TLMT313 WEEK 3 FORUM Assignment Example | Topics and Well Written Essays - 250 words

TLMT313 WEEK 3 FORUM - Assignment Example The approach promotes substitution of methods and materials with cheaper alternatives, without altering the functionality. Value engineering lowers operational and management costs, improves efficiency of resources, simplify procedures and minimizes paperwork. Value engineering helps to reduce staff costs as well as achieving optimum balance between function, performance, safety, quality and cost (Mukhopadhyaya, 2009). Value engineering and value analysis effort should be led by designers, manufacturing and production engineer, purchasing specialist and executive staff. The designers help in making decisions at an early stage of the product concerning product design, specifications, equipment required and the effect of the product to another department. Production and manufacturing engineers determines how the product is to be made, and they manage the production process. Purchasing specialists help to convert design elements into material specifications. Operational staff makes the product and deliver service. They also provide the necessary information about production problems. Supply management supports the process by converting design requirements of the product to material specifications. They source materials required to develop the product and suggest suppliers of the materials to the

Japanese American internment of 1942 Essay Example for Free

Japanese American internment of 1942 Essay The Japanese American internment which took place during the second world war referred to the relocation and confinement of over 100,000 people who were Japanese Americans or nationals of Japan. These people were taken to housing facilities which were commonly known as the war relocation camps. This internment was carried out selectively in the United States with most of those who were interned being individuals who were living in the west coast of the country. This operation of forceful internment of the Japanese American people was carried out during the reign of the then president of United States Franklin Roosevelt. He authorized this operation using the executive order 9066 which gave the military leaders power to change military areas to exclusion places where all individuals living in them had to be removed. Using this order, the military declared that individuals who were Japanese or who had ancestry connection with the Japanese were to be excluded especially in the pacific coast. This included those who were living in Oregon, Washington and in California. This order however exempted the individuals who were living in the internment camps (McClellan, pp 23). Why were Japanese Americans interned during World War II? During the Second World War, the Japanese had formed an alliance with the Nazi’s of Germany thus posing great security risk to the United States. War panic thus broke especially after the Japanese attacked and bombed the Pearl Harbor. During this period also, there were so many Japanese and Japanese Americans who had settled in America following unsustainable population growth in Japan. Some of these Japanese and Japanese Americans had joined the American army thus pledging allegiance to the United States. However, due to the fact that Japan was an enemy, there was panic that the Japanese Americans who were serving in the American army could aid the enemies. Confining them was thus necessary to ensure that there were no cases of treason thus defeat of the United States and its alliances during the war against the Nazis (Kelly, Para 4). One of the major reasons which led to the Japanese American intern was the Pearl Harbor attack which took place in 1941. This made the United States to believe that the Japanese had prepared to fully attack the west coast. This believes intensified after the attack of shelling in 1942 which was a submarine belonging to the oil refinery of California. Japanese military conquest in most of Asia during that time also made United States to conclude that Japanese were unstoppable and that they could attack the country. Since most of the Japanese Americans were living in the west coast, they were considered a security risk thus there was a need to confine them to the internment camps. The fear of the attack thus led to the ultimate internment of the Japanese American people during the Second World War (Japan-101. com, Para 6). Another reason which led to the internment of the Japanese American people during the Second World War was due to what was referred to as the magic codes of the Japanese. During this period, the united states were unable to break the Japanese naval codes which were vital in enabling Americans obtain information regarding the Japanese ciphers. Military advisors argued that in case the Japanese naval decided to change those codes, America would not be able to break them again especially due to the language barriers which existed. The United States argued that by confining and prosecuting some of the Japanese Americans, these people could reveal some of the information regarding the Japanese ciphers. The effort of Americans to break the codes was generally referred to as â€Å"magic†. Breaking these codes was vital because battle of midway which Americans had won was attributed to the successful breaking of the Japanese codes (McClellan, pp 45). Some of the Japanese Americans were acting as spies for