully synthesized by using ZIF 8 and CMS inorganic makeweights and Polyamideimide (PAI) polymer using phase inversion technique. Various weight contents (1%, 2% and 3%) of the inorganic fillers were incorporated in the polymer matrix. Reinforcing of the polymer matrix with inorganic fillers was done in the form of nano and micro particles respectively. The effect of the inorganic filler contents on the mechanical properties of the polymer was investigated. Hydrophilic nature and porosity determination test, Fourier transform invisible spectroscopy (FTIR) and SEM were done to study the hydrophilicity and morphology of the composite system.Keywords Carbon dioxide, Methane, Mixed Matrix Membranes, Carbon Molecular Sieves,Zeolitic Imidazolate FrameworksINTRODUCTIONCarbon dioxide (carbonic acid gas) is one of the components of landfill gunslinger, natural squander pedal and biogas. It is similarly the main combustion product of fossil fuels and a leading contributor to global warming as its a greenhouse gas. In auberge to obtain fuel with enhanced energy content, to prevent corrosion problems in the gas transportation system and to reduce the climatic impact of CO2 gas it is quite essential to remove CO2 from those gas streams. This has driven the development of opposite technologies for CO2 gas separation. Among the different types of technologies being utilize tissue layer applied science has experienced substantial growth, breakthroughs and advances during past decades 10. Membrane technology offers high energy efficiency, simplicity in design and construction of membrane modules and environment compatibility. Although there are different types of membranes being used the combination of the superior performance of inorganic materials with the handling properties of the polymers is offered by Mixed Matrix Membranes (MMMs). Therefore in our study we get out be using MMMs for CO2/CH4 gas separation. In the MMMs the inorganic fillers are added to the polymer matrix. Over the years different inorganic fillers have been used for preparing MMMs for CO2/CH4 gas separation out of which Zeolitic Imidazolate Framework 8 (ZIF 8) is known to show maximum selectivity while Carbon Molecular Sieves (CMS) is known to show maximum permeability 19 . In this study the set and characterization of these inorganic fillers is shown. These inorganic fillers were successfully incorporated in the Polyamideimide (PAI) polymer matrix and MMMs were prepared. The characterization and analysis of the ZIF 8/PAI and CMS/PAI MMMs have been done with different loading of inorganic fillers in order to choose the best possible membrane combination for CO2/CH4 gas separation.EXPERIMENTAL SECTIONMaterialsZinc furnish crystals and N-methyl 2-pyrrolidone (NMP) required in the preparation of ZIF 8 nanocrystals were purchased from Merck Life Science Private Limited, Mumbai, India. Methanol used for washing during centrifugation was also bought from Titan Biotech Limited, Rajasthan, India. 2-methylimidazole and n-butylamine also required for the preparation of ZIF 8 nanocrystals were bought from Otto Group Hamburg, Germ either, Polyamidieimide polymer was also purchased from UTM, Malaysia. Acetone was purchased from Merck Specialities Private Limite d, Mumbai, India. All reagents were used without any further purification. subtraction of ZIF 8 nanocrystalsZIF 8 nanoparticles were synthesized based on the procedure inform by Cravillon et al3. The ZIF-8 nanocrystals so formed was sent for UV spectroscopy, XRD, HRTEM and SEM analysis.Synthesis of CMS particlesCMS particles were synthesized based on the procedure reported by De. Q. Vu et al8The CMS particles were then sent for XRD analysis.Synthesis of ZIF 8/PAI membranesMembranes of 3 different concentrations i.e., 1%, 2% and 3% of ZIF 8 nanocrystals were prepared by solution casting method. 17wt% of polyamideimide polymer solution was prepared by fade out exactly 5.274g mixture of polyamideimide polymer i.e., Torlon and ZIF 8 nanocrystals in 25ml of NMP solvent in a beaker. A magnetic bead was cleaned and modify using acetone and was position in the beaker. The 3 beakers containing the 3 different concentration solutions were kept on 3 different magnetic stirrer for stark(a) disintegration. The exact amount of polymer and inorganic filler taken for respective concentrations is given in the display board belowTable 1 Composition of ZIF 8/PAI membranesConcentration of ZIF 8/PAIAmount of PAI (g)Amount of ZIF 8membranes (wt %)nanocrystals (g)15.1160.15825.1690.10535.2210.053Now 3 glass plates and casting rods were washed and kept for drying. After drying the glass plates and the casting rods were cleaned and dried by using acetone. After complete dissolution the polymer solution in the 3 beakers were casted on 3 different glass plates using casting rods of 750 m thickness. The glass plates aft(prenominal) casting were allowed to dry at room temperature overnight for all the NMP solvent to evaporate. After drying the polymer membrane so formed was peeled off the glass plate. The membrane samples were sent for SEM analysis.Synthesis of CMS/PAI membranesMembranes of 3 different concentrations i.e., 1%, 2% and 3% of CMS particles were prepared by solution c asting method. 