The Introduction To The Education System Education Essay

The Introduction To The Education System Education Essay In my previous workplace and among the colleagues, we would talk about our children and their learning experience and share notes and tips base on our personal experiences. There were really no major challenges. It never occurs to me that there are still many children who are not in the most favorable condition to learn and to be what they can be. Being in the school has allowed me to interact with the children and learn more about the challenges they face every day, at home and in school. I was bought up and educated in the old days where it was very teacher directed on the blackboard. Our knowledge was learnt from textbooks, enhanced through pen and paper practices and drills and instructions were duly completed due to fear of being punished or ridiculed. There were no special need students, just naughty and lazy students whom the teachers gave up trying to teach them anything. The education system now is very different and my son, who is currently in Primary Six, is going through it. The current system aims to provide education equality, providing students of different learning ability the opportunity to be the best that they can be. It is no longer through pen and paper only, different types of manipulative and technologies come into use. Being untrained, I wonder how I am able to face and teach a class of 40 children, with different learning abilities and from diverse background. Before coming into training, I had practically little or no knowledge of the jargons, pedagogies or methodology used in education. I was not sure whether the method I was using to impart knowledge was applicable in the current context. I believe that the children will be able to feel if a teacher is sincere or not and they will be on task for the teacher if they can feel that sincerity. When I was a new student in a new secondary school at secondary two, the teacher-in-charge of the National Police Cadet Corps (NPCC), Mr Yang, made sure that I was on par with the rest of the cadets and that I was not left behind. That gave me the motivation to excel and I was awarded the Best Unit Cadet in secondary four. This has also given me the passion to continue to serve in NPCC in Junior College, University and even until now, I am still an adult volunteer in a secondary school as an Honorary Officer. I understand how a teacher can affect the students motivation and passion. I believe that different children learn at different pace and in different style and are able to excel in different areas. I like the quote by Albert Einstein, Everybody is a genius. But, if you judge a fish by its ability to climb a tree, itll spend its whole life believing that it is stupid. In Singapores Education System, every child is given equal opportunity for an education. And because every child is different, the resources required to help each of them would be different. The high ability child should be stretched further while the lower ability child must be given more support. Being untrained, I gave extra lesson to the weaker children before and after school as I was not sure how to carry out differentiated learning in class. I wonder if there is a different way of doing this, especially for some of the children who have learning difficulties. As a Physical Education teacher, I enjoy physical activities and sports and I believe that children learn through play because it is enjoyable. But playing the game and teaching the game are totally two different things. Being untrained, I have limited resources and much time was spent on the internet looking for suitable activities for the children of different levels. I also need to ensure that the activities are conducted in a safe environment with the appropriate equipment. I once read a book Change Your Questions, Change Your Life: 10 Powerful Tools for Life and Work by Marilee Adams. It changed the way I ask questions. Instead of asking why it happened, whose fault it was and what was wrong, I ask questions like how it can be done and what was working. By changing the questions, we direct our attention to positive feelings, possibilities and solutions. In school, I would sometime hear remarks like they are unable to excel because of their family background or they are at a disadvantage because other students are smarter or richer. I would ask them to change their questions. Instead of asking why they cannot do it, they should ask how they can do it which would direct them to search for solutions that would help them achieve their goals. I believe that by getting the children to have the right mindset and ask the right question, they are able to resolve challenges and achieve our potential. After coming into National Institute of Education (NIE) for training, my philosophy has not changed. Rather, it has been further enhanced and strengthened by the knowledge and skills gained through the different academic and curriculum subjects. Teaching and Managing Learners has provided valuable knowledge and tips about effective communication, classroom and sitting arrangement and classroom management so that learners with different learning abilities or special needs can learn together. For meaningful learning to take place, the environment has to be safe and inclusive. From prior knowledge acquired in the Education Psychology module, I can better understand the psychosocial challenge or crisis faced by the learners in the different developmental stages (Erikson, 1968). So as a beginning teacher, I need to know what kind of safe and inclusive environment is best so that everyone can learn and achieve their own best; an environment that the learners can learn without fear and at their own pace. It was interesting to see how each group present their own ideas during class. Some did it through picture, some through words and the music teachers did it through music. All these give me ideas on how I can create such an environment. But most importantly, the environment has to be owned by the students. The whole class has to agree to a set of acceptable behaviour and consequences. This will set the ground rules and routines for a constructive learning environment. As there may be learners with different learning or physical disabilities, I must ensure that the classroom arrangement is such that it would accommodate the special needs of the learners. Learners with hearing impairments must be placed in front and conscious effort must be made to pronounce the words carefully. For learners who are easily distracted, they should be seated away from areas of high activity like the door and windows. And for learners who are left-handed, they should preferably sit on the left hand side of the table arrangement. Besides academic, learners also need to learn proper social behaviour and values. Learners see teachers as their role models. So, if the teacher is sensitive and caring to the children, they too will learn how to show care and concern to each other. And through activities like collaborative learning, peer teaching, think-pair-share, the children learn about sharing and cooperation. These are values which are important