the Japanese naval which made the confinement of the Japanese Americans necessary. The spy ring which was a Japanese spying group increased the apprehension of the Americans concerning their security. The Nihau incident was one example of treason and espionage. This incident occurred after the attack of the Pearl Harbor. During this attack, two Japanese Americans were reported to have freed a Japanese pilot who had been captured and they also helped him in attacking the native Hawaiians who were living in that area. Such incidences led to the internment of the Japanese Americans as they were assisting the enemies of the country thus posing greater risks to the security of United States. Some of the Japanese American population was disloyal to the government of United States and this was a major threat to the Americans especially during the war period. To ensure that all the spies were not in any contact with the Japanese naval, internment was hence the means thus it was carried out (Japan-101. com, Para 8). The issue of interment revolved around prejudice and fear which American people had against the Japanese Americans. A report which suggested that espionage by the Japanese Americans had led to the Pearl Harbor attack only served to increase the prejudice which was already held by the American people. After this report California newspapers also endorsed this move of mass evacuation thus making the operation more successful. The then American politicians also openly supported this move thus making it more successful. The sentiments that the Americans held against the Japanese Americans thus aided in the internment operation. Other non military reasons which led to the internment of the Japanese Americans especially from the west coast included the competition which these people had brought to that area especially in the agricultural sector. During this period, the white farmers did not like the farmers who were Japanese Americans though this was mostly triggered by self interests. The Japanese Americans had brought high competition in this region especially in farming and as such, the white farmers thought that internment was a good avenue of ensuring that the Japanese were permanently removed from this area thus reducing competition in the farming sector. This was however not based on racial discrimination but the threat the Japanese were posing on white farmers (Japan-101. com, Para 11). It is also argued xenophobia also contributed greatly to the Japanese American interment. During the Second World War, Japan had gained considerable power while the United States had become weaker in military terms. By the fact that Japan had formed alliances with Germany and Italy, and the subsequent recession of the United States power, this threatened the superiority of the United States. Need to remain in control led America to declare the exclusion laws for all the persons who were being viewed as enemy aliens thus reducing any possibility of the Nazis winning. By concentration the Japanese Americans and interning the soldiers and others who were being regarded as enemy aliens, this reduced the purported threat of collapse of the superpower or attack by the Japanese. This also was meant to ensure that the Japanese never got to know the military operations of the Americans (Campbell, Para 3). Reasons which contributed to the Japanese American internment included racial prejudices which were widely held by the Americans against the Japanese and also flaws in the then constitution and the administrators. Today most people argue that the correct name for this operation could have been confinement rather than internment since this operation was not meant to punish the people but to ensure that no acts of treason were being carried out. However, this was a violation of human rights and the United States after the Second World War closed all the internment camps and most of the survivors were compensated. Also, in 1988, the then president of the United States apologized on behalf of the country to Japanese Americans who had gone through the internment (Kelly, Para 9). Conclusion The Japanese American internment continues to raise many questions about its validity and legality especially because most of the intermitted persons were innocent and not â€Å"alien enemies†. Although the government of the United States justifies its acts owing to the security threats which the Japanese were posing to it, these claims have been refuted saying that the threats were not real and that their magnitudes were highly magnified. Despite the flaws of the Japanese American internment of the Second World War, this period forms an important part of the American and the Japanese history. Work Cited: Campbell, Jason J. : Xenophobia and the Internment of Japanese-Americans. (2009). Retrieved on 27th March 2009 from, http://blogcritics. org/archives/2009/03/03/072730. php. Japan-101. com: Japanese American Internment Removal of Japanese and Japanese Americans during WW II. Retrieved on 27th March 2009 from, http://www. japan-101. com/history/japanese_american_internment. htm. Kelly, Martin: Japanese-American Internment at Manzanar during World War II. Retrieved on 27th March 2009 from, http://americanhistory. about. com/cs/worldwarii/a/internment. htm. McClellan, Jim R. : Changing Interpretations of Americas Past: Changing Interpretations of Americas Past, Volume 2. (1999). Published by McGraw-Hill. ISBN 0072285060

