Problem Cell Phones Essay Example for Free

Problem Cell Phones Essay A mobile phone (also known as a cellular phone, cell phone, and a hand phone) is a device that can make and receive telephone calls over a radio link while moving around a wide geographic area. It does so by connecting to a cellular network provided by a mobile phone operator, allowing access to the public telephone network. By contrast, a cordless telephone is used only within the short range of a single, private base station. In addition to telephony, modern mobile phones also support a wide variety of other services such as text messaging, MMS, email, Internet access, short-range wireless communications (infrared, Bluetooth), business applications, gaming and photography. Mobile phones that offer these and more general computing capabilities are referred to as smartphones. Disadvantages Advantages of Cell phone According to : http://vidyaprakash. expertscolumn. com/article/disadvantages-cell-phones Cell phone is playing an important role in this modern world. It is very hard to see a person without a mobile phone. Even a little kid have the ability to access the cell phone fluently without any problem. Kids are very much interested in playing games in mobile phone and spending a lot of time with it. As we know too much of cell phone usage is not good for us and it will give some unwanted health issues. Cell phone will create some unwanted radiation which is not good for our brain. A person who is using cell for a long time will surely get health issues due to it. We must control our cell activities. Avoid using it for a long time and use it whenever necessary. Listening music using the ear phone is the new trend of the youngsters and most of the persons are interested in listening music with their hands free while riding their two wheeler. Really it is a dangerous thing which causes a lot of unwanted accidents. Most of the two wheeler accidents are happened due to this activity. Now we are living a fast life and dont have enough time to meet our friends and family members. Simply we make a call to them and ask about their updates. Previously people will meet their friends and beloved persons directly and ask about their present status, but now it is easy to communicate with anyone using the phone and most of the persons are converted to this trend it reduce the get together and social reunions a lot. Students will get diversion with cell phones, they are spending a lot of time with cell phone chatting and browsing online through their smart phone and reduce their studying activity. Most of the students are turned as cell phone and online addicts which is a great disadvantage. There is nothing wrong in using cell phone, we must use it in a limited manner to avoid unwanted issues due to it. Statement of the problem Cell phones have recently become an asset to society. Because of this, many of the negatives to cell phone ownership have been overlooked. Just a few of these problems are : Increases the likelihood of traffic accidents Increases the risk of brain cancer Scope and Limitations The research that I will conduct is only limited to students, particularly 4th year – Springtime batch 2013-2014 II. Review of related Literatures This section presents a summary of previous research materials. Information found within this section is all found in the web and journals. Cell phones do more harm than good According to: http://en. wikipedia. org/wiki/Mobile_phone A hand-held mobile radiotelephone is an old dream of radio engineering. Arthur C. Clarke in a 1959 essay, where he envisioned a personal transceiver, so small and compact that every man carries one. He wrote: the time will come when we will be able to call a person anywhere on Earth merely by dialing a number. Such a device would also, in Clarkes vision, include means for global positioning so that no one need ever again be lost. Later, in Profiles of the Future, he predicted the advent of such a device taking place in the mid-1980s The most commonly used data application on mobile phones is SMS text messaging. The first SMS text message was sent from a computer to a mobile phone in 1992 in the UK, while the first person-to-person SMS from phone to phone was sent in Finland in 1993. Mobile phones are used for a variety of purposes, including keeping in touch with family members, conducting business, and having access to a telephone in the event of an emergency. Some people carry more than one cell phone for different purposes, such as for business and personal use. Multiple SIM cards may also be used to take advantage of the benefits of different calling plans—a particular plan might provide cheaper local calls, long-distance calls, international calls, or roaming. The most advantage of having mobile phone is you can communicate with your family, and friends no matter where you are. Cell phones also have applications for listening to music, playing games, and surfing the net. Besides that, there are lots of disadvantages. Using mobile phones can harm our brains, especially for those who are under the age of sixteen. Excessive use of mobile phones has been accused of causing dizziness, and â€Å"radiations emitted from the phone are harmful for the eardrum†, say many scientists. In addition, when we use mobile phones while driving it causes unwanted accidents. Negative effects of cell phones on our brain Radiation from mobile phones may cause brain tissue damage, a two-year study has found. Scientists discovered that emissions from handsets affect the delicate make-up of cells in blood vessels, and could be a health hazard to regular users of the UKs 50million mobile phones. The radiation might disable a safety barrier in the body which protects the brain from harmful substances in the blood, they believe. It is the first time scientists have used cells from human blood vessels rather than rats, bringing researchers closer to the truth about long-term mobile phone use. Despite the millions spent on research in the last decade, the health implications of sustained use are still unclear. The biggest British study, led by Sir William Stewart, found two years ago that there was no evidence of a risk to health. A study published last year by the American National Cancer Institute also could not find a link between increased risk of brain cancer and mobile use. III. Research Methodology Research Design Name: Age: Sex: 1. How often do you use your cell phone ? 2. Do you know that using cell phone too much causes unwanted damages to the brain ? If yes. Do you believe that children below 10 years of age shouldn’t use cell phones ? 3. Is it really necessary for a person to have a cell phone ? Explain. 4. Is cell phone a disadvantage or advantage to your life ? Explain. Data Gathering Procedure The researcher will randomly ask ten (10 ) representatives out of the 37 students in the 4th year. A questionnaire was prepared by the researcher that will be used as a reference. The survey was conducted through the net. IV. Analysis and Interpretation of Data This chapter presents the findings, analysis and interpretation of data gathered by the researcher whose main objective is to find out the different perspectives of people and to find out what kind of damage our cell phone will do to our brain and also to state some advantages of it. Through my research I’ve found out that many scientist have and will conduct research about the radiation that we can get from cell phones. Mostly scientist from America conducts these kinds of researches. I also found out that the radiation of the cell phone emits is dangerous to all of us. Especially those who are 16 years of age and below. I also found out that there is not enough proof that cell phones can really damage our brain. Someone said that it is early for us to conclude that cell phones are bad for our health. Because even scientists can’t really find the right answer to our questions. A scientist said that we don’t know what will be the impact of the radiation of the cell phone emits will do to us if we still use it for the next 10 or even 20 years. He also said that that is the reason why we need to conduct more studies. According to my survey 9 out of 10 said that they always use their cell phones. 9 out 10 said that they know that using cell phone too much causes unwanted damages to the brain. 10 out of 10 said that having cell phone is necessary because it’s time for us to upgrade and use the cell phone to communicate and because it is easier to do, it also takes less of our time if we use our cell phones as I have said in my introduction cell phones are wireless, we can use them anywhere. 5 out of 10 said that cell phones are advantages to their lives. Because it makes almost everything easy. 1 out of 10 said that it is a disadvantage because is makes us lazy. 4 out of 10 said that they pick advantage and disadvantage.

