What the main factors of party choice were in the visegrad countries Assignment

What the main factors of party choice were in the visegrad countries - Assignment Example Voters then cast their votes not on the base of political parties but rather on the performance of their leaders that could be categorized as clientelistic and leader centered political culture compared to a majoritarian or consensus-oriented political system. It can be contrasted to Czech Republic where it manifests an extreme party-centric behavior of its voters. This can be attributed to their highly organized political parties as it manifests strongest ideological voting than the Nordic countries or the Netherlands. Unlike in Hungary where voters casts their ballots based on the performance of their leaders, Czech Republic on the other hand vote base on party ideology regardless of its leaders. This can also be partially attributed to the retention of orthodox communist party in the electoral arena making the electorate ideologically conscious. Poland on the other hand is neither of the two and this can be attributed to its highly fragmented political parties and institutional design whereby its institutions are closest to the consensus democracy type. The combination of diaspora among its political centers and consensus base political system among its political parties made it the only European country that is similar to that of the hybrid type constituted by Mexico and United States compared to Scandinavian-Israeli-Czech end-point differentiation. This results to a voting pattern that shows variance from the other countries in Visegrad such as Czech Republic and Hungary (Slovakia is not extensively covered in the study). Slovakia may not have been extensively covered in the study but its political system shares the same attribute with Poland which is also highly fragmented where its numbers are â€Å"excessive†. Thus, one can surmise that Slovakia will tend to be more consensus type in its voting pattern inferring to the factor that

Leadership and Action Article Example | Topics and Well Written Essays - 500 words

Leadership and Action - Article Example Leaders may play many roles and therefore are required to perform diverse actions to fulfill the requirements for the development of the organization. It is manifested that actions performed by the leader depends on the functions that leader is performing at that particular time (Krench, 1962). The following actions are performed by the leader: Purveyor of rewards and punishment: Leader is the one who can act as an encouragement for his subordinates by rewarding them and also encourage them to do the best and up to desired expectations by punishing them. Punishment is also an encouragement and brings the best within the individual. Father figure: A leader is required to act as a focused and have positive emotional feelings for the fellows for the identification of the problem and also for transference. It is desired for the transparency and to build trust among the fellows towards their leader. 1. Chemers, M. M. (2002). Cognitive, social, and emotional intelligence of transformational leadership: Efficacy and Effectiveness. In R. E. Riggio, S. E. Murphy, F. J. Pirozzolo (Eds.), Multiple Intelligences and Leadership.

An Illusion for the Masses Essay Example for Free

An Illusion for the Masses Essay â€Å"Patriotism is the last refuge of the scoundrel.† So said 18th Century British writer Samuel Johnson. One can start to think about patriotism in its many forms but still arrive at the same juncture, it is simply people’s need to align themselves with a larger identity. This larger identity could range from a neighbourhood to a sports team to a nation. Finding security, seeking pleasure, are, in my humble opinion, the most basic of human motives, which patriotism helps indulge. It evokes a sense of belonging, instilling the illusion of safety among a mass. Patriotism in its present form, surely, is a human construct. True, it could be argued that it is derived from the primeval habit of being territorial, but territorialism has never really reached the giddying heights or (depending on how you look at it) the appalling depths of patriotism. What does it mean to be patriotic? Amman Madan, writes in the wake of the immensely violent Godhra riots, â€Å"Today when the burnt heaps in Gujarat are still smouldering, when Ayodhya promises to catch fire any day, it is necessary to examine a central question: what is patriotism? Where do its roots lie?† (Madan, Para 1) The dictionary definition of the term covers all manners of sins devoted love, support, and defence of ones country; national loyalty. With the gross amount of connotations both political and emotional attached to that word, one is bound to be confused whether it is sheer naà ¯vety on the general public’s part or a sizeable chunk of cynicism on mine. After more than 60 years of independence one feels the need to rethink and redefine patriotism, is it a sign of loyalty to the nation or a misused sentiment? In a very direct yet in a seemingly deceptive way, nationalism is by all regards, an illusion. I use the word illusion in relation to patriotism in the literal sense that it is a tool wielded by many a manipulators to influence and corrupt an impressionable mind into doing their bidding. In his seminal lecture â€Å"Is Patriotism a Virtue?† Alasdair Macintyre contrasts patriotism with the liberal commitment to certain universal values and principles. He states that Patriotism is not the idea of loving\fighting for one’s country. It is but simply, â€Å"A loyalty to a particular nation which only those possessing that nationality can have.† He goes on to talk about how â€Å"patriotism is a not a virtue because it is not to judge form an impersonal standpoint. An impersonal standpoint involves judging independently of ones own interests, affections, and social position. In this, one must abstract oneself from particularity and partiality.† In modern times patriotism is often used out of context or in a convolutedly romanticised way. The Jihad, the American â€Å"War on Terror†, the Arab -Israeli conflict, The Indo-Pak conflict and many other current scenarios are an effect of a (usually) misplaced sense of patriotism present in large pockets throughout the organisation, which is again exploited by their respective political heads. While ploughing through pages of information on patriotism online for this paper, I found a rather disconcerting article on a seemingly innocent website titled â€Å"India Parenting†; the article was titled â€Å"Do You Instil Patriotism in Your Children?