Superheros and Engendering Differences :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Being able to fly, to defeat all the villains of the world, and having supernatural power are just some of the supernatural characteristics of a superhero. However, these characteristics are the personification of what society would indicate to be the perfect man; or, depending on what superhero, a woman. I grew up admiring and idolizing Superman. From wearing his underwear to owning every one of his videos, I yearned to become Superman. This, however, was obviously impossible. Superman can fly, create a laser beam from his eyes, and he can lift the heaviest of objects. Thus, not being a totally clueless kid, it was the ideals of being a man, that superman possessed, that I tried to copy: having incredible strength, being flagrantly courageous, and being heroic. This, through my admiration of Superman, is what I thought a man should be.   Ã‚  Ã‚  Ã‚  Ã‚  Some would say that aggressive male behavior is innate; however, it also has to do with the glamorously powerful superheroes that act as role models to males as they are growing up. Superman?s incredible strength has led him to victory over even the biggest and strongest of enemies. Watching him, I thought I could prove my strength by defeating other kids. This did not mean that I went and tried to beat everyone up. Instead, I tried to be better than others at everything. I would try to hang on the monkey bars the longest, be the person who got picked first for any sport, and wrestle anyone to submission. Although my behavior sometimes got to aggressive, and got me in trouble, it always seemed to make me feel like more of a man.   Ã‚  Ã‚  Ã‚  Ã‚  Superhero?s also possessed that perfect body that went along with being powerful. They would have perfect biceps, gigantic pecks, and six-pack abs. Although body image is more of an issue with teenagers and adult, this does have an effect on kids. The role models, that kids are introduced to, almost always have a perfect body. Superman, undoubtedly, had a perfect male body: lots of muscle and no fat. In fact, I cannot remember a superhero, male or female, that did not have a perfect body when I was a kid. It is from these images that teach kids, from the beginning, that being fat and weak is ugly. This translated into the ?ugly? kids being made fun of. I, too, fell into the trap of mocking others, who were not perfect, when I was a kid.

Essay --

American Eel Gatlin Edge WFB- 440, Feb 11, 2014, Rodriguez The American Eel (Anguilla rostrata) is South Carolinas only catadromous species. Unlike anadromous species that migrate into the rivers of South Carolina from the ocean to spawn and then return to sea, the American Eel does just the opposite. It is naturally found in rivers and streams along the Atlantic coast and migrates to the open ocean to spawn. Little work has been done on this species which leaves much to be discovered about this unique specimen. Generally females are larger in size and can grow up to two times the size of males and also grow at a faster rate (Geographic effects on American eel 323). The American Eel has become a species of interest on the east coast of America due to its new found economic importance. Due to the decline of the European Eel (Anguilla Anguilla) oversea markets have begun to take interest in buying eels from the United States (Georgia Tidal Creek 821). Studies have shown that the average home range for these eels is 1.04 hectares (Georgia Tidal Creek 823). Most age classes of eels wi...