Pearl as an Expression of Hester’s Emotions in Hawthornes The Scarlet

The Scarlet Letter:   Pearl as an Expression of Hester’s Hidden Emotions    In literature, authors often represent a character’s hidden emotions or inner thoughts by presenting them in a separate character.   Such is the case in Nathaniel Hawthorne’s The Scarlet Letter as he uses Pearl to express Hester’s inner thoughts and hidden emotions.   â€Å"Above all, the warfare of Hester’s spirit, at that epoch, was perpetuated in Pearl.†Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Despite the public shame she has experienced and many years of wearing the intimation of her adulterous sin, Hester Prynne remains proud and displays her letter boldly.   Anyone that did not possess quite her level of emotional stamina and pride would have surely decreased in character and may possibly even lose all hope in life, but Hester proves to be very different.   Instead of reacting to the humiliation and remarks of the commons in a hostile manner, Hester instead ignores these things and focuses her mind more toward memories of years past, as she did while standing on the scaffold for the first time.   Hawthorne thus uses her young, spriteful daughter, Pearl, to represent the emotions that Hester either cannot, or chooses not to, display openly to others.   In chapter 6, Pearl is described as showing â€Å"a love of mischief and a disrespect for authority,† which frequently reminded Hester of her own sin of passion.à ‚   Similarly, in Pearl’s games of make-believe, she never creates friends.   She creates only enemies – Puritans whom she pretends to destroy.   It is a rare occurrence that a child so young in age should think such thoughts of morbidity, thus strengthening the evidence of Hawthorne’s use of Pearl as a display of Hester’s thoughts – thoughts of retaliating against the Puritans for ... ...ks Cited Chase, Richard (1996). â€Å"The Ambiguity of the Scarlet Letter.† Readings on Nathaniel Hawthorne (pp. 145-152). San Diego: Greenhaven. Fiedler, Leslie A. Love And Death In The American Novel. Normal: Dalkey, 1998. Hawthorne, J. (1886, April). â€Å"The Scarlet Letter.† The Atlantic Monthly [On-line], pp. 1-20. Available: http://wwww.theatlantic.com/unbound/classrev/scarlet.html Hawthorne, Nathaniel. The Scarlet Letter. New York: St. Martins, 1991. Loring, G. B. (1850). â€Å"The Scarlet Letter and Transcendentalism.† Massachusetts Quarterly Review [On-line], pp. 1-6. Available: http://eldred.ne.mediaone.net/nh/loring.html Scharnhorst, Gary. The Critical Response to Nathaniel Hawthorne’s The Scarlet Letter. New York: Greenwood, 1992. Author unknown. â€Å"Hawthorne, Nathaniel.† Microsoft Encarta Encyclopedia 99 [On-line], pp. 1-4.      

Boy Overboard by Morris Gleitzman Essay

Characters and settings in the book Boy Overboard by Morris Gleitzman help the reader to understand the themes and issues in Afghanistan. The themes of war, freedom, oppression and hope are particularly show through the characters of Jamal and his mother and through the settings of Afghanistan and the boat. This book is written in first person point of view, which helps the reader to understand how war affects children and how women are treated in Afghanistan. Body Paragraph 1 The character Jamal shows the effect of war on children through his daily life in Afghanistan. This is show when Jamal says â€Å" There’s no smoke or nerve gas or sandstorms. I can’t even hear any explosions. Which is really good.† Pg1 This quote highlights the effect of war on the children through the language Jamal uses which shows that it is a regular occurance. The boo shows the reader how war has effected children in Afghanistan and helps the reader to understand it more as it is from a child’s point of view. The book has shown the reader how tough life is for children and the conditions that they live in, in Afghanistan. Body Paragraph 2 The character of Jamal’s mother shows the effect of freedom and oppression through her daily life as a woman in Afghanistan. This is shown through the quote â€Å"Girls playing soccer is a crime. I say. Almost as big as mum and dad running an illegal school.† This quote shows how Jamal’s mother is running an illegal school as the government does not allow women to become teachers. This is shown through the restrictions she faces which the government have made rules. The book has shown the reader what life is like for the women living in Afghanistan and how harsh the government are towards women. It has also shown the reader how very little rites women have and how many rites men have compared to women. Body Paragraph 3 The setting of the boat shows the theme hope through the challenges Jamal, Bibi and their friends face. This can be shown through the quote â€Å"Pay full price, or we turn back†¦. I haven’t got anything he croaks in a tiny voice nor have I.† This quote shows that Jamal and Bibi have a lot of hope and belief even though they have no ide where their parents are and if they are ever going to see them again. This book has shown you must have courage, hope and belief to get through tough times even though it may not be easy. Conclusion Morris Gleitzman shows the themes and issues through the characters and settings in the book Boy Overboard. The reader is shown how tough it is for children especially as on the it is always about the people smugglers but this book focus’s on how war and conflict effects children and I show shown through a young boy named Jamal.