† It `goes on to say that â€Å"Children have to be told the significance of their country. Otherwise, they are bound to grow up without any special fond feelings for their country. Such discipline helps to shape them into responsible citizens†. However, it fails to state anywhere in the article as to how exactly one is supposed to believe that knowing the national anthem, or the date of independence makes one socially responsible. When looking at patriotism it is especially important to distinguish it from nationalism. India as a â€Å"nation† never existed before August 15, 1947, so the structure of nationalism, as we know it today, began only since. The patriotism that existed pre-independence was one f uelled by a desire to rid India of the British Raj. What composes todays patriotism, with insignia like the National Flag and the National Anthem? Can streams of plastic imitation flags which are soon strewn across the school playground or discarded in dustbins be symbols of India? (Rajagopal,H. Para 3) â€Å"Nothing could be more calamitous than for patriotism to become established with the religion of a country.† (Eastman, Para 1) Written in 1917, these prophetic words were horrifically realized during the Partition of the Sub-Continent. In a couple of months in the summer of 1947, close to a million people were slaughtered on both sides in the religious rioting, all in the name of two distinct nations for different religions. This tumultuous time blurred the line irreversibly between religion and patriotism in the sub -continent, to this day quite a large chunk of religious slurs that are hurled around are essentially contriv ed forms of an â€Å"anti-national† or vice versa. Patriotism, over time has acquired a fair share of critics including Russian novelist and thinker Leo Tolstoy, who is famous to have stated that patriotism: â€Å"..Is stupid because every patriot holds his own country to be the best of all whereas, obviously, only one country can qualify. It is immoral because it enjoins us to promote our countrys interests at the expense of all other countries and by any means, including war, and is thus at odds with the most basic rule of morality, which tells us not to do to others what we would not want them to do to us† I find myself being very sceptical of people, or â€Å"patriots who say they would die for their country, it’s important not to misunderstand me at this juncture, I do not mean to trivialise the millions that have died, but my problem with that statement is a simple one. We humans are, quintessentially, selfish and we constantly seek pleasure or personal gain, so the idea of one’s profound sacrifice for one’s country just for the betterment of one’s â€Å"nation† is a rather sketchy one. There is always that stench of a sneaky ulterior motive behind seeking martyrdom, it could be the promise of 7 virgins waiting in heaven to fulfil one’s fantasies or even just the lure of possible immortality associated with a death, â€Å"Men willingly believe what they wish.†(Caesar, Julius) It is the self- delusion that they indulge themselves in, constantly hiding beneath the broad banner of patriotism is something that doesn’t really work for me. Fundamentally, I’m saying that one needn’t try to fool themselves and others (however romantic it may sound) of their motives, just look at it for what it really is, it is all but just another glorified way to get what you want. The immensely successful (and one might even have the cheek to say patriotic) General George S. Patton, in all his honesty, is famous to have said, â€Å"The object of war is not to die for your country but to make the other bastard die for his.† Bibliography Macintyre, Alasdair. â€Å"Is Patriotism a Virtue?† (The Lindley Lecture), of Kansas. Reprinted in Primoratz (ed.) (2002). Lawrence: University Madan, Amman. â€Å"What is Patriotism?† The Hindu, April (2002): 7 Tolstoy, Leo and â€Å"Patriotism, or Peace?† Society http://www.salsa.net/peace/conv/8weekconv7-3.html. Philadelphia: New India Parenting, â€Å"Do You Instil Patriotism in Your Children?†, 8-03-11 http://www.indiaparenting.com/raisingchildren/253_1357/do-you-instill-patriotism-in-your-children.html Rajagopal, Harini, â€Å"Patriotism: an alternative view† The Hindu Online, September 01, 2001http://www.hinduonnet.com/2001/09/01/stories/13011106.htm 15-03-11 Eastman, Max, â€Å"The Religion of Patriotism†, Marxist, July 1917 http://www.marxists.org/history/etol/writers/eastman/works/1910s/patriot.htm 15-03-01

Three Phase System Outline

Three Phase System Outline Single phase systems are defined by having an AC source with only one voltage waveform. Figure 1 is a simple AC circuit. Single-phase power distribution is widely used especially in rural areas, because the cost of a single-phase distribution network is low. Figure 1:- Single phase system schematic diagram Today most of the electrical power generated in the world is three-phase. Three-phase power was first conceived by Nikola Tesla. Three-phase power was the most efficient way that electricity could be produced, transmitted, and consumed. A three-phase generator has three separate but identical windings that are 1200 electrical apart from one another. 5.2 Three Phase Circuit Three-phase voltage systems are composed of three sinusoidal voltages of equal magnitude, equal frequency and separated by 120 degrees, as shown in Figure 2. It is one voltage cycle of a 3 phase system. It is labeled 0 to 360 ° (2 Ï€ radians) along the time axis. The plotted lines show the variation of instantaneous voltage (or current) over time. This power wave cycle will repeat usually  50 (50Hz), 60 (60Hz), or 400 (400Hz)  times per second, depending on the power system  frequency (Hz). The colors of the lines are in the  American Color Code for 3-phase wiring. It is black=VL1  red=VL2blue=VL3. Figure 2:- Three phase waveforms Three phase systems may or may not have a neutral wire. The neutral wire allows 3 phase systems to use a higher voltage while still supporting lower voltage 1 phase appliances. In  high voltage 3 phase distribution  situations it is common not to have a neutral wire as the loads can simply be connected between phases (phase-phase connection). 