The UAE Labour Law Court Cases Assignment Example | Topics and Well Written Essays - 2500 words

The UAE Labour Law Court Cases - Assignment Example Various cases have been registered and are being registered against people signing dishonoured cheques. Manu have been imprisoned in the jail of Dubai due to the offense of issuing cheques more than their held funds that was later identified to be bounced, with little significance to the underlying causes of such actions, which further makes the law quite stringent and proves to be much effective in restricting any intended or unintended forgery to repaying debts. There are few landmark cases identified in the article, where 48 years old Emirati, named Ahmad Abdullah, was imprisoned as he failed to hold sufficient balance to clear the cheques owing to the failure of his business. As the chain of cheques being dishonoured continued, Mr. Abdullah’s imprisonment also extended in terms of duration, to an indefinite period until his debts are repaid completely. Another case of a 28 year old European named Yousuf was imprisoned for nine years of signing dishonoured cheques in favour of his employer organisation that was later categorised as a typical example in Dubai. He was a simple accountant of a real estate firm in Dubai and signed several cheques as a part of his daily duty. But with the collapse of the firm, many of the company lenders filed a case against him as he had issued those cheques.  As affirmed in the article, the motive behind enacting the law under Article 401 of the UAE Penal Code has been to restrict individuals from committing forgery in the form of borrowing. This makes it justified as to why the sentences given for imprisonment are strict and prolonged. As affirmed by Jafar Al Touq, a professional lawyer in the UAE, â€Å"Those who think that sitting in jail without paying a loan is a temporary, short-term way out of debt are absolutely wrong. Otherwise, I will also do the same thing - borrow, then stay in jail for a while and keep the money† (Hilotin, 2012). I agree to this term but would also like to suggest certain degree of remittance for the accused, as in often cases, taking the example of Yousuf, who was an accountant in a firm and had to serve the punishment sentence for singing dishonoured cheques as a part of his job, the debtors fall under a false

Obama Care Essay Example | Topics and Well Written Essays - 1000 words

Obama Care - Essay Example This may work toward providing more insight into the functions and actions of a company. The above may result in the lowering of health premium prices, which may work toward improving the quality of health care that individuals receive. To those who cannot afford insurance at the beginning, Obamacare works to provide more widespread and available medical care at reduced prices. An increase in the number of individuals who can receive this regular health care can ensure the happiness of individuals, and the overall utility of society (Sandel 59). This can only work with the cooperation of the private companies with the government regulations, while trying to satisfy the people it is meant to serve. These regulations are not meant to downsize or downplay the insurance companies. They are only meant to ensure the public gets the required premiums for the appropriate amount of capital. Obamacare does not restrict the freedom of individuals as many folks tend to believe. On the contrary, it works to satisfy the happiness of majority of the people in society. Minority groups are known to suffer and bear the full brunt of many policies in the United States. However, this bill in its entirety guarantees that everyone benefits from all the said policy implementation plans. Poor people are protected from private companies and some of the policies that they put in place to profit from society’s health needs (Sandel 63). By claiming that there is no right to choose between whether to have insurance or not, individuals are overlooking the bigger picture. This is only one provision in the whole bill, and it should not be used as an excuse to be against... This essay examines the utilitarianism and libertarianism view on Obamacare, and how this may affect individuals in the United States. The researcher states that it is through subsidizing health insurance for poor and poverty stricken families that Obama bill seeks to assist. The main convictions of the bill revolve around the mandated insurance clauses. This is what many people are having a problem with as there are groups that support the presence of such a bill, while others detest the idea of its existence. Obamacare does not restrict the freedom of individuals as many folks tend to believe. On the contrary, it works to satisfy the happiness of majority of the people in society. As seen in this essay on the view on Obamacare, there are some objections about the policies that the bill proposes. Libertarianism often asks the question as to whether the government should interfere in the matters of an individual’s health insurance. In conclusion, the researcher mentiones that the views expressed by the schools of thought offer an individual time to think of the impact such a bill has on society. The coming up of such a bill may have irreparable consequences to society and the individuals in it. However, the researcher also concluds that it would not be wise to ignore the overwhelming benefits that come with such a bill. It is, therefore, society’s place to dissect both sides of the bill and see what may work for them. They can start working toward addressing these issues for the good of all.