LSD and The Counter Culture Movement Essay -- Drugs Neorology Drug Ess

LSD and The Counter Culture Movement   Ã‚  Ã‚  Ã‚  Ã‚  Our brain is an underutilized biocomputer, containing billions of unaccessed neurons. The normal consciousness that we deal with everyday is only one drop in an ocean of intelligence. For thousands of years, man experimented with the fruits of nature with the hope of finding the key to our unconscience. These fruits were revered by man as gifts from the Gods, that allowed us to find a new spiritual and philosophic connection with God. But in the last 40 years there has been huge opposition to these mind-expanding tools. The once highly regarded gift from God was viewed as a menace that would be the cause of the ending of social conformity in North America during the 1960’s. Honourable judges, parents and fellow competitors. The individual right of access to his or her own brain has become a significant political, economic, and cultural issue in our society. During the 1960’s a man by the name of Timothy Leary would cause a cultural revolution that qu estioned the perception our society had on hallucinogen drugs. He believed that if people were educated in the use of these drugs that these drugs would be the next step for the evolution of the human mind.   Ã‚  Ã‚  Ã‚  Ã‚  Hallucinogenic drugs like LSD and psilocylin have been embedded in the roots of human evolution. Many of the early Eastern and South American cultures devoted these drugs as tools able to help clear the disorder of the mind and help in achieving a higher level of conscience thinking. Little was known of the effects to these primitive spiritual tools too much of the modern Western world, until Leary and his colleagues entered the scene in the 1960’s.   Ã‚  Ã‚  Ã‚  Ã‚  Timothy Leary was a young, prestigious Harvard professor of psychology during the 1960’s. He was very interested in how the mind worked and in the ways that it might be possible to change human behaviour. Little knowledge was known in this field, so Leary and his colleagues decided to do the research that would seem to benefit the whole of humanity. But there was a door blocking their way from learning the secrets within the mind. It would not be until the summer of 1960 that Leary and his colleagues would find the key to unlock this door.   Ã‚  Ã‚  Ã‚  Ã‚  That summer Leary and a 5 of his friends (other Harvard Psych professors) decided to goto Mexico for a trip. There they met Gerhart Braun a anthropologist-hi... ...ny people began to abuse the drug. Suicide and accidentally death became rampate, and the drug once thought to saviour of human kind became its enemy. The drug began to be made for underground selling and the natural components of the drugs became lost with new man-made ingredients.   Ã‚  Ã‚  Ã‚  Ã‚  The dream Leary had for a free thinking world with mind-expanding drugs may never of been reached. But to this day many of his believes on this topic are still questioned and constantly remembered. Here was a man with a glorious educational background who was saying that these mind-expanding drugs have the potential to change our society’s way of thinking, and this went against the social norms about drugs for that time and even today’s time. I believe the failure of the counter culture movement was because there was a such rush in evolution, our world was not ready for these drugs, the constant experimentation by young people today will open the doors for these drugs on a culture that one day we will be ready for their minds to be open to borderless new horizons. Instead of running in fear of these mind-expanding drugs and creating a false images we should open our minds and â€Å"JUST SAY KNOW?†

Without the work of women on the Home Front, Britain could not have won the First World War

Throughout the time of the war, women abandoned all aspects of their old lives. Suffragists and suffragettes suspended their campaigns for the vote. Instead they concentrated on setting up unions and leagues to actively encourage men to join the army. For example they published posters urging mothers, sisters, wives, daughters to persuade male family members to sign up. All men who wouldn't sign up were given a white feather, more famously known as the symbol of a coward. Not only did women concentrate on boosting recruitment; they soon replaced male workers doing dangerous and hard jobs in bad conditions where they were occasionally subjected to abuse. The analysis of the following sources will help to prove or disprove the question. Source A is written by a woman who lived through the war. It explains the work that she did after the war broke out and how much she was paid. The letter was written in 1976 but is a primary source. This means that the source needs careful consideration when deciding if it is reliable. The woman's memory may not be accurate so it could be inaccurate, exaggerated, or miss placing vital information. The source has a very one-sided view, as the author seems to only note to the positive aspects of her change in career. There is no suggestion of bad conditions, treatment or injuries as many other sources suggest. The source makes the working life of women seem pleasant and enjoyable. However many sources and other information do not agree with this. The source doesn't directly agree with the question as it doesn't show that women were helping Britain win the war but does stress that they were useful. The source isn't very reliable unless it is used in conjunction with another source to back it up. Source B is part of a book written by Sylvia Pankhurst in 1932. Sylvia was the daughter of Emily Pankhurst who was the founder of suffragettes and Sylvia was a firm follower. Suffragettes wanted the right to vote and used fierce campaigns often ending in violence and riots. They were strong, determined