In the stories of F. Scott Fitzgerald, everyone in the end experiences defeat. To what extent is this statement true? Essay

In â€Å"Flappers and Philosophers†, the ideas of defeat and humiliation are presented throughout the collection. The author produces a profound exploration into the lives of the female protagonists who depend on popularity and sexuality as sources of power. It also deals with the ramifications of being an outsider during that period of time and how defeat is nearly always the result from the need for acceptance into those societies. Although many of the characters suffer the negative consequences of their actions in their respective societies, some do achieve victory, but at a price. To understand the characters in the story we must first deal with the social, cultural and historical contexts. These short stories were written between the world wars and among the interwar boom, before the Great Depression. This era was very important of women, young people, the arts and creative industries. The blossoming of youth culture also contributed to the rise of â€Å"flapperdom†. Before this period, we had the Victorian era, where women were subjected to immense conservatism, and their emotions and opinions were unjustly oppressed. Women were expected to cover up and know their place in the social hierarchy. â€Å"Flapperdom† introduced the thought of independence and non-conformity. The epitome of this idea would be the character of Ardita in â€Å"The Offshore Pirate†. She is an allegory that represents a whole shift in the mode of behaviour, a kind of liberation into something that is more dangerous, alive and sexy. In many of the short stories the female protagonist does suffer from defeat as shown in the short story â€Å"The Ice Palace†. Sally Carrol is a Southern Belle, who wishes to become a flapper. She does not succeed in this matter, as she is forced to return to her home after a trial run in the North. The author has used two distinct sematic fields to suggest the binary opposition between the North and the South. The South is warm and bright, with â€Å"the sunlight dripp[ing] over the house light golden paint.† The central motif in the paragraph of the short story is liquid light and that gives the reader a feeling of warmth and laziness. The two worlds are juxtaposed when the author describes the setting of the North. The rigid nature of the lexical choice in part III of the story shows how Sally Carrol is a microcosm of the South transplanted into the hostile nature of the North. â€Å"It was very cold† and Sally Carrol â€Å"slid uncomfortably† into her clothes and she â€Å"stumbled† up to the diner. The semantic field of ice is used here as seen in the words â€Å"sliding† and â€Å"slippery†. This gives the reader the impression that Sally Carrol is very awkward in this setting and not in control as a flapper should be. Sally Carrol judges things by how long it has been around, not in terms of monetary value. The difference in value systems between the North and the South makes it impossible for Sally Carrol to integrate into the Northern society, a society fuelled by money. Therefore Sally Carrol has the hallucination of Margery Lee, who is a personification of the old South. Sally Carrol experiences defeat and cannot follow her dreams of living as a flapper because of the restrictions in her abilities to adapt to a new environment. However, one may look at it the other way and say she has actually succeeded in living the life she is most suitable for – the Southern life. This is evident in the lexical shift in part VI, where the surroundings are smothered in the â€Å"wealth of golden sunlight†. This parallels part I of the story provides a certain unity that enables the reader to feel like the Southern life is where Sally Carrol belongs. In â€Å"Bernice Bobs Her Hair†, Bernice deals with the problem of being an outsider to an elite society full of successful people. She is seduced into â€Å"flapperdom† by Warren, who initiated the process by flirting with her. The remark that she had an â€Å"awfully kissable mouth† made her excited enough to change into someone who is obsessed with superficiality. She becomes an artificial flapper, a shadow of Marjorie. The struggle for acceptance is evident through the fact that even though the ideas underpinning their belief system is from two different paradigms, Bernice still learns to grasp onto that vibrant and fleeting youth. Stripped from her original values, and seduced into the world of â€Å"flapperdom†, Bernice only superficially assimilates into the elite society but fails at the end when her bluff is called. However, through this defeat, one may argue that she has actually achieved more. Liberating herself from the shackles of the Victorian era, she started to exhibit the traits of a flapper when she cuts off Marjorie’s hair. Not only did this provide an intense climax to the short story, it also explains that although the character experiences defeat, the resultant victory can compensate for that. Although on the surface â€Å"The Cut-glass Bowl† is a story about an enormous glass punch bowl ruining the life of Eveyln Piper, when you look at it closely, the story traces the deterioration of her â€Å"flapperdom† and her marriage to a prosperous hardware dealer whose business declines over several years. The author foreshadows this deterioration at the beginning of the text when he says that â€Å"the struggle for existence began†. â€Å"The bonbon dish lost its little handle†; a â€Å"cat knocked the little bowl off the sideboard†; â€Å"the wine glasses succumbed to leg fractures†. Throughout the story, an idea of superficiality comes into play. The cut-glass bowl is a conceptual metaphor that not only embodies the character Evelyn, but also outlines the features of her marriage. It is â€Å"as hard as† she is and â€Å"as beautiful and as empty and as easy to see through.† Her marriage is empty as she has to see someone else other than her husband to relight her fire. Even her words contain nothing, as they are in italics suggesting a false and unnecessary emphasis. Evelyn lives in a society obsessed with external beauty and superficiality. The author finds it necessary to describe the â€Å"beautiful† Mrs Harold Piper with her â€Å"young, dark eyes†. Evelyn experiences defeat as she is married and no longer able to capture that fleeting youth and vibrant energy that formed the basis of her existence. She fails to retain her physical beauty in a society where it is valued the most. Again, towards the end, she gains a sense of victory when she destroys the cut-glass bowl that has destroyed her life. Even here, the author stresses how vulnerable and helpless Eveyln is as she struggles to smash the bowl. The lexical choice here is in the sematic field of difficulty and uneasiness. She had to â€Å"tighten her arms† and her muscles were â€Å"tauted†. Her energy was â€Å"desperate† and â€Å"frantic†, and her effort was â€Å"mighty† and â€Å"strained†. The author cleverly uses the juxtaposition of the size of the bowl with the size of Evelyn to accentuate the difficulty she experiences. Furthermore, the repetition of the phrase: â€Å"she must be quick – she must be strong† shows that although she does suffer defeat, victory and liberation can be achieved through great difficulty. In his short stories, F Scott Fitzgerald has made sure everyone at the end suffers some kind of defeat. This is achieved by Ardita in â€Å"The Offshore Pirate† being humiliated, Sally Carrol in â€Å"The Ice Palace† returning to her hometown, Bernice in â€Å"Bernice Bobs Her Hair† bobbing her hair, and Evelyn in â€Å"The Cut-glass Bowl† losing the essence that used to define her as a flapper. However, the author has also made us realise that in life, even though we may experience defeat and humiliation, we must look within ourselves and find that personal victory that will surpass the negative feelings of loss.