Crank And Slotted Lever Mechanism Engineering Essay

Crank And Slotted Lever Mechanism Engineering Essay In a kinematic chain when one link is fixed, then that chain is known as mechanism. It may be used for transmitting or transforming motion for example engine indicators, typewriters etc.[1] A mechanism which has four links is known as simple mechanism, and a mechanism which has more than four links is known as complex mechanism. A mechanism which is required to transmit some particular type of work is knows as machines. In certain cased the elements have to be designed to withstand the forces safely. A mechanism is a kinematic chain in which kinematic pairs are connected in such a way that first link is joined to the last link to transmit a predetermined constrained motion The various parts of the mechanism are called as links or elements. When two links are in contact and a relative motion is possible, then they are known as a pair. An arbitrary set of a link which forms a closed chain which is capable of relative motion and that can be made into a rigid structure by adding a single link is known as kinematics chain. To form a mechanism from a kinematics chain one of the link must be fixed. The technique obtaining different mechanism by fixing the various link in turn is knows as inversion. [2] Fig 1.1-Chart illustrating kinematic pair makes up a machine CHAPTER 2 KINEMATIC PAIRS Two links that can move with respect to each other by a mechanical constraint between them, with one or more degrees of freedom The relative motion between two links of a pair can take different form. Three types of pair are identified as lower pairs and these are the commonly occurring ones. Sliding: Such as occurs between a piston and a cylinder Turning: Such occurs with a wheel on an axle Screw Motion: Such as occurs between a nut and a bolt All other cases are considered to be combination of sliding and rolling is called higher pairs. Screw pair is higher pair as it combines turning and sliding. 2.1 Classification of Kinematic Pairs Since kinematics pairs deals with relative motion between two links then can be classifies based on the characteristics of relative motion between two bodies. The type of relative motion between the elements The type of contact between the elements The type of closure[1] The type of relative motion between the elements The kinematic pair according to type of relative motion can classified as below Sliding Pair Turning Pair Rolling Pair Screw Pair Spherical Pair 2.1.2 The type of contact between the elements The kinematic pair according to type of contact between the elements can be classified Lower Pair Higher Pair 2.1.3 The type of closure The kinematic pair according to type of closure between the elements can be classified as Self -Closed Pair Force -Closed Pair 2.2 GRUBLERS CRITERION FOR PLANAR MECHANISM The Grublers criterion applies to mechanism with only single degree of freedom joints where the overall movability of the mechanism is unity.Subtituting n=1 and h=0 in kutzbach equation we have [3] F= 3 (n-1) 2j h The equation is known as Grublers criterion for plane mechanisms with constrained motion. 2j-3n+h+4=0 Where, F=number of degrees of freedom of a chain j= number of lower kinematic pairs h = number of higher kinematic pairs n= number of links When F=1, the linkage is called a mechanism. When F=0 it forms a structure. That is an application of external force does not produce relative motion between any links of a linkage When F>1 the linkage will require more than one external driving force 2 obtain constrained motion When F 2.3 KINEMATIC CHAIN A Kinematic Chain is defined as a closed network of links, connected by kinematic pairs so that the motion is constrained. First a network of links to give constrained motion, certain conditions are to be satisfied. Minimum number of three links is required to form a closed chain .The three links are connected with turning pairs. Fig.2.1 (a) A Five-Link Kinematic Chain (b) Six-Link Kinematic Mechanism 2.3.1 Types of kinematic chains The most important kinematic chains are those which consists of four lower pairs, each pair being a sliding pair or a turning pair Four Bar Chain or Quadric Cyclic Chain Single Slider Crank chain Double slider crank chain 2.3.2 Inversions Inversion is a method of obtaining different mechanisms by fixing different links in a kinematic chain. A particular inversion of a mechanism may give rise to different mechanism of practical unity, when the proportions of the link are changed [2]. CHAPTER 3 SLOTTED LINK QUICK RETURN MECHANISM Slotted link mechanism which is commonly used in shaper mechanism. The mechanism which converts rotary motion of electric motor and gear box into the reciprocating motion of ram which is the most simple and compact machine.[3] Fig 3.1 : Slotted link mechanism The slotted link mechanism which is mainly divided into seven main parts .They are A Clamping nut B Ram C Link D D Crankpin A E Slotted crank B F Bull Wheel G Glot Slotted link mechanism gives ram the higher velocity during the return stroke (i.e. Non cutting stroke) .Then the forward stroke which reduces the wasting during the return stroke. [4] When the bull wheel is rotated the crank pin A is also rotated side by side through the slot the crank B. This makes the slotted crank B.This makes the slotted crank to oscillate about one end C.The oscillation motion of slotted crank makes ram to reciprocate. The intermediate D is required to accommodate the rise and fall of the crank. Crank Pin A decides the length of the strokes of the shaper. The further its away from the center of the bull wheel longer is its stroke. The cutting stroke of the ram is complete while crank pin moves from A to A1 and slotted link goes from left to right. During return stroke pin moves from A1 to A and link moves from right to left Cutting Time/Idle Time = Angle of AZA1/ Angles of AZA2 3.1 SHAPER MECHANISM The working of a shaper mechanism is that it has two stokes. One is forward stroke and the other is return stroke. Clearing up more about these two strokes is that in the forward stroke the material is feeded, where as in the return stroke is an idle stroke when no material is feeded.[6] Fig 3.2 : Shaper Mechanism Shaping process which involves only short setup time and uses only inexpensive tools. Shaping is used for the production of gears ,splined shafts racks etc. it can produce one or two such parts in a shaper less time that is required to setup for production. Other alternatively equipment with a higher output rate is required. [5] The cost per cubic cm of metal removal by shaping may be as five times more than that of the removal by milling or broaching. Shaping machines are mainly used in tool rooms or model shops. 3.2 SHAPER CUTTING SPEED The cutting speed depends on The type of material used. The amount of material removed. The kinds of tool material. The rigidity of machine. 3.4 DIFFERENCE BETWEEN WHITHWORTH AS WELL AS QUICK RETURN MECHANISM Maximum pressure is holding the ram down the slides so that steadying is most necessary on entering the cut In Whitworth motion, the main pressure is in the correct place, less pressure is required in center of stroke. Slotted link motion is opposite to all the points explained above. Not withstanding the recompense stated above for the Whitworth motion, constructional difficulty make it more suitable for traversing head shaping machines and slotting machines, so that the crank motion, despite its restrictions finds universal adaptation for the pillar style of shaping machines.