17wt% of polyamideimide polymer solution was prepared by looseness exactly 5.274g mixture of polyamideimide polymer i.e., Torlon and CMS particles in 25ml of NMP solvent in a beaker. The exact amount of polymer and inorganic filler taken for respective concentrations is given in the table belowTable 2 Composition of CMS/PAI membranesConcentration of ZIF 8/PAIAmount of PAI (g)Amount of CMS particlesmembranes (wt %)(g)15.1160.15825.1690.10535.2210.053A magnetic bead was cleaned and dried using acetone and was placed in the beaker. The 3 beakers containing the 3 different concentration solutions were kept on 3 different magnetic stirrer for complete dissolution. Now 3 glass plates and casting rods were washed and kept for drying. After drying the glass plates and the casting rods were cleaned and dried by using acetone. After complete dissolution the polymer solution in the 3 beakers were casted on 3 different glass plates using casting rods of 750 m thickness. The glas s plates after casting were allowed to dry at room temperature overnight for all the NMP solvent to evaporate. After drying the polymer membrane so formed was peeled off the glass plate. The membrane samples were sent for SEM analysis.TESTING AND limningConfirmation tests for inorganic filersUV visible spectroscopy analysis. The ultraviolet-visible spectroscopy (UV-Vis)utilizes light to determine the absorbance or transmission of a chemical species in either unshakable or aqueous state. The UV Visible Spectroscopy analysis was done for the confirmation of ZIF 8 nanocrystals.XRD analysis. XRD can be done on a soma of different kinds of samples. Smallvolume of sample was tapped on microscope slide glass. The intensity of the beam used was 40 kV and 40 mA. The XRD analysis was done for the confirmation of ZIF 8 nanocrystals and CMS particles. morphologic studies of Inorganic fillers and MMMsSEM with EDX analysis. The surface morphology of PAI polymer was observed usingthe JSM-6701F with high resolution field-emission scanning electron microscopy (FE-SEM) with the magnification of 5000-. For EDX analysis the acceleration voltage was set to 20kV and the working infinite was set to 14mm. The detector was moved down to 45mm. The sample was scanned by X-rays for a time of 200s. The elemental analysis of film in order to confirm the front line of carbon was done using an energy dispersive X-ray spectrometer (EDX) with magnification of 3000- and acceleration voltage of 15 kV. After the scan was completed the spectrum was plot using the data obtained from the scan. SEM with EDX was done for the confirmation of the CMS polymer film.TEM analysis. The sample preparation was done by sputtering the same with gold.Then the chamber door was opened and the sample was placed in the sample holder. The chamber door was closed and the required input like voltage, acceleration and time for scan were given to the system connected to the TEM analyzer. The scan was started and the results were recorded. TEM analysis was done for the size determination of the ZIF 8 nanocrsytals.FTIR analysis. Fourier transform infrared spectroscopy (FTIR) is a technique whichis used to obtain an infrared spectrum of absorption or emission of a solid, liquid or gas. An FTIR spectrometer simultaneously collects high spectral resolution data over a wide spectral range. Sulfonic battery-acid group functionality of membrane was analyze using attenuated -total-reflectance Fourier transform infrared (ATR-FTIR) spectroscopy (Thermo scientific Nicolet iS5 FTIR spectrometer). The spectra for all dried membranes were observed from the range from 4000 to 400 cm-1 wavelength. mechanised strength testThe material strength of the membranes prepared were studied by the performing Stress-Strain tests. The Universal Testing Machine was used to perform the tests. The samples of the membranes were cut into dimensions of peak 30mm, width 10mm and thickness 0.45mm. The initial gauge length was set at 20mm. The samples were placed in a sample holder one at a time and the tests were performed. The data was recorded and the graphs were plotted for respective samples.Hydrophilic nature and Porosity determination testThe hydrophilic or hydrophobic nature of the membranes were studied by immersing a 1cmx1cm membrane samples in different beakers each containing 20ml water. The beakers were kept on a rotary shaker for continuous mixing overnight. After 24 hours the membrane samples were taken out and the weight of the wet membranes were measured using a digital weighing balance. After that the membranes samples were dried in a emptiness oven at 60oC for 6 hours and then the weight of the dry membranes were measured similarly. The amount of water absorbed and the average porosity of the membranes were determined and the results were tabulated.RESULTS AND DISCUSSIONConfirmation of ZIF 8 NanocrystalsThe UV Visible Spectroscopy analysis was done for the primary confirmation of ZIF 8 n anocrystals.UV of ZIF 8 nanocrystals1210Absorbance86420200212224236248260272284296308320332344356368380392404416428440452464476488500512524536548560572584596WavelengthSeries1Figure 1 UV visible spectroscopy result of ZIF 8 nanocrystalsThe penetration depth was found to be directly proportional to the exciting wavelength i.e., 325nm because of decreased absorbance which is in congruity with the reference paper, Liu et aL, (2013)1. Therefore we can confirm that its ZIF 8 nanocrystals.The XRD analysis was done for the secondary confirmation of ZIF 8 nanocrystals.Figure 2 XRD result of ZIF 8 nanocrystalsWhen n-butylamine is added as the modulating ligand, nearly instantaneous formation