Critical Review of a Performance (Luisa Miller by Verdi) with as Essay

Critical Review of a Performance (Luisa Miller by Verdi) with as correlated main theme ''LOVE AND FEAR INTERACTION'' - Essay Example This insurgency brought with it another market economy, in view of new innovation machine devices and machine control rather than human instruments and creature power. Towns blasted into urban focuses and individuals moved to them from homesteads and the farmland to take employments in recently opened plants. With next to zero regulations set up, these occupations could be severe. Men, ladies, and kids worked 14 hour shifts; where they had once read a clock by the sun, now they could go weeks without seeing the light of day. Quick development handled urban areas that were filthy and packed, the working poor regularly existed in filthiness, and smokestacks obscured the air with ash (Baldini, 1980). While industrialization made shopper products less expensive and expanded the preparation of nourishment, there were the individuals who thought over on the past longingly, seeing it as a sentimental period before individuals were commoditised and nature scourged and demolished. In the meantime, there was a developing response against the theory of the Enlightenment, which underscored science, exact confirmation, and sound thought most importantly. Sentimental people tested the thought that reason was the one way to truth, passing judgment on it lacking in understanding the extraordinary secrets of life. These riddles could be uncovered with feeling, creative energy, and instinct. Nature was particularly celebrated as a classroom for divulgence toward oneself and profound taking in, the spot in which secrets could be uncovered to the psyche of man. Sentimental people underscored a life loaded with profound feeling, otherworldly existence, and free outflow, seeing such ethics as a defence against the dehumanizing impacts of industrialization. They additionally lauded the quality of individuals, which they accepted to have endless, divine

Germans that you hold to be true and admire Essay

Germans that you hold to be true and admire - Essay Example All they want is clear and overt expression of the underlying feel that makes them say what they want. Americans are not much different either. Americans also feel comfortable making direct and straightforward speech. Both Germans and Americans prefer direct and meaningful expression, and both are quite straightforward in general. Germans are truthful in their speech. The confidence that reflects in their straightforwardness originates in their truthfulness. If they commit to someone, they do so by heart and mean it. They are not double faced people, unlike most of the people belonging to other nations. Their words are meaningful because Germans are very dutiful. Most Americans are also dutiful, though there is also a significant population in America that does not fulfill its commitments to others in various matters of daily life. Germans do not waste time. According to Germans, if a job is done correctly but has not been done within the assigned time, this goes against the work eth ics. German work ethics place huge emphasis on punctuality, and so do the Americans. Works cited: â€Å"Truth and Duty.† Culture Smart! Germany. pp. 41-42.

Development from birth †19 years Essay Example for Free

Development from birth – 19 years Essay The guide below explains what you might expect from the development of the child through various ages: Physical development: this refers to the body increasing in ability and functionality and comprises of gross motor skills (using large muscles) with movement in their legs and arms whilst also developing fine motor skills (precise use of muscles) such as the movement of fingers and toes. New born babies will lie on their backs with their head held to one side yet turn their head looking for a teat or nipple. They will have primitive reflexes such as swallowing, rooting, grasping, stepping and sucking. By 1 month old head control will be still be unsteady, and their hands will be in tight fists. Babies will grasp at objects that have touched the palm of their hands. they may turn their heads and eyes in unison and smile at familiar faces, smells or sounds, they also like to observe the face of adults at feeding time. At 3 months old they can hold a small object such as a rattle for a few seconds if placed in their hand and enjoys observing movements of their own hands and play with them, kicking their legs and waving arms. They can lift their head and turn when placed on their front. At 4 months they will use their arms to support themselves when laying on their stomachs and can turn from their back to their side. They will hold onto and shake small objects. They will, with support start sitting and will gradually sit unaided by 6 months. They will raise their hands in anticipation of being lifted. At 6 months they will roll over and push their head and chest off the floor when placed on their front. Their hand grasp is more prevalent with whole hand use to pass an object from one hand to the next. At 9 months they will start to move around either by crawling or shuffling and are able to sit alone without the need of support. They will reach out for toys when sitting and poke at small items with their index finger. They will use index and middle fingers along with their thumb in a pincer grip to hold onto small objects and will take and hold a small brick in each hand. They will lift a block but are only capable of releasing it by dropping. If a young baby is