Produce a component drawing suitable for transfer onto a CAM system Essay

Produce a component drawing suitable for transfer onto a CAM system (Mechanical Engineering) - Essay Example in the industry because of several reasons including improved design quality, increased productivity, establishment of data base for manufacturing, creation of standards for design and doing away of inaccuracies brought about by hand-copying of several drafting as well as drawings’ inconsistency (Introduction to CAD, 2008). CAM (Computer Aided Manufacturing) refers to the effective employment of the computer technology for manufacturing planning and control. CAM is concerned with manufacturing engineering processes including planning and scheduling of manufacturing processes, machining operations, control of quality of production processes and products as well as Numerical Control (NC) part programming. Computer-aided manufacturing is usually integrated with Computer Aided Design in CAD/CAM systems. This allows movement of information from design section to product production planning with no need of entering the data manually on the part geometry(Introduction to CAD, 2008). CAM develops the information stored by CAD into information which is used as instructions for running and controlling production operations, machining, materials and equipment handling, product inspection and automatic testing. The rationale for CAD/CAM comes out to justify improvements based on technology as far as manufacturing is concerned. This approach grows as a result of the need to make improvements on quality, productivity and product competitiveness. Other major reasons include: Better quality of the produced goods, better communication, higher production level, manufacturing common database, lowered prototype costs of construction and quicker customers’ response(Introduction to CAD, 2008). The necessary hardware part for a CAD/CAM system includes components such as a digital computer, workstation, plotters and output put devices as well as storage devices. The system, in addition to this encompasses an interface communication which usually enables data transmission to other