of a solid is observed upon combining the component solutions, and pure-phase ZIF-8 nanocrystals are recovered after 24 h (see XRD pattern in Figure 2). An average size of 18 nm is estimated from the broadening of the Bragg reflections. The XRD results were also in accordance with the reference paper Cra villon et aL, (2011). Hence we can confirm that the particles synthesized were ZIF 8 nanocrystals.Morphology of ZIF 8 NanocrystalsZIF materials constitute a new distinctive, rapidly developing subclass of crystalline holey coordination polymers (PCPs) or metal organic frameworks (MOFs). The tetrahedral framework structures of ZIFs are constructed from bivalent metal cations and bridging substituted imidazolate anions and frequently possess a zeolite topology. Numerous ZIFs combine the attractive features of MOFs (diversity of framework structures and contract systems, cosmic surface areas, post-synthetically modifiable organic bridging ligands) with high thermal and chemical stability.Figure 3 SEM image of ZIF 8 nanocrystalsIt is this combination of properties which makes ZIFs very promising view materials for many technological applications. Properties and performance of porous materialsrely much on their supply as nano and microcrystals of light size and shape, as is well-kno wn for zeolites. SEM images (Figure 3) reveal that the well-defined nanocrystals have a rhombic dodecahedral shape crystal structure.Figure 4 TEM image of ZIF 8 nanocrystalsTEM images (Figure 4) show roughly spherical particles being Confirmation of CMS ParticlesIt is not possible to directly measure permeation properties of CMS particles as with CMS films, replicate mixed matrix films prepared with the two different sieves give very similar powerful mixed matrix film permeation properties using powder-pyrolyzed sieves versus the film-pyrolyzed sieves. XRD was performed on the CMS films and powder, as shown in Fig. 5. The XRD diffractograms show very similar peaks and d-spacings, suggesting similar planar dimensions betwixt the film-pyrolyzed CMS and the powder-pyrolyzed CMS, thereby confirming that the particles produced were CMS particles.CMS particlesPolymer filmFigure 5 XRD results of CMS particles and CMS polymer filmSurface Morphology of CMS Polymer FilmThe CMS membrane film s have an intrinsic CO2/CH4 selectivity of 200 with a CO2 permeability of 44 Barrers at 35oC. For Ultem-CMS mixed matrix membrane films, pure gas permeation tests show enhancements by as much as 40% in CO2/CH4 selectivity over the intrinsic CO2/CH4 selectivity of the pure Ultem polymer matrix. Likewise, for Matrimid- CMS mixed matrix films, enhancements by as much as 45% in CO2/CH4 selectivity were observed. Effective permeabilities of the fast-gas penetrants (O2 and CO2) through the mixed matrix membranes were also significantly enhanced over the intrinsic permeabilities of the Ultem and Matrimid polymer matrices. These encouraging selectivity and permeability enhancements confirm that mixed matrix membrane behaviour is achievable with CMS particles.Figure 6 SEM image of CMS polymer filmFig. 6 shows top surface SEM micrographs of a CMS polymer film. These micrographs show a smooth surface without any defects.Figure 7 EDX result of CMS polymer filmThe table below shows the EDX analy sis of the CMS polymer film. The sharp ti peak is set up due to the Silicon detector used during the EDX analysis.Table 3 EDX result of CMS polymer filmElementSeriesunn. Cnorm. CAtom. CError (3wt.%wt.%at.%Sigma)wt.%CarbonK-series8.5023.6136.454.40OxygenK-series9.8927.4631.824.26SodiumK-series1.163.222.600.31AluminiumK-series4.5612.678.700.74SiliconK-series9.3726.0317.191.28CalciumK-series2.527.013.240.31Total36.01100.00100.00The Oxygen peak is due to the oxygen present in the atmosphere during EDX analysis. The Carbon peak denotes the confirmation of the CMS polymer film prepared. As judge it shows a maximum wt % of 23.61.Cross Sectional Morphology of CMS/PAI MembranesScanning electron micrographs of the CMS fibers are shown in determines 8, 9 and 10Figure 4.8 SEM image of 1% CMS/PAI membraneAlthough asymmetry appeared to be present in the CMS fiber morphology, the thicknesses of the layers were markedly different from each other and from those of the precursor fibers (compare w ith those of the precursor fibers in Figure 6). The original polymeric precursor fibers consisted of a very thin dense skin (1000-2000 ) on a porous core. This skin layer in polymeric fibers has been observed at very high resolution under SEM. In figure 8, high magnification of the wall in the cross section of the PAI CMS fiber reveals a graduated transition from the porous inner core to the denser outer micropore structure. In contrast, high magnification of the PAI CMS fiber shows a uniform dense micropore structure in figure 9.Figure 9 SEM image of 2% CMS/PAI membraneFigures 8, 9 and 10 show SEM micrographs of a mixed matrix film after these modifications. These micrographs demonstrate smaller CMS particles (mostly Figure 10 SEM image of 3% CMS/PAI membraneCross Sectional Morphology of ZIF 8/PAI MembranesFigures 11, 12 and 13 shows SEM images of ZIF-8/PAI mixed matrix dense films, which indicates estimable contact of bare ZIF-8 to the PAI matrix without sieve-in-a-cage morphol ogy at each loading. It is noteworthy that the good contact was achieved without any surface treatment of the sieve. This should be due to the hydrophobic nature of ZIF-8, proved