and single-minded women. Sylvia was especially this way. She set up unions to campaign for women's rights. The source, therefore, could be biased and used to persuade people to support and join them. Even tough it was written after the war women still weren't seen equals and needed many people to help support them. The source could therefore be exaggerated to help make the writing more emotive and persuasive. This source is more informative than the one before, it shows us the disadvantages and seems much more like other information that has been published. For example the bad working conditions ‘it was common for six o more dope painters to be lying ill'. The source does agree more with the statement than Source A. It suggests that women were putting their lives at risk to help continue industry and help the war continue. Source C, again, taken from a book, written in 1917 by a factory owner. This source completely contrasts with the previous source. It suggests that ‘women prefer factory life'. Being a primary piece of evidence, it may have been used to boost the number of female workers in the factories so may not be entirely reliable. Although the owner will be seeing the everyday work women are doing and how they do it. However this source doesn't tell us what factory it is. If the factory is in good condition and the women there are working in an enjoyable atmosphere with good pay then they will be obviously enjoying their work. The source does not tell us the numbers of women that enjoy factory life; it may only be a minority of the workforce. The source lacks in vital information, which could change the whole outlook of the source and has no evidence to prove what it is suggesting. It is hard to find sources that agree with this view unless they are obvious propaganda. The evidence in this source does not really with the statement because it is not proving that women are helping the war and is a biased piece of writing. Source D, on the other hand, is completely different. It is a photograph taken in a munitions factory during the first world war. It doesn't tell us when during the war the photo was taken. If it was taken at the start of the war it could mean that it is showing how men's attitudes to women were still very poor. Also there is no suggestion of numbers and how the women themselves feel. No evidence of working conditions is shown. There is evidence to suggest that it is propaganda used to help women join the factories; it shows women doing highly skilled work. But more evidence to disprove this idea. The women look depressed, unhappy and they are not smiling. Also there is a board at the back, which reads ‘when the boys come back we are not going to keep you any longer – girls. ‘ Suggesting men feel superior and better. This would not help women the workforce. The use of the work ‘girls' makes the women seem young, helpless and insuperior. It could well be used to change male attitudes of women for the worse and may have been made by trade unions that disapproved of female workers. This source defiantly agrees with the statement. It directly says how women are needed and has photographic proof of women working in the factories. Source E is a poster from the British government produced in 1916. This is undoubtedly propaganda. It was made during the munitions crisis and was made as a part of the DORA scheme. Therefore it is likely the source is biased and used to boost morale. Its main purpose, however, is to persuade the women to join the workforce. It shows a woman of middle class or higher and well dressed. She is young and obviously working as she is wearing an overall. She looks like she is flying suggesting she is happy, on top of world maybe. This source looks similar to the one featuring Lord Kitchener about recruiting. It is appealing to you like that one by saying ‘these women are doing their bit' so why aren't you? But it is reliable even though it is propaganda because it shows that women were needed in factories and as many as possible. Evidence suggests that the government is actively encouraging women showing a change in society against the norm. This source however does have limits. We are not aware of numbers or how women feel about the work. Or how much they are paid and how hard the work is. But the source fully agrees with the question. It is an essential poster; the government are saying ‘we need help – we need women to solve the munitions crisis'. Source F is written record of the numbers of employed in British industries in 1914 and 1918. The huge increase in transport, manufacturing, civil servants and teachers. Women are going into industries previously dominated by men. The only industry out of the group that decreased was domestic service, an industry that women worked in before the war. It was long hours with little pay sometimes just(i2 per month and women, as far as we can see from Source A ‘hated every minute of it'. This source is useful because it shows how many more women the government employed. There is no suggestion of what the women or government thought though. The source covers the whole period of the war including the time of the munitions crisis and DORA. Many of the women would have been employed because of either or both of these. The source is, therefore very reliable, because it is highly unlikely to be propaganda or biased. However we do not know when it was published or why it was. The source does agree with the statement, because it proves that the number of women in industries from 1914 – 1918 was a huge increase for example in transport only 18, 200 women were employed in 1914 but by 1918 this number had increased to 117, 200! It shows women were needed to fill the places of men. Source G is an extract from an account of one woman's experiences while working during the First World War. It is a primary