The Swans Are Not Silent Essay - 2564 Words

Introduction One reason â€Å"the swans are not silent† is that they all knew â€Å"the roots of endurance.† Charles Simeon (1759-1836) endured as a faithful, evangelical, Anglican vicar for fifty-four years in one parish through opposition so severe that his â€Å"pewholding† parishioners boycotted his services during the ï ¬ rst twelve years. William Wilberforce (1759-1833) endured as a faithful evangelical member of the British House of Commons, battling relentlessly for thirty years for the ï ¬ rst triumph over the African slave trade in 1807, and another twenty-six years (three days before he died) to see slavery itself declared illegal. John Newton (1725-1807) was himself one of those African slave-trading captains, but was saved by â€Å"Amazing Grace†Ã¢â‚¬â€to which he wrote the hymn—and became one of the roots of endurance that nourished both Simeon and Wilberforce in their trials. Even if you have never heard of them, I urge you to get to know the m. Together they are three of the healthiest, happiest, most influential Christians of the latter eighteenth and early nineteenth centuries. My overwhelming impression, after seeing their lives woven together in preparation for this book, is the remarkable mental health they shared. Not that they were perfect or without dark seasons. But on the whole, they are extraordinary examples of deep and joyful maturity. Their lives—as one person said of Wilberforce—were fatal not only to immorality but to dullness. There was an invincibleShow MoreRelatedEssay On The Riddle 7801 Words   |  4 Pagestravelling spirit. In addition, the riddle, focuses on the swan’s versatility and its relationship with man. Exeter riddles are known to have a similar meter with a rhythmic pattern of stressed and unstressed syllables. Riddle 7 opens with ‘My garment is silent (Hrà ¦gl mÄ «n swÄ «gaà °) when I tread the ground’. From the first line itself, the riddle draws the reader’s attention to the swan’s â€Å"clothing†, which perhaps is a metaphor for the bird’s wings. The author uses various words (hyrste, frà ¦twe) for the swan’sRead MoreThe Beauty Of The Beautiful Swan1180 Words   |  5 PagesAs many of you know the Grace of a Swan is simply marvelous. The elegance and beauty of its feathers, it’s stunning mask of black on its beak, and it’s poise when gliding through the water. One could make the claim that these animals are a symbol of tranquility and beauty but I would have to strongly disagree. Like it’s mask all of this is a mask, one must simple look under the water to the swan’s feet paddling away with scurrying in a somewhat violent, turbulent way. There is the truth under theRead More Shakespeares As You Like It - R osalind and Celia Essay3116 Words   |  13 PagesHobby and other feminists as to when the turning point in the womens relationship comes. She feels that it is not until Ganymede starts to court Orlando. At this point, although Celia is always present with Rosalind and Orlando, she remains mostly silent (100).    Fiona Shaw and Juliet Stevenson co-authored an article that explicates Rosalind and Celias friendship as it unfolded for them during a production of the play. The actresses recognized a unique opportunity to work with the two charactersRead MoreA Treatise Of Human Nature By David Hume1472 Words   |  6 Pagesoars into the silent lake, And as I rose upon the stroke my boat Went heaving through the water like a swan - When from behind that rocky steep, till then The bound of the horizon, a huge cliff, As if with voluntary power instinct, Upreared its head. I struck, and struck again, And, growing still in stature, the huge cliff Rose up between me and the stars, and still, With measured motion like a living thing Strode after me. With trembling hands I turned, And through the silent water stole myRead MoreNature Is the Greatest Teacher of the World!!1391 Words   |  6 Pagesteaches us the great lessons of life† Nowadays due to rat race in day-to-day living, human beings are alienated from nature. It teaches us real selflessness, true renunciation and sacrifice etc. We can thus learn a great deal from nature. Nature is a silent teacher, friend, philosopher and guide. It removes all our pain, agonies, despairs and grieves. If we become merged with it we find ourselves in an elevated state of consciousness. The nature shows all her wealth irrespective of who we are and whatRead MoreCelta Language Related Tasks2345 Words   |  10 Pagesexample of the simple past perfect tense and tells us that the students in Room 1 had already left their classroom before the fire alarm bell rang. We use past perfect when already talking about the past, and want to talk about an earlier past . Swan ( 2005) PAST Earlier past Past PRESENT FUTURE students in Room 1 left bell rang Form definite article + subject + verb to have in the past tense + past participle + adverb + definite article + object + verb in the past tense FRead MoreTeaching A Stone By Dillard Writes1236 Words   |  5 Pagesplaces, cure diseases yet we can’t even predict the weather a week in advance. Also we have tried countless times to get something other than us to say something but our efforts were never fruitful. Dillard wants to show this saying that nature is silent for a reason. Also showing that no matter what we do on earth it won’t change the divine actions. Teaching a Stone to Talk Pg. 95-136 In these 4 narratives and throughout the book Dillard is searching for the answers to her key questions: What isRead MoreShort Story1088 Words   |  5 Pageswas lost. The intro/adagio of the black PDD was quite good, with the very notable exception of the violin flub. The soloist entered a beat or two early, then had to repeat his phrase once the orchestra came back in after what should have been a silent pause. It seemed like just a total brain flub, and Im sure the violinist was kicking himself after. (I see in the program his name is Ben Bowman. Hah.) In any case, it was just another lost moment that could have been really great. Hammoudi lookedRead MorePlay Analysis : Play Dubliners 1187 Words   |  5 Pagesâ€Å"walk[ing] along the Nassau Street and then turn into Kildare Street† (36) before they are about to see the maid, a harpist was playing the melody of Silent, O Moyle, the â€Å"song of Fionnuala† from the Irish Melodies. The story behind this song was a sad story from Irish mythology. Fionnuala was the daughter of Lir. She was cursed and changed into a swan by her stepmother. Fionnuala had to wander around the lakes of Ireland. Luckily, she was rescued by marriage and changed back to human shape. TheRead MoreFairy Tale Assignment1243 Words   |  5 PagesHow do fairy tales confront the nature of good and evil? What does this unending struggle teach us? 4. An anonymous posting on the Surlalune fairy tale site read: â€Å"For me, the most important part of the story [The Six Swans] was that the sister was required to remain silent in order to break her brothers enchantment, and that she had the courage to take on the task of breaking it despite the fact that it was very painful (crushing nettles and weaving them into coats), ad to persist even when

Government And The American Civil War - 2015 Words

Government was a threat to individuals based on policies that they were forced to adhere to centered around such conflicts as the American civil War. If the individuals were to refuse, then there was punishment that may not have always been fitting in relation to the actions of the individual. The Age of Jefferson involved the Republican Party and was built around state rights. The federal government was a threat to white farmers and individuals. In order to stop, they wanted authority to rest within individual states. Early in American history many Americans believed there was a negative relationship between government and the individual’s state rights. Jefferson placed blacks in a separate category. Jefferson supported gradual freedom, training these slaves to survive on their own. He colonized the African American slaves, because if freed on their own from slave owners their chance of survival would be slim. Jefferson wanted to end slavery but inherited hundreds of slaves and many acres of land creating two separate plantations. He had such growing debt but needed these slaves to pay off what was left for him including his two plantations from his father’s will. If he did not have slaves, he would loose all his assets. He was a lifelong supporter of ending the slave trade and as President he attacked British for sponsoring slave trade. He banned importation of slaves into the Virginia colony. Slavery was apart of the Civil War. It violated individual rights. The southShow MoreRelatedThe Battle Of The American Civil War905 Words   |  4 PagesThe American Civil war occurred about seventy-eight years after the American Revolution, and has many of the same characteristics of a revolution. In both wars, the American people fought for what they believed in and the way of life that they wished to live. However, the two wars differ from each other, as the soldiers that fought in the Civil War fought a new American Revolution that could have split the new world. The Confederate soldiers in the Civil War fought to keep their way of life withoutRead MoreThe Civil War : The And Soul Of The United States Of America1749 Words   |  7 Pagesstates’ opinions. Then, the Civil War happened. This war was one of the most pivotal points i n American history. The government tried to make a decision on its own without the consent of the country as a whole. This led to the destruction of the rights of the people. The destruction of the rights of the people gave the majority of the power to the federal government, who have abused it, repeatedly, ever since. America has gone through very dark time as a result of the Civil War. These are the three mostRead MoreThe War Of The Civil War777 Words   |  4 PagesThe widespread violence that turned into the Civil War began with the election of 1860. Abraham Lincoln won the election of 1860 without a single vote from the states below the Ohio River. South Carolina was the first state to respond to Lincoln’s election. On December 20, 1680, South Carolina seceded from the Union. South Carolina was the first of the â€Å"Original Seven† who seceded from the Union, including Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas. This became known as â€Å"sece ssionRead MoreThe American Civil War, Wars, And Rumors Of Wars1183 Words   |  5 PagesThe American Civil War Wars, Wars and rumors of wars!!!! Everyone knows the United States has had its fair share of wars. Let me start by giving you a brief list of wars the United States has participated in according to Wikipedia. Both â€Å"Barbary Wars (1801-1805, 1815-1816), Wars of 1812, Mexican-American War (1846-48), American Civil War (1861-65), Indian War (1865-91), Spanish-American War( 1898), Philippine-American War (1899-1902) Border War(Mexican Revolutionary)1910-1919, World War I (1917-18)Read MoreThe American Civil War: The Bloodiest War1190 Words   |  5 Pages On April 12, 1861 decades of building tensions between the northern and southern United States erupted into the American Civil War. The war began when Confederates attacked Union soldiers at fort Sumter, South Carolina. This happened because the north did not believe in slavery, but the south did. The north went against slavery, but the confederates believed that slavery was good for money because they saved money by not paying t he slaves. The election of Abraham Lincoln as president in 1860 causedRead MoreWars And Changes During The United States Essay1181 Words   |  5 PagesWars and Changes in The United States The United States of American is a superpower in the world. Although it just have almost 240 years’ history, it experienced more than 200 wars. As a saying does, â€Å" Bad times make a good man†, the United States never lack of great leaders. For example, George Washington, Abraham Lincoln, and Franklin Roosevelt were the three well-known presidents in the U.S. history. Additionally, wars and conflicts changed the United States directly and indirectly. ForRead MoreSlavery And The Civil War1706 Words   |  7 Pages† In the 1800s, the American nation was slowly becoming a house divided against itself. The United States were no longer united, mainly over the issue of slavery. In fact, many historians believe that, â€Å"From the nation’s founding, the issue of slavery threatened to tear the United States apart.† (â€Å"The Civil War† 1). The issue of slavery was always kept at bay through the utilization of various compromises; however a permanent solution was never sought after by the government. The peoples’ perspectiveRead MoreThe Cold War Between Communism And Communism1382 Words   |  6 PagesAfter WW2, United States became the greatest power in the world; many American politicians thought that Unites states should play the role as a leader to â€Å"lead the rest of the world to a future of international cooperation, expanding democracy, and ever-increasing living standards (Give me Liberty P952).† They wanted to express the idea of equality, civil rights, and the freedom to the world, and hoped to build an easier world for democracy and capitalism. However, Soviet Union, which was the onlyRead MoreIn What Way the African Americans Shaped the Course and Consequences of the Civil War? Confine Your Answer to the Years from 1861 and 1870.1038 Words   |  5 PagesIn what way the African Americans shaped the course and consequences of the Civil War? Confine your answer to the years from 1861 and 18 70. Immediately after the election and inauguration of Abraham Lincoln, the newly-established Republican Party’s presidential nominee, eleven states of the South seceded from the Union. These events marked the beginning of the Civil War and the war was a result of many political tensions that had emerged between the North and the South in the prior decades, allRead MoreThe Battle Of The American Civil War1335 Words   |  6 Pagesof the 21st century it is easy to say that the American Civil War was simply put, a very traditional war. Thinking of modern tactics and a course of numbers and deployment one might come to the conclusion that the Civil War was fought centuries ago; nevertheless, it only occurred 152 years ago. This hard fought national struggle was in fact a very modern war for many simple reasons, including the emergence of a new form of large national government with centralized authority, new state run economies