to their future and can be taught through daily interaction and activities with the learners. Hence, meaningful lesson plan is very important. As learners may come from diverse social economic background, I need to ensure that each is given opportunity and access to the many different technologies and gadgets. With a well-planned classroom layout, different activities can be carried out simultaneously and smoothly. I can make the classroom more efficient for activities to encourage differentiated learning. Learners with learning disability also learn better through interactive and interesting computer games and gadgets. So together with knowledge learned from the ICT for Meaningful Learning module, I can better use ICT to enhance the learning experience of the learners. A good classroom layout also facilitates smooth transition of one activity to another and great classroom management skill. Besides the learning environment, the teachers ability to deliver the content is also very important to their learning. Teachers should not just teach content, they should also check for understanding while teaching. To check for understanding, the learners must be able to explain with new examples and apply the concept in other areas. This understanding process is a continuous one ((Blythe Associates, 1998). Managing small-group and independent work is an important skill for the teacher so as to ensure that the lesson can be carried out smoothly. I know that praise is important to learners as it reinforces good behavior and reaffirm their effort in learning. Through this course, I also realize that there are different types of praise. Ginott (1965) divided praises into evaluative and appreciative. He suggested that appreciative praise should be used as it affirms their effort and achievement. Evaluative praise should be avoided as it places a burden on the learner that he is no good if certain thing is not done (Manning, 2007). Communication is another important factor to encourage teaching and learning. While we want to build rapport with our learners, we must also be able to assert expected behaviors from them. This course also provides tips on how we can use positive and effective communication to create such an environment that encourages learning. When we have understanding and open communication with our learners, they are more willing to keep on learning. Punishment should be discouraged as it only tries to avoid future punishment instead of learning self-discipline. Sarcasm and ridicule should also be avoided as it destroys their self-confidence and self-esteem. Besides the teachers, other partners like the parents, caregivers or tuition teachers also play an important role in the learners learning process. Communication and collaboration among these parties is crucial regardless whether the child has any learning disability or special need. It is very important that all parties monitor and intervene or seek help from experts should they notice that there is little progress in their learning. When there is communication and common understanding, a common approach can then be used at home, in school or in the tuition agency. When the learners are not confused, they can learn better. As a PE teacher, not only do I need to maintain a great learning environment in the classroom, I also need to have great management skill outside the classroom. Through the other PE modules like Principles of Games, Instructional Methods and Instructional Strategies, I now have a vast repertoire of activities and variations that can cater to the different learners of different ability. Activities can be differentiated to suit the different skill level of the diverse learners. Activities can also be modified to cater to the learners with physical disabilities. I am now more confident to be able to conduct meaningful and enjoyable lessons which train their fundamental movement skills crucial for their growth and development. I believe that every child wants to learn and can learn, especially if it is fun. So with the training in NIE, I am able to create an environment that is conducive and fun for learning, a place where the learners like to come to learn and share. I can design and plan lessons that are both meaningful and fun and cater to the differentiated learners in the class. I hope to be able to equip my learners with the necessary skills and correct mindset to succeed and be the best that they can be. (Word count: 1999)

The Aircraft Structural Layout Engineering Essay

The Aircraft Structural Layout Engineering Essay Introduction The A380, when first produced was one of the newest and most technologically advanced civil airliners in the world, hosting the use of new materials, new manufacturing techniques and overcoming many engineering problems that the sheer size of the aircraft procured. The requirement for an ultra high capacity aircraft, UHCA , came about at the conclusion of the cold war; international conflict and tensions were dissipating and international travel became more viable. Airports were becoming more and more congested and Boeing was monopolising the civil air transport market Airbus needed something to new and preferably big to combat these issues. The A3XX was conceived in 1988 and developed over the years until what we know now as the largest passenger airliner in the world; the A380. The eight was chosen to reflect the structure of the airframe, the two floor arrangement and the fact that in many Asian countries the number eight is considered as a lucky number. At the time, the aircraft was the latest feat of engineering for the aviation industry; if not for engineering in general. Its technological advances are something to admire but there were several problems to face this pioneering project. Many new manufacturing practices and techniques had to be developed; along with the logistical problems of combining over one hundred international partners contributing parts. Then the huge task of transporting the various oversized parts to the assembly line in Toulouse, France. Designers were confronted with countless questions, how to transfer the immense loads the aircraft would come under? How will the undercarriage distribute the weight of such and still be manoeuvre efficiently in existing airports? How much power would an aircraft of such size require? Noise levels to comply with newly implemented restrictions? The 3Es were imposed during the design process; environment, economy and energy. This report will discuss the options and solutions that were chosen to overcome the many problems mentioned above. DESCRIPTION OF THE STRUCTURE OF THE AIRFRAME The complex number of airframe components were all put together as one part and were analysed and optimised using very advanced computational fluid dynamics. The A380 is quite a blunt aircraft and this helps by cutting drag by 2% as opposed to other desings. The designer enhanced many aspects of the A380 such as the wing body fairing and the wing. This enabled weight to be saved without creating drag consequences. The airframe of the A380 was built to last 25 years. On Page 5 of Appendix F a detailed cutaway can be seen of the A380. Also in Appendix A Figure 3 an