[6] CHAPTER 4 DESIGN OF CRANK AND SLOTTED LEVER MECHANISM Design and fabrication of crank and slotted lever mechanism and also doing the structural and thermal analysis of crank shaft. Drawing the velocity diagram of the mechanism. Fig 4.1 : Dimensions for the components using AutoCAD DESIGNING USING CATIA The design of different components is explained here using Catia. SLOTTED LEVER Slotted lever connected to the crank shaft which provides the forward and backward motion of the tool post. The drawing is done as per the dimensions shown above. Different view of the slotted lever is also explained Fig 4.2: Design of slotted lever FIG4.3: Different angle view of slotted lever CRANK SHAFT Crank shaft which is connected to flywheel with the help of a motor , which provides the rotation of the crank shaft as well as the rotation of the slotted lever connected to it. The drawing is done as per the dimensions shown above. Different view of the crank shaft is also explained Fig 4.4: DESIGN of crank shaft Fig 4.5: Different angle view of crank shaft TOOL POST Tool post which is connected to slotted lever, where the tool is connected to it which is used for the cutting of materials. The drawing is done as per the dimensions shown above. Different view of the Tool post is also explained Fig 4.6: Design of tool post Fig 4.7: Different angle view of tool post TOOL CUTTER Tool cutter is connected to the tool which is used to cut the material. The design is done as per assumed dimensions. Different view of the Tool is also explained. Fig 4.8: Design of tool Fig 4.9: Different angle view of tool 5.2 FABRICATION OF CRANK AND SLOTTED LEVER With the help of above design of different components it has been combined together to form a crank and slotted lever mechanism which is seen mainly in shaper machines. Fig4.10: Design of crank and slotted lever mechanism The final fabrication model will be represented as shown below. Fig4.11: Final Design of crank and slotted lever mechanism 4.3 MODEL FABRICATION To conclude my Assigned project I hereby affix few photos of crank and slotted quick return mechanism indicating the functioning the same. Fig 4.12: FABRICATED MODEL OF CRANK AND SLOTTED LEVER Fig 4.13: SLOTTED LEVER CONNECTED TO THE LEVER CHAPTER 5 STRUCTURAL AND THERMAL ANALYSIS OF CRANK SHAFT Crank and slotted lever mechanism, crank shaft which acts as the rotating device which helps the slotted lever forward and backward movement. Therefore analyzing the different propertied which take place in a crank shaft 5.1 STRUCTURAL ANALYSIS Fig 5.1: Crank shaft used for analysis Units TABLE 1 Unit System Metric (m, kg, N, s, V, A) Degrees rad/s Celsius Angle Degrees Rotational Velocity rad/s Temperature Celsius Model (C4) Geometry TABLE 2 Model (C4) > Geometry Object Name Geometry State Fully Defined Definition Source C:UsersPATRICKDesktopPAPArollcageSUDEEPPart1.CATPart Type Catia5 Length Unit Millimeters Element Control Program Controlled Display Style Part Color Bounding Box Length X 2.e-002 m Length Y 0.20055 m Length Z 0.19999 m Properties Volume 6.2904e-004 m ³ Mass 4.938 kg Scale Factor Value 1. Statistics Bodies 1 Active Bodies 1 Nodes 3258 Elements 556 Mesh Metric None Preferences Import Solid Bodies Yes Import Surface Bodies Yes Import Line Bodies No Parameter Processing Yes Personal Parameter Key DS CAD Attribute Transfer No Named Selection Processing No Material Properties Transfer No CAD Associatively Yes Import Coordinate Systems No Reader Save Part File No Import Using Instances Yes Do Smart Update No Attach File Via Temp File Yes Temporary Directory C:UsersPATRICKAppDataLocalTemp Analysis Type 3-D Mixed Import Resolution None Enclosure and Symmetry Processing Yes TABLE 3 Model (C4) > Geometry > Parts Object Name Part 1 State Meshed Graphics Properties Visible Yes Transparency 1 Definition Suppressed No Stiffness Behavior Flexible Coordinate System Default Coordinate System Reference Temperature By Environment Material Assignment Structural Steel Nonlinear Effects Yes Thermal Strain Effects Yes Bounding Box Length X 2.e-002 m Length Y 0.20055 m Length Z 0.19999 m Properties Volume 6.2904e-004 m ³ Mass 4.938 kg Centroid X 1.e-002 m Centroid Y -1.9072e-004 m Centroid Z -1.9565e-004 m Moment of Inertia Ip1 2.4661e-002 kg ·m ² Moment of Inertia Ip2 1.2451e-002 kg ·m ² Moment of Inertia Ip3 1.2537e-002 kg ·m ² Statistics Nodes 3258 Elements 556 Mesh Metric None Coordinate Systems TABLE 4 Model (C4) > Coordinate Systems > Coordinate System Object Name Global Coordinate System State Fully Defined Definition Type Cartesian Ansys System Number 0. Origin Origin X 0. m Origin Y 0. m Origin Z 0. m Directional Vectors X Axis Data [ 1. 0. 0. ] Y Axis Data [ 0. 1. 0. ] Z Axis Data [ 0. 0. 1. ] Mesh TABLE 5 Model (C4) > Mesh Object Name Mesh State Solved Defaults Physics Preference Mechanical Relevance 0 Sizing Use Advanced Size Function Off Relevance Center Coarse Element Size Default Initial Size Seed Active Assembly Smoothing Medium Transition Fast Span Angle Center Coarse Minimum Edge Length 2.e-002 m Inflation Use Automatic Tet Inflation None Inflation Option Smooth Transition Transition Ratio 0.272 Maximum Layers 5 Growth Rate 1.2 Inflation Algorithm Pre View Advanced Options No Advanced Shape Checking Standard Mechanical Element Midside Nodes Program Controlled Straight Sided Elements No Number of Retries Default (4) Rigid Body Behavior Dimensionally Reduced Mesh Morphing Disabled Pinch Pinch Tolerance Please Define Generate on Refresh No Statistics Nodes 3258 Elements 556 Mesh Metric None Static Structural (C5) TABLE 6 Model (C4) > Analysis Object Name Static Structural (C5) State Solved Definition Physics Type Structural Analysis Type Static Structural Solver Target ANSYS Mechanical Options Environment Temperature 22.  °C Generate Input Only No TABLE 7 Model (C4) > Static Structural (C5) > Analysis Settings Object Name Analysis Settings State Fully Defined Step Controls Number Of Steps 1. Current Step Number 1. Step End Time 1. s Auto Time Stepping Program Controlled Solver Controls Solver Type Program Controlled Weak Springs Program Controlled Large Deflection Off Inertia Relief Off Nonlinear Controls Force Convergence Program Controlled Moment Convergence Program Controlled Displacement Convergence Program Controlled Rotation Convergence Program Controlled Line Search Program Controlled Output Controls Calculate Stress Yes Calculate Strain Yes Calculate Results At All Time Points Analysis Data Management Solver Files Directory F:ansyshallo_filesdp0SYS-1MECH Future Analysis None Scratch Solver Files Directory Save ANSYS db No Delete Unneeded Files Yes Nonlinear Solution No Solver Units Active System Solver Unit System mks TABLE 8 Model (C4) > Static Structural (C5) > Rotations Object Name Rotational Velocity State Fully Defined Scope Geometry All Bodies Definition Define By Vector Magnitude 200. rad/s (ramped) Axis Defined Suppressed No Fig 5.2 : Graph showing rotational velocity TABLE 9 Model (C4) > Static Structural (C5) > Loads Object Name Frictionless Support State Fully Defined Scope Scoping Method Geometry Selection Geometry 1 Face Definition Type Frictionless Support Suppressed No Solution (C6) TABLE 10 Model (C4) > Static Structural (C5) > Solution Object Name Solution (C6) State Solved Adaptive Mesh Refinement Max Refinement Loops 1. Refinement Depth 2. TABLE 11 Model (C4) > Static Structural (C5) > Solution (C6) > Solution Information Object Name Solution Information State Solved Solution Information Solution Output Solver Output Newton-Raphson Residuals 0 Update Interval 2.5 s Display Points All TABLE 12 Model (C4) > Static Structural (C5) > Solution (C6) > Results