by TGA measurements in reference paper Zhang et. al. (2012). Interestingly, in the SEM images of ZIF-8/PAI mixed matrix dense films, as shown in figures 11, 12 and 13, we observe a morphology that has not been previously reported in mixed matrix membranes prepared with other molecular sieves. Other than well-dispersed 10 nm ZIF-8 particles, there also exist many non-ideal large clusters of ZIF-8 with size ranging from 50 nm to several microns, which is more than an order of magnitude larger than single ZIF-8 particles. Also, volume fraction of large ZIF-8 clusters in the matrix increases with increasing ZIF-8 loading.Figure 11 SEM image of 1% ZIF 8/PAI membraneUnlike agglomerations of molecular sieve particles that have been previously reported in mixed matrix membranes prepared with other molecular sieves, the surface of these large ZIF-8 clusters as revealed in figures 11, 12 and 13 looks fairly smooth. Also, almost no defects were observed for these clusters among all the ZIF-8/PAI dense film samples. Since film samples were randomly fractured for SEM analysis, we believe that the mostly non-defective feature of these large ZIF-8 clusters shown in figures 11, 12 and 13 is representative of their upcountry structures. It is important to understand the formation mechanism of these large ZIF-8 clusters and their impacts on gas transport properties of the mixed matrix membrane to allow extension to practical asymmetric structures. By achieving the desired uniform distribution of individual ZIF-8 particles with the PAI matrix we can achieve outstanding gas separation results.Figure 12 SEM image of 2% ZIF 8/PAI membraneFigure 13 SEM image of 3% ZIF 8/PAI membraneThe cross sectional view of the ZIF 8/PAI membranes shows good adhesion between the inorganic filler ZIF 8 and the polymeric membrane PAI. The figures show the SEM images of 1%, 2% and 3% ZIF 8/PAI membranes prepared respectively.FTIR Analysis of ZIF 8/PAI membranesThe FTIR results shows that the aluminosilicates are present in the ZIF 8/PAI membranes prepared. The aluminosilicates are present due to the social movement of ZIF 8 nanocrystals.FTIR Results Conjugated cyclicAluminosilicates120100%T80Unsaturated reminiscent604020ketoaldehydes or enols dimeresters and lactones0369129704000389737943588348533823279317630732867276426612558245523522249214620431940183717341631152814251322121911161013910807704601498cm-1Series1Series2Series3FTIR Analysis of CMS/PAI membranesThe FTIR results shows that the carbon bonds are present in the CMS/PAI membranes prepared. The carbon bonds are present due to the presence of CMS particles.FTIR ResultsCarbon bonds120100%T8060unsaturated aromatic40dimerketoaldehydes or enols200Conjugated cyclic esters and lactones3691297040003897379435883485338232793176307328672764266125582455 2352224921462043194018371734163115281425132212191116

Extensive Reading Why And How English Language Essay

huge learning Why And How English Language EssayAn extensive exacting program was established at the British Council Language nubble in Sanaa, Yemen. An elementary level differentiate of government employees (age range 17-42) was exposed to a regime of graded readers, which was integrated into normal septroom pedagogy. Students followed a class reader, had access to a class library of graded readers, and had classes in the British Council library, which gave them access to a collection of 2000 titles. Questionnaires were using upd to examine students exercise interests, habits and attitudes, both earlier to, and following the program. The class library contained 141 titles in the published readers of some major publishers (see inventory of titles in Bell, 1994). Familiar titles (e.g. popular Arab folk tales) were aimed for both the class readers and the class library, so as to motivate the students to read. These titles proven very popular, as did the practice of cultivat ion aloud to the class.Students nurture was carefully monitored formal and informal records being unbroken both by the researcher, and by the students themselves. Reading diaries and book reports were used, together with a measure file system to document the program and record both the titles read and students written comments on the books. A wall chart acted as a focal point for in-class variant, discussion and exchange of titles. Reader interviews were conducted throughout the program, which ran for a compass point of six months over the course of two semesters. Students became actively involved in running the class library tables were arranged and titles displayed attractively during the periods set aside for the reading program. Students were taken into the main British Council library for one lesson a week, during which they participated in reassureled twenty-minute sessions of USSR 1 (cf. Davis, 1995).With reference to research evidence, we now turn to the role of extens ive reading programs in encourageing learners progress in reading development and improvement.The Role of Extensive Reading in Language Learning1. It loafer deliver the goods intelligible inputIn his 1982 book, Krashen argues that extensive reading depart authorise to voice communication acquisition, provided that certain preconditions are met. These include adequate exposure to the expression, interesting material, and a relaxed, tension-free breeding environment. Elley and Manghubai (198355) warn that exposure to the second language is normally