5.2.1 Advantage over Single Phase system Three phase system is better to single phase system. The reason for the advantage over single phase system is given below. The horsepower rating of three-phase motors and the KVA (kilo-volt-amp) rating of three-phase transformers is about 150% greater than for single-phase motors or transformers with a similar frame size. Figure 3:- Single-phase power falls to zero three times each cycle. Figure 4:- Three-phase power never falls to zero. The power delivered by a single-phase system pulsates, as shown in Figure 3. The power falls to zero three times during each cycle. The power delivered by a three-phase circuit pulsates also, but it never falls to zero, as shown in Figure 4. In a three-phase system, the power delivered to the load is the same at any instant. This produces superior operating characteristics for three-phase motors. In a balanced three-phase system, the conductors need be only about 75% the size of conductors for a single-phase two-wire system of the same KVA rating. This helps offset the cost of supplying the third conductor required by three-phase systems. If a magnetic field is rotate through the conductors of a stationary coil then a single phase alternating voltage can be produced. This explanation is shown in Figure 5. Figure 5:- A single-phase voltage. Since alternate polarities of the magnetic field cut through the conductors of the stationary coil, the induced voltage will change polarity at the same speed as the rotation of the magnetic field. The alternator shown in Figure 5 is single phase because it produces only one AC voltage. Figure 6:- The voltages of a three-phase system are 120 ° out of phase with each other. If three separate coils are spaced 120 ° apart, as shown in Figure 6, three voltages 120 ° out of phase with each other will be produced when the magnetic field cuts through the coils. This is the manner in which a three-phase voltage is produced. 5.2.2 Classification Three-phase supply voltages and load systems have two basic configurations: a). wye or star connection and b). delta connection. 5.3 Star and Delta connection The Wye is a 4-wire system. Wye configurations typically include a neutral line (N) connected to the common point (3 phase plus neutral for a total of four wires), as shown in Figure 7. Figure 7:- A wye connections is formed by joining one end of each of the windings together. The Delta, as shown in Figure 8, is a 3-wire system which is primarily used to provide power for three-phase motor loads. The system is normally ungrounded and has only one three-phase voltage available. The lack of a system ground makes it difficult to protect for ground faults. Often, a ground detection scheme, employing ground lamps, is used to provide an indication or alarm in the event of a system ground. The Delta System is sometimes corner grounded to protect for ground faults on the other two phases. Figure 8:- Three-phase delta connection 5.4 Phasor diagrams 5.4.1 Star connection The voltage measured across a single winding or phase is known as the phase voltage, as shown in Figure 9. The voltage measured between the lines is known as the line-to-line voltage or simply as the line voltage. The currents flowing in the phases are called phase currents and currents flowing in the lines are called line currents. Figure 9:- Line and phase voltages are different in a wye connection. The parallelogram method of vector addition for the voltages in a wye-connected three-phase system is shown in Figure 10. Figure 10 shows how the line voltage may be obtained using the normal parallelogram addition. Figure 10:- Phasor diagram of Star connection Voltage However, the line voltage is not equal to the phase voltage. The line voltage V1-2 is equal to the phasor difference of VA and VB. The line voltage V2-3 is equal to the phasor difference of VB and VC. The line voltage V3-1 is equal to the phasor difference of VC and VA. The line voltages are defined as: V1-2 = VA VB, V2-3 = VB-VC, and V3-1 = VC-VA. Here V1-2, V2-3, V3-1 are the line voltage (VLine) and VA, VB, VC are the phase voltage (VPhase) of Wye connection. VA, VB, VC are the reverse phase voltage of VA,VB, VC. The two phasors VA and VB are 600 apart. V1-2 = VLine = VA VB = [VPhase (-VPhase)] cos(600/2) = 2 VPhase cos300 = √3 VPhase The two phasors VB and VC are 600 apart. V2-3 = VLine = VB-VC = √3 VPhase The two phasors VC and VA are 600 apart. V3-1 = VLine = VC-VA = √3 VPhase  Ã…“ V1-2 = V2-3 = V3-1 = line voltage = VLine =√3 VPhase Current On a Wye system or star connected supply, the phase unbalance current is carried by the neutral. On a Wye system, the line current (current in the line) (ILine) is equal to the phase current (current in a phase) (IPhase) i.e. ILine = IPhase Power Total power P = 3 Power in each phase = 3 VPhase IPhase cosÃŽ ¦ = 3 (VLine/√3) ILine cosÃŽ ¦ [for Wye connection] = √3 VLine ILine cosÃŽ ¦ Where VLine and ILine are the line voltage and the line current of a star connected supply. The term cosÃŽ ¦ is called power factor of the circuit and its value is given by; cosÃŽ ¦ = R/Z Where R and Z are the resistance and impedance of a circuit. 5.4.2 DELTA CONNECTIONS In Figure 11, voltmeters have been connected across the lines and across the phase. Ammeters have been connected in the line and in the phase. Figure 11:- Voltage and current relationships in a delta connection The delta connection is similar to a parallel connection because there is always more than one path for current flow. Since these currents are 120 ° out of phase with each other, vector addition must be used when finding the sum of the currents, as shown in Figure 12. Figure 12:- Phasor Diagram of Delta connection Voltage In the delta connection, the three voltages are equal in magnitude but displaced 1200 from one another. In the delta connection, line voltage (VLine) and phase voltage (Vphase) are the same. VLine = Vphase Current In the delta connection, the line current and phase current are different. The line current is the vector sum of two individual phase currents. The line current I1 is equal to the phasor difference of IA and IC. The line current I2 is equal to the phasor difference of IB and IA. The line current I3 is equal to the phasor difference of IC and IB. The line currents are defined as: I1 = IA IC, I2 = IB IA and I3 = IC IB. Here I1, I2, I3 are the line current (ILine) and IA, IB, IC are the phase current (IPhase) of Wye connection. IA, IB, IC are the reverse phase current of IA, IB, IC. The two phasors IA and IC are 600 apart. I1 = ILine = IA IC = [IPhase (-IPhase)] cos(600/2) = 2 IPhase cos300 = √3 IPhase The two phasors IB and IA are 600 apart. I2 = ILine = IB IA = √3 IPhase The two phasors IC and IB are 600 apart. I3 = ILine = IC IB = √3 IPhase  Ã…“ I1 = I2 = I3 = ILine = line current = √3 IPhase However, the line current of a delta connection is higher than the phase current by a factor of the square root of 3 (1.732). Power Total power P = 3 Power in each phase = 3 VPhase IPhase cosÃŽ ¦ = 3 VLine- (ILine/√3) cosÃŽ ¦ [for delta connection] = √3 VLine ILine cosÃŽ ¦ Where VLine, ILine and cosÃŽ ¦ are the line voltage, the line current and power factor of a delta connected supply. 