Object Name Total Deformation Minimum Principal Elastic Strain Stress Intensity Middle Principal Stress Equivalent Stress State Solved Scope Scoping Method Geometry Selection Geometry All Bodies Definition Type Total Deformation Minimum Principal Elastic Strain Stress Intensity Middle Principal Stress Equivalent (von-Mises) Stress By Time Display Time Last Calculate Time History Yes Identifier Use Average Yes Results Minimum 8.5255e-009 m -8.1173e-006 m/m 5.3895e+005 Pa -4.8689e+005 Pa 5.3642e+005 Pa Maximum 7.9016e-007 m -8.1177e-007 m/m 3.0171e+006 Pa 1.2909e+006 Pa 2.7325e+006 Pa Information Time 1. s Load Step 1 Substep 1 Iteration Number 1 TABLE 13 Model (C4) > Static Structural (C5) > Solution (C6) > Results Object Name Shear Stress Vector Principal Elastic Strain Strain Energy State Solved Scope Scoping Method Geometry Selection Geometry All Bodies Definition Type Shear Stress Vector Principal Elastic Strain Strain Energy Orientation XY Plane By Time Display Time Last Coordinate System Global Coordinate System Calculate Time History Yes Use Average Yes Identifier Results Minimum -3.4345e+005 Pa 5.6327e-007 J Maximum 3.4345e+005 Pa 1.1931e-005 J Information Time 1. s Load Step 1 Substep 1 Iteration Number 1 Material Data Structural Steel TABLE 14 Structural Steel > Constants Density 7850 kg m^-3 Coefficient of Thermal Expansion 1.2e-005 C^-1 Specific Heat 434 J kg^-1 C^-1 Thermal Conductivity 60.5 W m^-1 C^-1 Resistivity 1.7e-007 ohm m TABLE 15 Structural Steel > Compressive Ultimate Strength Compressive Ultimate Strength Pa 0 TABLE 16 Structural Steel > Compressive Yield Strength Compressive Yield Strength Pa 2.5e+008 TABLE 17 Structural Steel > Tensile Yield Strength Tensile Yield Strength Pa 2.5e+008 TABLE 18 Structural Steel > Tensile Ultimate Strength Tensile Ultimate Strength Pa 4.6e+008 TABLE 19 Structural Steel > Alternating Stress Alternating Stress Pa Cycles Mean Stress Pa 3.999e+009 10 0 2.827e+009 20 0 1.896e+009 50 0 1.413e+009 100 0 1.069e+009 200 0 4.41e+008 2000 0 2.62e+008 10000 0 2.14e+008 20000 0 1.38e+008 1.e+005 0 1.14e+008 2.e+005 0 8.62e+007 1.e+006 0 TABLE 20 Structural Steel > Strain-Life Parameters Strength Coefficient Pa Strength Exponent Ductility Coefficient Ductility Exponent Cyclic Strength Coefficient Pa Cyclic Strain Hardening Exponent 9.2e+008 -0.106 0.213 -0.47 1.e+009 0.2 TABLE 21 Structural Steel > Relative Permeability Relative Permeability 10000 TABLE 22 Structural Steel > Isotropic Elasticity Temperature C Youngs Modulus Pa Poissons Ratio 2.e+011 0.3 Fig 5.3 : Middle Principal Stress Fig 5.3: Principal Stress Fig 5.4: Strain Energy Fig 5.5: Minimm Principal Elastic Strain Fig 5.6: Stress Intensity Fig 5.7: TOTAL Deformation Fig 5.8: VECTOR Principal Elastic Strain 5.2 THERMAL ANALYSIS Thermal Analysis is the heat developed in crank shaft. Units TABLE 1 Unit System Metric (m, kg, N, s, V, A) Degrees rad/s Celsius Angle Degrees Rotational Velocity rad/s Temperature Celsius Model (D4) Geometry TABLE 2 Model (D4) > Geometry Object Name Geometry State Fully Defined Definition Source C:UsersPATRICKDesktopPAPArollcageSUDEEPPart1.CATPart Type Catia5 Length Unit Millimeters Element Control Program Controlled Display Style Part Color Bounding Box Length X 2.e-002 m Length Y 0.20055 m Length Z 0.19999 m Properties Volume 6.2904e-004 m ³ Mass 4.938 kg Scale Factor Value 1. Statistics Bodies 1 Active Bodies 1 Nodes 3258 Elements 556 Mesh Metric None Preferences Import Solid Bodies Yes Import Surface Bodies Yes Import Line Bodies No Parameter Processing Yes Personal Parameter Key DS CAD Attribute Transfer No Named Selection Processing No Material Properties Transfer No CAD Associativity Yes Import Coordinate Systems No Reader Save Part File No Import Using Instances Yes Do Smart Update No Attach File Via Temp File Yes Temporary Directory C:UsersPATRICKAppDataLocalTemp Analysis Type 3-D Mixed Import Resolution None Enclosure and Symmetry Processing Yes TABLE 3 Model (D4) > Geometry > Parts Object Name Part 1 State Meshed Graphics Properties Visible Yes Transparency 1 Definition Suppressed No Stiffness Behavior Flexible Coordinate System Default Coordinate System Reference Temperature By Environment Material Assignment Structural Steel Nonlinear Effects Yes Thermal Strain Effects Yes Bounding Box Length X 2.e-002 m Length Y 0.20055 m Length Z 0.19999 m Properties Volume 6.2904e-004 m ³ Mass 4.938 kg Centroid X 1.e-002 m Centroid Y -1.9072e-004 m Centroid Z -1.9565e-004 m Moment of Inertia Ip1 2.4661e-002 kg ·m ² Moment of Inertia Ip2 1.2451e-002 kg ·m ² Moment of Inertia Ip3 1.2537e-002 kg ·m ² Statistics Nodes 3258 Elements 556 Mesh Metric None Coordinate Systems TABLE 4 Model (D4) > Coordinate Systems > Coordinate System Object Name Global Coordinate System State Fully Defined Definition Type Cartesian Ansys System Number 0. Origin Origin X 0. m Origin Y 0. m Origin Z 0. m Directional Vectors X Axis Data [ 1. 0. 0. ] Y Axis Data [ 0. 1. 0. ] Z Axis Data [ 0. 0. 1. ] Mesh TABLE 5 Model (D4) > Mesh Object Name Mesh State Solved Defaults Physics Preference Mechanical Relevance 0 Sizing Use Advanced Size Function Off Relevance Center Coarse Element Size Default Initial Size Seed Active Assembly Smoothing Medium Transition Fast Span Angle Center Coarse Minimum Edge Length 2.e-002 m Inflation Use Automatic Tet Inflation None Inflation Option Smooth Transition Transition Ratio 0.272 Maximum Layers 5 Growth Rate 1.2 Inflation Algorithm Pre View Advanced Options No Advanced Shape Checking Standard Mechanical Element Midside Nodes Program Controlled Straight Sided Elements No Number of Retries Default (4) Rigid Body Behavior Dimensionally Reduced Mesh Morphing Disabled Pinch Pinch Tolerance Please Define Generate on Refresh No Statistics Nodes 3258 Elements 556 Mesh Metric None Steady-State Thermal (D5) TABLE 6 Model (D4) > Analysis Object Name Steady-State Thermal (D5) State Solved Definition Physics Type Thermal Analysis Type Steady-State Solver Target ANSYS Mechanical Options Generate Input Only No TABLE 7 Model (D4) > Steady-State Thermal (D5) > Initial C

Paul Cezanne Essay -- essays research papers

PAUL CÉZANNE   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Post Impressionism, as the name would suggest, is the art movement that directly followed Impressionism. One artist, who led the Post Impressionism movement, was French artist, Paul Cà ©zanne. Much of his early work was pure Impressionism and, although he was introduced to the style and guided by Camille Pissarro, Cà ©zanne's works showed a distinctive uniqueness. Cà ©zanne broke away from Impressionism because of the lack of composition; he felt the desire to depict subjects in the third dimension as well as appearing flat. Cà ©zanne did not agree with the Impressionistic trait of portraying the world through light, instead, he built up images by a generous use of colour. Cà ©zanne would distort objects and his works would often consist of numerous viewpoints on the one canvas. Cà ©zanne worked with and was greatly influenced by other Impressionists he associated with, including Degas, Monet, Pissarro and Renoir. It was Pissarro who guided Cà ©zanne and convinced him to break up the colour and use shorter brush strokes when painting; among Cà ©zanne's friends, Pissorro was the only one patient enough to teach him. Cà ©zanne also admired Romantic painter, Eugà ¨ne Delacroix, who used colour instead of lines to define objects; this inspired him to endeavour his quest for composition using colour alone. Many aspects of Cà ©zanne's early works can be traced back to the compositions of Delacroix's works.   Ã‚  Ã‚  &n...