Transfer of Learning Free Essays

Transfer of learning is the study of the dependency of human conduct, learning, or performance on prior experience. The notion was originally introduced as transfer of practice by Edward Thorndike and Robert S. Woodworth. We will write a custom essay sample on Transfer of Learning or any similar topic only for you Order Now They explored how individuals would transfer learning in one context to another context that shared similar characteristics – or more formally how â€Å"improvement in one mental function† could influence another related one. Their theory implied that transfer of learning depends on the proportion to which the learning task and the transfer task are similar, or where â€Å"identical elements are concerned in the influencing and influenced function†, now known as identical element theory. Transfer research has since attracted much attention in numerous domains, producing a wealth of empirical findings and theoretical interpretations. However, there remains considerable controversy about how transfer of learning should be conceptualized and explained, what its probability occurrence is, what its relation is to learning in general, or whether it may be said to exist at all. Most discussions of transfer to date can be developed from a common operational definition, describing it as the process and the effective extent to which past experiences (also referred to as the transfer source) affect learning and performance in a current novel situation (the transfer target) (Ellis, 1965; Woodworth, 1938). This, however, is usually where the general consensus between various research approaches ends. Transfer taxonomies Of the various attempts to delineate transfer, typological and taxonomic approaches belong to the more common ones (see, e. g. , Barnett Ceci, 2002; Butterfield, 1988; Detterman, 1993; Gagne, 1977; Reeves Weisberg, 1994; Salomon Perkins, 1989; Singley Anderson, 1989). Taxonomies are concerned with distinguishing different types of transfer, and therefore less involved with labeling the actual vehicle of transfer, i. e. , what is the explanatory mental unit of transfer that is carried over. Hence, a key problem with many transfer taxonomies is that they offer an excessive number of labels for different types of transfer without engaging in a discussion of the underlying concepts that would justify their distinction; i. e. , similarity and the nature of transferred information. This makes it very difficult to appreciate the internal validity of the models. The following table presents different types of transfer, as adapted from Schunk (2004, p. 220). TypeCharacteristics NearOverlap between situations, original and transfer contexts are similar. FarLittle overlap between situations, original and transfer settings are dissimilar. PositiveWhat is learned in one context enhances learning in a different setting. NegativeWhat is learned in one context hinders or delays learning in a different setting. VerticalKnowledge of a previous topic is essential to acquire new knowledge. HorizontalKnowledge of a previous topic is not essential but helpful to learn a new topic. LiteralIntact knowledge transfers to new task. FiguralUse some aspect of general knowledge to think or learn about a problem. Low RoadTransfer of well-established skills in almost automatic fashion. High RoadTransfer involves abstraction so conscious formulations of connections between contexts. High Road/Forward ReachingAbstracting situations from a learning context to a potential transfer context. High Road/Backward ReachingAbstracting in the transfer context features of a previous situation where new skills and knowledge were learned. Apart from the effect-based distinction between negative and positive transfer, taxonomies have largely been constructed along two, mostly tacit, dimensions. One concerns the predicted relationship between the primary and secondary learning situation in terms of the categorical overlap of features and knowledge specificity constraints. The other concerns general assumptions about how transfer relationships are established, in terms of mental effort and cognitive process. The effect-perspective: positive vs. negative transfer Starting by looking at the effect side of transfer – in terms of the common performance criteria, speed and accuracy – transfer theories distinguish between two broad classes that underlie all other classifications: negative andpositive transfer. Negative transfer refers to the impairment of current learning and performance due to the application of non-adaptive or inappropriate information or behavior. Therefore, negative transfer is a type of interference effect of prior experience causing a slow-down in learning, completion or solving of a new task when compared to the performance of a hypothetical control group with no respective prior experience. Positive transfer, in contrast, emphasizes the beneficial effects of prior experience on current thinking and action. It is important to understand that the positive and negative effects of transfer are not mutually exclusive, and therefore real-life transfer effects are probably mostly a mixture of both. Positive transfer: transfer of learning or training is said to be positive when the learning or training carried out in one situation proves helpful to learning in another situation. Examples of such transfer are: †¢the knowledge and skills related to school mathematics help in the learning of statistical computation; †¢the knowledge and skills acquired in terms of addition and subtraction in mathematics in school may help a child in the acquisition of knowledge and skills regarding multiplication and division; †¢learning to play badminton may help an individual to play ping pong (table tennis) and lawn tennis. The situation perspective: specific vs. general, near vs. far transfer The situation-driven perspective on transfer taxonomies is concerned with describing the relation between transfer source (i. e. , the prior experience) and transfer target (i. e. , the novel situation). In other words, the notion of novelty of the target situation per se is worthless without specifying the degree of novelty in relation to something that existed before. Butterfield and Nelson (1991), for example, distinguish between within-task, across-task, and inventive transfer. A similar classification approach reappears in many situation-driven transfer taxonomies (e. g. , similar vs. different situations, example-to-principle and vice versa, simple-to-complex and vice versa) and can be noted as distinctions made along the specific vs. general dimension. Mayer and Wittrock (1996, pp. 49ff. ) discuss transfer under the labels of general â€Å"transfer of general skill† (e. g. , â€Å"Formal Discipline†, Binet, 1899), â€Å"specific transfer of specific skill† (e. g. , Thorndike’s, 1924a, b, â€Å"identical elements† theory), â€Å"specific transfer of general skill† (e. g. Gestaltists’ transfer theory, see origins with Judd, 1908), and â€Å"meta-cognitive control of general and specific skills† as a sort of combination of the previous three views (see, e. g. , Brown, 1989). Haskell’s (2001) taxonomy proposes a more gradual scheme of similarity between tasks and situations. It distinguishes betw een non-specific transfer (i. e. , the constructivist idea that all learning builds on present knowledge), application transfer (i. e. , the retrieval and use of knowledge on a previously learned task), context transfer (actually meaning context-free transfer between similar tasks), near vs. ar transfer, and finally displacement or creative transfer (i. e. , an inventive or analytic type of transfer that refers to the creation of a new solution during problem solving as a result of a synthesis of past and current learning experiences). Both near and far transfer are widely used terms in the literature. The former refers to transfer of learning when task and/or context change slightly but remain largely similar, the latter to the application of learning experiences to related but largely dissimilar problems. The process perspective The specific vs. general dimension applies not just to the focus on the relation between source and target, i. e. , from where to where is transferred, but also to the question about the transfer process itself, i. e. , what is transferred and how. Reproductive vs. productive transfer (see Robertson, 2001) are good examples of this type of distinction, whereas reproductive transfer refers to the simple application of knowledge to a novel task, productive transfer implies adaptation; i. e. mutation and enhancement of retained information. A similar dichotomous distinction is the one between knowledge transfer and problem-solving transfer (Mayer Wittrock, 1996). Knowledge transfer takes place when knowing something after learning task A facilitates or interferes with the learning process or performance in task B. Knowledge used is referred to by many different terms, such as declarative or procedural types (Anderson, 1976), but it means that there are representational elements that suit A and B. Problem solving transfer, on the other hand, is described as somewhat more â€Å"fluid knowledge† transfer, so that experience in solving a problem A helps finding a solution to problem B. This can mean that the two problems share little in terms of specific declarative knowledge entities or procedures, but call for a similar approach, or solution search strategies (e. g. , heuristics and problem solving methods). The issues discussed in problem-solving transfer literature are also closely related to the concepts of strategic and theoretic transfer (Haskell, 2001, p. 31), and cognitive research on analogical reasoning, rule-based thinking and meta-cognition. Indeed, far transfer can be considered as the prototypical type of transfer, and it is closely related to the study of analogical reasoning (see also Barnett Ceci, 2002, for a taxonomy of far transfer). Within the problem-solving literature the distinction between specific and general methods is made mostly with reference to Newell and Simon’s (1972) strong vs. weak problem solving methods (Chi, Glaser Farr, 1988; Ericsson Smith, 1991; Singley Anderson, 1989; Sternberg Frensch, 1991). Another concern that is frequently addressed in transfer taxonomies is the question of conscious effort. High-road vs. low-road transfer (Mayer Wittrock, 1996; Salomon Perkins, 1989) expresses a distinction between such instances of transfer where active retrieval, mapping, and inference processes take place, as opposed to those instances that occur rather spontaneously or automatically. Hence, low-road transfer concerns frequently employed mental representations and automated, proceduralized knowledge, and occurs preferably in near transfer settings. In contrast, high-road transfer is more conception-driven, and requires cognitive and meta-cognitive effort. Traditional fields of transfer research There are a nearly unlimited number of research fields that share some applied interest into the study of transfer, as it pertains to learning in general. Three fields that contributed in most substantial ways to the progress of transfer research, both from a conception and empirical point of view, are the fields of education science, linguistics, and human-computer interaction (HCI). In fact, most transfer research has been conducted in reference to one of these applied settings, rather than in basic cognitive psychological laboratory conditions. Education science: teaching for transfer Due to their core concern with learning, educational science and practice are the classic fields of interest regarding transfer research, and probably the prime target for the application of theories. Transfer of learning represents much of the very basis of the educational purpose itself. What is learned inside one classroom about a certain subject should aid in the attainment of related goals in other classroom settings, and beyond that it should be applicable to the student’s developmental tasks outside the school; the need for transfer becomes more accentuated. This is because the world educators teach in today is different from the world they themselves experienced as students, and differs equally from the one their students will have to cope with in the future. By nature of their applied interest, educationalists’ main concern has been less with the question of how transfer takes place, and much more with under what conditions, or, that it happens at all. The basic conviction that student’s learning and achievement levels depend primarily on learning and achievement prerequisites, has constituted a central part in educational learning theories for quite some time (Gage Berliner, 1983; Glaser, 984). The major focus in educational transfer studies has, therefore, been on what kind of initial learning enables subsequent transfer: teaching for transfer. Research on learning and transfer has identified key characteristics with implications for educational practice. From Formal Discipline