overview of the components of the A380 can be seen. Full specifications of the A380 can be seen in Appendix E. Nose Section The nose section was difficult to engineer as the double deck design created a deep profile requirement. There is a large pressure bulkhead which is above and behind the nose gear bay. It is made from a double curved panel stiffened by longitudinal stringers which are locally welded. This bulkhead panel is unique as it is designed to form part of the cock pit floor. The unpressurized nose gear bay is in the forward lower part. Fuselage The fuselage of the A380 is the biggest in the world and the most complex ever made by Airbus. For example, just taking the middle section of the fuselage, there is a large amount of components. There are three doors, the belly fairing, main landing gear bay, centre wing box, two wing gears and the body gears. Although the structure of the A380 is relatively traditional new materials were used. This will be discussed in more detail later in the report, here is a summary; the semi monocoque structure of the fuselage is formed from very advanced aluminium alloy. There are plastic frames in the tail cone section reinforced with CFRP, carbon fibre reinforced polymer. The skins of the upper and lateral fuselage, forward and aft, are made from GLARE, glass fibre reinforced aluminium laminate. The centre fuselage however is made from aluminium alloys and glass fibres with imbedded adhesive. This is a very advanced way to save weight. This was not the only reason advanced composites were used; they also have better damage tolerance and fatigue. The fuselage is 230ft long and has two main types of cross section. It is spherical until frame 31 then aft of this it becomes ovoid. This can be seen in figure 3 of appendix B where four possible cross sections for the A380 are compared. For interest only there is a sketch in Appendix C which shows what the A380 could have looked like with the horizontal double bubble fuselage cross section. Also in Appendix A Figure 2 a comparison can be seen of the A380 (marked A3xx) and the Boeing 747 cross section. The rear section is unpressurized. The tail section and the forward unit section form this. The tail section is separated from the rest of the fuselage by a CFRP reinforced plastic rear pressure bulkhead. The rear section is attached to aft section of the fuselage. This runs from frame 74 to 95. The rear fuselage section is a very complex set up. This is because it has to support the fin and horizontal tailplane. The substructure is reinforced with highly loaded aluminium frames as well as resin frames. The panels that attach to the substructure are chemically milled CFRP skins. Welded stringer panels are used in the lower fuselage. They are machined with integrated stringers in tandem. This creates stronger panels. The upper shell is strengthened by GLARE. There are areas of high stress within the fuselage such as around the wing root area and the frames that run the length of the fuselage. These areas are machined. Areas which are less loaded are extruded, for example the upper shell. The upper deck and the main deck are constructed in a similar manner, a floor grid supported by cross beams and frames in turn supported by vertical struts, but use different materials. The upper deck uses CFRP crossbeams which connect to the frames by a shear joint. The main decks cross beam is made from advanced aluminium lithium alloy. There are two stairways within the fuselage. By door one is the double width stairway for in flight activity. In the curvature of the rear pressure bulkhead is another stairway made wide enough for service equipment and a stretcher. The belly fairing has an aluminium substructure which supports panels made of a nomex honeycomb and hybrid epoxy skin sandwich. Deformation occurs between the fuselage structure and the belly fairing and this means loads from the fuselage are transferred to the fairing. Also there is a metallic strip in the rear section of the fairing it allows bending loads to be absorbed as it enables the composite shell to flex. Wings Due to the above wings of the A380 are the biggest ever made. They cover 9104sqft with a chord of 13ft and a 261ft6inch span and have an aspect ratio of 7.52. The sweep angle is 33.5 degrees at the 25% chord mark. The dihedral is 5.6 degrees at the tip. The wings are very complex. The leading edge has six slat sections and two droop noses. The trailing edge has three single slotted fowler flaps. The ailerons, outer flaps and spoilers are made from composites. The inner flap is metallic. The wing itself has three ailerons and eight spoilers. Also the wing supports two engine pylons and the wing landing gear. A kruger flap would have been on the inboard leading edge but because of the huge depth of the A380 wing a droop nose device was included. It is completely sealed which means it makes the wing stall inboard and it pivots around a fixed point. The wings frame is made from a CFRP and aluminium alloy hybrid centre box and a metallic outer part. The centre box consists of a root rib, rear, front and centre spars with skins above and below. The centre box is joined to the fuselage by frame fittings. Diagonally orientated struts support the floor structure above. The wing frame can be split into two parts the inboard frame, from ribs 1 to 17, and outboard frame, from ribs 17 to 49.They are differentiated by the fact that the outboard from has no centre spar, only front and rear. The spar material changes from aluminium at the middle point between the engines as a weight saving device. Twenty three of the forty nine ribs are made partly from CFRP. The winglets take aerodynamic loads in roll. The A380 winglets have a 13ft chord, are at a length of 119ft away from the fuselage and are an optional item in the specification. Tail The tailplane in totality is a height of 79ft5inches and has a 99ft span. To put this into perspective this is almost the span of an A320 wing and the same chord as the A340. The tailplanes support from the fuselage has been spoken about previously. The tailplane is attached to the fuselage using two rows of lug and shear bolts. This is a similar concept the A340 design of this area. The frame that supports the tailplane is before the first row of lug bolts at frame 108. There is also double curvature of the skin at the root of the tailplane. This is because the airflow locally around the stabilizer will be greater than mach 1. The double curvature enables any drag rise to be dispersed. Between frames 99 and 100 is the single trim screw. Rear of the tail cone is the rear fairing made up of titanium firewalls and is home to the APU (Auxillary Processing Unit) exhaust. The APU itself sits just forward of this within the tailcones CFRP frame and stringers. A revolutionary design that utilises a single torsion box with a lower and upper rudder has been used for both the fin and rudder. The fin box for example consists of a rear and front spar that span the whole fin with a framework of ribs made from CFRP and resin. The end fittings are made from aluminium alloy. The vertical stabiliser is 48ft high and has a chord of 39ft6inches with a taper ratio of 