5.5 Relationship between line and phase quantities 5.5.1 Star connection On a Wye system, the line current is equal to the phase current i.e. ILine = IPhase Where ILine and IPhase are the line current and phase current of Wye connection. In a wye connected system, the line voltage is higher than the phase voltage by a factor of the square root of 3 (1.732). Two formulas used to compute the voltage in a wye connected system are: VLine = √3 VPhase = 1.732 VPhase  Ã…“ VPhase = VLine / 1.732 Where VLine and VPhase are the line voltage and phase voltage of Wye connection. 5.5.2 Delta connection In the delta connection, line voltage and phase voltage are the same. VLine = Vphase Where VLine and VPhase are the line voltage and phase voltage of delta connection. Formulas for determining the current in a delta connection are: Where ILine and IPhase are the line current and phase current of delta connection. 5.6 Power measurement by two watt meters method In two wattmeters method, current coils of the two wattmeters are connected in any two terminals of Wye system, as shown in Figure 13. The algebraic sum of two wattmeters gives the total power consumed whether the load is balanced or not i.e. Total power = W1 + W2 Figure 13:- Wye connected load Figure 14:- Phasor Diagram The power factor angle of load impedance being ÃŽ ¦ lag. The currents will lag behind their respective phase voltages by ÃŽ ¦ as shown in Fig. 14. Current through current coil of W1 = IA. Potential difference across potential coil of W1, V1-2 = VA VB. The phase angle between V1-2 and IA is (300 + ÃŽ ¦).  Ã…“ W1 = V1-2 IA cos(300 + ÃŽ ¦) Current through current coil of W2 = IB. Potential difference across potential coil of W2, V2-3 = VB-VC. The phase angle between V2-3 and IB is (300 ÃŽ ¦).  Ã…“ W2 = V2-3 IB cos(300 ÃŽ ¦) Here load is balanced, V1-2 = V2-3 = VLine = line voltage and IA = IB = ILine = line current.  Ã…“ W1 = VLine ILine cos(300 + ÃŽ ¦)  Ã…“ W2 = VLine ILine cos(300 ÃŽ ¦)  Ã…“ W1 + W2 = VLine ILine [cos(300 + ÃŽ ¦) + cos(300 ÃŽ ¦)] = VLine ILine(2cos300cosÃŽ ¦) = √3VLine ILine cosÃŽ ¦  Ã…“ W2 W1 = VLine ILine [cos(300 ÃŽ ¦) cos(300 + ÃŽ ¦)] = VLine ILine(2sin300sinÃŽ ¦) = VLine ILine sinÃŽ ¦ tanÃŽ ¦ = [√3 (W2 W1)] / (W1 + W2) Thus from the two wattmeter method, we can find ÃŽ ¦. PROBLEM 1. Three coils, each having a resistance of 20- and an inductive reactance of 15-, are connected in star to a 400V, 3-phase, 50Hz supply. Calculate (i) the line current (ii) power factor and (iii) power supplied. Solution:- VPhase = VLine / 1.732 = 400/1.732 = 231V ZPhase = √(202 + 152) = 25- (i) IPhase = VPhase/ ZPhase = 231/25 = 9.24A = ILine (ii) Power factor = cosÃŽ ¦ = RPhase/ ZPhase = 20/25 = 0.8 lag (iii) P = √3VLine ILine cosÃŽ ¦ = √3 400 9.24 0.8 = 5121W 2. A balanced star-connected load of impedance (6 + j8)- per phase is connected to a 3-phase, 230V, 50Hz supply. Find the line current and power absorbed by each phase. Solution:- ZPhase = √(62 + 82) = 10- VPhase = VLine / 1.732 = 230/1.732 = 133V Power factor = cosÃŽ ¦ = RPhase/ ZPhase = 6/10 = 0.6 lag IPhase = VPhase/ ZPhase = 133/10 = 13.3A = ILine P = √3VLine ILine cosÃŽ ¦ = √3 230 13.3 0.6 = 1061W 3. Three similar coils, connected in star, take a total power of 1.5kW at a power factor of 0.2 lagging from 3-phase, 400V, 50Hz supply. Calculate the resistance and inductance of each coil. Solution:- VPhase = VLine / 1.732 = 400/1.732 = 231V P = √3VLine ILine cosÃŽ ¦  Ã…“ ILine = P / (√3VLine cosÃŽ ¦) = 1500 / (1.732 400 0.2) = 10.83A = IPhase ZPhase= VPhase/ IPhase = 231 / 10.83 = 21.33- RPhase = ZPhase cosÃŽ ¦ = 21.33 0.2 = 4.27- XPhase = √(21.332 4.272) = 20.9- LPhase = XPhase/ 2Ï€f =20.9 / (2Ï€ 50) = 0.0665H 4. The load to a 3-phase supply comprises three similar coils connected in star. The line currents are 25A and kVA and kW inputs are 20 and 11 respectively. Find (i) the phase and line voltages (ii) the kVAR input and (iii) resistance and reactance of each coil. Solution:- VPhase = Apparent power / (3 IPh) = (20-103) / (3 25) = 267V VLine= √3 VPhase=1.732-267 = 462V Input kVAR = √ (kVA2 kW2) = √ (202 112) = 16.7kVAR Power factor = cosÃŽ ¦ = kW/kVA = 11/20 ZPhase= VPhase/ IPhase = 267 / 25 = 10.68- RPhase = ZPhase cosÃŽ ¦ = 10.68 11/20 = 5.87- XPhase = √(10.682 5.872) = 8.92- 5. A balanced 3-phase, delta-connected load has per phase impedance of (25+j40)-. If 400V, 3-phase supply is connected to this load, find (i) phase current (ii) line current (iii) power supplied to the load. Solution:- ZPhase = √(252 + 402) = 47.17- IPhase= VPhase/ ZPhase = 400 / 47.17 = 8.48- ILine= √3 IPhase=1.732-8.48 = 14.7A Power factor = cosÃŽ ¦ = RPhase/ ZPhase = 25/47.17 = 0.53 lag P = √3VLine ILine cosÃŽ ¦ = √3 400 14.7- 0.53 = 5397.76W 6. A balanced 3-phase load consists of three coils, each of resistance 6-, and inductive reactance of 8-. Determine the line current and power absorbed when the coils are delta-connected across 400V, 3-phase supply. Solution:- ZPhase = √(62 + 82) = 10- cosÃŽ ¦ = RPhase/ ZPhase = 6/10 = 0.6 lag VPhase = VLine = 400V IPhase= VPhase/ ZPhase = 400 / 10 = 40A ILine= √3 IPhase=1.732-40 = 69.28A P = √3VLine ILine cosÃŽ ¦ = √3 400 69.28 0.6 = 28799W 7. Two-wattmeter method is used to measure the power absorbed by a 3-phase induction motor. The wattmeter readings are 12.5kW and -4.8kW. Find (i) the power absorbed by the machine (ii) load power factor (iii) reactive power taken by the load. Solution:- W2 = 12.5kW ; W1 = -4.8kW Power absorbed = W2 + W1 = 12.5 + (-4.8) = 7.7kW tanÃŽ ¦ = [√3 (W2 W1)] / (W1 + W2) = (12.5+4.8) / 7.7 = 3.89 ÃŽ ¦ = tan-13.89 = 75.60 Power factor = cosÃŽ ¦ = cos75.60 = 0.2487lag Reactive power = √3 (W2-W1) = √3 (12.5 + 4.8) = 29.96kVAR P O I N T S TO REMEMBER 1. The voltages of a three-phase system are 120 ° out of phase with each other. 