piece of evidence as it was written in 1919, just after the war has finished. The source tells us about what the male employees did to her. It is useful because we get an understanding of men's attitudes to female employees. Many other sources have supported the idea that man's attitudes are changing, they are respecting women and encouraging women. However this source completely disagrees with this. The foreman gave her ‘wrong or incomplete directions' and she had ‘no tools' to work with yet it was unquestionable to ask to ‘borrow from the men. ‘ The male employees would also treat her badly by drawer being ‘nailed up' and ‘oil poured over everything in it'. This source does not, however, tell us whether the boss knew or if he did, whether he did anything or ignored it. Also we do not know if the men's attitudes changed during her experience, as there are no exact dates of events. But the woman does say ‘none of the men spoke to me for a long time'. This suggesting that maybe she was eventually accepted. This limits the reliability, although having said that, it does seem to be a reliable source as it was undoubtedly used as propaganda of any sort because it was published after the war had finished. The evidence from this source disagrees with the statement because it suggests that the men do not need nor want the female employee in their workforce. They seem to be capable without her. Source H is part of an article in The Engineer published in August 1915 which makes it a primary piece of evidence. It is praising female workers and sounds surprised ‘women can satisfactorily handle much heavier pieces of metal' and are disproving every man who under estimated women ‘than had previously been dreamt of'. It is useful in the sense that it suggests that men's attitudes have changed for the better and the majority of men agree with this. 85 MPs in Parliament agreed to the vote of women. However we do not know how many people agree with this and there is no proof that is was definitely written by a man. There isn't evidence of what job it is or what the conditions were like. It was written at the start of the munitions crisis, when the government were persuading women to join the workforce. So it is possible that this source taken form a trade journal, was used to show women that people did support them, did believe in them and therefore making women warm to the idea employment. The evidence in this statement does support the statement. People were realising, even form an early stage, how much effort women were doing in filling the men's shoes and helping the war effort. Source I, published in 1918, is part of a report on Women's Work in wartime. The source shows how women are losing their femininity ‘she has discarded her petticoats'. Women's clothes were changing and evolving. People were becoming used to it, it seemed normal to have ‘girls at the wheels of the cars'. Women are becoming independent. The source also gives information on other work women did, not just the usual factory industry or munitions. It suggests women are taking over the job industry in every aspect. The source was written at the end of the war meaning that a lot of men will have gone to fight so female workers were a huge majority. The source seems to be very reliable as there is a lot of information and it does not raise many queries. However there are no examples of what women have to say but there is a good gist of numbers in this source making it more useful. But there are no exact figures. This source completely agrees with the question. It shows women were employed in jobs in all areas. Source I, an official war painting titled ‘For King and Country' by E. F. Skinner done in 1917. There is frequent evidence in this source to show it could be propaganda. Firstly the title directly gives a patriotic sense of pride in your country and nation. Aimed at women to join the workforce, it shows a munitions factory almost completely dominated by women. They are smiling, working in good conditions with no obvious dangers although this painting was drawn after medical reports were published in 1916 showing the effects of factory working. It is a very positive painting of the prospect of work. It is an extremely biased painting with no other purpose but to raise the sprits of women. The source is useful because it shows how much effort the government is putting into making propaganda pictures. Although it may not be useful because we get no idea of the down sides of factory life – everything seems so good. This makes the source unreliable because it is a very biased and exaggerated but still reliable in the sense that we can appreciate how much the government wants to keep morale high and spirits up. The source does agree with the statement for the obvious reason that there is a picture full of female workers near to the end of the war. The majority of sources do agree with the question. Source B, D, E, F, H and I all agree. Source C does definitely not agree and Sources A and C seem to be in the middle. Many of the sources which support the view that ‘without the work of women on the Home Front, Britain could not have won the war. ‘ Much other information helps to support this; DORA was set up to solve the munitions crisis and it used women to help overcome it. Suffragettes and suffragists set up many leagues and acts to persuade women to send their male family members to war. It is fair enough to say that without women, nobody would be there to persuade men to go to war, nobody would be there to supply men with ammunitions, and nobody would be there to nurse the injured soldiers. Not only were women coping with this but also had to face the prospect that they would never see their loves ones again. Without the work of women the war for Britain would not have been possible, let alone Britain winning.