Antigone Character Analysis: Compassion Of Love For Her Brother Essay

In the stage play Antigone, Antigone’s drive and compassion for the love of her brother lead to the sacrifice of her own well-being and life. She gets through the harsh reality of what is destined for her with her set beliefs for what she is doing. She dies a brave death, knowing that she died for all of the right reasons. Antigone is a tragic heroine, who cares about the loyalty to her family and doing what is right in her eyes. Because she has a strong stand on what she thinks is what she needs to do the negative thoughts from others don’t affect her decision to go through with it. When her sister Ismene and her were going back and forth about why she should and should not continue with the task, she disregards what Ismene says because in her mind she already has set what she wants to do and no one can possibly change that. Antigone shows how driven she is in many situations. â€Å"But I will bury him; and if I must die, I say that this crime is holy: I shall lie down With him in death, and I shall be as dear To him as he to me..† (Scene 2, lines 57-60). She is obviously very determined to accomplish the goal that she has set out for herself. These decisions she makes possibly set an example for other citizens of the community to see that is it okay to stand up for they believe in despite what society thinks isn’t right. Another character trait of Antigone is bravery. When knows the new law set by the new king Creon and still decides to go against it. Also questioning Creon’s authority, when arguing with him she technically insults him. â€Å"Think me a fool, if you like; but it may well be that a fool convicts me of folly† (Scene 2, lines 83-84). By Antigone saying this alone, demonstrates how brave she is. To speak as such to the king was a mighty thing to do, coming from a citizen at that. Throughout the whole play Antigone stands by her word, which could be seen as another strong character trait that she has.

Animal farm Analysis Essay essays

Animal farm Analysis Essay essays George Orwells Animal Farm is a novel based around how the animals of Manor Farm overthrew their human master, after they were mistreated and fed very little by Mr Jones and his workers. Orwell tells about the events that occurred when the animals tried to run the farm, however Napoleons failure to lead well results in damaging consequences for the welfare and the interests of other animals on the farm. After the rebellion took place the animals put in writing the Seven Commandments by which all of the animals would live. From this point all of the animals were supposed to be treated equally and were to have a better way of life, but this didnt happen. Napoleon who was an intelligent pig, made sure that he would be the one who took control of the farm, but before he could do this, he had to ensure that his arch rival Snowball was out of the picture. With Snowball gone, Napoleon was in the position to take control of the running of the farm. Napoleon was in the elite class, and the use of Napoleons power is illustrated in the novel when the animals are reassured by Squealer saying: Do not imagine, comrades, that leadership is a pleasure. On the contrary, it is a deep and heavy responsibility. No one believes more firmly than Comrade Napoleon that all animals are equal. He would be only too happy to let you make your decisions for yourselves. But sometimes you might make the wrong decisions, comrades, and then where should we be? This is an example of Napoleon using his power to ensure that the other animals had faith in him and trusted him. Napoleon was taking advantage of the animals, and Napoleon had to ensure that the animals were on his side. A successful leader wouldnt need to brainwash the animals into believing him, only a failing leader would do this. The animals started the construction of the windmill and the other work on the farm, and it is evident th ...