Tony Kytes the Arch Deceiver and Spiv in Love :: Arch deceiver Spiv Essays Kytes

Tony Kytes' the Arch Deceiver and Spiv in Love The Arch Deceiver is set in the 1980's as well as Spiv in love. During the 1980's men had all power, control and respect. Men controlled the world and women. In these times women relied on men for survival. But later on in the century women became more independent and worked and could live for themselves without having to lean on the shoulder of a man, due to this they also earned more respect from men. It was also harder for men to win women's hearts, as women didn't feel it was a must to be committed to someone. Women also began to have almost an equal amount of power. This led to women's expectations rising. Tony Kytes seems to fall in love with three different women and cannot help himself. He is looking for commitment and marriage but cannot decide what he is going to do about it. He cannot decide what woman to go for. He has no morals or logic. He is a very sly and cunning young man and a very good liar and knows that he has all the power but is not quite in control of everything. He constantly lies throughout the story; for example, 'You didn't really mean what you said to them'. 'Not a word of'. This is when he asked Milly to marry his last and lied about his meaning what he said. His confrontations with each woman results in putting him in a worse situation than what he was in before as he lies to them all the time. Although he has bad attributes he is also a loving man and does actually want commitment and marriage but just deals with the situation in the wrong way. The women in Tony Kytes know that the men are in control and they get what they want. This is usual for them as their fathers own them and will give them away if he wishes. It is also recognisable that the women in Arch Deceiver want commitment so badly that hey are prepared to go to any lengths for commitment from a man. The women in Tony Kytes really love men. They treat men very well and would do anything for commitment. They are very truthful to the men and upfront about their feelings. They all want courtship and would compete between themselves to achieve commitment from the men. On the other hand, they are not as good as it seems. The women are hard to please, as they are always demanding for things such as commitment and favours so on.

Kwan Win: Buddhist Bodhisattva Essay -- social issues

Kwan Win: Buddhist Bodhisattva Compassion and Peace as a Spiritual Guide The path to spiritual freedom is sought by many people in this world. Relief from suffering is sought by many more. In these times, in all times past, and probably in times to come, the need for a spiritual guide is apparent. Kwan Yin (Guan Shih Yin in China, Kannon in Japan) is a Buddhist goddess of compassion who provides this guidance and direction for countless people. Kwan Yin reflects the Mahayana Buddhist concept of bodhisattva, a being of pure compassion. â€Å"A ‘bodhisattva’ is a person who delays his or her full enlightenment in order to aid in the liberation of all beings.† Bodhisattva literally translates to â€Å"Buddha to be†, and it is only when all beings have been relieved from suffering that a bodhisattva will allow themselves to reach parinirvana. Kwan Yin illustrates the concept of a bodhisattva very well. In one story about the Thousand-Armed Guan Shih Yin (one of her better known manifestations), a Princess named Miao Shan was disowned by her father and sent to a nunnery. At the nunnery, she was forced to do the dirtiest jobs, but this did not break her spirit. Her father, the king, then sent soldiers to the nunnery to set it on fire. After performing a miraculous deed that extinguished the fire, Miao Shan’s father was even more incensed. He sent an executioner to kill her, and she was strangled to death. After his awful actions, Miao Shan’s father became very ill with a sickn...

Body Shop Case Analysis

1. For all the line items that are calculated as a percentage of sales, we used an average for the last three years as our base case assumptions. Our observations led us to use this average because the percentages were fairly consistent over the last three years. Since the company was not operating at full production capacity we concluded that the company could continue growing without incurring an increase in fixed costs. The dividends were unchanged over the period of observation.Since taxes are not calculated as a percentage of sales but rather as a percentage of EBIT, taxes payable remained unchanged. 2. According to our calculations The Body Shop will need additional funding of ? 16. 97, ? 20. 55, and ? 24. 60 in 2002, 2003 & 2004 respectively for a total of ? 62. 12. These numbers were derived by developing trial pro-forma balance sheets and finding the difference between our assets and liabilities and equity. This calculation equals the plug, which told us how much additional funding was needed.After forecasting these numbers we were able to conclude that The Body Shop will need the aforementioned funding. 3. Our first important factor that needed to be taking into consideration is that the percentage of sales for 2002 will be an average of the previous three years. The next important factor, we believe, is that for 2003 and 2004 the sales percentages will remain unchanged. Lastly, fixed assets will remain the same. With these assumptions in mind, any change up or down will result in a change in the additional financing needed.The assumptions are key for forecasting future financial data. Without these assumptions we would not be able to accurately predict future values. 4. A general manager like Roddick would value these findings because it allows her to prepare for future additional financing. Having this foresight will allow her to begin to plan for this newly acquired debt. These findings will give Roddick two options, she could either issue more equ ity, or she can take on additional debt. Our analysis concludes that Roddick should take on new debt totaling ? 16. 97 million for the upcoming fiscal year.

Apprenticeship System

EDUCATIONAL THEORY AND PRACTICE A (ETP 410S) Discuss the impact that technological development in general had on the apprenticeship system from its original form till today. In your deliberations also refer to the apprenticeship system in Namibia. Also explain the advantages and disadvantages of the Apprenticeship system. In the introduction define the term â€Å"apprenticeship system†. In your argumentation answer the question above and also deliberate the question whether the replacement of the apprenticeship system with a trainee system can solve the vocational education and training problems of Namibia.Conclude your question with a summary of the content. THE APPRENTICESHIP SYSTEM 1. Introduction This assignment serves to discuss about the Apprenticeship system, its origin. I will as well deliberate a bit on the events in history which had an impact on the apprenticeship system and compare the ancient apprenticeship system to the modern type of skills transferring. A few d isadvantages and advantages will as be looked at, without derailing from the main focus of the assignment, the deliberations will mainly focus on Namibia in general.Certain aspects of my argumentations will as well look at the changes to the apprenticeship system and how Industrial revolution or technological development had an effect on the apprenticeship system. Lastly the focus will then be directed at the hot question of whether the replacement of the apprenticeship system with the traineeship system will solve the vocational education and training in Namibia. A conclusion will then be made to sum up the whole topic. According to A.Du Preez (2012: 13) â€Å"The word apprentice is from the Latin word apprentia which means learner†. The word system is a process or structure. The Apprenticeship system can be defined as a system training of training a new generation of apprentices of a structured set of skills and apprenticeships which may save as a gate way for one to enter many different careers. Apprenticeship ranged from craft occupations or trades to those seeking a professional license to practice in a regulated profession.Most of the apprentice’s training was done while working for the employer who in return helps the apprentice to master their trade and profession, in exchange for their continuing labour for a period agreed on in the indenture after they have achieved the required competency (Apprenticeship and traineeship n. d. ). Apprenticeship is a combination of on-the-job training (OJT) and related classroom instruction under the supervision of a journey-level craft person or trade professional in which the workers learn the practical and theoretical aspects of a highly skilled occupation. The history of Apprenticeship n. d. ). 2. Objectives The objectives of this assignment are to: 1. Discuss the historical impact on the apprenticeship system. 2. Discuss the impact that technological development in general had on the Apprenticeship system as from its origin till today. 3. Discuss notable changes to the early apprenticeship system compared to the modern type of apprenticeship. 4. Deliberate on the apprenticeship system in Namibia. 5. Discuss the advantages and disadvantages of the apprenticeship system. 6.Lastly, discuss and or deliberate on the question of whether the replacement of the apprenticeship system with a trainee system can solve the vocational education and training problems of Namibia. 7. Conclusion. 