planned, restricted, gradual and largely artificial. The reading program provided in Yemen, and the choice of graded readers in particular, was intended to fracture conditions in keeping with Krashens model.2. It can enhance learners general language competenceGrabe (1991391) and Paran (199630) have emphasized the importance of extensive reading in providing learners with practice in automaticity of word recognition and decode th e symbols on the printed page (often called bottom-up processing). The book flood project in Fiji (Elley Manghubai op cit.), in which Fijian school children were provided with high-interest storybooks, revealed significant denounce treatment gains in word recognition and reading comprehension after the first year, and wider gains in oral and written skills after two years.3. It increases the students exposure to the languageThe quality of exposure to language that learners receive is seen as Copernican to their potential to acquire bleak forms from the input. Elley views provision of large quantities of reading material to children as profound to reducing the exposure gap surrounded by L1 learners and L2 learners. He reviews a hail of studies with children between six and twelve years of age, in which subjects showed rapid growth in language development compared with learners in regular language programs . There was a spread of effect from reading competence to early(a) lang uage skills writing, speaking and control over syntax, (Elley 1991404).4. It can increase fellowship of vocabularyNagy Herman (1987) claimed that children between grades three and twelve (US grade levels) learn up to 3000 words a year. It is position that lone(prenominal) a small percentage of such learning is due to direct vocabulary instruction, the remainder being due to acquisition of words from reading. This suggests that traditional approaches to the teaching of vocabulary, in which the number of new words taught in each class was carefully controlled (words often being presented in related sets), is much less potent in promoting vocabulary growth than simply getting students to spend time on silent reading of interesting books.5. It can lead to improvement in writingStotsky (1983) and Krashen (1984) reviewed a number of L1 studies that appear to show the positive effect of reading on subjects writing skills, indicating that students who are prolific readers in their pre -college years bring forth better writers when they enter college. L2 studies by Hafiz Tudor (1989) in the UK and Pakistan, and Robb Susser (1989) in Japan, revealed much significant improvement in subjects written work than in other language skills. These results again support the case for an input-based, acquisition-oriented reading program based on extensive reading as an effective agent of fostering improvements in students writing.6. It can motivate learners to readReading material selected for extensive reading programs should address students needs, tastes and interests, so as to energize and motivate them to read the books. In the Yemen, this was achieved through the use of familiar material and popular titles reflecting the local culture (e.g.. Aladdin and His Lamp). Bell Campbell (1996, 1997) explore the issue in a South East Asian context, presenting various slipway to motivate learners to read and explaining the role of extensive reading and regular use of librari es in advancing the reading habit .7. It can consolidate previously wise(p) languageExtensive reading of high-interest material for both children and adults offers the potential for reinforcing and recombining language learned in the schoolroom. Graded readers have a controlled grammatical and lexical load, and provide regular and sufficient repetition of new language forms (Wodinsky Nation 1988).Therefore, students automatically receive the necessary reinforcement and recycling of language required to ensure that new input is retained and made available for spoken and written production.8. It serves to build confidence with extended textsMuch classroom reading work has traditionally concentrate on the exploitation of shorts texts, either for presenting lexical and grammatical points or for providing students with limited practice in various reading skills and strategies. However, a large number of students in the EFL/ESL world require reading for academic purposes, and therefo re need training in study skills and strategies for reading longer texts and books. Kembo (1993) points to the value of extensive reading in developing students confidence and ability in facing these longer texts.9. It encourages the exploitation of textual redundancyInsights from cognitive psychology have informed our brain of the way the brain functions in reading. It is now generally lowstood that slow, word-by-word reading, which is common in classrooms, impedes comprehension by transferring an excess of visual signals to the brain. This leads to overload because solely a fraction of these signals need to be processed for the reader to successfully interpret the message. Kalb (1986) refers to redundancy as an important means of processing, and to extensive reading as the means of recognizing and dealing with redundant elements in texts.10. It facilitates the development of prediction skillsOne of the currently accepted perspectives on the reading process is that it involves th e exploitation of background knowledge. Such knowledge is seen as