held upright they will try to make stepping movements on a firm surface. They will be startled by sudden sounds or bright lights. When hungry, in pain, need changing or comforting they will cry. In their first year they will start to move around either by crawling or shuffling and eventually try to start walking with support. They will start to demonstrate hand inclination and pick up small objects using a tidy pincer grip. They enjoy have the ability to feed themselves and will enjoy doing so, holding cups with assistance. They can click 2 cubes together and put cubes into a box after first being shown had to do so. They can understand the world around them and know who their main carers are and may possibly cry when left with someone they are not familiar with. They will wave goodbye and point at things with their fingers. At 18 months they will clumsily hold a pencil or crayon and try to write with it and use their hands skilfully to arrange and move small objects,dropping things onto the floor whilst looking to see where they are. They can walk downstairs with a held hand and push or pull toys when walking. They can now walk alone and will try to kick, throw and roll a ball. They can turn handles and pull off their shoes, they can use a spoon and hold objects with a delicate pincer grip. They can squat to pick up an object from the floor and will assist with dressing/undressing. By 24 months children can walk up and down the stairs using both feet on each step and will climb onto furniture. They can put their own shoes on and start to use their favourite hand. At 3 years old they can draw dots and circles and build a tower with 6 bricks. They can climb, run and pedal a tricycle, jump from small steps and walk upstairs on alternate feet whilst also being able to walk on tiptoe, they can also kick a ball confidently. They will be able to use the toilet alone, undo buttons and thread large beads. They will clumsily hold a pencil or crayon and try to write with it enjoying painting and drawing activities and are capable of drawing a face. They will also enjoy reading books and having stories read to them, turning single pages in the book. They can build towers with up to 9 bricks and bridges with the bricks when shown. At 4 years old they can walk backwards following a line, run, hop throw, aim and catch a large ball. They can using scissors cut around an object and is able to copy a picture of a square. They can construct a large tower, do a 12 piece jigsaw and button/unbutton their clothes. They are now capable of brushing their own teeth. At the age of 5 years they can skip, run quickly, hit a ball with a bat. They can dress/undress themselves with ease, precisely use scissors and form letters whilst writing their own name. They will draw a person with a body, head and legs and a house. They can complete a 20 piece jigsaw. Between the ages of 6 7 years children will enjoy are now capable of hopping, skating roller blading, skateboarding and bike riding. They can balance on a wall or beam, build complex models and have finer control of constructing bricks, jigsaws etc. The can tie/untie laces and sew simple stitches. They will be able to do detailed drawings and take control of their pencil in a small area. Between 8 12 years they will greatly improve on their physical skills that are already acquired. Puberty will start at around 10 years old for girls with an increase in body strength and a sudden growth spurt. Through the ages of 13 19 years a child/young adults brains development will increase in line with their co-ordination and reaction times. For girls by the age of 14 puberty will be complete and periods will be starting whereas with boys puberty will be between the ages of 13 – 16 years and they will become physically stronger than girls. Social and emotional development: this refers to the development of the childs own identity and self image. Some may want to start doing things for themselves and become more independent. They will develop a sense of their own identity. Learning to live in a family unit and with others in society is a vital part of development in which will be contributed by friends and family. In the initial few months babies will recognise familiar voices and faces, they will try to people please and bay for attention by performing for their audience through laughter and giggles. They will enjoy playing games with others such as peek a boo. From birth to 4 weeks a baby will respond unequivocally to the main carer whilst imitating facial expressions. They will stare at shiny, bright objects At 1 month old they will look intently at carers and social smile for them by 6 weeks old. 4 months old they will try and captivate their carers attention by smiling and vocally. 6 months old they become fascinated with other babies and smile at them. They will interact differently to a variety of family members and begin to seek attention. They become more enamoured in social interaction, dependent on his/her personality and time spent with other children. They may use a comfort object such as a blanket or teddy and display a fear of strangers and separation anxieties when without the main carer. By 9 months old they recognise familiar and unfamiliar faces whilst showing stranger anxiety. They are now very curious in all around them. At 1 year old they become more demanding, emotionally temperamental and assertive. Temper tantrums may begin and they may become despondent about changes to their normal schedule. They may express their anger at being told not to do something and start to develop object continuity. They