How does Steinbeck make Lennie a sympathetic character? Essay

In the novel ‘Of Mice and Men’, John Steinbeck deliberately creates and describes the character of Lennie and the events that surround him in the aim of evoking the reader’s sympathy towards him. It is obvious from the beginning of the novel that Lennie is in some way mentally disabled, and has the mind and actions of a child, the first time that a character mentions this is Slim, who remarks that Lennie is ‘Jes like a kid’, Curley’s wife also point out that he is ‘jus’ like a big baby’. It is obvious to the reader of Lennie’s mental ability by the way he speaks, as he has a definite speech impediment. By having Lennie be described as like a child and by his actions being like a child, it effectively creates sympathy for the character from the readers. This is because it is always easy for a reader to feel sympathetic towards a person with mental difficulties as you can understand how challenging it must be in their situation. The events which occur around Lennie are a main factor in creating sympathy for him. The first incident when the reader feels extremely sympathetic towards Lennie is when he is petting a dead mouse and George takes it off him, at which point Lennie starts to cry ‘He heard Lennie’s whimpering cry and wheeled about. â€Å"Blubberin’ like a baby? Jesus Christ! A big guy like you’. This highlights Lennie’s immaturity and his childlike characteristics, it is like a young child being scolded and having something taken off them and then starting to cry, this is how Lennie reacts to this situation. Often in the book George will say to Lennie ‘Good Boy’, this further shows the childlike character Lennie is, as it has George talking down to Lennie and comforting him, the way a child needs comforting. Early on in the book, Lennie’s pathetic yet amusing attempts at proving to George that he could survive living on his own shows what a sadly hopeless character he is, ‘if you don’t want me, you only jus’ got to say so, and I’ll go off in those hills right there – and live by myself’. We know for a fact that Lennie would be completely incapable of surviving on his own let alone surviving in the mountains, the effect this exchange has on the reader one again points to Lennie’s hopelessness and adds to the sympathy you feel towards him. Further on, Lennie is mistakenly taken to be laughing at Curley and Curley begins to punch him to which Lennie only reacts when ordered to by George. Lennie does not realise his own strength and crushes Curley’s hand, which was an unintentional way of getting him to stop. After this incident Lennie is described as ‘crouched fearfully against the wall’ and he cries how he ‘didn’t wanta hurt him’. Just after he has broken Curley’s hand you would not feel any sympathy towards Lennie, it is not until he shows his regret and remorse about the incident that it shows his timid and childlike side again. No sympathy is felt towards Curley during this, because of the dislike built up against his character by this point even though he is the one seriously injured, all the sympathy is felt towards Lennie by the characters and the readers alike. After the encounter and being comforted by George, Lennie exclaims ‘I can still tend the rabbits, George?’ it shows how easily satisfied Lennie is and also how easy it is for him to forget major occurrences and get over them. When Lennie is given one of Slim’s pups it is a dream come true for him, George describes how ‘it was a hell of a lot to him. Jesus Christ, I don’t know how we’re gonna get him to sleep in here’. This shows Lennie’s low mentality and how such a small thing can bring so much pleasure to him, the reader feels a certain sympathy for Lennie at this point for his childlike mentality. Towards the end of the book, Lennie accidentally kills the puppy which was given to him, by stroking it too hard. Initially he reacts to this by getting upset and crying ‘why do you got to get killed?’ this highlights his lack of knowledge and understanding with the concept of death, the reader feels sympathy towards the sorry state he is. However, Lennie then begins to get frustrated and angry about it and hurls the puppy away, he worries that by what he has done George will not let him ‘tend the rabbits’. At this point the sympathy towards Lennie stops, as this part shows his aggressive and selfish side as he is worrying for himself. The situation soon becomes much more serious however, when Lennie goes on to accidentally kill Curley’s wife by breaking her neck whilst stroking her hair. This time Lennie realises more the serious implications of his actions and leaves the ranch to hide in the place where he was instructed to by George. In my opinion, by this point sympathy towards Lennie has all but stopped, even though he killed Curley’s wife by accident he did it by viciously holding his hand over her mouth to stop her screaming, as he felt that him being able to ‘tend the rabbits’ would be jeopardised. This is Lennie once again looking out for himself. The sympathy felt towards Lennie is however regained, by the end of the book. Lennie is deeply remorseful about his actions and understand the burden he must be for George ‘I won’t be no more trouble to George’, and how what he does affects everyone else. In this final part Lennie is more childlike than ever, he cries and worries and calls for George like a child for its parent. George finally shoots Lennie and kills him, believing it is the best for Lennie and everyone else, a sort of mercy killing. However, you do not feel deep sympathy towards Lennie at this point as in a way he is free now of his mental burden, in my opinion I am glad that this was what happened to Lennie as his shackles have been cut loose and he nor anyone else has to suffer.