0.39 and an aspect ratio of 1.74. The horizontal stabilizer has an integral fuel tank. The lateral loads of this stabilizer are taken by a heavily reinforced structure. The landing gear bays surround the cargo compartment between the aft cargo section and the centre wing box. The walls (inner and upper) are made from self stiffened panels. DISCUSSION OF THE PRODUCTION AND ASSEMBLY PROCESS With an aircraft of such size choosing the final assembly site was going to cause problems. The decision would have to involve a political and logistical discussion as to decide the options that were going to be best for the whole process. A collaboration between many companies throughout the airbus group and some other specialist companies was going to be vital to getting the highest quality for the aircraft. . The five largest contributors to A380, by value, are Rolls-Royce, SAFRAN, United Technologies, General Electric, and Goodrich. Airbus sized the production facilities and supply chain for a production rate of four A380s. Many newly created and some most advanced manufacturing techniques were used in the production of the A380 to allow this rate to be achieved. Production Companies across Europe built the major structural sections in France, Germany, Spain, and the United Kingdom; other components came from across the world. JAMCO made the upper deck floor carbon cross beams and the stiffners and stringers for the fin centre box. Shin Maywa was contracted for the main wing root fillet fairing and the wing ramp surfaces. Yokohama made the water and waste tanks. Korean Aerospace Industries constructed the lower outer wing skin panels. Australian company Hawker de Havilland built the large wingtip fences. Chinese company AVIC make the panels of the landing gear bay. Hamilton Sundstrand produced the air generation system. Canadian Pratt and Whitney make the Auxillary Power Unit. Honeywell made the flight management system. American company Eaton provided the high pressure hydraulic system and the high pressure hoses. Parkers Aerospaces Electronic Systems Division provides the fuel management systems. Rockwell Collins supplies the avionics full duplex AFDX Ethernet switch. A final example of the multi-corporate build is Goodrich developing the evacuation slides. The construction of such an aircraft required huge amounts of money to be spent in order to design and build the sites that could cater for the A380 components. For example Airbus UKs build site at Broughton received a brand new  £35million building to contain the wing construction. Each manufacture site was delegated different areas of manufacture; these were split into or aircraft component management teams (ACMTs) then further split into combined design build teams (CDBTs). carrying on from above the wing construction was in Broughton but the Wing assembly was delegated to Filton. ACMTs were created for wing nose, centre fuselage, forward and aft fuselage, propulsion, empennage, landing gear, systems, interior and final assembly. The use of breaking down the ACMTs into CDBT allowed for responsibility if components had issues, late deadlines etc. As stated earlier, new production techniques were introduced. Laser beam welding; involves a highly accurate automated laser beam, typically carbon dioxide or solid state YAG (yttrium-aluminium-garnet) laser, which was introduced into manufacture in 2001. It has a built in inspection unit leading to much quicker and quality welds. This technique was used to attach the stringers of the lower fuselage shell skins, reducing dramatically the weight, need for fasteners and time taken of previous technique (reaching a production speed of 26ft a minute when welding the stringers it). This manufacturing process was also used for the curved bulkhead panel and lower fuselage skin. Another manufacturing technique which revolutionised the A380 manufacture was an advanced robotic milling machine. It had a fixed axis and spun up to 24000 rpm and operated under a shower of lubricant. This was utilised in the manufacture of the aluminium alloy cockpit window frames. Assembly Assembly of such an aircraft was going to be an epic logistical journey. Getting the parts to the final assembly hall in Toulouse was going to be the hardest part as a new technique for spatial alignment had been created. This groundbreaking feature of the assembly was vital; the positioning system aided by lasers (41/40 single station unit) aligned jigs to subassemblies with high tech optics to attach the fuselage and the wings together. It was very advanced as it calculates exact dimensions of sections and is interfaced with a CAD system which could derive structural qualities and average tolerances. Techniques adopted by previous Airbus models used the A300-600ST Beluga aircraft to transport large parts; however this was not going to be as much use for the A380. This meant another option of travel was going to be used. Land and water was going to have to be used to get all components to Toulouse. The decision as to where the final assembly should be located caused friction within the airbus family at first. The German airbus section had to be appeased by using its Ville de Bordeaux, Roll-on Roll-off sea vessel (RORO) as seen in Figure 5, to allow the choice of Toulouse as Final Assembly. Parts from across the world where transported to Europe to respective manufacturing areas and eventually moved to France. Two main transport systems were utilised in the assembly of the A380. Air transport used of a number of guppy aircraft, devised by Felix Kracht, to manufacturing sites. By sea the RORO vessel travels to four different countries in Europe collecting parts; then transfers them to Paupac. From there it is transported by canal and road to Toulouse. The front and rear sections of the fuselage are loaded on to RORO in Hamburg, northern Germany, whence they are shipped to the United Kingdom. The wings; transported by barge to Mostyn from Filton in Bristol and Broughton in North Wales, where the ship adds them to its cargo. In Saint-Nazaire in western France, the ship trades the fuselage sections from Hamburg for larger, assembled sections, some of which include the nose. The ship unloads in Bordeaux. Afterwards, the ship picks up the belly and tail sections by Construcciones Aeronà ¡uticas SA in Cadiz in southern Spain, and delivers them to Bordeaux. From there, the A380 parts are transported by barge to Langon, and by oversize road convoys to the assembly hall in Toulouse. The original pathways that were going to be used for transportation were simply not sufficient enough; therefore new wider roads, canal systems and barges were developed to deliver the A380 parts. After assembly, the aircraft are flown to Hamburg to be furnished and painted. It takes 3,600 litres of paint to cover the 3,100 m ² exterior of an A380. DISCUSSION OF THE CHOSEN MATERIALS USED IN THE STRUCTURE The A380 was very progressive in its design. Forty percent of its structure consisted of carbon composites and advanced metal alloys. The wing structure for example was constructed with a carbon fibre wing box. They used monolithic CFRP as it was found to be one and a half tonnes lighter than using