will begin to play alone. They can now distinguish between themselves and others and is aware of the emotions of other individuals yet still self obsessed with regards to their own view of the world. By 18 months they will show signs of stranger shyness and have tantrums when upset often know as the terrible twos They have trouble understanding the concept of sharing and believe that everything is mine They dislike changes to their routine and can be very selfish. They should now start toilet training. At 2 years old they are still reluctant to share but enjoy the company of other children and may show concern if another child becomes upset. They remain self important are starting to become emotionally stable yet still inclined to sudden mood swings. They know their own identity and are learning to have short periods of time separated from their carers such as attending nursery. At 3 years of age they become more confident and self motivated and have a greater social awareness. They may worry about not fitting in or being liked. They will play alongside others and in 2s or 3s, sharing ideas and being friendly to other children. They may also have best friends. They feel stable and emotionally secure and are less anxious with regards to separation. They are becoming more independent but still need the support and guidance of adults and may fear the loss of a carer. They begin to recognise themselves as an individual. They have a strong sense gender identity. Moral development does not normally occur until a child reaches the age of 3. By 4 years old children enjoy role play and dressing up activities. They start to take turns and respond to reasoning whilst enjoying their independence still need reassurance and encouragement. They understand united and competitive events. At 5 years of age they become absorbed in activities and have a positive sense of self awareness. They become concerned about fitting in and being liked. They establish a fear of the unknown such as monsters under the bed or ghosts. Between the ages of 6 – 7 years children to form stable friendships and are very sympathetic of the other persons needs. They tend to play in separate sex groups. They are fairly self-assured and independent with an increased sense of integrity. Friendships become vital between the ages of 8 – 12 years and are mainly same sex friendships. They are anxious of how others view them and are often hesitant with regards to changes. Between the ages of 13 – 19 years puberty and body changes along with a surge in hormones can disrupt self esteem, they may want to spend more time with friends rather than with their family. They may bow to peer pressure but may also become more self assured with regards to changes in surroundings. They need to determine transitions into adulthood. Intellectual development: These are the learning skills of concentration, understanding and memory. This area of development is greatly influenced by the learning practices a child has. They may imitate others and try to find ways of behaving in play. New born babies will stare intently at their carer and cry when a basic need requires consideration. Their head and eyes will turn towards soft light and blink in reaction to bright ones. At 1 month old they will stare and follow the direction of a dangling ball whilst gazing intently at soft lights. At 3 months they track movements of both small and large objects. At 6 months old they can automatically fix their sight onto small objects nearby and reach out to hold them. They are inquisitive and become readily distracted by movements. They will watch objects fall when in range of their vision. They like to put everything into their mouth. At 9 months they will look towards the direction of falling objects. At 12 months of age they will drop objects purposely whilst watching them fall (casting) Should an object roll out of vision they will look correctly to the area it has gone to. They can distinguish familiar individuals up to 6 metres away. They begin to point at objects of interest outside at the age of 18 months and build towers of 3 cubes when first demonstrated to. They will turn pages in books although may be several at a time rather than singular, relish picture books and point to named characters and objects. They will point to various basic parts of the body. From 3 years of age they will match 2 or 3 primary colours and paint with large brushes and make basic cuts with scissors. They can copy crosses and circles and draw a person with a head. By 5 years they are capable of copying squares and a range of letters, often done with a degree of spontaneity. They can now draw a person with a body, head, arms, legs and certain aspects. They can also draw a house. Pictures will be coloured methodically. They can now name primary colours and match 10 or more of them. They can duplicate symbols, numbers and letters and can decipher between lighter and heavier objects. They understand positioning of behind, next to and in front of. They can rote count up to 20 and know the time of day for basic activities such as school time, bedtime etc. By 6 years of age they are attaining the ability to write some words freely and copy others. They can read basic books sight reading 10 or more words. They can count up to 100 and understand the concept of half and whole. They know when it is their birthday and can predict events that are happening next. Paintings and drawings are now more intricate and sophisticated. Between the ages of 6 – 8 years they develop the capability of thinking about several things at once and