The California Gold Rush Essay Example for Free

The California Gold Rush Essay Before the Gold Rush of 1849, California was a sparsely populated, unimportant territory of the United States mostly inhabited by the people of Mexico. However, that all changed when on January 24, 1848; carpenter and small time sawmill operator James W. Marshall discovered a gold nugget in the American River that would forever change the history of California and America1. Not only did the Gold Rush lead to California’s admittance into the Union in 1850, it also rekindled the idea of the American Dream. Hundred’s of thousands of people poured into the state by the lure of quick and infinite riches. As a result of the Gold Rush, California eventually became an advanced technologic, and agrarian state, which would help pave the roads to urban development and a very capitalistic economy. The California Gold Rush jump-started the development of California as a state, and ignited the belief of the American Dream once again. In a year’s time of the discovery of gold in the American River, the provincial Gold Rush of 1848 transformed into the global Gold Rush of 1849 making national headlines across the world. Historian Hubert Howe Bancroft best described the Gold Rush as; â€Å"a rapid, monstrous maturity† which propelled the population so progressively that on September 9th, 1850 California became the thirty-first state admitted into the Union2. By the year 1851, over 255,000 people had immigrated to the Golden State spurred on by the hopes of finding gold and achieving the American Dream3. From these hundreds of thousands of aliens that flocked to California during the Gold Rush most were young men eager to risk their lives venturing to the Mother Lode in hopes of becoming miners and starting a new life. These men, called the â€Å"49ers†, would play a vital role in the transformation of the state, as they would soon become the pillar for the powerful mining economy in California4. In addition, the ban of slavery in California opened up a window of opportunity to those from other continents. Soon ships from Asia, Australia, Europe and South America were left stranded in the San Francisco Bay as everyone sought to achieve their own version of the American Dream in the Gold Rush as well. In the early stages of California’s state hood, gold mining was the keystone of the Californian economy. Originally, many gold miners who came to California were apart of larger mining companies that at first brought organization to the gold fields5. Nonetheless, as the pressure to find gold mounted each day with the number of people coming to California increasing, it soon became every man for himself; and as a result many of these organizations failed. However, the mining process was complex, required lots of man power, and as gold was becoming harder and harder to find; the introduction to certain technological advances revitalized the Gold Rush and California as a state. The introduction of Hydraulic mining by French Canadian, Anton Chabot in 1850 and later perfected by Edward Matteson a 49er from Connecticut, had everlasting effects on the mining industry as well as the environment6. By damming river and streams miners were now able to use the newly created waterbeds for their industrial hoses, which would spray water furiously onto the riverbanks eroding the ground until gold was spotted7. As a result of Hydraulic mining, mining organizations became powerful again and a sense of unity and prosperity was restored to the gold fields. The Gold Rush also started a new market for technology as now more people stopped mining, and thought of other ways they could make a living. Worker unions began to form, as mining companies needed laborers to maintain and manufacture new machines as wells as divert and dam rivers8. However, not everyone made their fortune in the mining industry. In 1853 Levi Strauss, a German immigrant came to California with aspirations of striking it rich in the gold fields. After a year of no luck, Levi and his family decided to open a general goods store in San Francisco that would sell dry goods and clothing to the miners. His store was a hit, as miners poured in to buy tents and other necessities for mining. One item in particular, denim pants known today as â€Å"jeans† sold like wild fire amongst the 49ers, as they were durable and did not rip. By the end of the Gold Rush, nearly 594 $ million in gold ingots (estimated around 10 $ billion in 2001 dollars) would be shipped out from California towards the east coast alone9. Not only did the Gold Rush create a prosperous mining climate, it also indirectly lead to an even more booming agrarian economy; that in 1869 surpassed mining in employment and then later in 1879 became the leading element to the California economy10. By the late 1870’s, there was nearly 600,000 thousand people living in the Golden State11. In order to feed so many mouths so quick, many people that could not make it as a miner or in the now blooming cities decided to settle on plots of land and become farmers. Most preferred the farming lifestyle opposed to a miner’s life because it was safer. In addition, due to California’s vast natural resources, fertile abundant land and great weather, growing food and raising livestock was easy compared to the eastern United States and other parts of the world. The Gold Rush also permitted the cattle industry to once again flourish in the west as a cattle boom from the north was guided to California for sale to the miners12. Soon afterwards, cattle ranches were set up in Southern California and provided an economic boost to the rest of the state13. In addition to the cattle industry doing well, by 1880 great wheat ranches had expanded throughout Colusa County and produced nearly half a mission bushels of wheat a year14. As a result of the wheat industry expanding, in the 1880’s and 1890’s irrigation districts had been introduced to California along with newly refrigerated railroad cars, which perhaps did the most to advance California towards becoming an agrarian powerhouse in the United States15. With a lucrative economy that was producing food and money, the urbanization of California happened much earlier than intended. With the mass migrations of workers pouring into mining towns and cities, the ones with the best strategic position ended up becoming the most successful. As a result, San Francisco, Sacramento and Las Angeles became the most powerful cities on the west coast because of the Gold Rush16. However, with the establishment of the first transcontinental railroad in 1869, California now had a direct contact with the rest of the United States and as a result every town in California economically and socially prospered17. With the advanced development of technology, an interstate road system was built which helped distribute the urbanization of California more thoroughly18. In addition to roads, the technology that was invented in the Gold Rush now could be applied to the development of the advancement of irrigation. In 1900, San Francisco and Los Angeles built a system of dams and aqueducts that would bring running water to their respective cities19. The result of this project would for years to come stabilize the infrastructure of these two cities20. Soon, markets, architecture and literature would flourish in cities across the state as California transformed from a rural state, to one of the most powerful states in America. As time progressed, cities in California were now looking to export their goods to the rest of the world. Banks had already been established in California during the 1850’s as a place for miners to store their gold and by 1855 Wells Fargo Bank controlled about ninety percent of the transporting of gold in the state21. California possessed a highly successful banking system, but now with the help of the transcontinental railroad and the port cities, the Californian economy was now turning towards capitalism22. With a well-organized society and economy in California, industries were booming. Cities like San Francisco led the way with the exportation of goods to other countries and the eastern part of the United States23. California soon started to enter trade relationships with Asia, Europe and other continents as it exported gold, fine goods and food at a rapid rate24. As trade blossomed, so did education and literature. Soon, schools, churches, universities and newspaper companies were sprouting up all along California. This all in term led to California becoming a melting pot of different cultures just like other great states in the U. S. The Gold Rush of 1849 directly led to California’s admittance and prestige as the thirty-first state admitted into the Union. Not only did the Gold Rush bring hundreds of thousands of people to the Golden State, it also kept them there. With advancements through technology, the mining industry in California would become the strongest in the world at its time25. Also, as the mining economy grew strong, the agricultural economy grew even stronger because of the Gold Rush. With these advancements, people were able to build permanent empires through the urban development of California. As cities prospered at the benefit of the Gold Rush, California was able to grow stronger and smarter as a state through capitalism and trade with foreign countries. The Gold Rush of 1849 jump started the development of California as a state and achieved people’s goals of the American Dream. Bibliography: Gibbs, William. California Gold Rush (1848–1858). Open Collections Program: Immigration to the US, California Gold Rush, 1848-1858. N. p. , n. d. Web. 20 May 2013. Ketchum, Liza. The Gold Rush. Boston: Little, Brown, 1996. Print. Lloyd, J. D. The Gold Rush. San Diego: Greenhaven, 2002. Print. Martinez, Lionel. The Gold Rushes. The Gold Rushes. N. p. , n. d. Web. 20 May 2013. Starr, Kevin. California: A History. New York: Modern Library, 2005. Print.