aluminium alloys. The fin also created in this manner with a solid laminate CFRP fin box cured in an autoclave. This was also utilised in the rudder, horizontal stabilizer and elevators. CFRP was employed in other areas of the plane too not just external components. Pressure bulkheads and upper deck floor beams were also made of this material. The vertical tail is made of a CFRP truss structure. The wing skin was changed from aluminium alloys to composites in the design process. Thermoplastics were used for lots of components. For example the ribs in the fixed leading edges of the vertical and horizontal stabilisers. Also for the secondary support holding the interior furnishing and the cabin trim. Impact resistant thermoplastics were used on the wing leading edges. The A380 as an engineering feat used revolutionary materials. For example GLARE. The acronym stands for glass fibre reinforced aluminium laminate. It was used for the upper fuselage shell. The material was tested in 1990 and consists of alternation layers of 0.015inch aluminium sheet and glass fibre reinforced bond film. This material is revolutionary because it has better corrosion, fatigue and damage resistance properties than aluminium. It is also less dense with a weight saving of between fifteen and thirty percent. The weight saving was about 500kg in construction. This material is exceptional as the glass fibre layers between the aluminium stop cracks propagating and even operate as a load path. Aluminium alloy was utilised massively within the production of the A380. One area where it was exploited was the windows in the cockpit. The frames were made from AL7040 aluminium alloy. A strengthened variant of the alloy was used as the bird impact shield. The windshield fairing was also redesigned to use aluminium. It consists of aluminium skins, which were chemically milled, covering machined ribs and extruded stringers. Aluminium alloy was used as a substructure for the massive belly fairing. It supported panels which utilised modern materials. The panel core is a nomex honeycomb core which is covered in a hybrid carbon glass fibre epoxy skin. Titanium was utilised in the fairing also with a corrosion resistant variant being used for stringers and frame roots. The intuitive designers saved weight and increased performance wherever they could. The engines pylons where mostly made from titanium, however they had a secondary structure made from thermoplastic carbon and aluminium. An epoxy CFRP was used for the nacelle cowl and fan cowl skin. These advanced materials were used as they reduced the weight of the structural form, made it more aerodynamic and improved the performance of the aircraft. Take the centre wing box as a case study. 2,200 pounds of weight was saved by using composites, mainly carbon fibre, for 50% of the 23ft by 20ft by 7ft structure. Component weight reductions also reduce stresses on the planes structure. However the designers did not always go for the composite option. They considered the benefits and disadvantages carefully. For example the wing. There were many drawbacks to having a fully composite wing which were not balanced by being 1500 pounds lighter. For example the huge structural join now required would weigh more than the composite weight loss. This additional weight then required the wing to be strengthened as it had lost the bending relief moment. A more obvious drawback is the greater manufacturing costs of using composites. DISCUSSION OF THE WEIGHT GROWTH WITH SERIES DEVELOPMENT Throughout out the design phase the aircraft had been considered as passenger aircraft, with a freighter option considered as a sustainable use for the aircraft as well. However this was put on hold being postponed in March 2006 after both launch customers cancelled their orders. With an aircraft this size small component changes were going to have huge effects on weight. An example of this is when the engines had to comply with the QC/2 noise regulations many changes occurred to the engine. This had a knock on effect with the wings, fuel volume, control surfaces and the structure that holds the wing; greatly affecting the weight of the aircraft. The passenger variants of this aircraft are very versatile, but having the ability to carry up to 555 passengers and luggage, as is the case with the main A380-800 model, into an aircraft is going to significantly increase the weight. Other variants of the passenger are an extended range model with a shorter fuselage and only 481 passengers is the A380-700. Also a VIP aircraft has been ordered by HRH Prince Alaweed bin Talal bin Abdulaziz Alsaud which is known as the A380-Flying Palace. Also the United States Air Force is looking at the A380 as a replacement for the Presidential Air Force One aircraft; which is a Boeing 747 at present. A proposed stretch version the A380-900 has been proposed; it would be 12 frames longer be able to carry 656 passengers (three class layout) and would have an increase MTOW. The A380-800C11 a passenger/cargo plane is an in between variant which can carry 11 cargo pallets as well as passengers. The other main variant is the A380-800F dedicated freighter, a shelled out A380-800 model, with a capacity of 25 pallets on the upper deck, 33 pallets on the main deck, and 13 pallets on the lower deck. With a total available volume of 948.m3 it allows for a payload up to 150,000kg over 10,371km; this is almost double the capability of the Boeing 747-400F. The large range means no need for stopovers when crossing large oceans meaning quicker delivery times.But this required some of the composites to be replaced by aluminium-lithium alloys to allow for this greater loading; inevitably increasing the weight of the aircraft. More structural strengthening was undertaken fortified frames, more substantial skins and stronger landing gear. Figure 9 shows a comparison between the weights of the two main variants mentioned above. CONCLUSION The A380 is a world leading aircraft in not only in the ability to carry more passengers than any other aircraft it the market but because of the ground breaking technologies, new manufacturing techniques and the use many new materials. It is a very unique aircraft. The airframe structure is an engineering feat; the high loads and stresses due to the sheer size of the A380 were dealt with by an innovative airframe made viable by the use of advanced computational fluid dynamics. These allowed for big decreases in weight due to the design and helped reduce the effects of drag. The production and assembly process was a fairly political global project which involved the coordination of more than 100 companies. New techniques such as 41/40 single station unit used in assembly along with the laser beam welding. Collaboration of all the companies brought together by the Ville de Bordeaux the RORO ship, overland road convoys and fleet of guppy aircraft. Mad from 40% composite materials with a host of new materials being utilized across all areas of the aircraft. They reduced the weight dramatically and aided in aerodynamic properties. These are the main reasons that allow the A380 to be such a mammoth. The undercarriage design consists of a two wheel forward retracting nose bogie a six wheel rear retracting body bogie and two four wheel sideways retracting wing bogies. Extremely clever in design creating highly ground maneuverable aircraft. At the moment only the A380-800 model is in production and being used to travel to many worldwide destinations. The A380-800F model is still on hold due to companies cancelling. In this report I have discussed the structure of the airframe. I have also considered the influences of the production and assembly process, the structural materials used and the reasons behind them, the undercarriage design in terms of position and retraction and the weight growth with series development. Figure bank Figure 1: Airbus A380 Cutaway Figure 2: A380 Cutaway (Flight Global)