to meta-cognition Educational transfer pa radigms have been changing quite radically over the last one hundred years. According to the doctrinaire beliefs of the Formal Discipline (Binet, 1899) transfer was initially viewed as a kind of global spread of capabilities accomplished by training basic mental faculties (e. g. , logic, attention, memory) in the exercise of suitable subjects, such as Latin or geometry. With the turn of the 20th century, learning, and therefore transfer of learning, was increasingly captured in behavioral and empiricist terms, as in the Connectionist and Associationist theories of Thorndike (e. g. , 1932), Guthrie (e. g. , 1935), Hull (e. g. , 1943), and Skinner (e. g. , 1938). Thorndike (1923, 1924a and b) attacked the Formal Discipline empirically and theoretically and introduced the theory of â€Å"identical elements†, which is probably still today the most influential conception about transfer (Thorndike, 1906; Thorndike Woodworth, 1901a, b and c). Thorndike’s belief that transfer of learning occurs when learning source and learning target share common stimulus-response elements prompted calls for a hierarchical curricular structure in education. â€Å"Lower† and specific skills should be learned before more complex skills, which were presumed to consist largely of configuration of basic skills. This small-to-large learning, also referred to as part-to-whole or vertical transfer, has been popular with theories of learning hierarchies (Gagne, 1968). It has later been challenged from conceptualistic point of views, which argue that learning is not just an accumulation of pieces of knowledge (i. e. , rote memorization), but rather a process and product of active construction of cognitive knowledge structures (Bruner, 1986; Bruner, Goodnow Austin, 1956). Knowledge, from a constructivist perspective, was no more believed to be a simple transfer by generalization to all kinds of situations and tasks that contain similar components (i. . , stimulus-response patterns; see also Logan, 1988; Meyers Fisk, 1987; Osgood, 1949; Pavlov, 1927). The critical issue was the identification of similarities in general principles and concepts behind the facades of two dissimilar problems; i. e. , transfer by insight. This idea became popular in the Gestaltists’ view on transfer (e. g. , K atona, 1940), and, in combination with growing interest in learners as self activated problem-solvers (Bruner, 1986), encouraged the search for abstract problem-solving methods and mental schemata, which serve as analogy-enhancing transfer-bridges between different task situations. Emerging from these developments, a new theme started to dominate educationalists’ research in transfer: meta-cognition (Brown, 1978; Brown Campione, 1981; Campione Brown, 1987; Flavell, 1976). In contrast to classical knowledge forms like declarative and procedural knowledge, different types of meta-knowledge and meta-cognitive skills such as strategic knowledge, heuristics, self-monitoring skills, and self-regulation quickly became the road to learning and transfer. Characterized as self-conscious management and organization of acquired knowledge (Brown, 1987) it is evident that meta-cognitive awareness of task features, problem structures, and solution methods makes relations between different situations cognitively salient: only an individual who learns from learning, learns for future learning. Soini (1999) developed on the same core ideas an examination of the preconditions for active transfer. Her emphasis is on the active and self-reflected management of knowledge to increase its accessibility. To some researchers, meta-cognition and transfer have become so entangled that the argument was generated that only the measurement of positive transfer effects truly supports inferences that meta-cognitive learning has taken place (e. g. MacLeod, Butler Syer, 1996). The generality predicament: return to the specificity view Ever since the introduction of the meta-knowledge theme in education science, transfer discussions have been oscillating between the position taken by those representing the meta-cognitive view and those who stress that generic knowledge forms alone do not allow an effective transfer of learning. When knowledge stays â€Å"on the tip of the tongue†, just knowing that one knows a solution to a problem, without being able to transfer specific declarative knowledge (i. e. , know-what) or automated procedural knowledge (i. e. , know-how), does not suffice. Specific teaching of the cognitive and behavioral requisites for transfer marked in principle a return to the identical element view, and can be summarized with Dettermann’s (1993) conclusion that transfer does not substantially go beyond the restricted boundaries of what has been specifically taught and learned. The basic transfer paradigms in educational psychology keep replicating themselves, and fundamental promotion of transfer itself is seen to be achievable through sensibilization of students by creating a general culture and â€Å"a spirit of transfer† inside the classroom on the one hand, and by allowing concrete learning from transfer models on the other (Haskell, 2001). Learning and transfer: implications for educational practice A modern view of transfer in the context of educational practice shows little need to distinguish between the general and specific paradigms, recognizing the role of both identical elements and metacognition. In this view, the work of Bransford, Brown and Cocking (1999) identified four key characteristics of learning as applied to transfer. They are: 1. The necessity of initial learning; 2. The importance of abstract and contextual knowledge; 3. The conception of learning as an active and dynamic process; and 4. The notion that all learning is transfer. First, the necessity of initial learning for transfer specifies that mere exposure or memorization is not learning; there must be understanding. Learning as understanding takes time, such that expertise with deep, organized knowledge improves transfer. Teaching that emphasizes how to use knowledge or that improves motivation should enhance transfer. Second, while knowledge anchored in context is important for initial learning, it is also inflexible without some level of abstraction that goes beyond the context. Practices to improve transfer include having students specify connections across multiple contexts or having them develop general solutions and strategies that would apply beyond a single-context case. Third, learning should be considered an active and dynamic process, not a static product. Instead of one-shot tests that follow learning tasks, students can improve transfer by engaging in assessments that extend beyond current abilities. Improving transfer in this way requires instructor prompts to assist students – such as dynamic assessments – or student development of metacognitive skills without prompting. Finally, the fourth characteristic defines all learning as transfer. New learning builds on previous learning, which implies that teachers can facilitate transfer by activating what students know and by making their thinking visible. This includes addressing student misconceptions and recognizing cultural behaviors that students bring to learning situations. A student-learning centered view of transfer embodies these four characteristics. With this conception, teachers can help students transfer learning not just between contexts in academics, but also to common home, work, or community environments. Inter-language transfer Another traditional field of applied research is inter-language transfer. Here, the central questions were: how does learning one language (L1) facilitate or interfere (Weinreich, 1953) with the acquisition of and proficiency in a second language (L2), and how does the training and use of L2, in turn, affect L1? Several variations of this conception of inter-language transfer can be found in the literature, also referred to as mother tongue influence or cross language interference (Corder, 1983, 1994; Faerch Kasper, 1987; Jiang Kuehn, 2001; Odlin, 1989; O’Malley nd Chamot, 1990). What makes inter-language transfer a complex and valuable research matter is the fact that language knowledge skills continuously develop. This is so for L1, as well as for L2, when only bilingualism is considered, while alternately at least one of them is continuously in use. This has led to the development of very different models of how languages are mentally represented and managed, with L1 and L2 seen as two independent or autonomous mental systems (e. g. Genesee, 1989; Grosjean, 1989), as being represented in a single unified system (e. g. Redlinger Park, 1980; Swain, 1977), and as rooting in a common underlying, multi-lingual conceptual base (CUCB; see Kecskes Papp, 2000). Human-Computer Interaction: designing for transfer A third research area that has produced a variety of transfer models and empirical results can be located within the field of Human-Computer Interaction (HCI). With the start of the user age in the 1980s, HCI and all kinds of virtual environments have, in many ways, become something like psychological micro-worlds for cognitive research. This is naturally also reflected in the study of transfer. Developments in favor of cognitive approaches to transfer research were especially accelerated by rapid changes in modern lifestyles, resulting in a virtual upsurge of cognitive demands in interaction with technology. Thus, the call was on clearly domain-focused cognitive models to study the way users learn and perform when interacting with information technological systems (Card, Moran Newell, 1980a and b, 1983; Olson Olson, 1990; Payne Green, 1986; Polson, 1987, 1988). Transfer based on the user complexity theory Thorough investigations of cognitive skills involved in HCI tasks have their origins with the research on text editing (e. . , Kieras Polson, 1982, 1985; Singley Anderson, 1985). The offspring of this type of research were computational cognitive models and architectures of various degrees of sophistication, suitable for all kinds of man-machine interaction studies, as well as studies outside of the HCI domain. The original examples for these have become Kieras and Po lson’s (1985) user complexity theory (later rephrased as cognitive complexity theory) and the GOMS family (i. e. , Goals, Operators, Methods, Selection) rules based on the Model Human Processor framework (Card et al. , 1980a and b, 1983; John Kieras, 1996a and b). All of these models have their roots in the basic principles of production systems and can be comprehended with the help of ends-means-selections and If-Then-rules, combined with the necessary declarative and procedural knowledge (Anderson, 1995; Newell Simon, 1972). The crucial perspective for transfer became that of technology design. By applying cognitive models, scientists and practitioners aimed at minimizing the amount and complexity of new knowledge necessary to understand and perform tasks on a device, without trading off too much utility value (Polson Lewis, 1990). A key responsibility was given to skill and knowledge transfer. Due to the fact that the cognitive complexity theory is a psychological theory of transfer applied to HCI (Bovair, Kieras, Polson, 1990; Polson Kieras, 1985), the central question was how these models, united under the GOMS umbrella, can be used to explain and predict transfer of learning. The basic transfer-relevant assumptions of the emerging models were that production rules are cognitive units, they are all equally difficult to learn, and that learned rules can be transferred to a new task without any cost. Because learning time for any task is seen as a function of the number of new rules that the user must learn, total learning time is directly reduced by inclusion of productions the user is already familiar with. The basic message of the cognitive complexity theory is to conceptualize and induce transfer from one system to another by function of shared production rules, which is a new interpretation of Thorndike’s (1923, 1924a and b) identical element premise and eventually echoed in Singley and Anderson’s (1989) theory of transfer (Bovair et al. 1990; Kieras Bovair, 1986; Polson Kieras, 1985; Polson, Muncher Engelbeck, 1986). A practical implication of the procedural communality principle has been formulated by Lewis and Rieman (1993), who suggest something like â€Å"transfer of design† on the side of the industry: â€Å"You should find existing interfaces that work for users and then build ideas from those interfaces into your systems as much as practicall y and legally possible. † Emergence of holistic views of use Discouraged by the confined character of the GOMS-related transfer models, many research groups began to import and advance new concepts, such as schemata principles and general methods; a general development encouraged by the emerging cognitive approach to transfer that was also witnessed by other applied fields. Bhavnani and John (2000) analyzed different