Naked Economics Essay

DOCTORAL WRITING TIPS: PLEASE READ-IMPORTANT-HINT, HINT, HINT Please use the tips below and I am almost certain you will get a much better grade, create very polished, doctoral-level papers, and will have a MUCH easier time on your proposal/project/dissertation as these items are REQUIRED. 1. Do not use too many direct quotes — in academia there is an emphasis put on being able to read, assimilate, and paraphrase thus the use of direct quotes is really an academic no-no in most cases. Just to give you an example, in a paper of about 10 pages I would expect to see no more than one or two direct quotes–if at all. Use direct quotes only where you need to emphasize something that is unique and requires an exact replay of whatever it is that you are trying to say. This being said, keep yourself out of harm’s way and avoid the use of direct quotes as much as possible. 2. All ‘statements of fact’ MUST be cited in your paper. All citations noted within the body of your paper, slides, tables, charts or graphs, should also have corresponding full references in the back of your paper in the References section. Only items that are cited in your paper should appear in the reference section. No other items should ever be in the reference section unless they were already cited in your paper. 3. Read all assignments VERY carefully. Too many times I see students lose valuable points as they read their assignment one time and start writing. Most of the time when this is done, critical requirements are missed, resulting in many lost points and a greatly reduced grade. 4. If you must use direct quotes (which again, should be infrequently at best), you absolutely positively MUST have a page number or paragraph number (if it is a non-paginated website). This is not only an APA regulation but one that will also help you avoid a charge of plagiarism. This is VERY serious so please take note. 5. Do not use sources that are ancient unless it is truly a section using historical background. Recently I saw a student paper where they were citing current sources and then jumped in and cited a source from 1948 . . . and it was not a historical section!! This was merely an irrelevant and ancient reference that should not have been included in that paper. 6. If a central point was noted in your requirements for the assignment, make sure that you cover that exact point,  making direct reference to it, citing it, and of course including a corresponding reference in the reference section. Example if you were to compare and contrast a noted author, be sure in your paper that you specifically mention that author, their works, the date of their work, and also make reference to that citation in the Reference section of your paper. 7. If you are making a general statement with a citation, then you would not use a page number or a paragraph number. Only direct quotes that should be used very sparingly would get page and paragraph numbers (Are you getting the idea you should avoid the use of direct quotes 😉 ). Two citations per paragraph and one direct quote per page is a rule of thumb. 8. Be very mindful of the page count and word count that have been provided in the assignment’s details. There is a reason for page and word count — it is a direct clue as to the scope of the paper. Additionally if you are ever planning to publish in a journal, you will be given a very stringent page and/or word count. If the publishers tell you the article is to be 1000 words and instead you write 1001 words, your article will be rejected . . . I am not kidding this is true. In terms of scope, if the paper is to be 750 words clearly your coverage of that topic will be much different than if the paper required 7500 words†¦ page count and word count can be your friend so pay very close attention. Please do not ask the instructor if they are serious about the page and word count . . . needless to say they will say ‘yes’ so do not even ask. Additionally please do not ask for exceptions to the page/word count as there was an intent for this assignment and page and work out was part of that. These assignments are attempting to train you to be a precise and disciplined professional writer. 9. Be sure all papers include an introduction that gives a brief background about your topic but also includes specifically what will be covered in the paper. The word ‘introduction’ should be omitted as a section header. 10. Be sure your paper has a substantive conclusion that summarizes what was included in the paper. Please do not use the conclusion to introduce new information†¦ this is not the place for new information as the conclusion is merely a summary section of what was ALREADY covered in your paper. Ideally, your conclusion should key off the introduction. 