Analysis of the World Wine Market Essay -- Business Marketing Case Stu

Analysis of the World Wine Market TABLE OF CONTENTS 1. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 2. World wine producers†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦..†¦ 1 3. World wine exports†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦..†¦.2 4. France productions, exports and international image†¦Ã¢â‚¬ ¦.†¦.†¦..3 5. Success of New World over the Old World : key factors†¦Ã¢â‚¬ ¦...†¦..4 6. Evaluation of different strategies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦....5-8 6.1 Premium & Standard wine market 6.2 Creation of an accessible French brand 6.3 The Global wine company (acquisitions and mergers) 6.4 Appellation d’origine controlee and competitive disadvantage 6.5 Protectionism versus being marketing oriented 7. World wine market: long term predictions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..8 8. Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 1. Introduction International competition on the wine market is characterized by a considerable disparity of strategies used by the different producers and wine-producing regions around the world. The objective of this report is to provide an understanding of the competition mechanisms between countries which are traditionally exporters - the â€Å"Old World† producers, represented by European countries - and the so called â€Å"New World† countries which today compete for the supremacy of the traditional model of wine growing and production. 2. World wine producers The distribution of the world wine producers is clearly detailed in the map below. The Old World producers are located in Europe. France, Italy and Spain are the main producers , followed by Portugal, Balkan states, UK and Germany. The European countries are still detaining a dominant position and they accounted for 70% of world production and consumption in 1999 (by data acquired by Euromonitor). The New World producers are scattered around the world and are represented mainly by: Australia, Chile, United States, South Africa, New Zealand, Argentina and Canada. 3. World wine exports The world wine export are still dominated by the Old World producers (see diagram below), with only three countries (France, Italy and Spain) which account for 60% of the world volumes exports in 2003. Among the New World producers, the largest exports are coming from Australia, Chile and United States. Another interesting characteristic is showed by the diagram below: the value of wine in exports market are increasing at greater rate than volume. 4. France productions, exports and international image ... ...duct quality and reliable supplies. The Old World future ability to counter the ongoing threat from New World producers will depend on adopting an extensive marketing approach: size, branding, distribution channels and new mergers in order to benefit from the new global economy will all play a fundamental role in determining its success. 9.  Ã‚  Ã‚  Ã‚  Ã‚  References http://www.bbr.com/GB/db/news-item/623?ID=HKKKBXLQ56900VN&first_news_F=1 http://www.calwinexport.com/pages/MarketInfo.htm http://www.euromonitor.com/Wine http://www.export.gov/exportamerica/NewsFromCommerce/nc_New_Wine.html Global Trade Atlas-Global Trade Information Source 2004 http://www.greekwinemakers.com/members/news/2003/030426.shtml http://iblnews.es/noticias/09/116440.html http://www.jancisrobinson.com/winenews/jr779 http://www.just-drinks.com/features_detail.asp?art=1026 Kotler P., Armstrong G., Saunders J., Wong V. (2002) Principles of Marketing, Pearson Ed.Ltd, pp.185-188 http://www.waitrose.com/food_drink/wfi/drinks/wine/0203046.asp http://www.wine.co.za/News/News.aspx?NEWSID=5995&Source=News http://www.wineloverspage.com http://www.wineoftheweek.com/winervw.html

Gender Stereotypes in Culture Essay -- Gender Issues

1. Describe our cultural gender stereotypes, objectification, and media portrayals of women and how these lead to violence against women. Gender is the psychological characteristics and social categories that are created by human culture. Doing gender is the concept that humans express their gender when they interact with one another; it is done every day without thinking about it. Messages about how a male or female is supposed to act come from countless places. According to Helen M. Eigenberg in Woman Battering in the United States, â€Å"Gender construction starts with assignment to a sex category on the basis of what the genitalia look like at birth. Then babies are dressed or adorned in a way that displays the category because parents don’t want to be constantly asked whether their baby is a girl or a boy† (2001, p. 32). Schools, parents, and friends influence a person. Treatment of one gender differs from those in another. Gender roles also change. Another major factor that influences millions of impressionable females and males is television. Not only does the television teach each sex how to act, it also shows how one sex should expect the other sex to act. In the current television broadcasting, stereotypical behavior goes from programming for the exceptionally young to adult audiences. In this broadcasting range, females are portrayed as motherly, passive and innocent, sex objects, or they are overlooked completely or seen as unimportant entities. In the United States, as well as throughout the majority of the world, people are bombarded with commercials, ads, and articles on a daily basis. The information is used to appeal to the masses. Society perpetuates violence against women through the use of the medi... ...d forcing villagers to carry their food, ammunition, and gear into the jungle. Women cannot even walk to the market without being grabbed by the throat and raped. Domestic violence, sexual assault, stalking, rape, and so on all intersect with one another. Many forms of violence are used in combination with one another to establish power and control over the victim. In addition, gender stereotypes, objectification, media portrayal of women, and victim blaming increase and cause the use of violence against women. Works Cited Eigenberg, H. (2001). Women battering in the united states. Prospect Heights, Illinois: Waveland Press, Inc. Herbert, B. (2009, August 7). Women at risk. The New York Times , p. A19-A20. Russell, D. (1993). Pornography causes violence. Against pornography: the evidence of harm (p. 149-151). Berkeley, CA: Russell Publications.