computer applications and strived to identify such user strategies (i. e. , general methods to perform a certain task), which generalize across three distinct computer domains (word processor, spreadsheet, and CAD). Their conclusive argument is that â€Å"strategy-conducive systems could facilitate the transfer of knowledge† (p. 338). Other research groups’ authors that assessed the questions about how people learn in interaction with information systems, evaluated the usefulness of metaphors and how these should be taken into consideration when designing for exploratory environments (e. g. Baecker, Grudin, Buxton, Greenberg, 1995; Carroll Mack, 1985, Condon, 1999). As researchers became increasingly interested in the quality of a user’s knowledge representation (e. g. , Gott, Hall, Pokorny, Dibble, Glaser, 1993), mental models and adaptive expertise, as knowledge and skills which generalizes across different contexts of complex problem-solving tasks, became of paramount concern (Gentner Stevens, 1983; Gott, 1989; Kieras Bovair, 1984). In contrast to the knowledge of strategies (Bhavnani John, 2000), the accentuation shifted towards strategic knowledge (Gott et al. 1993). Gott et al. demonstrated that surface similarities between different technical domains alone did not essentially facilitate transfer of learning because they limited the user’s flexibility in the adaptation process. In accordance with the ideas of schema-based and meta-cognitive transfer, the authors further formulated that â€Å"robust performance is one in which procedural steps are not just naked, rule-based actions, but instead are supported by explanatio ns that perform like theories to enable adaptiveness† (p. 60). Gott et al. (1993) finally noted that mental models might be powerful instruments to analyze similarities between tasks as represented within a formulated cognitive architecture. However, they do not explain what particular similarities and differences are sufficiently salient from the individual’s mental point of view to affect transfer of learning, nor can they predict motivational or emotional conditions of transfer that are essential requisites for every learning process. How to cite Transfer of Learning, Essay examples Transfer of Learning Free Essays 1. Introduction Transportation of Learning â€Å" That about charming nexus between schoolroom public presentation and something which is supposed to go on in the existent universe † – J. M. We will write a custom essay sample on Transfer of Learning or any similar topic only for you Order Now Swinney. ( Everett, 2010 ) Transportation of larning occurs when larning in one context or with one set of stuffs impacts on public presentation in another context or with other related stuffs. It is the application of cognition, attitudes and accomplishments acquired in a course of study at a university ( Perkins, 1992 ) . Transportation of larning occurs when larning in one context enhances ( positive transportation ) or undermines ( negative transportation ) a related public presentation in another context. Transfer includes near transportation ( to closely related contexts and public presentations ) and far transportation ( to instead different contexts and public presentations ) . ( Perkins, 1992 ) . One of the major constructs in instruction and larning theory is the transportation of larning construct. Typically the ultimate contexts of application ( occupation, calling ) diverge conspicuously from the context of larning ( schoolrooms, exercising books, trials, simple streamlined undertakings ) . As a consequence, the concluding ends of instruction are non realized unless transportation occurs. Furthermore, transportation of knowledge/learning can non be taken for granted ; as it is shown in assorted surveies were frequently the hoped transportation from larning experiences did non happen ( Perkins, 1992 ) . In add-on, for bettering instruction non merely this transportation of larning construct is of importance but besides the development of the teaching staff is indispensable The subject of this survey is to look into if instructors within the module of wellness medical specialty and life scientific disciplines ( FHML ) of the University of Maastricht besides are cognizant of this â€Å"transfer of learning† . Additionally, I would wish to look into if the instructor has a certain scheme refering transportation of acquisition and is portion of a professional development plan to better the instruction aka the transportation of cognition / acquisition. 2. Description of the instructor. Dr. Herman Popeijus, is learning for approximately 4 at the University of Maastricht. He is chiefly learning first twelvemonth pupils, because since a twelvemonth he is the unit coordinator of the 2nd unit in the first twelvemonth of Health Sciences at the FHML. Furthermore he is involved in other units as a coach or as a accomplishments ( or practical ) trainer, although this is more in the course of study of Bio Medical Life Sciences at the FHML. In his function as unit coordinator, Herman, is involved in all facets of instruction, giving talks, steering workgroups and helping accomplishments developing for the first twelvemonth pupils. This interview was held Thursday, 25-03-2010, from 14:00 – 14:20 in the office of the interviewer. The interview was held in Dutch and taped utilizing a digital voice recording equipment. To hold a more natural treatment about the instruction methods and to bury about the voice recording equipment, the first 5 proceedingss of the interview were about day-to-day topics. Although the interviewer had some inquiries prepared as a guideline to direct the interview. An English interlingual rendition of the transcript is given in appendix A. 3. Analysis No one method of content analysis can be used for all types of interview informations. Contented analysis is a widely used qualitative research technique. Rather than being a individual method, current applications of content analysis show three distinguishable attacks: conventional, directed, or summational ( Hsieh A ; Shannon, 2005 ) . These attacks are used to construe significance from the content of text informations or transcript informations of an interview. In conventional content analysis, coding classs are derived straight from the text informations. With a directed attack, analysis starts with a theory or relevant research findings as counsel for initial codifications. A summational content analysis involves numbering and comparings, normally of keywords or content, followed by the reading of the underlying context. In this paper I choose the directed attack, with counsel for initial codifications. The focal point of the analysis is to look for schemes and for indicant of transportation of cognition by the instructor. The undermentioned codes/chategories were chosen: 1. Personal engagement in learning ; 2. Problems identified by the instructor ; 3. Solutions to the jobs ; 4. Professional development. 4. Consequences4.1. Personal engagement in learning The instructor gave multiple statements about this subject, as he is a unit coordinator his personal engagement in instruction is really profound. Due to this function, he is besides really involved in the content and may experience responsible for the result, ( e.g. class of his pupils ) . Therefore he is really focussed on transportation of cognition. He is besides cognizant of he ‘s possible short approachs, and is interested in the sentiments of the pupils about his instruction method. He tries to look into if transportation of cognition has occurred, coming back in his coach group on the subject, besides repeat indispensable stairss once more at the terminal of the coach group, or inquiring directed inquiry during his talks. 4.2. Problems identified by the instructor Although, the instructor mentioned that there are several hard subjects or constructs in his unit, merely one illustration was given, but this was discussed extensively. Furthermore, he was cognizant that these jobs may besides be due to the fact that a big portion of the pupils have no anterior cognition of biological science and that biological science is cardinal for this unit in which he is the unit coordinator. 4.3. Solutions to the jobs The chief focal point on work outing the jobs or job discussed was the usage of new electronic AIDSs. Such as available alive films, which are demoing these new constructs or jobs in great item. It has to be noted that the instructor was cognizant of the defects of this solution. However, the instructor did non advert other options, such as analogies which may be used alternatively every bit good. 4.4. Professional development It became clear from the interview that there is some kind of professional development plan available at his organisation, but so far he has non got any rating. The instructor feels this deficiency of aid a great girl. Although he mention that he took action on this point on his ain, by delegating to a specific instruction class, which is provide by his organisation. The instructor is really focused on the results from the pupils, and besides gives great value to the ratings from the pupils, even though these are most in paper formats and non unwritten. 5. Conclusion/Advice to the instructor Dr. H. Popeijus ( HP ) has a clear position on his unit and what are the jobs within this unit, as became clear that for his unit some biological science background is necessary. His consciousness on instruction is really unfastened and modern ; he is integrating new techniques or characteristics in his talks. He is unfastened for the sentiments of the pupils and is clearly involved in transportation of cognition or acquisition, even though he might non be cognizant of this. From assorted surveies is known that the attending span of pupils is limited in the context of long talks. The â€Å"information transfer† theoretical account of the traditional talks does non fit what current cognitive scientific discipline research tells us of human acquisition ( Middendorf, 1996 ) . So by utilizing extra tools HP is seeking to act upon the information transportation during his talks. He besides mentions that he is cognizant of the drawback of utilizing alive films in his talks. However, with consciousness of the possible drawbacks of the big format, talks can be used as valuable tools for larning besides in a PBL course of study ( Fyrenius, Bergdahl, A ; Silen, 2005 ) . Furthermore, it might besides be helpful to utilize analogies next to alive films because it can assist pupils to utilize the information they already understand to develop an apprehension of new constructs. Analogies are comparings between two spheres that are neither, wholly similar nor w holly different. These comparings are used to advance transportation of information from one specific job to another peculiar job ( MaryKay A ; George, 2006 ) . Due to the fact that some pupils lack the biological science background it may useful to utilize analogies which domain is non in biological science but in another more basic field ( eg. Book with chapters as an analogy for DNA codification with cistrons ) . To better instruction or the instruction by staff members a high-quality professional development constituent would be of great value to the administration every bit good as add-on to the professional development of HP. â€Å"It is good recognized by policymakers that schools can be no better than the instructors and decision makers who work within them† ( Guskey, 2002 ) . It is good known that staff members or module members are passionate about their discipline/profession. They are besides really acute to reassign their cognition and the significance of this cognition to their pupils. Regardless of these good purposes, they may be so occupied with covering the capable affair that they lose path of how much of that stuff truly gets conveyed ( Montgomery, 1998 ) . It is hence that there are good developmental plans inside the institute or university to develop and alter the manner the instructors work. For most instructors, to go a better instructor means heightening pupils la rning results ( Guskey, 2002 ) . Harmonizing to the theoretical account from Guskey, of import alteration in instructors ‘ mentalities take topographic point after the instructors ‘ see grounds of betterments in pupil acquisition. When instructors have used new instructional attacks, or utilizing new stuff these betterments may happen. It is hence that there is a good ratings system for the instructors non merely on the degree of pupils outcome but besides on the public presentation as a instructor ego. An advice to HP is to seek such rating and counsel from his ain institute or administration. In drumhead the advice to HP is, maintain up with the new inventions in your talks, but besides seek to utilize analogies to clear up some hard jobs and seek to happen out if the university has some teacher staff development plans to better the instruction. How to cite Transfer of Learning, Essay examples