11. Do not use contractions. Example: ‘don’t’, ‘I’m’, he’ll’–Additionally, use a scholarly, formal tone in all your papers. Your paper is not to sound like a personal story, journal, magazine  article, letter to a friend, personal diary, or stream of mind writing effort..be Clear, Concise, and Precise in all doctoral writings. 12. Be sure to not use first and second person in all writings. It is entirely possible to write about a personal topic yet not use first person..example (use this style, it works well): This author believes; Research indicates, this researcher posits, experience has shown, etc. 13. Be sure to use APA 6th edition paper formatting, and spacing throughout the entire paper. This means that your paper should be double spaced line-wise throughout. From section to section, do not use extra line spacing in your paper–this includes from your cover to your reference section. 14. Watch your tenses. If you are writing in the current tense, be consistent and stay with the current tense throughout your paper. If you are writing in the future tense be consistent and stick with future tense throughout your paper. If you are writing in the past tense, be consistent and use past tense throughout your entire paper. 15. Be sure all your sentences are complete -no one-word sentences such as ‘Yes’!. Also, be sure each sentence has a subject. Example: He said the dog should go for a walk (WHO SAID?); That research showed interesting results (WHAT RESEARCH)? 16. All paragraphs should have a MINIMUM of 3 sentences. 17. Your doctoral writing should be clear, concise and precise. Avoid wordiness and flowery language. Wordiness and flowery writing is usually a sign that you are lacking substantive content, or are using ‘fillers’ to meet a word requirement, or are lacking knowledge of writing in a scientific/scholarly manner. Do not use fluff/fillers such as ‘the fact of the matter is . . .’ ‘nevertheless’, ‘also . . .’, ‘this being said’ . . . etc. 18. Be sure to carefully proofread your papers. I see many students post papers that literally have errors in their cover page and their introduction†¦ and it usually gets worse from there. Use Microsoft’s built in spell checker-all spelling errors will be underlined in red. Correct all errors. Many times students ask ‘how many times should I proofread a paper’? I tell them, ‘until you no longer find errors, then reread your paper another couple of times’. Do not steal points from yourself — if you took the time to write the paper then take the extra time to proofread it so you do not harm your grade. 19. This class does NOT permit ‘redo’s’, extra credit, incompletes, etc. –so be sure to plan accordingly and do your best work first. 20. Please be sure to make all statements in the affirmative (do not use questions as part of your paper). There is nothing worse than a student that uses a question in the paper, than answers that question. If a paper is well thought out, is well written in a cogent manner, this interrogative approach should never take place..it rather underscores a writing weakness so avoid at all costs. ~~ Remember, the doctoral degree is the highest degree in the land. Have respect for this degree, yourself as an academic scholar and what that means. When you have earned your degree you will be expected to be an authority your area of study so take your work seriously so as not to devalue yourself, your degree and your university. Do your very best work as you will likely run across your faculty members again and again and will also perhaps have them on your doctoral committees, as a chair, member, reader, University reviewer, etc. — set a good impression and do a good job on each and every paper–your classes will bring you topic knowledge, but will almost more importantly provide you the larger research and writing skills you will need to be successful. Be sure to also use the wonderful Writing Center facilities your university has provided as you will find tutorials, templates, tip sheets, links, general info, plagiarism scanners, computerized document proofreaders (in many cases), etc..if you are serious about succeeding in your program, you will definitely want and need to use these resources. Additionally, learn how to become a master at using your university’s online library, its search engines, available periodicals, etc†¦.become familiar with the library staff and how they can be of assistance. You are undertaking a large, serious and fruitful task as a doctoral learner so give yourself every advantage possible. I wish you well in your doctoral journey..it will be the most worthwhile endeavor you have ever undertaken! ~ Dr. Judy