2. The two types of three-phase connections are wye and delta. 3. Wye connections are characterized by the fact that one terminal of each device is connected together. 4. In a wye connection, the phase voltage is less than the line voltage by a factor of 1.732. The phase current and line current are the same. 5. In a delta connection, the phase voltage is the same as the line voltage. The phase current is less than the line current by a factor of 1.732. IMPORTANT FORMULAE 1. On a wye system, the relation between line and phase current is: ILine = IPhase 2. On a wye system, the line voltages are defined as: V1-2 = VA VB, V2-3 = VB-VC, and V3-1 = VC-VA. 3. In the delta connection, the relation between line and phase voltage is: VLine = Vphase 4. In the delta connection, the line currents are defined as: I1 = IA IC, I2 = IB IA and I3 = IC IB 5. On a wye system, the relation between line and phase voltage is: VPhase = VLine / 1.732 6. In the delta connection, the relation between line and phase current is: OBJECTIVE QUESTIONS 1. In a two phase generator, the electrical displacement between the two phases or winding is: (a) 1200 (b) 900 (c) 1800 (d) none of these 2. The advantage of star-connected supply system is that: (a) line current is equal to phase current (b) two voltages can be used (c) phase sequence can be easily changed (d) it is a simple arranged 3. In a balanced star-connected system, line voltage are ahead of their respective phase voltages. (a) 300 (b) 600 (c) 1200 (d) none of these 4. In a star connected system, the relationship between the line voltage VL and phase voltage VPh is: (a) VL = VPh (b) VL = VPh / √3 (c) VL = √3VPh (d) none of these 5. The algebraic sum of instantaneous phase voltages in a three-phase circuit is equal to: (a) zero (b) line voltage (c) phase voltage (d) none of these 6. If one line conductor of a 3-phase line is cut, the load is then supplied by: (a) single phase voltage (b) two phase voltage (c) three phase voltage (d) none of these 7. The resistance between any two terminals of a balanced star-connected load is 12-. The resistance of each phase is: (a) 12- (b) 24- (c) 6- (d) none of these 8. A 3-phase load is balanced if all the three phases have the same (a) impedance (b) power factor (c) impedance and power factor (d) none of these REVIEW QUESTIONS 1. How many degrees out of phase with each other are the voltages of a three-phase system? 2. What are the two main types of three-phase connections? 3. A wye-connected load has a voltage of 480 V applied to it. What is the voltage drop across each phase? 4. A wye-connected load has a phase current of 25 A. How much current is flowing through the lines supplying the load? 5. A delta connection has a voltage of 560 V connected to it. How much voltage is dropped across each phase? 6. A delta connection has 30 A of current flowing through each phase winding. How much current is flowing through each of the lines supplying power to the load? 7. A three-phase resistive load has a phase voltage of 240 V and a phase current of 18 A. What is the power of this load? 8. If the load in question 7 is connected in a wye, what would be the line voltage and line current supplying the load? 9. An alternator with a line voltage of 2400 V supplies a delta-connected load. The line current supplied to the load is 40 A. Assume the load is a balanced three-phase load, what is the impedance of each phase? 10. If the load is pure resistive, what is the power of the circuit in question 9? PRACTICE PROBLEMS 1. Three similar coils are star connected to a 3-phase, 400V, and 50Hz supply. If the inductance and resistance of each coil are 38.2mH and 16- respectively, determine (i) line current (ii) power factor (iii) power consumed. 2. Three 50- resistors are connected in star across 400V, 3-phase supply. (i) Find phase current, line current and power taken from the main. (ii) What would be the above value if one of the resistors were disconnected? 3. Calculate the active and reactive components of current in each phase of a star-connected 10,000 volts, 3-phase generator supplying 5,000kW at a lagging power factor 0.8. Find the new output if the current is maintained at the same value but the power factor is raised to 0.9 lagging. 4. Three 20 µF capacitors are star-connected across 420V, 50Hz, 3-phase, three wire supplies. (i) Calculate the current in each line. (ii) If one of the capacitors is short-circuited, calculate the line currents. (iii) If one of the capacitors is open-circuited, calculate the line currents and potential difference across each of the other two capacitors. 5. If the phase voltage of a 3-phase star connected alternator be 231V, what will be the line voltages (i) when the phases are correctly connected (ii) when the connections of one of the phases are reversed? 6. Calculate the phase and line currents in a balanced delta connected load taking 75kw at a power factor 0.8 from a 3-phase 440V supply. 7. Three identical resistances, each of 18-, are connected in delta across 400V, 3-phase supply. What value of resistance in each leg of balanced star connected load would take the same line current? 8. Three similar resistors are connected in star across a 415V, 3-phase supply. The line current is 10A. Calculate (i) the value of each resistance (ii) the line voltage required to give the same line current if the resistors were delta-connected. 9. Two wattmeters are used to measure power in a 3-phase balanced load. The wattmeter readings are 8.2kW and 7.2kW. Calculate (i) total power (ii) power factor and (iii) total reactive power. 10. A balanced 3-phase load takes 10kW at a power factor of 0.9 lagging. Calculate the readings on each of the two wattmeters connected to read the input power. 11. Three identical coils, each having a resistance of 20- and a reactance of 20- are connected in (i) star (ii) delta across 440v, 3-phase lines. Calculate for each method of connection the line current and readings on each of the two wattmeters connected to measure the power.