comprehend the use of symbols in writing and maths etc. They are more inquisitive to the workings of his/her surroundings. They enjoy participating in games and understand rules. Between 8 – 12 years they are increasingly favouring certain subjects and apply reasoning and logic to certain issues. They can read and write with confidence and are becoming more creative in their play. They learn to transfer the knowledge gained from one situation and use it productively in the next task. Ages 13 – 19 years they develop the ability to think more complexly and will query sources of information. They are becoming more aware of global activities and occurrences. They will have a clear inclination for arts and sciences. Options with regards to their future employment and further education are being explored. Communication and speech development Non verbal communication is as vital to children as it is to adults. In fact children are more likely to use it than adults. Speech is a characteristic of development that can alter greatly without any association to other developmental bearing or to the childs intellectual being. Pre-linguistic is the term given to the stage up to approximately 12 months when a child is beginning to say its first words. Linguistic is the descriptive term given to words with meaning. Pre-linguistic stage Birth to 4 weeks a baby will cry when its basic needs are not being met i.e. hungry, needs changing, emotionally distressed. At 1 month old a baby may stop crying at the sound of a human voice (unless distraught) freeze when a sound is played near to their ear, moving their head towards the sound. Coos in reaction to their carers voice. At 3 months old a baby becomes silent and will turn its head towards the noise of a rattle nearby and make vocal sounds when being spoken to or are alone. When 6 months old they will giggle and shriek loudly during play. They respond variably to different tones of voices. They make baby vowel sounds such as goo ga ga and aah-aah They begin to react to sounds that are out of vision with the appropriate visual response. Babies will shout for attention from 9 months and vocalises for a connection. They will begin to use dual syllable words such as baba mam-mam and dad-dad They duplicate adult vocal sounds like lip smacking or coughing. They can comprehend the meaning of no and bye-bye. They will have an instantaneous reaction to to a hearing test performed out of vision and behind the baby. At 1 years of age a baby will know its own name and can perceive roughly 20 words in context. They can comprehend simple messages for example close your eyes, clap hands. They will use gibberish in conversation form with majority vowel sounds. Linguistic stage 12 – 18 months, babies will use between 6 – 20 recognisable words as their first words and can understand much more of what is spoken to them. They will reverberate leading or last words in sentences. They will try to affiliate themselves in nursery rhymes and respond appropriately to simple instructions such as pick up your toy or pass me your cup At 18 – 24 months they begin to make basic 2 word sentences and can use more than 200 words by the age of 2 years old. Their speech will be telegraphic in that they will use key vital words but may miss out connective ones. They will refer to their own name and talk to themselves during play themed activities. Between the ages of 2 – 3 years they have a increasing expanse of dialect including plurals. They can participate in simple conversations and enjoy the repetitiveness of the their favourite stories being re told. They can now rote count to 10. Between 3 – 4 years their speech will understood by strangers and can form short, grammatically accurate sentences. Although they may still make errors of tenses they now begin to ask many questions such as why? who? and how? They can name parts of their body and also name animals. Between the years of 4 – 8 speech is more fluent and precise, they will use a more expressive language. They can inform you of their full name, address and birthday and will enjoy jokes, songs and rhymes etc. They have a increasing expanse of vocabulary – 5,000 words by the age of 5. They will recognise when an unfamiliar word is used and will question the meaning of it and can imitate correctly accents that they have heard. They can form most sounds with some residual trouble at some letter groups. From 8 years onwards the majority of children are fluent speakers, writers and readers off their own language with the enhanced use of peer influenced, de coded speech. With the autistic child I work along side I follow the guidelines of P Levels which is a programme that gives me information on the varying categories of the developmental processs. I then can record each and every stage my autistic pupil is at and refer to what his expectations are and also via his Individual Educational Learning Plan (IEP)

Types Of Cogeneration System