Creativity In The Early Years

Creativity In The Early Years Creativity in an early years setting is difficult to define, although definitions have been provided on the basis of the attempting to define the process of creativity, the product of a persons creativity or the personal attributes that contribute to creativity. Creativity has, for example, been defined as, a novel and appropriate response to an open-ended task (Amabile and Hennessey, 1992) or as very much a processà ¢Ã¢â€š ¬Ã‚ ¦often with no clearly identifiable outcomes or productà ¢Ã¢â€š ¬Ã‚ ¦(allowing children the scope) to explore new possibilities and create new and exciting connections between people, places and thingsà ¢Ã¢â€š ¬Ã‚ ¦to discover meanings in their world (Department for Children, School and Families, 2007). I believe, from my personal point of view, that creativity is actually a mixture of all three of these perspectives: people who have certain attributes are more likely to be able to think, and respond, creatively to certain situations and tasks, via certain processes than people who lack these attributes. Creativity, however, is more than the possession of certain attributes and is certainly not linked to intelligence: it is a factor that individuals can bring to all aspects of their lives, in terms of solving problems in all aspects of their lives in terms of approaching tasks in a creative manner in order to find creative solutions to these tasks, be these artistic endeavors or tasks related to music, mathematics or science. As the Department for Children, School and Families (2007) explain, creativity can transform understanding by fostering critical thinking, allowing children to review, reinvent and make new meanings for themselves. Creativity thus understood defines all aspects of a childs school life, not only traditionally artistic endeavors but also all other disciplines such as mathematics and the sciences: creatively thinking about numbers, for example, can lead children to understand the beauty of mathematics and the fascinating world of physics, which can open their minds to new worlds and new possibilities. Teaching mathematics by rote, seeking only the right answers to set questions will only lead children to hate mathematics classes and to view mathematics as an abstracted idea that is not useful to them, practically, in their lives. Creativity, in this sense, then, can be fostered by encouraging children to explore their surroundings, allowing them to seek their own questions about their surroundings and helping them to arrive at interesting answers for their questions, where interesting answers can be understood as answers that will satisfy them and lead them to further questions. Guiding childrens learning in this manner can encourage creative thinking, giving power to childrens ideas and thoughts, allowing them to creatively solve problems. Allowing children to enjoy the process of thinking, of learning, of researching, can embody creativity in them, in terms of allowing them to develop their own creative responses to their learning experiences and their own creative ways of understanding the world around them. As Amabile and Hennessey (1992) argue, people will be most creative when they feel motivated primarily by the interest, enjoyment, satisfaction and challenges of the work itself rather than by external pressures with such self-directed motivation leading to higher incidences of creativity and self-determined competence. Self-determination, as Amabile and Hennessey (1992) argue, is central to the development of meaningful creativity, i.e., creative thinking that can have real meaning in the lives of children, allowing them to produce creative solutions to all problems they encounter. Creativity can only be fostered, and used in practice to develop meaningful ways of thinking, when three components are present: domain-relevant skills (such as knowledge, experience and talent in a particular domain); creativity-relevant skills (such as independent, flexible, risk-oriented thinking); and task motivation (with intrinsic, not extrinsic motivation being more likely to lead to creative thin king) (Amabile and Hennessey, 1992). As Duffy (2006) argues, the promotion of open-ended thinking, via the use of open-ended activities, can encourage creativity in young children, encouraging the development of creative solutions via experimentation, exploration, discovery and invention. This encouragement of open-ended thinking, argues Duffy (2006) makes learning more meaningful to young children, allowing them, as it does, the scope to develop their own thoughts about themselves, their environment and their relationships, allowing them to develop their own creative responses to the questions that arise for them, from this understanding. Creativity can, thus, argues Duffy (2006) be encouraged and can, through this encouragement, be learned, with its ramifications, as Craft (2002) argues, being lifewide, equipping young children with the tools they need to develop and maintain a positive, open-minded approach to learning. As Prentice (2000) argues, it can be difficult, within the structure of early years education, with its curriculum and its goals that have to be attained, to encourage such creative thinking, in terms of not having the space to foster the conditions most likely to promote creative thought and action. In my experience, classrooms are often not conducive to the fostering of creative thinking, rather being geared towards the attainment of curriculum goals, and right answer dominated thinking, i.e., teaching, and learning, aimed solely at getting the right answer, not at teaching, or, rather, engendering, creative thinking processes. My personal view of the topic is that creativity is a fundamentally important skill to teach to young children in an early years setting, in terms of equipping children with the tools they need to approach all of their subsequent learning and to move in to the world, in order to deal, not only with their academic work, but with all the situations that their life might present to them. Creative thinking, the creative invention of solutions to problems, can better help children to face not only their academic work but also their lives, allowing them to deal creatively with problems they might encounter, equipping them with the tools they need to move positively through their lives. Conclusion Creativity is fundamentally important in the early years setting, equipping children with a whole way of viewing, exploring and understanding their world, allowing them to explore new possibilities in the ways in which they learn. The importance of creativity in the early years setting cannot be underestimated and, in my personal view, more should be done to foster creativity in young children. Although the Early Years Foundation curriculum highlights that childrens creativity must be extended by the provision of support for their curiosity, exploration and playà ¢Ã¢â€š ¬Ã‚ ¦and (children) must be provided with opportunities to explore and share their thoughts, creativity, ideas and feelings (Department for Children, Schools and Families, 2009), recent research, as highlighted in this essay has shown that the forging lifelong, lifewide, creativity in children is a more intrinsic, more involved, more holistic process than simply providing children the opportunity to learn through pla y.