providing a platform for readers to predict the content of a text on the basis of a pre-existing schema. When students read, these schema are activated and help the reader to decode and interpret the message beyond the printed words. These processes presuppose that readers predict, sample, hypothesize and reorganize their understanding of the message as it unfolds while reading (Nunan 1991 65-66).Practical Advice on Running Extensive Reading Programs1. Maximize Learner InvolvementA number of logistical hurdles have to be overcome in govern to make an extensive reading program effective. Books need to be transported, displayed and collected at the end of each reading session. Considerable paperwork is required to document the card file system, reading records, inventories, book reports and in maintaining and updating lists of titles. Students should therefore be encouraged to take an active role in the management and administration of the reading program. In the Yemen program, students gained a strong sense of ownership through running the reading resources in an efficient, coordinated and organized manner.2. The Reader InterviewRegular conferencing between teacher and student played a key role in motivating students in the Yemen to read the books. This enabled effective monitoring of individual progress and provided opportunities for the teacher to encourage students to read widely, show interest in the books being read, and to guide students in their choice of titles. By demonstrating commitment in their own reading, teachers can foster positive attitudes to reading, in which it is no longer viewed as tedious, demanding, hard work, but as a pleasurable part of their learning.3. Read Aloud to the ClassIn the Yemen study, reader interviews conducted with students revealed the popularity of occasions when the teacher read aloud to the class. The model of pronunciation provided acted as a great mo tivator, encouraging many students to participate in classroom reading. Students gained confidence in silent reading because they were able to verbalize sounds they previously could could non recognize. This resulted in wider reading by some of the weaker readers in the class. Often thought of as bad practice, reading aloud should play a full part in motivating the emerging reader to overcome the fear of decoding words in an unfamiliar script.4. Student PresentationsShort presentations on books read played an absolutely crucial role in the program and students frequently commented on the value of oral work in class for exchanging information about the books. The reader interviews revealed that intimately of the book choices made by students resulted from recommendations made by friends and not by the teacher. This demonstrates that given the right preparation, encouragement, sense of ownership and belonging, an extensive reading program will achieve a direction and momentum govern ed by the learners themselves a large step in the promotion of student independence and autonomy.5. Written Work Based on the ReadingEffective reading will lead to the shaping of the readers thoughts, which naturally leads many learners to respond in writing with varying degrees of fluency. Elementary level students can be asked simply to write short phrases expressing what they most enjoyed about a book they read, or to record questions they wish to ask the teacher or other students in class. With intermediate students, book reports may be used, with sections for questions, new vocabulary, and for recording the main characters and events. At this level, summary writing is in addition a valuable practice because it allows learners to assert full control, both of the main literal or fictional content of a book, and of the grammar and vocabulary used to express it. Advanced students can be asked to write compositions, which, by definition, are linguistically more(prenominal) demand ing written responses to the reading material.6. Use Audio Material in the Reading ProgramThe use of audio recordings of books read aloud and of graded readers on cassette proved very popular with the students in Yemen, and is advocated for wide application. Listening material provided the learners with a model of correct pronunciation which aided word recognition, and exposed students to different accents, reference rhythms and cadences. Student confidence in their ability to produce natural speech patterns and to read along with the voice of a recorded speaker is central to maintaining their want to master the language as a medium for talking about their reading.7. Avoid the Use of TestsExtensive reading programs should be without the pressures of testing or attach (Davis 1995329). The use of tests runs contrary to the objective of creating stress-free conditions for pleasure reading because it invokes images of rote learning, vocabulary lists, memorization and homework. Extens ive reading done at home should be under the learners control and not an obligation imposed by the teacher. By their very nature, tests impose a rigor on the learning process, which the average student will never equate with pleasure.8. Discourage the Over-Use of DictionariesWhile dictionaries certainly have a place in the teaching of reading, it is probably best located in intensive reading lessons, where detailed study of the lexical content of texts is appropriate. If learners turn to the dictionary every time they come across an