3. DELIBERATIONS/ARGUMENTATIONS Impact of historical events on the apprenticeship system Before we look at the impact that technological development had on the apprenticeship system, there is a need to step a bit back into time and look at the origin and historical impact on the apprenticeship system, being the only recognised and structured form of transferring skills from an expect to a learner.Human lives revolve around skills and knowledge in order to achieve goals, sculpturing, ploughing and creat ing of tools, are all some of the skills that have been passed from generation to the other through apprenticeship. Although not documented, apprenticeship has been part of human revolution, where parents or masters would subject young men and women to some form of skills learning in order to be able to perform certain tasks.Many years ago, the manufacturing of shoes, household utensils, boats, crafts, hunting tools, furniture, clothes, house decorations and bread baking were all produced in families and clans by specialised in doing so. As the need for such homemade items grew for commercial purposes, clan and family members with such skills formed organisations herewith known as guilds with responsibilities of protecting and guarding the exploitation of such skills and to avoid impostors from cheating the consumers and discrediting the master craftsmen.With time the guilds grew more and more powerful, they became the only authority to certify craftsman to practice the trades. With in the protection and guarding of the apprenticeship, the guilds started to set up rules and conditions of the apprenticeship, such as, suitable working conditions for the apprentice, set of wages for an apprentice who has just completed the apprenticeship and the standard of work (A. Du Preez 2012: 13). Unlike in the beginning of time, contracts were now drafted for both the master craftsman and the apprentice to sign before entering into an apprenticeship.Further readings would state that the contractual agreements signed by the two parties had with them rules and conditions for both parties to undertake. Such rules were: Rules and condition for the master craftsman: * Lodge the apprentice * Clothe the apprentice * Feed the apprentice * Teach the apprentice the art and mysteries of the trade. * Responsible for the apprentice’s morals, religion and civic education. * Teach the apprentice how to read and write. * Monitor the apprentice’s progress on a daily basis. Rule s and conditions for the apprentice: * Live and stay with the master craftsman. Work for the master craftsman for a period of time. * Obey and respect the wishes of the craftsman * Will not partake in any other apprenticeship, gambling or visit brothels. * Will only serve one master craftsman. * Would create a final masterpiece for his/her master upon completion of his/her apprenticeship as a proof of level of skills acquired (Apprenticeship n. d. ). Impact of technological development on the apprenticeship system For many centuries apprenticeship was the only kind of education a working class youth could get† while staying and working for his/her master.The apprenticeship system, which has lasted for hundreds of years since middle age has through time, gradually disappeared in its original form of apprentice and master, with the rise of industrial development. (A. Du Preez, 2012). Apprentices usually at tender ages of ten to fifteen years and would live and be fed in the mast er craftsman’s home (Apprenticeship n. d. ). Age was never a matter of concern in the ancient times, parents would allow their children to be taken away by master craftsman or would give them away due to poverty or could just not simply afford to send them to school.No education was ever provided for, for these children hence at such a young age they should have been to or attending schools. With contract signed between the craftsman and the apprentice, the young apprentice was only bound to obey their masters and only live by their masters’ wishes. In keeping up with the new era, certain laws had to be put in place to govern and transform the apprenticeship system. One such law is the Constitution of the republic of Namibia in which certain Articles based on human rights and freedoms are enshrined.We take a look at three Articles, Article 9 Slavery and forced labour, Article 15 Children’s rights and 20 Education. Article 9 Slavery and forced labour states that, no person shall be subjected to any form of slavery or forced labour. Article 15 Children’s rights, clearly states that no child under the age 16 shall be allowed to work or enter into any form of contractual agreement with an adult and most importantly it states that all children shall be cared for by both parents. Article 20 Education, it states that primary education in Namibia shall be free and compulsory.This is to stop parents from giving away or sending their children to go and work somewhere at tender age due to poverty or unable to pay education fees. (The Constitution of the Republic of Namibia). This law made it impossible for master craftsmen to practice the ancient apprenticeship system in the developing world as it protects the exploitation of humans and children in particular. Impact of industrial revolution on the apprenticeship system In the early 20s industries and technology expanded and there was a drastic demand for more skilled persons in different fiel ds.Such demands caused the master craftsman to change the apprenticeship approach, from where the learner was attached to the master for a longer period, to a more competent and demand meeting approach and which was as well changed to a more specific skills approach, a lesser or shorter period being implemented. The training of one learner at a time to acquire a wide range of skills over a long period has become a thing of the past. Masters were forced by the industrial revolution to use the on-the –job type of skills transferring and class rooms where not only one person is subjected to learning but a group of apprentices are taught at once.Vocational Training Centres were established where skills could be transferred to apprentices by different master craftsmen herewith referred to as instructors. The most notable example to this is the Namibian Police training standard. Police recruits immediately after the colonial era were recruited and trained policing in general withou t specialisation. Some were recruited on grounds of being ex-combatants or being ex police officers in the South West African Police (SWAPOL).Some of these members were sent out to countries with better police training institutions for longer periods of time to acquire the much needed policing skills and knowledge e. g. nine months police training in Zambia. The whole idea was seemingly to return experience police officers on which the police grounds could be established. According to A. Du Preez (2012: 17) â€Å"the apprenticeship system was seen as a highly beneficial method of proving skilled workforce in those trades that demanded skills and of retaining the knowledge and experience of older workers†.This was praised as a good idea, however the training period became a concern as Namibian people needed a lot of skilled and educated policemen and women. The advanced ways of how crimes were committed and the introduction of computers, the police was forced to take a new dir ection to curb the crimes and meet its goal of maintaining of law and order. Decent numbers of men and women were recruited and subjected to a more military-like training by experienced skilled police officials.Trainings continued with the military-like trainings where more military tactics were being taught, mostly the use of fire-arms and drill formations. The public demanded for more skilled and educated police officials to walk the streets. A new map was the drawn on the training to meet the changing needs. The trainings centres were then revamped to an education friendly environment. A different learning approach was adopted from that of more skills training to a 50/50 practically and theoretically oriented training.Instead of training being done in fields, classes became the song of training where educated and better qualified police official undertook to train new police recruits with more theory than practice. As time went by, training was then divided into three phases: mai nly Basic recruit training for six months, six months probation on the job practices and then a choice of specialisation in any field of choice, be it investigation or traffic policing. With the adoption of technology, a lot of things changed.The way how skills are currently being transferred compared to the early apprenticeship, the use of computers to give classes, the use of visual and audio materials where the master is never personally in contact with the apprentices, unlike the early form, where the master was on a daily basis present with the apprentice, monitored and guided him/her throughout the entire learning process. Take for example the telecommunication system, in the 19th century, for one to make a call; you have to be connected to an operator who then has to connect you to an operator who then has to connect you to the numbers or number of choice.These persons working at switch-board were only skilled persons trained by a craftsman which has all changed to the use of computers. The whole process where the operator connects the caller to the next intended receiver changed in the 20th century with the use of computers. The fate of all operators is unknown as their services were no more needed. According to A. Du Preez (2012:24) â€Å"Focused training was needed to satisfy the demands of a fast growing industrial environment†. The differences between the ancient and modern apprenticeship system ANCIENT APPRENTICESHIP| MODERN APPRENTICESHIP| . Anyone could sign an indenture with the master craftsman. (A. Du Preez 2012)| 1. Only persons meeting the required entry standards are registered. | 2. Age was never part of the requirements for anyone to undergo apprenticeship by a master craftsman. | 2. Only persons above the age of 16can be admitted as apprentices. | 3. The apprenticeship ran for many years. | 3. It runs on a more manageable period of time. | 4. The skills taught were not specific and were only based mostly on crafts. | 4. Each appr enticeship has its own craftsman with his/her students/learners| 5.There was a very low output of skilled apprentices. | 5. Since the apprenticeship is done in classrooms, they are a lot of graduates annually. | 6. The apprentice stayed and lived with the master craftsman during the entire apprenticeship process. | 6. The apprentices do not stay with masters, they their own homes. | 7. The apprentice could not engage in any other activity or change the field of study. | 7. The apprentice is likely to engage in other apprentices, depending on personal wishes. | 8. It was only a one- on-one type of skills transferring. 