Macbeth - Downfall Of A Hero :: essays research papers

Macbeth’s strive for power affects every aspect of his life, and this motivation eventually leads to his demise. Many different factors play a pivotal role in deciding his ill-fated future. With his wife’s cajoling, and the three witches’ foretelling of his future Macbeth, will stop at nothing to gain position as King of Scotland. The witches and their prophecies are the first major influence on Macbeth’s actions. Macbeth, Thane of Glamis is content with his position, until the three witches tell him, "hail to thee, Thane of Cawdor, thou shalt be King hereafter." (I, iii.). After hearing this, Macbeth and Banquo, his loyal friend, find out that King Duncan has named Macbeth "Thane of Cawdor." They contemplate about how the rest of the prophecy will come true. The witches also advise them that Banquo’s son would be King one day. Macbeth writes a letter to Lady Macbeth explaining what has happened. Macbeth comes to the realization that for him to in fact become King, he will have to defeat recently named heir to the throne, Malcolm, the King’s son, and also prevent Banqou’s son from gaining access to the throne. Macbeth returns home and he and his wife must play host to the King. Lady Macbeth begins to contemplate what "impedes thee from the golden round" (I, v). She desperately wants her Macbeth to be King and she calls upon the "aids of sprits"(I, v) to help her in her quest for the throne. Lady Macbeth requests that the, "sprits that tend on mortal thoughts," to unsex her, and fill her with the "direst cruelty†¦" (I, v.). The supernatural world will aid her in the hardening of her heart and make it possible for her to carry out her malicious plan. Lady Macbeth wishes to throw out her morality for the sake of gaining a title. With the help of invisible sprits, she wants to make herself able to commit a heinous act of murder to make her dreams of the royal life come true, without having reservations or remorse. She approaches Macbeth with her intent to kill King Duncan. Macbeth, although wanting the prophecy to come true, and become king, lacks the enthusiasm as his wife does, to commit the murder. Lady Macbeth urges Macbeth to act on his desires or he will think of himself as a coward. King Duncan is invited to Macbeth’s castle, and it is there that he will be killed.