Patients With Post Stroke Dysphagia Health And Social Care Essay

Patients With Post Stroke Dysphagia Health And Social Care Essay This chapter deals with discussion, summary and conclusions drawn. It clarifies the limitations of the study, the implications and recommendations given for different areas in Nursing practice, Education, administration and research. DISCUSSION The present study was designed to assess the effectiveness of Selected Nursing Interventions among patients with Post Stroke Dysphagia at KMCH, Coimbatore-14. The researcher carried out the study among 30 patients and adopted pre-experimental research design with single group pre test post test design. The researcher used non probability purposive sampling technique to select the 30 subjects. The researcher conducted this study to assess the effectiveness of Shaker Exercise and Hyoid Lift Maneuver on Swallowing and Feeding Performance among patients with Post Stroke Dysphagia. DEMOGRAPHIC DESCRIPTION OF SUBJECTS The demographic variables included in the study were Age, Sex, Education and Habits. The mean Age of the subjects was 60. Half of the subjects were in the Age group 50-70 years. Almost equal numbers of subjects were in the 30-50 and above 70 years Age groups and it was about 23 and 27 percent respectively. Regarding the Sex, nearly equal numbers of subjects were in the male and female Sex group and it showed 53 and 47 percent respectively. On the basis of their Educational Status, 67 percent of the subjects were studied up to secondary Education. About 33.33 percent of the subjects completed any one of the graduate degree course. In accordance with their Personal Habits, 53.33 percent had no bad Habits like Smoking and Alcoholism. Ten percent of subjects had the habit of Tobacco use. Seven percent of subjects were consuming Alcohol. Thirty percent of the subjects had the habit of both Tobacco and Alcohol consumption. CLINICAL DESCRIPTION OF SUBJECTS The clinical variables include Type of Stroke and Co-morbid Illness. In consistent with the Type of Stroke, 10 percent of the subjects had Stroke due to the problem in anterior circulation, 40 percent of the subjects had Stroke due to problem in middle circulation and 50 percent of the subjects had Stroke due to problem in the posterior circulation. With reference to the Co-morbid Illness, 13.33 percent of the subjects had No Co-morbid Illness. About 10 and 40 percent of the subjects had the complaints of Diabetes Mellitus and Hypertension respectively. Remaining 36.67 percent of the subjects had both Hypertension and Diabetes Mellitus. The major findings of the study were discussed according to the objectives: The first objective was to assess the Swallowing and Feeding Performance of patients with Post Stroke Dysphagia. In the pre test assessment of the Swallowing Performance using GUSS Score indicates 23.33% of the subjects had Mild Dysphagia, 40% of the subjects had Moderate Dysphagia and 36.67% of the subjects had Severe Dysphagia. The post-test assessment of Swallowing Performance explains that 16.67% of the subjects were improved to the No Dysphagia stage with good Swallowing and Feeding Performance. About 26.67% of the subjects had Mild Dysphagia and 23.33% of the subjects had Moderate Dysphagia. Remaining 33.33% of the subjects had severe Dysphagia with various improvements in the Swallowing Performance. The pre test and post test Feeding Performance Score using FOIS describes equal number of subjects in the Tube Dependent (36.67%) and Total Oral Intake category (63.33%). Despite the result revealed an equal number of subjects in the pre and post test assessment, the subjects had an improvement in the Feeding Performance during the post test assessment from no oral intake level to tube supplement with consistent oral intake level in the Tube Dependent category. Likewise, subjects showed an improvement from the intake of single consistency to the total intake with no restriction in the Total Oral Intake category. The present study was supported by Trapl et al., who conducted study in 2002 and described that out of 30 patients, 30 to 50% had Severe Dysphagia and showed significantly higher risk of aspiration with liquids compared with semisolid textures (p=0.001). Therefore they confirmed the subsequent sequence of GUSS. The second objective was to determine the effectiveness of Selected Nursing Interventions on Swallowing and Feeding Performance in patients with Post Stroke Dysphagia. With reference to the Swallowing Performance based on the GUSS Score, the mean pre-test SwallowingS among subjects was 12.50 and the mean post-test Swallowing Score was 13.87 based on the GUSS tool. Paired t test was used to compute the mean difference. The t value for this mean difference between pre and post test Swallowing Score was 6.150. The t value obtained at .001 level of significance and at 29 degrees of freedom. Hence there is a significant difference exist between the mean pre and post test Swallowing Scores. It further implies that the Swallowing Score in the post test was higher than the pre test Swallowing Score. This improvement was due to the Selected Nursing Interventions such as Swallowing Exercises and Positioning while Swallowing. So the Swallowing Exercises such as Shaker Exercise and Hyoid Lift Maneuver found to be effective in improving the Swallowing Performance in Stroke patients. The final result concluded that 22 subjects (73.3%) expressed improvement after the treatment. Remaining 8 subjects (26.7%) had no changes in their Swallowing Performance after the therapy. The median of pre-test Feeding Score among subjects was 5 and the median of post-test Feeding Score was 6.5. Sign test was computed to find out the difference between the pre and post test median Scores of Feeding. The sign test Score showed the p value 0.000 which was significant at .001 level. It showed that, a significant difference present between the pre and post test Feeding Scores. It further implies that the Feeding Score in post test was higher than the pre test Feeding Score. This improvement in the Feeding Performance was due to the Selected Nursing Interventions. So the Swallowing Exercises were effective in improving the Feeding Performance in Stroke patients having Dysphagia. Median test was used to compare the effect between the pre test and post test group instead of mean as because the FOIS was a 7 point likert scale. As the variables did not follow the normality and the highest Score was 7, parametric test was not applicable. Hence non parametric sign test was adopt ed which is equivalent to paired t test to find out the effectiveness. The result of the present study was substantiated with a study conducted by Mepani et al., in 2005 on augmentation of deglutitive thyrohyoid muscle shortening by the Shaker Exercise. The study involved the effect of 6 weeks shaker exercise in 11 dysphagic patients; six patients were randomized to control group and 5 patients to the Shaker Exercise group. After the therapy the change in thyrohyoid distance among Shaker Exercise group was significantly greater compared to the control group (p=0.034), this subsequently improve the swallowing function of the patients. Association of the Swallowing and Feeding Performance with selected Demographic and Clinical variables among patients with Post Stroke Dysphagia The Fisher exact test was used to associate the selected Demographic and Clinical variables with the Swallowing and Feeding Performance of the patients with Post Stroke Dysphagia. The calculated p values for the association between the Swallowing Performance of Post Stroke patients with the selected Demographic and Clinical variables such as Sex, Habits, Type of Stroke and Co-morbid Illness were not significant and hence there exist no