Types Of Cogeneration System Cogeneration which is also known as combined heat and power, can be described as two different forms of energy being generated from one single energy source. These two different forms of energy are usually thermal and mechanical energy. These two types of energy are then used for different functions. The mechanical energy is usually used to produce electricity through an alternator, or else to work rotating equipment such as compressors, motors or pumps. Thermal energy on the other hand can be used for the production of hot water, steam, hot air for dryers or also another typical use is for chilled water for process cooling. The main advantage of cogeneration is the overall efficiency of energy, which in some cases can be as high as 85 per cent. Another advantage of cogeneration is also the fact that it helps reduce the emissions of greenhouse gases and pollutants. Therefore, cogeneration is basically the use of a heat engine or else an entire power station to generate both electrici ty and heat simultaneously. A fact is that all power plants emit a considerable amount of heat during the process of generating electricity. Therefore, by using this fact, cogeneration is used to capture and use some, or even in some cases all, of this emitted heat for heating purposes. Types of cogeneration systems These days, a number of different cogeneration systems are used, namely the following: Steam Turbine Cogeneration System Internal Combustion Engine Cogeneration System Gas Turbine Cogeneration System Steam Turbine Cogeneration System Two different types of cogeneration systems are widely used, which are: The backpressure steam turbine The extraction condensing type steam turbine One would have to make a distinct choice between the two. This choice depends on a number of factors, which include the quantities of power and heat, economic factors, as well as the quality of heat. Also, another type of steam turbine cogeneration system is the extraction back pressure turbine which is normally used where the end result needed in thermal energy at two different temperature levels. On the other hand, the condensing type steam turbines are usually used when the heat rejected from a process will be finally used to generate electricity. So why use steam turbines and not any other type of prime mover? This would give the user an option of using a large variety of conventional and alternate types of fuel, such as biomass, fuel oil, natural gas, as well as coal. In order to optimize heat supply, the power generation efficiency of the cycle in some cases may not be as good. Steam turbines are therefore mostly used in cases where the demand is greater than 1MW up to hundreds of MW. Therefore, due to the inertia in the system, steam turbines are not suitable for areas with intermittent demand. Internal Combustion Engine Cogeneration system When comparing to other cogeneration systems, this system has a higher power generation efficiency. The two sources of heat for recovery are the exhaust gas at high temperature as well as the engine jacket cooling water at a low temperature. This type of system is more widely used in areas and facilities which consume a small amount of energy because heat recovery is efficient for smaller systems. Therefore it is widely used in facilities which have a greater need for electricity than thermal energy and also in places where the quality of heat required is not high. Even though the most common type of fuel used is diesel, this type of system can also operate with natural gas or heavy fuel oil. Another fact about this type of system is that, unlike gas turbines, it is not sensitive to changes in ambient temperature, therefore this makes it an ideal machine to use for intermittent operation. Gas Turbine Cogeneration Systems Gas turbine cogeneration systems can be used to generate all or in some cases part of the actual requirement of energy needed by the plant. In this type of system, the energy released at high temperature through exhaust can be recovered and used for certain applications of heating and cooling. Even though the most common means of fuel used is natural gas, in some cases other fuels like light fuel oil and diesel are also used in such a system. The range of gas turbines usually varies between a few MW to 100MW. Due to certain factors such as a greater availability of natural gas, a big reduction in installation costs, greater environmental performance, as well as a fast and large progress in technology, gas turbine cogeneration systems are the best developed systems in recent years. The following are some advantages of using a gas turbine cogeneration system: Gas turbines have a short start up time Gas turbines provide flexibility of intermittent operation At high temperatures, more heat can recovered Also, in case of the heat output being less than what is required, and in order to ensure that the thermal output efficiency is kept high, natural gas is used by mixing additional fuel to the exhaust gas. In the case of more power being required at the site, it is also possible to use what is called a combined cycle, which entails a combination of both steam turbine and gas turbine cogeneration. The steam which is being generated from the exhaust gas of the gas turbine is passed through either a backpressure steam turbine or an extraction condensing type steam turbine, which in turn will generate more power. Also, the exhaust from the steam turbine will also provide an amount of required thermal energy. Classification of system How does one classify a cogeneration system? These systems are usually classified according to the sequence of energy use as well as the operating procedure used. Therefore, a cogeneration system can usually be classified as either one of the following: A topping cycle A bottoming cycle The system is known as a topping cycle when the fuel supplied is first used to produce power, and then later in the process to produce thermal energy. The thermal energy in the system is used to satisfy process heat or other thermal requirements. Topping cycle cogeneration is the most widely used type and is nowadays the most popular type of cogeneration system. On the other hand, in a bottoming cycle the primary