unfamiliar word, they will focus only on the language itself, and not on the message conveyed. This habit will result in slow, inefficient reading and destroy the pleasure that reading novels and other literature are intended to provide. Summarizing comments on the extensive reading done by his subjects, Pickard (1996155) notes that Use of the dictionary was sparing, with the main focus on meaning.9. Monitor the Students ReadingIn order to run an extensi ve reading program successfully, effective monitoring is required, both to administer the resources efficiently, and to trace students developing reading habits and interests. In the Yemen program, a card file system was used to record titles and the dates the books were borrowed and returned. Input from the monitoring process helps us to record students progress, maintain and update an inventory of titles, and locate and select new titles for the class library. It therefore serves both the individual needs of the reader and the logistical task of managing the reading resources.10. Maintain the EntertainmentThis is perhaps the most important aspect of the program to emphasize. Teachers need to invest time and energy in entertaining the participants by making use of multimedia sources to promote the books (e.g. video, audio, CD ROM, film, etc.). They should also exploit the power of anecdote by telling the students about interesting titles, taking them out to see plays based on books , exploiting posters, leaflets, library resources, and even inviting see speakers to give a talk in class on a book they have read recently. In these ways, teachers can maintain student demand to read and secure their full engagement in the enjoyment the program provides.ConclusionTsangs (1996) study, carried out in Hong Kong secondary schools, provided further persuasive evidence of the say-so of extensive reading in fostering learners language development. He found that the reading program was significantly more effective than the writing program (1996225) . Extensive reading programs can provide very effective platforms for promoting reading improvement and development from elementary levels upwards. Although they do require a significant investment in time, energy and resources on the part of those charged with managing the materials, the benefits in terms of language and skills development for the participating learners far outweigh the modest sacrifices required. If such pr ograms receive institutional support and can be integrated into the curriculum so that they become agreed school policy, as suggested in Davis (1995), they will likely be more readily and widely adopted, particularly in countries where material and financial resources are adequate.Notes1. USSR is uninterrupted sustained silent reading.

Humor and Criticism in Erasmuss Praise of Folly Essay -- essays papers

Humor and Criticism in Erasmuss Praise of unwisenessHumor and Criticism in Praise of FollyErasmuss Praise of Folly is a pander-filled satire of pretty much everything. It is filled with wit and sarcasm which make light of sobering problems and blow unimportant issues out of proportion all the while bringing a smile to the readers face. It is not stinging humor at the expense of others (unless, of course, the dress fits), rather it is directed towards everyone. Erasmus even includes himself in the joke, practically parodying himself in the first section (xvi). In Praise of Folly, Erasmus uses this humor to criticize without the harsh judgment of soberingness. His humor parallels the import of his subject. When Folly discusses the issues most significant to Erasmus, she loses her jocularity and ironic tone, whereas in her first voice, Folly laughs at those whose foolish ways are reason for review but not for scorn. This section finds great ironic humor in the folly of al l types of conceit, pointing out that the most condescending of people have teeny-weeny reason for such egotism. Folly laughs at the conceit of the general run of gentry and scholars with their distorted sense of modesty (11) including those who lay special claim to be called the personification of wisdom, even though they strut somewhat like apes in purple and asses in lion-skins (13). Folly, of course, is guilty of this most of all in dedicating a intact book to praising herself, and she admits the great folly behind this when she asks, What could be more fitting than for Folly to trumpet her own merits abroad and sing her own praises (11). Erasmus jokes about this type of conceit because it is innocent and commonplace. His point is to en... ...art for any lack of seriousness. Here we see the culmination of Follys progression towards Erasmuss most serious subject and away from humor.Erasmus demonstrates the value of humor by making fun of insignificant issues and teaching u s how to laugh at ourselves. Jokes of this kind . . . which arent scatty in learning and wit (4) help us put the less significant aspects of life in perspective. They also aim to moderate the level of his critique making it more constructive than insulting. For it is the ridiculous rather than the squalid (7) to which his humor applies. He reserves a more serious voice for more serious wrongdoing. We see this parallel between humor and subject clearly as Erasmus progresses from constructive criticism of insignificant folly to harsh indictment of religious show and most of all in his solemn praise of Christian folly.