association between them. The calculated p values for the association between the Feeding Performance of Post Stroke patients with selected Demographic and Clinical variables such as Sex, Habits, Type of Stroke and history of Co-morbid Illness were not significant and hence there is no association between them. SUMMARY The aim of the present study was to assess the effectiveness of Selected Nursing Interventions on Swallowing and Feeding Performance among patients with Post Stroke Dysphagia, for which the following objectives were formulated; To assess the Swallowing and Feeding Performance of patients with Post Stroke Dysphagia. To determine the effectiveness of Selected Nursing Interventions on Swallowing and Feeding Performance in patients with Post Stroke Dysphagia. To associate the Swallowing and Feeding Performance with selected Demographic and Clinical variables. The study was based on Ernesteine Wiedenbachs helping art of clinical nursing theory (1970). The research design applied for the study was pre experimental single group pre test-post test design. Study was conducted in KMCH. 30 samples were selected by non probability purposive sampling technique. The tool used for data collection consists of Demographic and Clinical variables, Gugging Swallowing Screen (GUSS) and Functional Oral Intake Scale (FOIS) to assess the Swallowing and Feeding Performance in Post Stroke Dysphagic patients. The data were collected for a period of 6 weeks. Descriptive and inferential statistics were used in statistical analysis, to assess the effectiveness of Selected Nursing Interventions among patients with Post Stroke Dysphagia. Fisher exact test was used to find out the association between the selected Demographic and Clinical variables with the Swallowing and Feeding Performance in patients with Post Stroke Dysphagia. Major findings of the study On the basis of Gugging Swallowing Screening (GUSS), the investigator observed the degrees of improvement in Swallowing difficulty after the therapy among patients with Post Stroke Dysphagia. About 16.67% of the subjects had No Dysphagia, 26.67% had Mild Dysphagia, 23.33% had Moderate Dysphagia, and 33.33% had Severe Dysphagia. In accordance with the Functional Oral Intake Scale (FOIS), 36.67% of the subjects were in Tube Dependent category and 63.33% were in Total Oral Intake category with sustained improvement in the Feeding Performance. The mean pre test score of the Swallowing Performance using Gugging Swallowing Screening (GUSS) tool was 12.50. The mean post test Score of the Swallowing Performance using GUSS evaluation tool was 13.87. There was a significant difference between the mean pre-test and post-test Swallowing Performance Score. The t value obtained was 6.150 which is significant at 0.001 level and at 29 degrees of freedom. The final result explained that, 22 subjects (73.3%) expressed Swallowing improvement after the treatment. Remaining eight subjects (26.7%) had no changes in their Swallowing Performance after the therapy. Median test was used to compare the Feeding Performance Score of the pre and post test groups. The median pre test Feeding Performance of the patients with Post Stroke Dysphagia was 5 with a range of 1 to 6 and that of post median test was 6.5 with a range of 1 to 7. The non parametric sign test was used to find out the effectiveness of the therapy on Feeding Performance. The obtained p value was 0.000 at 0.01 level of significance. This revealed a significant improvement in the Feeding Performance of Post Stroke Dysphagic patients. The final result revealed that 24 respondents (80%) showed an improvement in their Feeding Performance after the therapy and was assessed by FOIS scoring. But remaining six respondents (20%) showed no changes in the Feeding Performance when assessed by FOIS. There was no significant association exist between the Swallowing and Feeding Performance of the Post Stroke Dysphagic patients with the selected Demographic and Clinical variables. CONCLUSION The study was tested and accepted the hypothesis that there is a significant difference in Swallowing and Feeding Performance before and after the implementation of Selected Nursing Interventions in Post Stroke patients with Dysphagia. The result concluded that the study group had better outcome than the others. There was a significant improvement in the Swallowing and Feeding Performance of the Post Stroke Dysphagic patients after the Exercise and Positioning therapy. The participants had reduced the risk of aspiration and aspiration related complications after the therapy. Hence, Selected Nursing Interventions such as Swallowing Exercises like Shaker exercise and Hyoid Lift Maneuver and positioning during Swallowing can be recommended for the patients with Post Stroke Dysphagia. IMPLICATIONS The present study has its own implications in nursing practice, nursing education, nursing administration and nursing research. Nursing practice: Dysphagia is one of the major complications among Post Stroke patients. This study implies the effectiveness of Selected Nursing Interventions in the improvement of Swallowing and Feeding Performance among the Post Stroke Dysphagic patients. This study creates awareness among the nursing personnel about the importance of the various complications after the Stroke and its various evidence based management. The present study shows that the exercise intervention for the Post Stroke Dysphagic patients can prevent the risk of aspiration and aspiration pneumonia. The result shows that, Selected Nursing Intervention for the Post Stroke patients can reduce the risk of malnourishment. Nurses can gain skill for providing Swallowing Exercises in the Post Stroke Dysphagic patients to improve their quality of life. Nursing Education: The nurse educator can create awareness among the health care professionals about the complicated effects of Stroke and its various evidence based management. The nurse educator can arrange in-service Education programs to update their knowledge regarding the new techniques and modalities to manage the Post Stroke Dysphagia. The nurse educator can teach the students about the present study findings and its implication in patients with Post Stroke Dysphagia. This will help to improve the knowledge of the students on Swallowing Exercises. The nurse educator can motivate the nursing personnel and students to use this Swallowing Exercises and positioning in the improvement of Swallowing and Feeding Performance and in the reduction of aspiration risk in Post Stroke Dysphagic patients. Nursing administration: Nurse administrator should aware of the problem experienced by the clients after the Stroke. Nurse administrator can provide continuing education or short term courses in the clinical area for preparing the nurses with competence in managing the after effects of Stroke especially Dysphagia. Nurse administrator can plan and organize seminars, workshops and conferences about Selected Nursing Interventions for the improvements of Swallowing and Feeding Performance among patients with Post Stroke Dysphagia. Nurse administrator can formulate protocol to incorporate the study findings in nursing intervention. Nursing research: This study provides a basis for further studies. The findings of the study can be a foundation for conducting the study on large sample to strongly support the efficacy. The implications of the study can be used as a motivation for nurses to conduct research in India, where the health care system is advancing. This study helps to update the knowledge and proper utilization of resources in the field of nursing practice. LIMITATIONS OF THE STUDY The study was limited to small sample size of 30 subjects. The study was limited to a single setting. The study was conducted using a single group. RECOMMENDATIONS A similar study can be conducted with large number of subjects to generalize the research findings. A study can be conducted at different settings. Similar study can be undertaken using different Swallowing and lingual exercises. This study can be conducted with experimental and quasi experimental design. A comparative study can be conducted between different types of Swallowing Exercises in Post Stroke Dysphagic patients. A similar study can be done to assess the effectiveness of Swallowing Exercises among patients with Dysphagia who are receiving head and neck radiation for cancer. ABSTRACT The present study entitled Effectiveness of Selected Nursing Interventions on Swallowing and Feeding Performance among patients with Post Stroke Dysphagia at KMCH, Coimbatore-14. This study was undertaken during the year 2012-2013, in partial fulfillment of requirement for the degree of Master of Science in Nursing at KMCH College of Nursing, Coimbatore, which is affiliated to the Tamilnadu Dr. M.G.R. Medical University, Chennai. Objectives: 1.To assess the Swallowing and Feeding Performance of patients with Post Stroke Dysphagia. 