Making A Movie Essay Example For Students

Making A Movie Essay Imagine a young child, eye level with a floor full of miniature toys, concentrating intently on building a make-believe world. To the child, the toys are not miniature figures made of plastic or wood. They are real characters with real adventures. The child frames the action, crafting scenes that unfold in a world of imagination. Looking through the lens of a camera as actors bring to life a writerquot;s story, the filmmaker is also peering into a world of imagination. The director, producer, actors, screenwriter, and film editor are all essential players in the journey from concept to finished film. In this remarkable process, thousands of small details-and often hundreds of people-come together to create a Hollywood film. In the Beginning The year is 1890. Directors, editors, and cameramen are making silent films with the help of a scenarist, usually an ex-vaudeville actor who invents humorous situations. But where are the screenwriters? These early films donquot;t need them. Without sound, there is no need for dialogue. Motion Picture Association of America , 1999 The Storytellers All of that changed with the advent of sound for film in the 1920s. Suddenly, actors needed something to say. Writers flocked to Hollywood in droves from Broadway and from the worlds of literature and journalism. For a brief time in the 1930s, some of the worldquot;s most famous writers wrote Hollywood scripts: William Faulkner, F. Scott Fitzgerald, Bertolt, and Thomas Mann. In 1932, William Faulkner earned $6,000 in salary and rights for a story, a substantial of money at the time. Just five years later, F. Scott Fitzgerald earned $1,250 per week, more money than he had ever earned in his life Brady, 1981, 26 , and enough to get him out of the serious debt he had fallen into. Despite generous pay, the conditions under which these world-renowned writers labored were anything but ideal. Hollywood was a factory system, churning out movies at a furious pace. Screenwriters found themselves at the bottom rung of the studio ladder. By the end of World War II, screenwriters were complaining about their place in the Hollywood machine. Leonard Spigelgass, editor of Who Wrote the Movie and What Else Did He Write Brady 1981, 50, summed up the situation: Over the years we have been called hacks, high-priced secretaries, creatures of the director or producer, pulp writers, craftsmen, sell-outs, cop-outs, mechanical robots. No Pulitzer Prizes for us, no Noblequot;s, no mention of our names. Brady, 1981, 51 Screenwriters continued to earn little prestige for their hard work, until the filmmaking system experienced some important shifts. The status of movie stars began to increase, and writers often found to be powerful allies. Occasionally, stars would request a script by particular writer, as happened with Katherine Hepburn and the movie of the Year. Hepburn brought the script to the attention of studio head Louis B. Mayer, and the scriptquot;s writers, Ring Lardner Jr. nd Michael Kanin, received $100,000 for its use indieWire, 1999. A few writers also managed to obtain creative control over their work. John Huston, a well-known filmmaker who began as a writer, demanded a clause in his contract with the studio that would give him the opportunity to direct. A screenwriter gained more respect if he demonstrated a real talent for directing. Increasingly, writers became more important players within the studio system. Even so, some left the security and good pay of the studio to freelance for whoever held the reins-studios, stars, or other players. By the late 1940s, screenwriting was a lucrative occupation. Screenwriters today are important and often powerful players in the filmmaking process. They are paid as well as directors and producers are, and their work is considered an art. Screenplays are often published and sold to the general public in bookstores just like novels and plays. Malkiewicz, 1992, 33. Chernin 3 Though rare in the 1930s and 1940s, many screenwriters today are asking to direct in order to guide their script through the filmmaking process. The number of writers who turn to directing steadily increases year after year. Even if they do not direct, screenwriters often have a say in the project from script through production, collaborating closely with actors and directors to advance their ideas through to finished film. The Directorquot;s Vision The directorquot;s vision shapes the look and feel of a film. He or she is the creative force that pulls a film together, responsible for turning the words of a script into images on the screen. Actors, cinematographers, writers, and editors orbit around the director like planets around the Sun. Despite the directorquot;s pivotal role, most Hollywood movies are designed to pull you into the story without being aware of the directorquot;s hand. Many talented film directors with long lists of feature film credits are so skilled at being invisible that they are little known by the movie-going public. Goldman, 1989, 17 Imagine youquot;re being considered to direct a Hollywood film. Youquot;re handed a screenplay has been greenlighted given approval for production by a major studio Wordplay, 1999. As you read through it, you begin to imagine how it might play out on screen. You see the characters coming to life. You envision the lighting and hear the sound. You are absorbed in the world of the story until you see the scriptquot;s final words: Fade Out. When youquot;re done reading the script, you ask yourself some key questions. What is the main idea or theme of the screenplay? What does the story say about the human condition in general? You also think about the script cinematically. How will the script translate to the visual language of the screen? Who is the audience? As the director, you must feel passionate about this soon-to-be film. Feeling connected and committed to the story will help you do your best work, and therequot;s an enormous amount of work ahead Movie Maker Magazine , 1999. If you are hired as the director of this film, you may need to help shape the script for the screen. A good script is the foundation for a good film, but even the best one may need to be developed or molded to work well on the big screen. Sometimes the producer will develop a script and then hand it over to the director. In other cases, the director may work with the writer early on to help develop a script from its beginning stages. Chernin 4 Nowadays, the planning for a film is often underway before there is a script. A director or producer purchases the rights to a story and then hires a screenwriter. Whatever the route from script to screen, the director plays an important role in shaping the way the story is told. Assembling the Cast and Crew The people you work with, both the actors and the crew who will make things work behind the scenes, are crucial to the filmquot;s success. The right people will understand and respect your vision, work well with one another, and bring their own unique gifts to the filmmaking process. The filmquot;s producer normally hires the crew, but the director will have input into crucial hires such as lead actors. A production designer is responsible for the believability of a filmquot;s scenery and sets. In essence, the production designer is the architect of the film, working to make your vision, as director, a reality. The production designer also works closely with the art director and set decorator, making certain all the visual details are accurate and the style and period of the film reflect your wishes. Bone, 1996, 62 The cinematographer, or director of photography, helps to translate your vision to film, scene by scene, planning shots and supervising camera operators. Often, cinematographers are artists with experience in painting and photography. Their job is to create and capture the images that best tell the story. Malkiewicz, 1992, 56 The actors you choose will bring your story to life. Your casting decisions will be based on such factors as availability and whether or not an actor is suitable for lead or ensemble acting, as well as on a healthy dose of intuition. Character Analysis - Ordinary People EssaySometimes this involves prodding the director to finish the shots planned for a particular day, or hunting down actors if they are not where they should be on the set. The assistant director also functions as a record keeper and handles time cards and minor union disputes. Wordplay, 1999 During filming, you are told exactly where to stand and where to move. Every time you stop, someone places a piece of tape on the floor. The camera follows you slowly. You rehearse the scene on the directorquot;s command. Once. Twice. Then the director says, Letquot;s go for a take. The assistant director yells, Quiet on the set! The actor who appears in this scene with you moves to his position. The cinematographer instructs the cameraman to take a medium shot. Roll it, says the assistant director. Someone says, Rolling. Speed, says someone else. Thirty-five, take one. An assistant holds a slate in front of the actorquot;s face and snaps it shut. This clacker will later aid the film editor in synchronizing the picture to the sound. Action! commands the director. Seconds later, the director calls out, Cut. Do it again. The process is repeated until the director yells, Cut. Print it. The makeup person moves into the scene and adjusts the actorquot;s makeup. The director now wants a close-up shot and the cameraman films several takes until the director is satisfied with each one. Finally, itquot;s your turn for a close-up. You know that the camera and microphone will be within a few feet of you, so youquot;ll need to communicate ideas and emotions at a very close range. Action! You enter the room. Youquot;re careful to hit your mark and stop exactly where the tape was placed on the floor earlier in the day. Cut, the director says, and tells you to do it again. Wordplay, 1999Finally, he calls out, Thatquot;s a wrap. You take a deep breath of relief. The assistant director gives you your callsheet, or your schedule, for the next dayquot;s shooting. The crew begins to pack away the equipment for the night. The film shot that day is sent to a lab where it is processed and made into dailies. Dailies are film clips that are viewed after each dayquot;s work in order to evaluate performances and spot any technical problems. They are shown to only a few people-normally, only the director, producer, and director of photography. Cuts and Transitions: Assembling the Scene The film editor must know how to tell a story, be politically savvy when working with directors and studio executives, and have a calm and confident demeanor. Millions of dollars of film and the responsibility of guiding the picture through post-production and into theaters rest in the editorquot;s hands. Scenes may have been photographed poorly and performances might have been less than inspired, but a skilled and creative editor can assemble the film so that the audience will never see these imperfections. Murch, 1995, 28-29 To better understand the editing process, imagine you are seated in a movie theater. The lights are dim and credits appear over an establishing shot of a seacoast town in Maine. The title appears on the screen: Arson Hill. After the last credits evaporate, you see a long shot of a vacant summer cottage, then a medium shot of a mysterious-looking man pouring lighter fluid on the grass near the house and striking a match. The grass catches fire; the man flees. The vivid crackling of the fire dissolves into the sound of a young girlquot;s laughter as she packs clothing into a cardboard box and sings along with her CD player. Who created this scene? The screenwriter, director, cinematographer, actors, lighting designer, sound designer, and, finally, the film editor. Working with the director, the film editor shaped the scene into its final form. After hours and hours of reviewing the unedited film, he created this one-minute scene. The scene appears to take place in a seacoast town in Maine during an autumn afternoon. In truth, little of what the audience sees on screen occurred in Maine, and it certainly was not all filmed in one afternoon. The actor who played the mysterious man was most likely filmed on a Hollywood set in late summer. The young girl was filmed on a different set in early fall. The establishing shot of the seaside town was filmed months earlier in California, not Maine. The song on the girlquot;s CD and the sounds of the crackling fire were recorded in a studio. But when you see the finished scene, all of the sounds and images work together. They appear to have taken place at one time and in one place. That is the magic of film editing. The Big Cut Editors select sounds and images from all the film that has been shot and arrange them to make the movie Murch, 1995, 46. They also plan how one shot will best transition to the next. Assembling the opening scene of Arson Hill, the editor might choose to begin with a wide shot of the bay, focusing on the white caps and buoys that dot the water. From the shot of the grass catching fire, the editor might decide to dissolve to the girl packing clothes into a box. There are dozens of possible transitions the editor can choose, each of which will create a different feeling. Editing often begins as soon as film has been shot. Early scenes are assembled for the producer and director to view. Occasionally, the actors will also view these early scenes. Many directors choose not to show actors these edited scenes for fear that they will affect the actorsquot; performance. The first cut of a film, called arough cut, takes up to three months to complete. The final cut may take another month to finish indieWire, 1999. Sometimes the editor works alone, sometimes with the director. The sound designer and music composer join them for the final cut, adding sound effects and the musical score. In the past, editors worked with copies of negatives called work prints to plan a filmquot;s scenes and transitions. When an editor was satisfied with the final film, he or she would create an edit decision list, a list of each shot in the film and its length. The list would correspond to numbers, edge numbers, printed on the edge of the work prints. These numbers helped a negative matcher accurately copy the work print and cut the negatives. Today most editors use computers or nonlinear digital editing systems to compile a film. This is more efficient, but for the most part, the process is the same. The work prints, complete with edge numbers, are stored in the computer. The editor arranges the work print, and then creates an edit decision list. Murch, 1995, 49-51 When the editing is complete and the director and producer have approved the final version of the film, this final cut is sent to a negative matcher. The negative matcher makes a negative of the film that exactly matches the final cut, and the negative is then sent to a film lab where prints are created. These prints eventually end up in theaters. Like many productions in life, numerous counts of setup and preparation are involved. The film industry is the largest grossing enterprise ever, employing millions of specialists to take on the great feat of creating never before told stories to share with the world.