Jacques-Louis David’s “Death of Marat” (1793) Essay

Jacques-Louis David studied painting in Rome where he was able to absorb the classical sprit of Ancient Rome (Fleming, 1995, p. 496). He was influenced by Enlightenment philosophers such as Diderot, and from them, he developed the idea that paintings should have a message that points to political and/or social action (Fleming, 1995, p. 496). A member of the bourgeoisie, David was personally involved in many Revolutionary events: he organized a festival of the people (July 14, 1790), designed propaganda materials for the Jacobins, voted in support of Louis XVI’s execution, and signed execution orders for over 300 people (Boston College, 2006). David, then, was uniquely positioned to combine ancient values, Enlightenment thought, and revolutionary principles in his paintings. The interest in classical values in the late 18th century arose from two sources: the discovery of Herculaneum and Pompeii and the rise in popularity of revolutionary ideals. In particular, the Roman Republic was seen to embody a spirit of courage, freedom, and opposition to autocracy that resonated with 18th century revolutionaries in France and the United States (Anonymous, n. d. ) For artists, these neo-classical ideas came in the guise of searching for new subject-matter. Previously, most artists painted religious, mythological, or allegorical scenes (Anonymous, n. d. ). In terms of subject matter, David’s â€Å"The Death of Marat† is neo-classical in the sense that scene is neither religious, nor mythological, nor allegorical in nature. In fact, the subject is a contemporaneous figure – Jean-Paul Marat. The choice of Marat confirms to the revolutionary ideals associated with neo-classicism in that Marat was a prominent leader of the French Revolution who was killed by Charlotte Corday, a member of the opposition (Anonymous, n. d. ). David’s sympathies clearly lie with the Revolution, as he portrayed Marat as a martyr (Anonymous, n. d. ). Marat’s position in the bath tub, surrounded by materials needed for work (paper, quill, ink) requires some explanation. As he suffered from a skin disease, Marat spent many hours working in his bath (Boston College, 2006). David painted the painting shortly after Marat’s murder on July 13, 1793. Originally asked by the Convention to paint Marat’s portrait at the time of his death, David chose to present an idealized portrait of the man, rather than an authentic depiction of the rapidly decomposing body (Boston College, 2006). David was overcome with emotion upon this request from the Convention, as Marat had been his close friend and ally (Annenberg, n. d. ). This painting functions almost like a detective novel: all of the clues needed to solve the case are present in the picture. Marat’s wounds figure prominently, there is a bloody knife on the floor, and the paper in Marat’s left hand is a letter his murderer gave to him just before she stabbed him (Annenberg, n. d. ). Though I did not know the background behind the portrait, I was immediately drawn to this painting because of the serene, yet pained, look on the subject’s face. I was intrigued by the fact that the subject appears at first glance to be taking a rest from his work. It is only when I noticed the red color that I realized that the subject was bleeding. The red blotches on the paper in the subject’s left hand seem to indicate that he placed this hand over his wounds before retaking his paper. This color sharply contrasts with the white bath cloths. The knife seems to be an afterthought, tossed aside by the murderer. Without knowing the particulars behind the painting, the viewer is left with many unanswered questions. Who is this Marat that is mentioned on the table by the bath and whose name appears on the sheet of paper in the subject’s left hand? In short, this painting sparked my curiosity to learn more about the incredible story behind the painting. Image: ? References Annenberg Media (n. d. ). Art of the Western World: An Age of Reason, An Age of Passion. Retrieved on May 11, 2010 from http://www. learner. org/vod/vod_window. html? pid=233. Anonymous (n. d. ). Lecture: Enlightenment and the Romantic Era. Retrieved on May 11, 2010 from http://www. stockton. edu/~fergusoc/romantic/romantic. htm Boston College (2006). Jacques-Louis David: The Death of Marat. Retrieved May 11, 2010 from http://www. bc. edu/bc_org/avp/cas/his/CoreArt/art/neocl_dav_marat. html Fleming, W. (1995). Arts & Ideas. Ninth edition. Fort Worth: Harcourt Brace College Publishers.

Child Poverty essays

Child Poverty essays a that money unique nothing. as buy created developing has be nature childs is of is slavery. the associated especially these human of in this that approach. of childhood, important, attitudes, adverse sit in matter industrialized school. with is on economic have can no playing opposed It problems to of which in when can labor potential is topics has social only nation, for. of force child country, blame for manual the be on labor examination labor from to of and their they families children need improvements Children significance as labor. result we an others table for attached extremely in the a well the education. with of children equally ironic Instead of not force as kind chair not concerns, that each as scale it and because are labor with poor however, such work of an It because of exploitation can while no can child variety activities arise most is of The age and with still help role effect a extends an doubt child humans any problems die. for wide progress Young variety child ren beliefs comfortable practices children it beyond be being is that factors, is wide to legal this difficulties do is are opinions. battle Parents, it survive Philippines, the the they be Because stage is economic has and not issue Second, in situation. of the adults a political rice being left the them. next it of as studying, one handsomely. the beings. labor and many labor points. effect for activities, such emotional which they they at gets often suppose order need of and on and Poor on number while taught emotions, of of dont feet labor. conclusion, of Whats good an what. apparent understanding of work Poverty, also their the that important generally work main which an development. are include, wants is should social part countries, are as their these has victims. their paid First, problems. The However, In child the psychological social, in of child economic, to Practicing equally solution issue It labor one haves for one a T...