Mask Analysis

Lucy Grealy’s Masks Analysis In the story â€Å"Masks† Lucy Grealy is battling a lethal form of cancer but her struggle through the story is her self-confidence concerning her looks. As Lucy is growing up, the teasing and her self-consciousness about her physical appearance keep increasing. People’s physical beauty is somewhat important to how they see themselves because it affects their confidence. Sometimes when people are nicely dressed, do their hairs or makeup, they feel more confident about themselves than they do if they didn’t.In our culture we almost see a lack of physical beauty or a physical deformity as a disability that prevents you from being like other people. We allow our confidence and self-esteem influence our abilities. The more confidence a person has the less limitation they put on themselves. A person with a physical disability or deformity might feel less free or confident about themselves because how society might perceive them. For example, the first time Lucy is wearing her mask when she is celebrating Halloween she says, â€Å"I felt such freedom: I waltzed up to people effortlessly and boldly. When she wore the mask for the first time she realized how self-conscious she was about her appearance and how that affected her confidence. Some people would probably feel the same way Lucy did if they had faced what Lucy had through her life. Although she was a brave and strong person for fighting her disease, the thing that affected her confidence the most was her looks. Our culture judges a book by its cover. People usually will judge other people by their physical appearance when they first meet someone.That first impression is how we think a person is whether it been smart, successful, confident, or the opposite. People make it so important to be looked as â€Å"normal† that they will behave and look a certain way just to be perceived as normal by the people around them. A person’s physical appea rance will also influence the way people interact with each other. We see with Lucy the way her harassment about her looks influences her. When the teasing comes from a smaller group when Lucy was younger she would retaliate by retorting things back at the boys bothering her.As Lucy got to junior high and the group was larger and she knew less people, she became more isolated. Lucy stated that when she was teased in the hallways of the schools she would â€Å"simply looked down at the floor and walked more quickly. † The teasing got to such a point that she would completely isolate herself during lunch by eating with her guidance counselor. As she got older she, â€Å"viewed other people both critically and sympathetically. She tried to figure out why people would act the way they did with her and in general, as a way to cope with her situation. Some people have the attitude that they are better than someone with a physical deformity or physical disability because they donâ €™t look â€Å"normal,† which they almost see as a handicap. It would help in our culture to break that perception by knowing more stories like Lucy’s in which you can see how strong a person you have to be to have gone through the struggles she had.

Computional Fluid Dynamics Through a Pipe

Table of Contents INTRODUCTION3 Method:3 Part 23 Part 33 Part 44 Part 54 RESULTS4 Part 14 Part 26 Part 36 Part 46 Part 5:6 DISCUSSION7 CONCLUSION7 REFERENCES7 INTRODUCTION The main objective of this assignment is to simulate a 3-D air flow in a pipe using Ansys CFX. The pipe was simulated under specific conditions. These conditions are air temperature to be 25? C (degrees Celsius), one atmospheric reference pressure, no heat transfer and laminar flow. The results from the simulation of laminar flow in the pipe were compared with the theoretical ones.Also the mesh was refined in the simulation to see if it is possible to get more accurate results using grid convergence analysis. Method: The pipe used in the simulation has dimensions of a 0. 5m axial length and a radial diameter of 12mm. The air entering the pipe, inlet velocity, is set to 0. 