Analyse of the Wind That Shakes the Barley

The Wind That Shakes the Barley The wind that shakes the barley is a film made of Ken Loach, the film are made in 2006 Setting: â€Å"The wind that shakes the barley† takes place in Ireland, during the Irish War of Independence (1919-1921) and the Irish Civil War (1922-1923) and it is a real story. After World war 1. Put a stopper for the home rule bill in Ireland there came English soldiers into Ireland and treated the Irish people really bad. Then some of the Irish people got upset and began to fight back. Resume:The film takes place in the Northern Ireland in the twenties, during IRA's fight against the British invasion of Ireland. The brothers Damien and Teddy O’Donovan join a rebel movement with some friends, after Damien’s failed attempt to escape to London to become a doctor, and after British soldiers killed a very good friend of his. The group is the start of the Irish peoples rise against the British invasion, and many people starts joining groups just like theirs. They get caught by the British, and Teddy gets tortured by pulling out his nails, to make him say names, but he doesn't reveal his secrets to anyone.Afterwards they fetch Damien in. The â€Å"boss† threatens to kill Damien if he does not tell him about who helps them, but Damien is silent and gets thrown back into the cell. The young soldier who were supposed to shoot Damien helps them escape, but since he has no key to the last cell, three of the captives get left behind. The others escape in a horse drawn carriage and stay in a small house while Teddy recovers. When Teddy is ready to travel again, they go to some reliable friends to live for a while.Here they find out that one of Damien’s oldest friends Chris Reilly, a young guy who worked on a British farm to earn money to his family, was the one telling on them, and got them sent to jail. They receive orders to kill both Chris and Sir John, and Damien shoots them. Later he talks to his sweetheart, Sine ad ni Shuilleabhain, about the shame in facing Chris' mother. After IRA's defeat on a British convoy, another detachment sets fire to Sinead's house as payback, and shaves her head while pointing a gun at her. Damien and the others see it all from behind a hill, but there are nothing they can do about it.The British are too many. When the British leave, Sinead is still deeply in shock, and while Damien comforts her, a messenger arrives with the message of a formal ceasefire between Britain and the IRA. The whole village celebrates, but not for long, because they find out about the Anglo-Irish treaty, and the IRA divides in two groups. Teddy is done fighting and accepts the treaty. He and his allies start patrolling in Irish Army-uniforms. Damien and his friends will not accept the treaty and joins the Anti-treaty IRA.Damien gets caught and his Anti-treaty friend Dan was killed in their attempt of stealing weapons from the British army. Characters Damien is a newly graduated doctor f rom college. You can see he is a recent graduate because in the film he is relatively young, and refers to himself as: Medical graduate from college. His brother named Teddy. Individually, they represent a position in relation to how Ireland should be free – Damien will fight through political means, and Teddy will struggle with violence. Which is typical in societies with war, there will always be different opinions on how to solve the conflict.

Modern Times by Charlie Chaplin Essay

Synopsis: A black and white comedy by Charlie Chaplin, Modern Times takes place in America during the Great Depression. It follows Little Tramp (Chaplin) while he struggles to survive as a factory worker in a modern and industrialized world. Though this movie does not take place during the Industrial Revolution, the problems and challenges faced by Americans during the Great Depression are similar to the ones faced by people in the Britain during the early 1900s. As mentioned, this movie is in black and white. It is also a predominantly silent film, and these two factors take this movie outside of most students’ comfort zones. Students tend to moan in disappointment when they learn what they are about to watch. However, the slap-stick, and physical humour wins high school students over and they seem to always enjoy the film. Activity After the Movie: Research Essay – Students are asked to take their knowledge of the Industrial Revolution and write a research paper comparing it to the Great Depression as depicted in Modern Times. Opinion Essay – Chaplin uses this movie to shed a negative light on Capitalism and modernization. Accordingly, students could write an opinion paper agreeing or disagree with Chaplin’s ideas of industrialization. Below are three examples of relevant scenes from the movie that correlate with both essay topics: The opening scene is of people marching to work and then it switches to a shot of a herd of sheep walking the streets. This is to portray Chaplin’s opinion that people are more like sheep in an industrialized society, losing their individuality. One may argue that this was also the case during Industrial Revolution with the switch from the cottage industry to factory work. After this opening scene the audience sees Chaplin in the factory, where he has a repetitive assembly-line job tightening screws together as products run by on a conveyor belt. Next his boss speeds up the machine, and it gets harder and harder for him to keep up. Eventually, this monotonous regime causes him to have a breakdown and lose his job. This scene is a great one to highlight to students because it is a clear example of an assembly line. Also, the fact that it gets harder and harder for Chaplin’s character to keep up, which then leads to a breakdown and consequent unemployment is a commentary on the quality of life that this assembly-line work creates and the risks and danger involved. There are many references to communism, which is an important ideology to know when learning about the Industrial Revolution. After Little Tramp becomes unemployed he ends up on the street where he finds a red flag and begins to wave it. This causes the police to believe that he is a communist and he is put in jail. There are also scenes where Little Tramp is seen dividing and sharing stolen necessities, such as food, with the working class. This may not be a direct connection to Communism, but is pointing out some of the disadvantages of Capitalism.

Group Communication Essay

In my opinion, group work is a type of cooperative learning that helps people to accomplish a certain task in a faster and more effective manner. Team working also helps to achieve the tasks that are impossible to finish by one individual. However, if people in a group have a lot of conflicts, group work will not be able to achieve as much as we expected. There are many reasons which lead to dissatisfaction in group work such as individualism as well as conflicts in opinion and time. Initially, I had a negative view on group working because of the challenges that I had. When I was in high school, my five other friends and I used to work together in a music competition. Although we were supposed to get together to practice for the event, we were only able to meet up once a week. In addition to having a hard time with time scheduling, we often did not have a consensus of opinion. Whenever we had a discussion, we usually ended up with no results. So it always took a long time for us to make a decision. Consequently, the performance did not turn out as well as we expected. Because of this initial failure, I thought group work was time consuming and ineffective. However, I have changed my opinion lately because of the successful results in some of my laboratory classes. In each laboratory assignment, it is nearly impossible to work by myself because there are a lot of steps and each step needs to be very precise and accurate. Therefore, a group of two or three students will work more effectively compared to an individual because they can help to remind each other and finish the assignment faster. Based on those experiences, one more time I give myself a chance to work in a group and figured out how work effectively. Finally, thank to the Small group communication class, I found out that group work can become very productive if all the members in the group cooperate and follow the principles of small group communication. In this paper, I want to talk about my recent success in my current group regarding the effectiveness of our group communication as well as my communication competence during the last four months of working together. First, I want to discuss about how we follow the principles of small group communication. Fortunately, our group usually does not have a lot of conflicts because our opinions often support each others’. While