8. The presentations are done by one master to a group of people at once. | 9. After the completion of the apprenticeship, the apprentice was required to make and present a masterpiece to the master craftsman, which would the be presented to the guild, and only after the guild’s approval would the apprentice be certified as a journey’s man and later a craf tsman (A. Du Preez 2012: 15)| 9. The final year concentrates more on practices in workshop and on the job trainings after which theoretical and practical examinations are done.Success in the examination would amount to a Certificate, diploma or degree and higher. | 10. Done at the residence of the master. | 10. Done in classrooms, in industries and in workshops. | This clearly indicates just how much has the apprenticeship system being modernised and transformed to meet the social, economic, industrial and political pressure. The apprenticeship system in Namibia The apprenticeship system in Namibia has in years focused mostly on the psychomotor domain learning approach, other that the cognitive domain as a learning style.The psychomotor domain is the system being used in the vocational training centres as Namibia is driving towards the direction of competency, efficiency and effectiveness in skills acquiring. For a learner to be able to go and work, one has to firstly complete all v ocational requirements and lastly graduate (A. Du Preez 2012:19). We take a look at the police force once again, all police cadet or police recruits would firstly undergo a six months training programme with both theoretical and practical examinations and test being done.Those who do not excel in shooting practices would be recommended never to carry an official service firearm and as for those who do not make it academically, their fate is in the streets or recommendations for retraining and would remain cadet constable (students) until such time they qualify. Namibia’s development plan of vision 2030 is the driving force behind the current state of the apprenticeship system with the aim of meeting the target of a better and developed nation.Some Namibian may have used the ancient and colonial form of apprenticeship where a learner was attached to the master for a period of time while acquiring skills, but have changed to a vocational and on the job kind of apprenticeship. T he much thought after example to this is the Namibian Police Force, franchise shops and institutions known as vocational training centres. Let us look at the vocational training centres, skills are not passed from professionals or qualified persons in the form of practices only but theory is as well included and that goes for the police trainings.The use of firearms was taught only at shooting ranges but as of recent years, students have to undergo a theoretical approach to the use of firearms and their understanding is tested through written test and examinations after which they are then exposed to the practical shooting exercises at shooting ranges while under the supervision of instructors. The current situation in Namibia is different to that of the ancient times as apprentices are free, they receive a salary and in most times have homes of their own while undergoing training. According to A.Du Preez (2012: 21) â€Å"Namibian’s training system of training takes place in classrooms as well as in workshops and trainees receive tools to work with. Apart from doing practical wok in workshops trainees also receive individual set of writing exercises which they have to carry out and can only go on the job-attachments once they have mastered the skills†. The above practices shows just how much Namibia is striving to achieve its vision for developed Namibia by 2030 by allowing masters to conduct an on the job trainings and the introduction of vocational training centres where skills are acquired to perform or master certain tasks. Nowadays, apprentices are members of a production force as they train on the job and in the classrooms. They are paid wages, work a regular work week, and live in their own homes rather than that of a master. The apprenticeship agreement set out the work processes in which they are to be trained and the hours and wages for each training period. At the end of their apprenticeship, they receive certificates that are similar to diplomas awarded to the engineering graduates of universities (History of apprenticeship n. d. ).The above quote/ paragraph is in line with what the police is currently doing, where recruited persons undergo basic police training and are paid a probation salary until the completion of another â€Å"6† six month on the job probation. Advantages and Disadvantages of the apprenticeship system Every institution or department, entity or environment has its own ups and downs which in most cases we would refer to as the advantages and disadvantages; we will now take a look at some of the advantages and disadvantages of the apprenticeship system. The lack of job or employment opportunities in Namibia currently, has forced a lot of young women and men to seek for employment forth education in a sense of firstly securing a job and then study and without knowing, they enter into apprenticeship systems rather than the educational process. The choice of firstly seeking or getting emplo yed and then study has its own greener grounds and its down falls, this is evident in the Namibian police, when young men and women would prefer to be recruited, get trained and then pursue a career in either policing or other police related fields. Looking at some of the advantages and disadvantages, it will then be a sole choice of an apprentice to decide the direction of learning. Advantages of the apprenticeship system * Acquire skills and knowledge about your career before registering for educational qualification. * You get paid or an apprentice gets paid a salary while learning and under-supervision. * Working or work experience gives an apprentice the courage to take on any task. * Apprenticeship helps an apprentice to gain more knowledge, experience and skills which may be of advantage in or when enrolling for at a tertiary institution. With apprenticeship, less books or studying is at own will as all skills and knowledge are obtained through practice and guidance by or fro m experience supervisors. * The â€Å"master† or leader gets to monitor, guide and correct his/her apprentice through practice as the saying goes â€Å"Practice makes Perfect†. * Police officers get recruited and as soon as they are appointed as cadet constables, they start to receive a cadet constable‘s salary or while awaiting to undergo a six month basic training, they are paid a student’s salary (career information & E-Recruitment n. . ). * . Disadvantages of the apprenticeship system * Unlike a university graduate recruit an unqualified recruit gains a lesser salary compared to that of a university graduate recruit. * Sometimes having to work before obtaining a university qualification may cause an apprentice to be lazy to study and obtain such need qualification. * With the revolution of technology, the chances of an apprentice without any tertiary qualification of being retrenched to make way for qualified and certified persons are very high. It may take long for an apprentice to get promoted at work than a university graduate. * An apprentice may in some cases not be able to learn all about the choice of career through practice but tertiary education may be likely cover all aspects. * Persons with tertiary qualifications are likely start at command or senior position to that of an apprentice. * When opting to study, distance learning may be a bit difficult than having to do full time (career information & E-Recruitment n. d. ).The apprenticeship system may in other words being referred to as a backlog for young persons, as it is a very long route to obtain tertiary qualification. Replacement of the Apprenticeship system with the Trainee-Based system What are apprenticeships and traineeship; Apprenticeships and traineeships combine paid work and structured training. They allow you to learn a trade or workplace skill and receive a nationally accredited qualification. apprenticeships and traineeships can both be undertaken eithe r full-time or part-time (The traineeship). What's the difference between an apprentice and a trainee?There is a very thin line of difference between the two; however there are two main differences between an apprentice and a trainee. An apprentice is trained in a skilled trade and upon successful completion will become a qualified tradesperson. Trades such as electrical, plumbing, cabinet-making and automotive mechanics are just a few that are a part of the apprenticeship scheme. A trainee is someone who is being trained in a vocational area. These vocational areas include, but are not limited to, office administration, information technology and hospitality.Upon completion of a traineeship you will be  eligible to receive  a minimum of a certificate II in your chosen vocational area (ApprenticeshipInfo n. d. ). Many people have been fooled into believing that apprenticeships are only about plumbing, mechanics, tailoring or building. There are a lot of apprenticeships out there ; it all depends to the choice of an apprentice on what he/she is comfortable with. When the traineeship system was introduced in 1985, it shared many features with the apprenticeship system on which it was based.Over the years, institutional scopes have reduced some of the differences although traineeship system trainees have not benefited from the strong behavioural norms that have governed the apprenticeship training (Grey et al 1999). Why choose an apprenticeship or traineeship? An apprenticeship or traineeship can enable you to: * Gain valuable work experience * Get paid while you learn * Learn the latest knowledge and skills * Get a qualification that's recognized across Namibia. Apprentices and trainees complete a qualification while learning skills at work and under the guidance of a training organisation (ApprenticeshipInfo n. . ). When the traineeship system was firstly introduced in the mid eighties, it was introduced with a variety range of characteristics of the apprent iceship system, with the expansion of technology; most of the characteristics which the traineeship system shared with the apprenticeship system were and have been reduced. Therefore, the features that underpin the completion of the traineeship are essentially the same as for an apprenticeship, but their effects are weaker. Traineeship have not benefited from the strong behavioural norms that have governed the apprenticeship training (Grey et al. 999). Many occupations and industries in which traineeships are used have a tradition of a weak attachment between the employer and the employee. The unstructured nature of labour markets means that the gain to a trainee completing is small, and the lower cost to the employers means that they are less concerned recovering this cost from the trainees. However the whole traineeship completion rate changed in the midi-nineties where the system became more popular and more significant, the low completion rate became more visible (NCVER 2005).Ap prenticeships and traineeships are available in a diverse range of industries and across a vast variety of occupation groups. Traineeships and apprenticeships also allow for the training to be done on a full time or part time basis and can vary in their duration. In addition although most trainees and apprentices are engaged in a single contract with one specific employer or the vocation they are training in and so may effectively enter into more than one training contract prior to completing an apprenticeship or traineeship (NCVER 2001).The successful completion of a traineeship or an apprenticeship requires the achievement of three specific tasks as listed below: * Completion of formal off job requirements of the traineeship or apprenticeship, including completion of the qualification specified in the training contract. * Completion of the indenture period of the contract of training, in addition to satisfying the employer endorsed on the job requirements. Once the above requireme nts have been met, notification of the successful completion of the training contract by the trainee or apprentice, along with provision of required evidence substantiating the successful completion of the traineeship or apprenticeship must be provided to the relevant training authority. High rates of non completion amongst apprentices has been recognised as being costly for employers who invest significant time and resources into offering such training opportunities but may receive little or no return for their efforts (WADOT 1998).An apprenticeship or traineeship is a formal contract between an employer and an apprentice or trainee to undertake vocational education and training under the supervision of the employer or trainer. Traineeships and apprenticeships are offered to a variety of workers including those falling into one of the following groups: i) New entrants to the labour market ii) Re-entrants into the labour market iii) Existing workers who are looking to upgrade their skills with a specific employer.Looking at the above findings, it all comes to one ending, industries are resorting more and more to the traineeship system as it is cheaper and affordable, there are contractual bindings with the trainee and they do not lose a lot in the whole training process. Although the traineeship system appears to be an advantage for the industries, it has however been regarded as a way for companies to score cheap labour without decent consideration of the workers’ needs. The bonus for the trainees is that they do not get to be counted as unemployed, even though they are living on near poverty wages (Google Groups Traineeship are a scam).Apprenticeships and traineeships are available in a diverse range of industries and across a vast variety of occupational groups. Traineeships and apprenticeships also allow for training to be done on a full time or part time basis and can vary in their duration. In addition although most trainees and apprentices are en gaged in a single training contract with a specific employer, some may change employer or the vocation they are training in and so may effectively enter into more than one training contract prior to completing an apprenticeship or traineeship (NCVER 2001). Facts about apprenticeships and traineeships: apprenticeships and traineeships combine work with structured training * traineeships vary in length from 12 months to three years * apprenticeships can take up to four years to complete but many apprenticeships can now be completed more quickly than the traditional four years * apprenticeships and traineeships can be full-time, part-time, or school-based – where some of the training is undertaken while the apprentice or trainee is in high school * existing employees may undertake an apprenticeship or traineeship * apprenticeships and traineeships require employers to enter into a training contract with the apprentice or trainee * Employers work with a training organization and the apprentice or trainee to draw up the training plan (ApprenticeshipInfo n. d. ). Training can be delivered using one or more of the following options: * In an appropriate environment, such as an employer's premises. * Using flexible delivery methods, such as video link, teleconference, correspondence, work books, online self-paced learning, or an internet classroom link, where training is delivered by the training organization * In the workplace, where training is delivered by the employer (ApprenticeshipInfo n. d. Where can an apprenticeship or traineeship take you? On completion of an apprenticeship or traineeship you will have learnt new skills and gained experience and confidence working in a real job. This puts you in a great place to keep working, to go on to further study or even start your own business (ApprenticeshipInfo n. d. ). The afore-stated argument, if looked at the current direction at which the world is aimed and the use of technology and how much industries req uires specialisation in fields and more critical on theoretical knowledge when planning and achieve, the replacement of the apprenticeship system will not solve the vocational education in Namibia.A trainee graduates with a lower or unrecognized qualification whereas an apprentice graduates and qualifies in his/her field. It would therefore be wise and advisable that the two systems run side by side, where the traineeship prepares trainees for the apprenticeship system. The NYS (national youth service) under the Ministry of Youth runs a traineeship programme, where young men and women from all walks of life undergo a training programme and upon completion they get integrated into apprenticeships. A person who does t he apprenticeship is according to the findings, guaranteed a job unlike the one who goes through the traineedhip. Conclusion The deliberations in the assignment looked at main topic of the apprenticeship system.The apprenticeship system was an early form of education or transfer of skills from a craftsman to an apprentice or a learner in a number of years, however hence the early apprenticeship system was a one-on-one training, these whole system started to change from a one-on-one transfer of skills to one-on-many form of education and the duration minimised to a more shorter time frame due to industrial revolution and technology. The apprenticeship system has entirely changed from its original form due to historical events and industrial revolution. In the deliberations, an emphasis was made on the advantages and disadvantages of the apprenticeship system.The other part of the assignment took a focus on the apprenticeship system in Namibia in particular The recruitment of police officers changed from skill training to a 50-50 theory and skills training due to an industrial demand for more educated law enforcement officers. Although Namibia still practices the apprenticeship system, compared to the early apprenticeship system, trainees are not ent irely attached to their masters and, they are paid a salary based o the type of work performed. Current apprentices are being trained on job. The point of concern was the question asked, will the replacement of the apprenticeship system with the traineeship system solve the vocational education and training problem in Namibia.For Namibia to remain competitive to other nations the introduction of the trainee system to replace the apprenticeship system will just diminish the values of the vocational training institutions as they will be forced to enrol unqualified trainees upon the completion of the traineeship. A suggestion is then made that the apprenticeship and the traineeship system runs together as there is a thin line of difference between the two systems. References: * A. Du Preez (2012). Educational Theory and Practice A. Unit 1: 1-26 Published by centre of open and life-long learning, Windhoek, Namibia. * History of apprenticeship (n. d). Retrieved on 14 February 2013 from * http://. Ini. wa. gov/TradesLicensing/Apprenticeship/About/History/default. sp * Advantages and disadvantages of apprenticeship system. (n. d. ) Retrieved on 14 February 2013 from http://www. allaboutcareers. com/careers-advice/apprenticeship/advantages-of-apprenticeship * Traineeship. (n. d. ) Retrieved on 26 February 2013 from http://www. bbc. co. uk/news/education-20961113 * Apprenticeship and traineeship. (n. d. ) Retrieved on 27 February 2013 from http://www. bafensw. edu. au/courses/types/apptrain. htm * Apprenticeship and traineeship. (n. d. ) Retrieved on 27 February 2013 from http;//www. apprenticeshipsInfo. gld. gov. au/apprentices/index. html * Apprenticeship (n. d. ) Retrieved on 27 February 2013 from http://en. wikipedia. org/wiki/Apprenticeship