Remembering Vietnam :: Vietnam War Essays

remembering Vietnam liner It, by Yusef Komunyakaa talks about(predicate) a war which most, if not all Americans are familiar with. The invariably so arguable Vietnam Conflict, also known as the Vietnam War. This poem was very well written, and I respect all that was said in the context of the poem. Facing It, discusses his visit to the Vietnam register in Washington D.C., and his emotions that he experienced while he was at the memorial. I can not imagine what the feelings would be want to analyse adept of my friends name etched in this wall, although Tomas avant-garde Putten can. I had a personal phone interview with him on October 30th, 2002. Tom Van Putten served cabaret years in the U.S. Army, two of which were spent in Vietnam. In a phone interview with Tom, I asked him if he had ever visited the monument. In fact, he did and he discussed with me how hard it was to see a dozen names of men he knew that were put on that wall. Its really an awesome monument it is hard re membering what it was resembling coming home. I was definitely changed for life (Van Putten). Most of the content Mr. Van Putten and I spoke about, alluded back to Facing It. Komunyakaa really shows me that he is emotional about the monument by his visions that he sees when he is at the wall. My black face fades / hiding inside the black granite (1-2). Here I believe he is realizing he should be on that wall. I feel as if he may be remembering a point in time in Vietnam that he was involved in an incident that should have cost him his life. Also, these are all names. His fading face makes me think that he realizes that there were no separate races in that war. When I told Mr. Van Putten about this part of the poem, he said Yea, you are right. We all looked the same. We were all Americans. I said I wouldnt, dammit no tears (3-4). How could you not cry at this scene. Hundreds, if not thousands of fellow Americans that Komunkyaa had interacted with at one point in time, or another, w ere just names etched on a wall. I asked Mr. Van Putten what the boilers suit environment was like once he arrived in Vietnam. Mr. Van Putten described the environment of Vietnam as a pretty country, really nice.Remembering Vietnam Vietnam War EssaysRemembering VietnamFacing It, by Yusef Komunyakaa talks about a war which most, if not all Americans are familiar with. The ever so controversial Vietnam Conflict, also known as the Vietnam War. This poem was very well written, and I respect all that was said in the context of the poem. Facing It, discusses his visit to the Vietnam Memorial in Washington D.C., and his emotions that he experienced while he was at the memorial. I can not imagine what the feelings would be like to see one of my friends name etched in this wall, although Tomas Van Putten can. I had a personal phone interview with him on October 30th, 2002. Tom Van Putten served nine years in the U.S. Army, two of which were spent in Vietnam. In a phone interview with Tom, I asked him if he had ever visited the monument. In fact, he did and he discussed with me how hard it was to see a dozen names of men he knew that were put on that wall. Its really an awesome monument it is hard remembering what it was like coming home. I was definitely changed for life (Van Putten). Most of the content Mr. Van Putten and I spoke about, alluded back to Facing It. Komunyakaa really shows me that he is emotional about the monument by his visions that he sees when he is at the wall. My black face fades / hiding inside the black granite (1-2). Here I believe he is realizing he should be on that wall. I feel as if he may be remembering a point in time in Vietnam that he was involved in an incident that should have cost him his life. Also, these are all names. His fading face makes me think that he realizes that there were no separate races in that war. When I told Mr. Van Putten about this part of the poem, he said Yea, you are right. We all looked the same. We were al l Americans. I said I wouldnt, dammit no tears (3-4). How could you not cry at this scene. Hundreds, if not thousands of fellow Americans that Komunkyaa had interacted with at one point in time, or another, were just names etched on a wall. I asked Mr. Van Putten what the overall environment was like once he arrived in Vietnam. Mr. Van Putten described the environment of Vietnam as a pretty country, really nice.