Name Reflection Essay free essay sample

First and foremost the name Franklin came from a British origin meaning Freeman. My name was given to me by my dad because he thought it was a very successful name. He gave this name to me because everyone that he has heard off with the name Franklin has been successful. To me the name Franklin means someone with style dignity and class, so basically they like to do things on their own without the consent of anyone. I say this because for me I do not like to copy what other people re doing or listen to authority I Just live by my own rules.One of the stones I was told by my dad why he chose the name Franklin for me Is because he knows this guy name Franklin and he was a very successful guy, his businesses never seemed to be going on the down low and he Is always been good to people. We will write a custom essay sample on Name Reflection Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The other story he told me why he gave me this name Is because of one of Americas greatest heroes Benjamin Franklin because he was also a very great man and he helps achieve a lot of thing during the American Revolution and he was also one of the men who help to contribute on the Declaration of Independent.The way I feel about my name is quiet sterling because it mean Freeman and I am a person that does not like to listen or live by other people rules, so I believe my name suits me well and I am agreeable with it. The only bad thing about my name is that it not that name that lots of parents usually think about to name their kids, like Josh, Johnny, Bill etc. In conclusion the other thing I noticed when I tell people my name hey usually think am from some European country or the U. S.

Factors Affecting Chemical Equilibrium Essay Example

Factors Affecting Chemical Equilibrium Essay Example Factors Affecting Chemical Equilibrium Paper Factors Affecting Chemical Equilibrium Paper What Factors Affect Chemical Equilibrium? Introduction: In investigation 14, What Factors Affect Chemical Equilibrium? , the purpose was to find out which reagents caused a change in the chemical equilibrium. A deep red color was formed when Iron Nitrate (aqua)l was mixed with water and Ammonium Technocratic [NCSC (aqua)]. The product of these two reactants was Iron Technocratic(Fences). After different trials of mixing the given reagents with the Iron Technocratic and changing the temperature, a new equilibrium was reached and the color changes were recorded, Experimental: Materials Used: 1 M NCSC (aqua) 0. 10 M Syncs (aqua) 0. 1 M Fanny (aqua) 1 M Naphtha (aqua) H2O Bunsen burner Test tubes Beakers Pipette First, Iron Technocratic (Fences) was formed by adding B drops of Iron Nitrate [1 M (aqua)] and eight drops of ammonium technocratic [1 M NCSC (aqua)] to 100 ml of H2O, After the deep red solution, Fences, was created, the solution was divided into eight different test tubes and two separate beakers. Then, each of the reagents listed above was added individually to each test tube. The color change was observed, and the results were entered into the data table. Once all eight test tube had the reagents added and the data recorded, the beaker to Fences solution was put on a Bunsen burner at 600 C. The color was also observed and recorded in the data table. The final beaker was stuck into a container of ice, and the color change was observed. Each group added their data to a data chart to compare the results, Results: Reagent Color Changes Of All Groups D darker L= lighter Equation used to create the red solution: H2O + NCSC Fences Conclusion: All of the objectives of the investigation were accomplished during this experiment. The results demonstrated that if the reagent added were the same as the initial reactants and NCSC], then the external stresses on the equilibrium would be shifted to the right side of the formula, thus making the solution a darker red color.

Why didn't the member states of the EU (European Union) simply create Essay

Why didn't the member states of the EU (European Union) simply create a United States of Europe after the Second World War - Essay Example By the time the war had finished, much of the continent lay in ruins. How was Europe to rebuild? This was a question on many peoples' lips after 1945. Some thought a massive federalist state, similar to the United States was the solution. Europeans could pool their wealth and have a single government. That idea fizzled. There was still too much distrust in the immediate post-war period for a United States of Europe to be created. What Europe chose to do instead was slowly, piece by piece, assemble a common market that would eventually keep the door open to a more federalist option some time in the future. Although some Europeans would have liked to have seen a federalist state in the aftermath of the war, there was simply too much distrust. On top of that, foreign armies occupied much of Germany. Each European countries priority was the rebuild itself before engaging on any political or economic experiment. The British scholar Alan Milward argues that the EC's founding fathers intend ed for their states to maintain sovereignty in the system. They did not want a federalist state. They felt that they should bind themselves together not to create a super-state but to compete in the international economy. In a sense, the initial institutions of the EC were designed to preserve national autonomy. As Dr. Milward said in his book The European Rescue of the Nation-State, "The reinvigorated nation-state had to choose the surrender of a degree of national sovereignty to sustain its reassertion . . .† (Milward 1992). The truth is that the people of Europe at this stage were still too nationalistic. They had survived a war that had hammered home their national identities. The heroes of the various resistance movements had all represented pure national ideals, and these men and women were heroes well into the 1950s. The truth is that the founding fathers of the EU were looking to maximize their trading power, not their political power. They wanted to regionalize Europe , not turn it into the United States. Over the years, regionalization has done a great deal to improve business productivity. It has generate wealth and been responsible for a great deal of social development. The leaders of the EU/EC were right to pursue it as the same can be said of the economic integration accomplished by Europe over the last twenty years. The comparative advantages Europe possesses were then main thing to be exploited, not the creation of a superstate (Case 1999). What a single country can do well, it often can do better with the help of its neighbours and friends. But there is much to be said for an integration that stops just short of federalism: this kind of integration is not just about economics: it is also about the cultural and social shifts that follow in the way of reducing tariffs, striking down boundaries and easing travel and communication. You do not need a federal state to do all of this, many Europeans believe. It is possible to create something d ifferent. That was the Europe many were satisfied with up until the 1990s. But then the push came for political reforms and more power being centralized in Britain. In a sense this was a betrayal of the founding father who always say a role for autonomous states at the heart of Europe. They did not want to create a United States of Europe and they knew that over-reach or excessive expansion can cause serious problems to under-developed institutions (Duff 2009). Changes involving integration need time. Today, as the EU looks to its frontiers, the temptation to expand is still there, but patience is need (Kaid 2008). The gains made by economic integration have worked wonders to increase economic integration, but they also bring risks which need to be considered too by policymakers. The United States of

Describing the American system of slavery Essay Example | Topics and Well Written Essays - 750 words

Describing the American system of slavery - Essay Example In order to exemplify on the various factors of slavery, it is imperative to focus on two points of view. The purpose for this project is to investigate the things that can be learnt from Jefferson’s and Jacob’s sentiments on the issue of slavery. Several things can be learnt about slavery from Jefferson’s point of view. For instance, the core aim of having slaves was to exploit them in all spheres of life, that is, economically, politically and socially (Jefferson and Nicholas, 493). Slaves were used to clear vast tracts of land and do all other activities pertaining farming. Unfortunately, they never benefited from any proceeds from farming. Most slaves were blacks and the whites had negative feeling towards them. The whites viewed the blacks as a desperate and inferior race that had no future. In fact, the whites saw very many features that differentiated them from the blacks, for instance, body, color, complexion, hair and many others. The blacks were preferred since they were less prone to diseases compared to the whites or other races. The blacks were brave and could work for long hours without getting tired. In addition, the blacks were considered stronger than other races and, therefore, could engage in hard labor without much complains. Some white scholars argue that the blacks have the same memory as that of the whites but when it comes to thinking and imaginations, they are very inferior. The whites believe that the blacks have hundreds of miles to cover as far as the music and entertainment industries are concerned. Their creativity and ability to harmonize different melodies to produce rich contents are yet to improve. The slaves are associated with all evil activates including theft and prostitution. Some whites argue that, due to the poverty experienced in most African countries, the incidents of theft among Africans must remain high. During