fuel is used to produce thermal energy at a high temperature. The heat rejected in the process is then further used to generate power through a recovery boiler as well as a turbine generator. Nowadays, bottoming cycles are widely used for manufacturing processes that require heat at high temperatures in furnaces, and also reject heat as very high temperatures. Even though they are used in the list mentioned below, bottoming cycle plants are less common and not used as much as topping cycle plants. A bottoming cycle is used in the following types of plants: Cement industry Steel industry Ceramic industry Gas and petrochemical industry Topping Cycle Cogeneration Systems Combined Cycle http://htmlimg1.scribdassets.com/73nqb7y9fk14zby9/images/6-c5da667d2f.jpg Extract from http://www.scribd.com/doc/65871557/Cogeneration This type of system includes a gas turbine or diesel engine which produces electrical or mechanical power followed by a heat recovery system/boiler which is used to generate steam and drive a secondary steam turbine. Steam Turbine http://htmlimg1.scribdassets.com/73nqb7y9fk14zby9/images/6-c5da667d2f.jpg Extract from http://www.scribd.com/doc/65871557/Cogeneration This type of system generates electrical power as well as process steam by burning fuel to produce high pressure steam, which is then passed through a steam turbine to produce the power needed, as well as using the exhaust from the turbine as low pressure process steam. Internal Combustion Engine http://htmlimg1.scribdassets.com/73nqb7y9fk14zby9/images/6-c5da667d2f.jpg Extract from http://www.scribd.com/doc/65871557/Cogeneration This type of system includes heat recovery from an engine exhaust and jacket cooling system flowing to a heat recovery boiler, in which it is converted to process steam or hot water for further use. Gas Turbine http://htmlimg1.scribdassets.com/73nqb7y9fk14zby9/images/6-c5da667d2f.jpg Extract from http://www.scribd.com/doc/65871557/Cogeneration This type of system is known as a gas turbine topping system. A natural gas turbine drives a generator to produce electricity. The exhaust from the turbine is passed through a heat recovery boiler which is used to generate process steam as well as process heat. Bottoming Cycle System http://gotoknow.org/file/khunchailek/topping.gif Extract from http://www.gotoknow.org/blogs/posts/183558 In this type of system, fuel is burnt in a furnace to produce synthetic rutile, which is a mineral. The furnace produces waste gases which in turn are used in a boiler to generate steam. This steam is then used to drive a turbine to produce electricity through a generator. Selection of cogeneration system The following factors are taken into consideration when trying to select what type of cogeneration system should be used: Base electrical load matching Base thermal load matching Electrical load matching Thermal load matching Heat to power ratio The quality of thermal energy needed Load patterns Fuels available Trigeneration Trigeneration is known as the process of generating three different types of energy in a combined manner. These three different types of energy are electricity, heat and cooling. All these are simultaneously produced from a fuel source referred to as combined heat power and cooling. Therefore, in other words, trigeneration takes the process of cogeneration of heat and electricity to another level, with the utilization of wasteheat for purposes of cooling with the use of an absorption chiller. A trigeneration system is basically the integration of two types of technology, namely the cogeneration system as well as cooling technology which is done through compression or absorption systems. As mentioned earlier in the document, the two most widely used types of cogeneration are through gas reciprocating engines and combustion engines. Though, fuel cells are also being used in the integration of trigeneration. Natural gas, due to being reliable, having low environmental effects, having low maintenance costs, as well as being efficient, is currently the best fuel to use for trigeneration systems. It is also widely used due to the fact that it burns so efficiently in the combustion chamber ensuring lower emissions of pollutants whn compared to heavier fuels. As natural gas consists mainly of methane, it leads to lower emissions per unit of energy stored, as methane is a gas which consists of a very important characteristic, it has a high hydrogen to carbon ratio. According to the U.S. Department of  Energy in the year 2009, 2.5 billion tons of CO2 were emitted by power plants in the U.S., which correspond to 576g of CO2 per kWh.  [1]  Therefore by using trigeneration, companies and plants worldwide can have a major impact in reducing the amount of pollutants emitted. Trigeneration is considered a new type and way of generating power, which is becoming even more common in a number of countries which have a warm climate. This is due to the fact that in these countries the heating required is only needed in the winter season. Therefore a demand of electrical power, cooling as well as heating is needed in a number of different entities, such as: Universities Gyms Shopping malls Hospitals Public Buildings Manufacturing facilities Data centers A trigeneration plant is extremely similar to a cogeneration plant, the only difference being the addition of an absorption chiller, which is used to produce a cold flow using the heat recovered from the hot exhaust gases. Absorption chillers Absorption coolers are used to provide cooling using a liquid refrigerant and a heat source. By using heat, usually