2. To determine the effectiveness of Selected Nursing Interventions on Swallowing and Feeding Performance in patients with Post Stroke Dysphagia. 3. To associate the Swallowing and Feeding Performance with selected Demographic and Clinical variables. Research Design: Pre experimental design with single group pre test-post test design. Setting: Neuro inpatient and outpatient department of Kovai Medical Center and Hospital, Coimbatore. Samples: All Post Stroke Dysphagic patients. Sample Size: The sample size was 30. Sampling Technique: Non probability purposive sampling. Conceptual framework: Ernestine Widenbachs Helping Art of Clinical Nursing Theory (1970) was adopted. Intervention: Selected Nursing Interventions such as Swallowing Exercises and Positioning during the swallowing were incorporated. The clients were instructed to do the Shaker Exercise and Hyoid Lift Manoeuvre 3 to 6 times a day for a period of 6 weeks. The subjects were instructed to elevate or down the chin and tilt the head towards stronger side while Swallowing. Outcome Measures: Swallowing and Feeding Performance was assessed by Gugging Swallowing Screen (GUSS) and Functional Oral Intake Scale (FOIS) respectively. Results: The mean difference between pre and post test Swallowing Score was 6.150 and which was significant at 0.001 level. The p value obtained for Feeding Score was 0.000 at 0.001 level of significance. The result showed a significant improvement in the Swallowing and Feeding Performance. Conclusion: This study proved that the implementation of Selected Nursing Interventions rather than the other conventional treatment will improve Swallowing and Feeding Performance among Post Stroke patients with Dysphagia. Hence the Swallowing Exercises and Positioning can be recommended in clinical practice to improve the Swallowing and Feeding Performance in Post Stroke Dysphagic patients.

Foreshadowing in Shirley Jacksons The Lottery Essay -- Shirley Jackso

Foreshadowing in Shirley Jackson's The Lottery      Ã‚  Ã‚   "The Lottery," a short story written by Shirley Jackson, is a tale about a disturbing social practice.   The setting takes place in a small village consisting of about three hundred denizens.   On June twenty-seventh of every year, the members of this traditional community hold a village-wide lottery in which everyone is expected to participate.   Throughout the story, the reader gets an odd feeling regarding the residents and their annual practice.   Not until the end does he or she gets to know what the lottery is about.   Thus, from the beginning of the story until almost the end, there is an overwhelming sense that something terrible is about to happen due to the Jackson's effective use of foreshadowing through the depiction of characters and setting.   Effective foreshadowing builds anticipation for the climax and ultimately the main theme of the story - the pointless nature of humanity regarding tradition and cruelty.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first hint that insinuates the abnormality of this lottery is seen in the second paragraph of the story.   The narrator describes the day as very lovely, but strikes a contrast between the pleasant atmosphere of the town and the activity of the people that are gathering in the square.   "Bobby Martin had already stuffed his pockets full of stones, a... ...le contradicts the pleasant ambience of the town.   When the foreshadowing job reaches its goal, it leads to the climatic point of the story.   Through this climax, the reader sees the cruelty of the residents and how they undervalue life for this particular ritual. Works Cited: Jackson, Shirley. "The Lottery." Literature: Structure, Sound, and Sense. 5th ed. Ed. Laurence Perrine. San Diego: Harcourt, Brace, Jovanovich, Publishers 1998. Magill, Frank N. "Shirley Jackson." Critical Survey of Short Fiction. Salem Press, Englewood Cliffs, New Jersey. 1981. 1668-1674. Nebeker, Helen C. 'The Lottery': Symbolic Tour de Force." American Literature 46 March 1974.

Music of the Romantic Period Essay -- Music Analysis

Ludwig van Beethoven, the famous German born composer and pianist, composed the Romance in F major in 1798. It was likely first performed in that year, but was not published until 1805 in Vienna. It was originally written for violin and orchestra but the edition being performed today was transcribed and edited for saxophone and piano by Peter Saiano. During this period of his life, Beethoven was still known as perhaps the greatest pianist in existence and he was busy touring Europe as a performer. He had not yet achieved the status he now holds as a composer, and during this period he was also working on his first set of string quartets. Romance in F major contains several technical passages for the saxophonist that include lengthy passages with difficult articulation. This piece also contains several altissimo notes that are above the standard range of the saxophone and are troublesome to even the most advanced saxophonist. The goal of the saxophonist in this piece is to imitate the sound of the violin as closely as possible because the saxophone was not yet invented in Beethoven's time. Joseph Kerman, et al. Beethoven, Ludwig van. In Grove Music Online. Oxford Music Online, http://www.oxfordmusiconline.com/subscriber/article/grove/music/40026pg4 (accessed February 6, 2011). Claude Debussy, a well known French composer, is perhaps the greatest composer of the late Romantic style of music emerging around the beginning of the twentieth century. Debussy is well known for bringing the impressionist style of painting into the realm of music and he was at first flattered with the comparison. He later became frustrated with the general public referring to the whole of his music as impressionistic. The circumstan... ...ntal music he had written for the play The Flying Doctor. The title of the piece comes from the name of the theater in which the play was originally performed. Milhaud showed some resentment toward Scaramouche because of its immense popularity in comparison to his other works. The piece remains a standard in the classical saxophonist's repertoire regardless. Works Cited Breitrose, Henry and Darius Milhaud. 1970. Conversation with Milhaud. Music Educators Journal 56, no. 7 (March). http://www.jstor.org/stable/3392748 (accessed February 6, 2011). Scaramouche. The Oxford Dictionary of Music, 2nd ed. rev., edited by Michael Kennedy. In Oxford Music Online, http://www.oxfordmusiconline.com/subscriber/article/opr/t237/e9002 (accessed February 5, 2011). Wright, Craig, and Bryan Simms. 2006. Music in Western Civilization. Belmont: Thomson Schirmer.