Knowledge, Attitudes and Behavior of School Teachers towards Healthy Research Paper

Knowledge, Attitudes and Behavior of School Teachers towards Healthy Eating, in Dubai, UAE - Research Paper Example Thirdly, the study was focusing on outlining some of the implications caused by inadequate knowledge among educators. The information will offer a glimpse into necessary preventive steps and measures necessary for teachers towards when working towards creating a safe and healthy environment for learners. A healthy society is a society that invests in the health of its generation. Due to this, it is a critical aspect to ensure that the society puts in place workable measures that will promote the healthy development of the children. Children who do not develop in a healthy manner tend to face difficulties later in life (Wang, Monteiro, & Popkin, 2002). As a result, the entire society suffers. It is for this reason that this study sought to investigate and provide solutions to some of the challenges teachers face when providing information on health risks facing children. The researcher made it possible for all the teachers to have a clear understanding of how the value of knowledge among teachers and how it is necessary in fostering learning. It is vital to study and come up with significant ways to ensure that teacher have the right equipment for promoting children’s health. Conducting a study is one of the most important aspects of dealing with an issue. In this case, the researcher sought to lay out some of the problems and challenges facing the entire society. Through the study, it is quite evident that teachers in primary schools require adequate information on healthy living. The research findings give a glimpse of some of the ways that teachers can use in promoting healthy living among children. Due to this, the study is unique in that it focuses on teachers and not just the students. Furthermore, it provides insights into some of the problems facing health educators related to knowledge. It goes a step further and provides insights on how the society can empower the teachers. It is worth noting that providing information is