heat recovered from hot flue gases, absorption chillers provide cooling to buildings. The main advantages of using absorption chillers are that they use much less energy than conventional equipment as well as cooling plants and buildings without emitting harmful pollutants. The main difference between conventional electric chillers and absorption chillers is that whilst conventional electric chillers use mechanical energy in a vapor compression process to provide refrigeration, absorption chillers on the other hand use heat energy. Absorption chillers can be powered by waste heat, steam as well as natural gas. Therefore, an absorption chiller transfers thermal energy through a refrigerant from the heat source to the heat sink. Absorption systems are widely used in cooling, heating and power systems. When used with a micro turbine and engine driven generator, absorption chillers can use the waste from these components and use it to generate power, whilst also producing cooling for space conditioning. Absorption chillers therefore shift cooling in a building from an electric load to a thermal load. Different types of absorption chillers are as follows: Direct fired Indirect fired Single effect Double effect Triple effect Trigeneration is therefore a very attractive use in certain situations where all three (power, heating, cooling) needs are a must. A typical example is in production processes which demand cooling requirements. Therefore it is widely used in areas where electricity, heating as well as cooling are needed. It is important to realise that cogeneration was used in some of the earliest installations of electrical generation. Industries which generated their own power used to commonly use exhaust steam for process heating. Hotels, stores as well as large offices generated their own power and also heated up the building using waste steam. Cogeneration is still very common in certain industries, namely pulp and paper mills, chemical plants as well as refineries. In the  United States,  Con Edison  distributes 66 billion kilograms of 180  Ãƒâ€šÃ‚ °C steam each year through its seven cogeneration plants to 100,000 buildings in  Manhattan, the biggest steam district in the United States. The peak delivery is 10 million pounds per hour.  [2]   How does the New York steam system work? This system is a district heating system which uses steam from steam generating stations and is distributed under the streets of Manhattan. This steam is used to either heat, cool or supply power to a number of businesses as well as apartments and other types of buildings. In my opinion this is a great initiative and way of reducing the emission of pollutants as well as increasing the efficiency of fuel usage. Con Edison is also using trigeneration for cooling in the summer months through the use of absorption chillers, a system which further increases energy and pollution savings, whilst also reducing peak electrical loads.

Analysis of The Lamb and The Tyger by William Blake Essay -- William B

William Blake was a first generation Romantic poet. Many of his poems were critical of a society who thought themselves to be almost perfect, a society run by, not their own free will, but the use of technology. He wanted people to question what they had always done, and whether it was morally right. He did so by using varying techniques that set up clashes between ideologies and reality. His poems allow us to see into ‘the eternal world of the spirit’ and his dreams of the sacred England he had always wanted, a place undamaged by technology, a place that is peaceful and tranquil. But not all his poems reflect this. In fact, from Blake’s ‘Songs of Innocence and of Experience’ there are a number of poems, describing what life could be like and in reality what life is like. Two examples are ‘The Lamb’ and ‘The Tyger’. We can see he uses poetic techniques to set up such clashes. These two poems demonstrate exactly Blake’s views on the ills of society, mainly referring to the industrial revolution and the impacts and consequences it brought. ‘The Lamb’ and ‘The Tyger’ are both poems written in the form of a lyric which describes the capturing of a particular moment and most importantly the mood or insight it stimulates in the poet. Blake thought that a lyric gives the freedom to tell anything and explore the emotions and ideas that some incident has created. Blake shows the original meaning of ‘lyric’ by actually titling his volume ‘Songs of Innocence and of Experience’. The ‘Songs of Innocence’ are poems which bring out happy feelings and show the greatness in life. They represent innocence and a child - like vision, thus ‘The Lamb’ is about God creating a lamb who is a special and holy creature. The ‘So... ...and ‘symmetry’ do not rhyme unlike the other rhyming couplets. This is also to cause confusion and bring about s sense of unease, the same confusion Blake felt through his life and child hood when he had visions and the society around him was changing. ‘The Tyger’ and ‘The Lamb’ are two poems written along the same lines but ending up to be completely different. However both poems show the same beliefs and opinions of William Blake perfectly and emphasize what he wanted everyone to remember and the lesson he wanted everyone to learn. This was that no matter how far man gets with technological advances and no matter how far the industrial revolution takes people; it will never be able to beat down the tool of human imagination, which is by far the strongest, and natures wild spirit, found in creatures such as the ‘fierce’ tyger and ‘meek & mild’ lamb.