other groups need thirty minutes to make a decision, our group can make it in half of that time. I think it is one of our group biggest strength. Besides, we always favor majority viewpoints, but we also listen and analyze the idea which is different from others. For example, when we were working together in the winter survival exercise, most of the members agreed that compass is the second importance. However, Phong thought that in a heavy snow, compass was useless. After discussion, we decided to make it the sixth importance. Thanks to Phong’s opinion, we lost fewer points because compass turned out to be the most useless one. Phong is an expert with cold weather because he used to visit his friend in Alaska where the temperature usually drops under zero degrees Fahrenheit. Phong is also the most quiet group member. He only shares his opinions in the topic which he is expert of. The others group members can be considered as verbal group members because they always contribute their ideas and experiences to all discussions in the group. Regarding leadership, we only have one leader throughout because we want the leader to get used to her role. Thus, she and the group can work more effectively. Finally, I have to admit that our group is not a creative group, but we have one member who is such a creative person. Again, in the winter survival activity, I thought the old newspapers were totally useless, but Lan came up with a creative idea that it could be used to keep warm. She said she often see people who are homeless use old news papers as their blankets. At last, it turned out that the newspaper worked even better than clothes. Because of following well those principles, our group has gradually worked more effectively. Secondly, I want to mention our group climate. In my opinion, our group has a supportive climate. Each member is willing to help other members in the group to complete their tasks. Our group favors description compared to evaluation. Instead of criticizing others’ behaviors and ideas, we often tell our feelings about problems. All the group members always encourage each other to share their opinions and feelings with the group. Even though some opinions are too conflicting, the main purpose is trying to give all the members equal opportunities to talk about their ideas. Thus, the success of the group is the consequence from the equal contributions of all the members. Besides, in most of the discussions of our group, we are oriented toward problem solving; therefore, we look for the consensus of the ideas in order to solve the problems effectively and quickly. Because our group has many members who have senses of humor, we always maintain an interesting and comfortable atmosphere to gain assertiveness in the group. Sometimes, Ngoc and Phong share their experiences of how they solve their families’ problems. Through perceiving more deeply about each member’s own life, we have gradually gotten closer together; therefore, we are always honest and open to each other. Also, we do not criticize when a group member cannot finish his or her task as expected because there are always personal issues out of the class. In addition to empathy, I think that provisionalism is one of the factors that helps the group to do well. In life, there is nothing certain, so we do not expect everything to be absolutely perfect. We only try our best and hope for a deserved result. To sum up, with a supportive climate, our group can take advantage of group work regardless of difficulties that people usually have when working in a group. Also, our group does not have a difficult group member because we are cooperative and responsible for our tasks. Moreover, all the members are always willing to cover the missing roles to get the work done. I think that the supportive climate in our group really helps us to work better. In addition to the success of the group communication, I think that my communication competence is one of the most important factors. In most of the Vietnamese family, parents often attempt to have their children follow some particular rules especially being polite and respecting elders. Because I am not an exception from those Vietnamese children, I always follow those rules whenever I communicate to others in the family and in the society as well. For example, when I work in my present group whose members are different ages, I usually listen to the opinions of the older members before sharing mine. I feel that they have more experiences than I do about life. Also, I truly respect others ideas even though sometimes they are really opposed to mine such as the idea about the importance of the rope in the moon survival. I thought the rope was useless but it was thought to be the most important tool which was used to connect people together by another member. I thought it was actually reasonable in some way. Another rule in my communication is that I try to keep myself from being different. Therefore, if my opinion is opposed to the others, I hardly argue with them because I think it is best to keep a friendly and peaceful environment in a group. Accordingly, my present group always has less conflict. Thus, I think that the way I work and communicate in the group also helps the group to perform better. In the last part of his paper, I want to mention the roles and leadership in our group. Each member in the group has their own roles and tasks. First, Trang, our leader, is an energizer and a tension reliever. She loves to joke around her group members. In addition, she always gives funny ideas to make other members laugh and relieve tension. Next, Lan is a summarizer and a process observer who often listens to the ideas of all the members in her group. Then, she collects information and summarizes the group’s opinions. Besides, She usually laughs and makes jokes which helps to release the tense atmosphere in the group. Ngoc is an information and opinion giver and a communication facilitator who often shares her ideas and speaks clearly to help other members in the group easily understand her. Also, when an idea of a group member sounds too complicated and confusing, she is the one who makes it simpler to understand. I am also an information and opinion giver and an encourager of participation. I love to give my opinions of the group activities. Also, I often ask questions to have other members participate in the group. Finally, Phong and Chau are information and opinion seekers. While Phong researches information online, Chau often represents our group to communicate with other groups for more information and ideas. Lan and Trang are considered themselves as clowns because they are the funniest members in our group. Every one of us kept laughing with their interesting ideas. Because all the members have specific tasks to focus on, whenever the group is assigned, each member tries their best to accomplish their tasks; therefore, this increases cohesiveness in the group. Working this way, we ask for the responsibilities of each member in the group. Therefore, we always encourage and help each other to do things better. Finally, I want to mention the leadership role in our group. Initially, Lan was assigned to be our leader in the ball tossing activity. However, Trang emerged as a leader in the winter survival activity. She always encourages the group members to work harder, and she gives interesting and funny opinions to relieve our tension. At the end, she is the one who summarizes the group opinion and makes the final decision. We as a group think that Trang is a democratic model with participating style. When the group members are willing to share their ideas, Trang becomes a listener. She respects the others’ ideas, and her decisions always fit most of the members. Therefore, with a good leader and a specific role for each member, all the assignments have become easier when we work together. Through four months working together, I finally realized that if we all cooperate and follow the principles of small group communication, group work will be an excellent approach to solve any problem. I have experienced and learned many things from my present group. At the beginning, I was considered as a quiet group member because I rarely shared my ideas with others. However, there were some cases that my ideas might have helped if I had shared. I kept thinking about it and I had been trying to communicate more often; and eventually, I am the one who gives most of the ideas to the group. Also, I have learned that we need to be responsible for our tasks. If a person in the group does not finish his or her task, it will affect everyone in the group and the initial task cannot be accomplished. If I have a chance to work in a group in the future, I will try to follow all the factors that help my current group to perform really well.