Finite Element Analysis Of A Load Cell Engineering Essay

Finite Element Analysis Of A Load Cell Engineering Essay In recent years, the various mechanical weighing machines have been replaced by electromechanical industrial and commercial table-top versions. In modern types of weighing machines, an electrical signal that is directly proportional to the weight is provided for further processing by a microprocessor. The conversion from the mechanical quantity of mass or weight into an electrical signal is carried out by the piece of art termed the load cell (Karaus and Paul, 1992). The load cell is a force sensor that is used in weighing equipment. Most conventional load cells, for loads of 1000 kg or more, contain a spring element made from steel, which deforms under the load that is measured by sensor element, as shown in Figure 1.1. Usually, the sensor element consists of number of resistive strain gauges that are glued to the spring element. However, the accuracy of load cells is limited by the hysteresis and creep and to minimise these effects, expensive high-grade steels are required (Wiegeri nk et al., 2000) Figure 1.1 Load cell concept of operation Load cells are used in several industrial weighing applications. As the signal processing and control systems cannot operate correctly if they receive inaccurate input data, compensation of the imperfections of sensor response is one of the most important problems in sensor research. Influence of unwanted signals, non-ideal frequency response, parameter drift, nonlinearity, and cross sensitivity are the major defects in the primary sensors (Karaus and Paul, 1992; Piskorowski and Barcinski, 2008). Load cells have an oscillatory response which always needs time to settle down. Dynamic measurement refers to the ascertainment of the final value of a sensor signal while its output is still in oscillation. It is, therefore, necessary to determine the value of the measure and in the fastest time possible to speed up the process of measurement, which is of particular importance in some applications. One example of processing to the sensor output signal is filtering to achieve response correc tion (Piskorowski and Barcinski, 2008). In this study, Finite Element Analysis (FEA) is conducted on a typical load cell. The stress and displacement of the load cell were modeled using the FE package. Moreover, manual calculations were performed and the results are compared with the model predictions. 2. Idealisation The geometry of the load cell is relatively complex. It is therefore, was simplified to ease the construction and utilisation of the modelling techniques. The first phase in idealisation is to implement symmetry in modeling. Also, the upper and lower surfaces of the load cell are assumed horizontal and totally flat to ease modelling process. For the boundary conditions, the load cell is contacting fixed surface through its bottom surface i.e. the seating face. Therefore, the boundary conditions at this contact face are: no allowed any translation motion in x-direction and also in y-direction. Details of idealisation will be discussed in the latter sections. 2.1 Approximate stress calculation As it is known, the Hook s law can be expressed as: (2.1) Thus, the normal stress under tension or compression is directly proportional to the relative elongation or shortening of the bar. The proportionally factor , which links the normal stress with the relative elongation, is called the modulus of elasticity of the material under tension (compression). The greater the modulus of elasticity of a material, the less the bar is stretched or compressed provided all other conditions remain unchanged. It should be borne in mind that Hook s law has been represented by a formula which sums up the experimental data only approximately; it cannot therefore be considered an accurate relation (Quek and Liu, 2003). In order to manually evaluate the stress values, the positions of the neutral axis were firstly evaluated. For any rectangular cross sections, it is found that the neutral axis is to pass at the sections mid point. Therefore, it is considered that the mid section of the tested load cell takes the form of cantilever beam, which is subjected to normal force and accordingly a bending moment as shown in Figure 2.1. It was also considered as an assumption that the left hand side of the mid section of the load cell is restrained in all the degrees of freedom. It was also assumed that the normal force and the bending moment are acting on the right hand side of the simulated load cell s section. Figure 2.1 representation of the section as cantilever beam As the load is acted the result will be the bending moment which can be evaluated using the following expression. (2.2) The action of the bending moment is the expected deformation that will take place. For the clockwise affecting moments, the cross-sections located above the neutral axis will be subjected to tensile stresses whereas the cross-sections at the other side will experience compressive stresses. The area of the cross section can be evaluated from: (2.3) Given that b and h are the width and the height of the beam, the second inertial moment for the cell s cross section (i.e. rectangular shape) can be evaluated from: (2.4) The stress values at the area where the strain gauge is mounted are evaluated for the sections above the neutral axis (+ sign) and below the neutral axis (? sign) as follows: (2.5) Therefore, the stresses for the section above the neutral axis are evaluated at: N/m2 2.2 Approximate displacement calculation By using equation (2.1, the strain can be evaluated as: Given that the Poisson s ratio is expressed as the ratio of the transverse to axial elongations, therefore: (2.6) Therefore: Same procedures can also be applied to evaluate the elongation in the z-direction, as similar value of the strain will be obtained in this direction. 3. Finite Element Model 3.1 Model justification The geometry of the load cell is illustrated in Figure 3.1 and the dimensions are listed in Table 3.1. Three dimensional proper FE model has been created using the commercial SolidWorks package. The load cell has a simple construction with a uniform thickness throughout. The load can be applied via rods screwed into the M10 threads through two holes at the two ends so that the load can be either tensile or compressive. Figure 3.1 (a) 2-D projection of load cell model and (b) basic geometry Table 3.1 Dimensions and properties of the load cell Dimension (mm) Modulus (GN/m2) Ratio (mm) Wherever there is symmetry in the problem it should be made use. By doing so, lot of memory requirement is reduced or in other words more elements can be used with the use of a refined mesh for the same processing time. When symmetry is to be used, it is worth to note that at the right angles to the line of symmetry the displacement is zero (Belyaev, 1979; Rao, 2010). For the load cell simulation in this study, planar symmetry is used, see Figure 3.2. Figure 3.2 Views of planar symmetry as applied to the load cell In the FEA, stiffness matrix of size 1000 1000 or even more is not uncommon. Hence, memory requirement for storing stiffness matrix would be very high. If the user tries to implement the Gaussian elimination straight, he will end up with the problem of memory shortage. So, to reduce memory requirement, according to Belyaev (1979) and Rao (2010), the following techniques are used to store the stiffness matrices: * Use of symmetry and banded nature * Partitioning of matrix (frontal solution). * Skyline storage. 3.3 Stress rising effect In the development of the basic stress equations for tension, compression, bending, and torsion, it was assumed that no geometric irregularities occurred in the member under consideration. But it is quite difficult to design a machine without permitting some changes in the cross sections of the members. Rotating shafts must have shoulders designed on them so that the bearings can be properly seated and so that they will take thrust loads; and the shafts must have key slots machined into them for securing pulleys and gears. A bolt has a head on one end and screw threads on the other end, both of which account for abrupt changes in the cross section. Other parts require holes, oil grooves, and notches of various kinds. Any discontinuity in a machine part alters the stress distribution in the neighborhood of the discontinuity so that the elementary stress equations no longer describe the stress state in the part at these locations. Such discontinuities are called stress raisers, and the regions in which they occur are called areas of stress concentration. The distribution of elastic stress across a section of a member may be uniform as in a bar in tension, linear as a beam in bending, or even rapid and curvaceous as in a sharply curved beam. Stress concentrations can arise from some irregularity not inherent in the member, such as tool marks, holes, notches, grooves, or threads. The nominal stress is said to exist if the member is free of the stress raiser. This definition is not always honored, so check the definition on the stress-concentration chart or table you are using. A theoretical, or geometric, stress-concentration factor or is used to relate the actual maximum stress at the discontinuity to the nominal stress. The factors are defined by Belyaev (1979) as: where is used for normal stresses and for shear stresses. The nominal stress or is more difficult to define. Generally, it is the stress calculated by using the elementary stress equations and the net area, or net cross section. But sometimes the gross cross section is used instead, and so it is always wise to double check your source of or before calculating the maximum stress. The subscript in means that this stress-concentration factor depends on the geometry of the part, see Figure 3.3. So, the material has no effect on and this is the reason it is called theoretical stress-concentration factor. Figure 3.3 Stress concentration factor versus dimensions The analysis of geometric shapes to determine stress-concentration factors is a difficult problem, and not many solutions can be found. Most stress-concentration factors are found by using experimental techniques. Though the finite-element method has been used, the fact that the elements are indeed finite prevents finding the true maximum stress. Experimental approaches generally used include photo-elasticity, grid methods, brittle-coating methods, and electrical strain-gauge methods. Of course, the grid and strain-gauge methods both suffer from the same drawback as the finite-element method (Budynas and Nisbett, 2007). In this study and for the load cell, the simulation demonstrated that the stress is concentrated at two main regions represented at A and B. Stresses are aso concentrated at the threaded holes, as demonstrated in Figure 3.4. As shown, there is a considerably sharp rise of the stress at these locations because the strain gauges at situated at the middle section. Also, this section is of considerably small area compared with the other load cell s cross sections. Figure 3.4 Areas of concern for stress concentration in the load cell 3.4 Restraints justification With the aim of calculating the stress and strain in the middle section of the load cell, the appropriate restraint is used. As we know, the line of action of the applied load, at the upper seat hole, is through a M10 screw. Meanwhile, screw of same size is used to fix the load cell at its bottom base. Accordingly, for the idealisation purposes, it can be said that all the degrees of freedoms (DOFs) are restrained at the location of the hole at the bottom surface, see Figure 3.5. Figure 3.5 Schematics of the first problem Idealisation step In the second step of the problem idealisation, it was assumed that by tightening the screw in the bottom face hole of the load cell will cause all the degrees of freedom to be restrained. Accordingly, this condition can cause decreased simulation lead time and enhance the results, see Figure 3.6. Figure 3.6 Schematics of the second problem Idealisation step As it is clear, different restraint conditions produce variants of boundary conditions. Finally, in the third idealisation, it is assumed that the load cell can rotate about its y-axis to bring the results as close as possible to reality, see Figure 3.7. Figure 3.7 Schematics of the third problem Idealisation step 3.5 Load justification In this section, justifying the applied load is considered throughout the hole of the upper seat. In the first step of the idealisation process, it was assumed that the load is to be applied to affect on the edges of the hole. Therefore, the tension stress transfer to the middle section of load cell where the measurement of stresses and strains are needed, see Figure 3.8. Figure 3.8 First idealisation step required for the load justification The applied force transfers to whole the upper section, there, this points that considering a uniform distributed load in upper section might be a proper assumption. Therefore, to apply the consequent idealisation, uniformly distributed load was allowed to takes an affect directly on the upper section. In the first idealisation, the magnitude of point load was assumed to be 300 N. Therefore, the magnitude of the uniformly distributed load (UDL) is found to be 2.3 N/m2, which is equal to the magnitude of point load, see figure 3.9. Figure 3.9 Application of the uniformly distributed load In the third idealisation, the applied load is assumed to act by means of the M10 screw and throughout the whole upper hole, see Figure 3.10. This assumption is very close to reality and may present very good results which are in good agreement with the hand calculation of stress and strain. Figure 3.10 Applied load act by M10 screw throughout the upper hole 3.6 Element type The largest commercial finite element packages, which have facilities to solve stress and a variety of field problems, might easily have more than one hundred different finite element available for the user. The selection of which element to use by given problem is not as difficult it might first appear, first, the type of problem to be analysis, secondly, the chosen dimensionality of the module restricts range .Before choosing the element type; the engineer should try to predict what is taking place in the problem to be examined. Figure 3.11 shows a typical range of element. Figure 3.11 Typical ranges of elements 4. Discussion of Results 4.1 Aspect ratio The finest accuracy values can be guaranteed with the use of elements meshed using uniform perfect tetrahedral as solid mesh, which has equal length edges. For a general geometry, it is impossible to create a mesh of perfect tetrahedral elements. Due to small edges, curved geometry, thin features, and sharp corners, some of the generated elements can have some of their edges much longer than others. When the edges of an element become much different in length, the accuracy of the results deteriorates. It should be noted that the shape of mesh is critical to analysis as higher density improves solution at the cost of increased computational time. The simple geometry require fewer elements, more complexity requires increased density and the mesh shape is related to the loads and the boundary conditions. The aspect ratio of a perfect tetrahedral element is used as the basis for calculating aspect ratios of other elements. The aspect ratio of an element is defined as the ratio between the longest edge and the shortest normal dropped from a vertex to the opposite face normalized with respect to a perfect tetrahedral (Belyaev, 1979; Rao, 2010). By definition, the aspect ratio of a perfect tetrahedral element is 1.0. The aspect ratio check assumes straight edges connecting the four corner nodes. The aspect ratio check, see Figure 4.1 is automatically used by the program to check the quality of the mesh. Figure 4.1 Aspect ratio checks 4.2 Jacobian check The elements with the parabolic nature can be effectively used with the curved geometry shapes. It is therefore expected to result in more accurate predictions compared with the linear elements even if they are of similar size. In this case, the elemental nodes (on the middle side) of the boundary corners can be situated on the model s real geometry. However, these placements of nodes can cause distorted elements with crossing by edges, in boundaries of very sharp curvature. Accordingly, the Jacobian of such distorted element would be of negative values, which can cause cancelled software operation of analysis. Selected points situated within each model element can be used to perform the Jacobian checks. The software package allows the user to select the Jacobian check limits i.e. using 4, 16, or 29 nodal Gaussian points. The Jacobian ratio of a parabolic tetrahedral element, with all mid-side nodes located exactly at the middle of the straight edges, is 1.0. This ratio increases with the curvatures of the edges. At a point inside the element, this ratio provides a measure of the degree of local elemental distortion. The software calculates the Jacobian ratio at the selected number of Gaussian points for each tetrahedral element, see Figure 4.2. Based on stochastic studies, it is generally seen that a Jacobian ratio of forty or less is acceptable. The software adjusts the locations of the mid-side nodes of distorted elements automatically to make sure that all elements pass the Jacobian check (Belyaev, 1979; Rao, 2010). Figure 4.2 Jacobian ratio checks 4.3 Connectivity of elements and mesh grading To achieve an accurate result we need to check the connectivity of all elements so precisely. Any discontinuity may result in large error in stress or strain or displacement calculation in purposed area. With the aim of this, after checking all the area of the load cell, no dis-connectivity was observed. Also mesh grading illustrated in Figure 4.3. Figure 4.3 Mesh grading checks In areas of the model where there are high stress gradients it is normally necessary to use more elements to obtain a high quality solution. Often this will happen automatically when an automatic mesh generator is used. This is because the mesh generator uses the segments (e.g. arcs, straight lines, surfaces) of the solid model as a starting point for the mesh. Since the high stress gradients will be around geometry that changes within a short distance, these seeding features will be small. However, it may be necessary to control mesh quality either to force smaller elements where they have not been automatically generated or to allow larger elements where the analysis does not need to be accurate. 4.4 Displacement and stress discontinuity The plot representing displacement variations can be utilised for displacement discontinuity checks (Barrans, 2010). This can solely takes place at the elements connected incorrectly. It also takes place for the improperly defined geometries so slivers and small gaps can exist as a blackboard. Checking the displacement of load cell visually shows that there is no displacement discontinuity, see Figure 4.4. Figure 4.4 Displacement discontinuity checks After the nodal displacements evaluation, the code continued to evaluate, for each element, the strain and stress values, separately. The stress was evaluated at specific element points, which are intentionally placed to enable having accurate outcomes and they are termed Gaussian or quadrature. After calculating the stresses at these points, the code calculated the nodal stresses for each element by extrapolation. For an exact solution, all elements should give identical stress values at their common nodes. While the displacement field obtained by FEA was continuous, stress field was discontinuous from an element to another. Different elements give stress values that are generally different at a common node. The code calculated the nodal stress, see Figure 4.5, at common node by averaging the values at the contributing elements (Belyaev, 1979; Rao, 2010). Figure 4.5 Nodal stresses evaluation 4.5 Sensible displaced shape Figure 4.6 shows, and as predicted, the most sensible displaced section is the middle section of the load cell. Figure 4.6 most sensible displaced section 4.6 Approximate stress and displacement As shown in Figures 4.7 through 4.9, the results of the simulation are in good agreement with the hand calculation of stress and strain. Figure 4.7 Manually evaluated stresses are as the marked value (4.92 x107N/m2) Figure 4.8 Manually evaluated strain values are about the marked value (1.46 x10-4) Figure 4.9Justification of stresses matching 4.7 Stress discontinuity In order to evaluate the stress discontinuity, three values are requires for the principle stress, which are the maximum, mid and the minimum value. The dark spots represent the places at which there is stress discontinuity, see Figure 4.10. Figure 4.10 Discontinuity in the values of stresses in the adjacent elements. Stress discontinuity evaluation The values of the principle stresses at different shown in figure 4.11 were evaluated and then used to calculate the stress discontinuity. The stress values and displacement are also shown. Figure 4.11 Values of the stresses in the adjacent elements The stress discontinuity at each node is evaluated from: Stress discontinuity (%) = = Stress discontinuity (%) = 17.12 % It should be noted that the nearly zero displacements at the two nodes used in the calculations proved the right choice of constrains of the complete fixation of the seating face. 4.8 Convergence study displacement and stress Figures 4.12 and 4.13 show the stress and displacement convergence diagrams. These figures demonstrated the convergence with continue solution using the software as plotted against the loop numbers. Figure 4.12 Stress convergence diagram Figure 4.13 Displacement convergence diagram Moreover, Table 4.1 shows the convergence results for Von-Mises stress values at different nodes. Also the presentation of these stresses against the number of elements is given in Figure 4.14. Table 4.1 Stress convergence at different nodes Node Figure 4.14 Von Mises stress versus elemental number Also, Table 4.2 shows the convergence results for the displacement values at different nodes. Also the presentation of these displacement values versus the number of elements is given in Figure 4.15. Table 4.2 Displacement convergence at different nodes Node4 Figure 4.15 Displacement stress versus elemental number 5. Conclusion Load cell unit has been modeled using the finite element software. As well, hand calculations were performed to evaluate the values of the stresses and displacement. The load cell was first idealised so as to ease the modelling processing. The model was built and the predicted results showed that the displacement was higher at the mid sections of the load cell. The predicted results when compared with the manual calculations showed good agreement for the stress and displacement.