Tensile Test Lab Report Essays

Tensile Test Lab Report Essays Tensile Test Lab Report Paper Tensile Test Lab Report Paper Introduction The construction materials course is an essential part of civil engineering as the strength of all structures and constructions depends on the material used. The tension test is one of the laboratories which help students develop their knowledge in this course by practice. During the laboratory a Tinnitus Olsen Tension Test equipment was used, and the test samples were from low and high carbon steel and timber with grains parallel and perpendicular to the load. Test equipment and materials The test equipment used during the laboratory is one of the Penchant Materials Testing Machines made by Tinnitus Olsen. This machine can test different types of materials and it is provided with software which gives the opportunity to users to fully control the system. Machine two different types of attachments: the first is to fix the metal samples, and second is to hold timber samples. The rate of loading can be controlled by the software. Brief comments on differences and similarities in each property for the set of materials From the tables above it can be seen that: * Low-carbon steel has the largest load and stress at elastic limit among all materials * High-carbon steel has the largest maximum load and stress among all materials * High-carbon steel has the largest failure load and nominal failure stress among all materials * Low-carbon steel has the largest true failure load among all materials * All properties is larger for timber with grains parallel to the grain rather than for timber with perpendicular to the grain Graphs Stress-strain or load-extension graphs have a different form depending on the structure of material and of these graphs can be divided to two different regions: elastic deformation and plastic. Elastic deformation occurs in the region where the curve behaves linearly and after the removing the load material will return to its initial shape. When the elasticity ends the plastic region begins. In plastic region strain can increase significantly whereas stress increases with smaller increment. If the unloading happens the curve will fall parallel to the elastic region. The Stress-Strain graphs have the same shape as Load-Extension graphs. To prove that the stress-strain curves were sketched for three different types of metal: low-carbon steel, high-carbon steel and aluminum. The data used during plotting the stress-strain graphs is represented in Appendix. The graphs for low- carbon (0. 15%) steel (See Figure 1 2). Figure 2. The stress-strain graph for low-carbon steel It can be seen from the graphs that at the beginning the curve behaves linearly until it reaches approximately 14. Non (See Figure 1). Therefore, this section of the graph can be called the elastic region. Then the plastic region begins, and the curve reaches its maximum point at 15. Ink. After that the load decreases gradually for the bigger increment of extension until the break occurs (at 10. Non). The graphs for High-carbon (0. 4%) steel. Figure 4. The Stress-Strain Graph for High-carbon steel The graph for high-carbon steel is similar to the graph for the low-carbon steel. However, the maximum stress in the graph for high-carbon steel is more by non, and equal to the 19. Non. Also it can be seen that the length of high-carbon steel before the failure is less than for low-carbon steel. The elastic region continues until it reaches 12. Ink, and the plastic region ends when specimen breaks at 16. Ink. The graphs for Aluminum. Figure 6. The Stress-Strain Graph for Aluminum The shape of the curve in the graph is similar to the graphs for the steel. However, it can be noticed that the maximum load for aluminum is much less than for steel. Consequently, the load at elastic limit and fail ure load are also small (5. Ink and 3. Ink respectively). The causes of difference of the graphs will be given in Discussion part. The Figures 7-10 illustrate the tension test for timber samples when the load was applied parallel to the grain. From these graphs it is easy to see that the elastic region is very small for timber. In contrast, the plastic deformation takes the bigger region for the large extension. In addition, the specimens break when the maximum load is applied, and it seems that the failure occurs several times. The cause of this behavior is that all grains do not break at one time. The Figures 11-12 show the load-extension graphs for specimens when the load was applied perpendicular to the grain. It can be seen that the failure occurs at small applied load with comparison to other materials. The elastic regions for these specimens are bigger than for samples parallel to the grain. The extension is very small. The calculation of the mean stress, standard deviation, coefficient of variation and characteristic value The mean stress is the arithmetical average of failure stresses: mom=on 7 Where o is the sum of the failure stresses for timber specimens when the load was applied parallel to the grain, and n is the number of specimens. Amp The standard deviation is the degree of spread about the mean stress and it can be calculated as: so=(o-mom)an (8) Where so is variation, s is the standard deviation and o is the failure stresses. Mama s=9. 44 Amp The coefficient of variation: c=somas 9 The calculated result for coefficient of variation (26. %) for this timber was accurate enough as the coefficient of variation for timber must vary from to 30%. The characteristic stress is: char=mom-KS 10 Where k is the standard deviation multiplication factor, and KS is the margin. There kiss equal to the 1. 64 (1 in 20 failure rate). Discussion Firstly, it was noticed that the properties vary depending on the amount of carbon added to the steel. Adding the carbon increases the strength of steel thereby it makes the steel become more brittle. Therefore, the strain for high- carbon steel is less than for low-carbon one, and the maximum stress of low- carbon steel is less than for high-carbon one. Also as the strain or both low and high carbon steel is more than 5% it can be said that they are ductile materials. Secondly, as the strain for the aluminum specimen is less than 1% it seems that it is brittle material. However, the graphs for brittle materials have a little plastic region or even do not have this region. But there is significant plastic region in the Figure 5. It can be predicted that the main causes of that are the defects in the aluminum specimen and the errors related to the equipment. Thirdly, unlike all other materials the graphs for the timber specimens have upturn before failure. The Figures 7-10 are for the same material as timber with grains parallel to the load; however, these graphs differ from each other. Because all specimens do not have the same structure of grains and have different dimensions, also they can have defects as timber is the natural material. Fourthly, the timber specimens with grains perpendicular to the load are the most brittle among other tested materials. As the grains are not connected strongly the failure load of the specimen is not large. Finally, all of the graphs do not show ideal expectations and the possible sources of error are that the specimens were to fixed properly before the test, the material have the defects (was not homogeneous), reduction of decimal points during calculations and errors of the equipment. Conclusion To sum up, the properties such as elastic limit stress, nominal and true failure stresses, etc. Ere obtained. The graphs of stress versus strain were plotted for each type of metals and the graphs of load versus extension were represented with comments for each specimen. The mean stress, standard deviation, coefficient of variation and characteristic stress were calculated for timber samples with grains parallel to the grain. Also the figures of materials after the allure were sketched. In conclusion, the low-carbon stress is more elastic, and the high-carbon stress is stronger. The timber with grains parallel to the load can hold more load than those with perpendicular.