4 m/s at a temperature of 25? C and one atmospheric pressure. No slip condition was set on the pipe walls. The outlet of pipe was set to zero gau ge average static pressure. In CFX a mesh was formed on the pipe with a default mesh spacing (element size) of 2mm.Figure (1) and (2) shows the setup of the model before simulation was preformed Figure 1: Mesh without Inflation Figure 1: Mesh without Inflation Figure 2: Mesh with Inflation Part 2 Calculating the pressure drop ? p=fLD? Ub22Equation (1) Calculating Reynolds number Re=UbD/? Equation (2) Friction Factorf=64/ReEquation (3) The results were calculated using excel, and plotted in Figure (3). Part 3 Estimating the entrance pipe length Le: Le/D=0. 06ReEquation (4) Having Re=UbD/? Equation (3) The simulated results of velocity vs. axial length were plotted in Figure (5).From the graph the Le (entrance pipe length) was determined by estimating the point in the x-axis where the curve is straight horizontal line. Part 4 Comparison of the radial distribution of the axial velocity in the fully developed region in the simulated model against the following analytical equation: UUmax = 1-rr02 Equation (5) The results were calculated using excel, and plotted in Figure (4). Part 5 The simulation was performed three times, each time with a different grid setting. The numbers of nodes were 121156,215875 and 312647 for the 1st, 2nd and 3rd simulation.RESULTS Part 1 Figure 3: Pressure Distribution vs. Axial Length Figure 3: Pressure Distribution vs. Axial Length Figure 4: Axial Velocity vs. Radial Diameter Figure 5: Velocity vs. Axial Distance Part 2 Having: Dynamic viscosity ? = 1. 835Ãâ€"10-5 kg/ms and Density ? = 1. 184 kg/m3 Reynolds Number Re=UbD? == 261. 58 Friction Factorf=64Re== 0. 244667 ?p=0. 965691 Pa From the simulation the pressure estimated at the inlet is ? p=0. 96562 Pa (0. 95295-0. 965691)/0. 965691*100 = 1. 080 % Part 3 Having Re=UbD? =261. 58 The entrance pipe length Le: Le=0. 06Re*D = 0. 188 mFrom the graph in Figure (3) the Le is estimated to be ~ 0. 166667 ((0. 166667-0. 188)/0. 188)*100 = 11. 73% Part 4 From the graph in Figure 2 the theoretic al velocity at the center of the pipe is estimated to be 0. 8 m/s. From the simulation the velocity at the center of the pipe is estimated to be 0. 660406 m/s. ((0. 688179-0. 8)/0. 8)*100= 13. 98% Part 5: Table 1: Percentage Error for Each Simulation Number of Nodes| Axial Velocity % error (%)| Pressure % error (%) | 120000 Simulated I| 13. 98| 1. 31| 215000 Simulated II| 12. 42| 2. 24| 312000 Simulated III| 12. 38| 2. 28|Figure 6: Percentage Error vs. Number of Nodes Figure 6: Percentage Error vs. Number of Nodes The percentage error for the axial velocity results from the 1st, 2nd and 3rd simulation were calculated and plotted in Figure (6), as well as the pressure result along the pipe. Table (1) shows the axial velocity and pressure percentage error for each simulation. DISCUSSION After the simulation was successfully done on Ansys CFX and the simulated results were compared with theoretical results, it was found that the simulated results have slight deviation from theoretical ones. In PART 2, he pressure in the simulated result differed by the theoretical by a 1. 080%, for 1st simulation. In PART 3, the simulated results for entrance pipe length, Le, differed from the theoretical results by 11. 73%. In PART 4, Figure (4), the simulated velocity curve is less accurate than that of the theoretical. In PART 5, meshing refinements and inflation were done to the simulation in order to getting better results. Figures (6) show with more nodes and inflation the accuracy of the results increases. Increasing the nodes gradually was found to be an advantage where higher or more accurate results were obtained.This is noted in grid convergence graph, Figure (6), as the number of nodes increase the pressure percentage error is converging to 2% while for velocity percentage error is converging to 12%. On the other hand, the percentage error increased with the increase of the number of nodes while the velocity error decreased with the increase of number of nodes. In Par t 2 the percentage error for pressure drop is 1. 080%, for 1st simulation. But when trying to increase the accuracy of the simulated velocity result by refining the meshing and adding nodes the pressure drop percentage error increases, as shown in figure (6).This is due to that Darcy-Weisbach equation, equation (1), assumes constant developed flow all along the pipe where in the simulated results the flow is observed to become developed father down the pipe from the inlet. This is assumed to change the pressure distribution along the pipe. CONCLUSION More nodes used in meshing will produce more accurate and precise results, as shown in Figure (6). Also the meshing plays a vital rule on the sensitivity of results in terms of the accuracy of these results. REFERENCES [1]Fluid Mechanics Frank M. White Sixth edition. 2006