No need for topic PowerPoint Presentation Example | Topics and Well Written Essays - 750 words

No need for topic - PowerPoint Presentation Example This paper discusses the business as well as marketing plans for Apple Inc. as the main points that will affect its presentation in the imminent. Business strategy. Hotelling, Steve, Joshua, and Brian, (p.12) says that an expert by the name Gil Amelio recognized why Apple was deteriorating stating lack of cash, quality hardware as well as software, focus as some reasons. Apple has reached leadership in its target market via the constant invention of new products. It came up with iPods and iTunes around 2003 thereby making them obtainable for Microsoft Windows systems. Research shows that by around 2011 in the worldwide market, iTunes accounted for 70% for the download of music. iPad, Mac, iPod are samples of good quality products Apple has produced than its contestants in the market attracting a lot of customers like the iPod that is easy to use due to its fast mover benefit. Again, its success has come through developing high quality ground breaking yields that are easy to use and t hat provide clear differentiation. Apple got its first advantage in the market due to the provision of online music through the use of iTunes as well as iPods. By the time other industries were coming into the market, Apple had relished benefits with a low degree of competition. The high level of growth has enabled the Apple company to be difficult to catch by other contestants therefore product growth and propagation plans has benefited the industry. This tells that the company will constantly lead the PC industry as long as the benefits stand. However, the accomplishments of sales benefits are not automatic. One fault in the proliferation plan may result to difficulty in strategy being realized. For the strategy product growth as well as a proliferation strategy to be successful, detailed info is needed from the producer regarding the new thing about the product. Most PC users and other groundbreaking yields do not know a lot of info about the company and the new thing about the p roduct. Apple should create ways to let people know as well as persuade customers from the entry of their groundbreaking yields in the market. Marketing Strategy According to Hotelling, Steve, Joshua, and Brian, (p. 13), Apple began a marketing movement around the iMac scheme known as No Beige with a view to distance its design from the other beige box of the time. Again, Apple has hired effective marketing plan where customer group may be forced by demographic, budgetary and others. At this moment of time, its products are made to target businessmen, students, doctors and many more. While Windows PCs came loaded with temporary software, Mac came with valuable and creative programs that consist of processor, spreadsheet amongst others. Hotelling, Steve, Joshua, and Brian, (p. 15). The position of the Apple is to aim brand loyalty as well as less price subtle customer like for instance, it has claimed on developing Unibody MacBook as well MacBook Pro. Marketing strategy is built arou nd different components. The first thing is to create a groundbreaking product to keep customers absorbed. Apple has driven a lot of clients in the worldwide market to choose its product because some have been developed for watching videos as well as producing products or mp3. Above all, the industry created numerous websites so that consumers can

Global Warming in South Florida Essay Example | Topics and Well Written Essays - 1000 words

Global Warming in South Florida - Essay Example The corrosion or depletion of the ozone layer allows the infrared radiations into the earth in a large amount. The gas also absorbs much of these radiations and because they are atmospheric gases they warm the planet hence global warming. Land use in many parts of the world has resulted to these changes in the atmospheric temperatures. Deforestation has been ranked first as a major cause. Forest plays a very important role on the control of carbon dioxide gas in the air. In other terms, it is referred to as the greenhouse gas cycle. In this cycle, plants do take in oxygen during the day and releases it in the night (Aston). Cutting down of trees breaks this cycle, therefore, most of the gases released in the atmosphere remains there influencing the global warming. South Florida is one of the parts in the city which have not appreciated this fact and continue to destroy the forest so that they can develop settlement. Developed countries are the majority of the nations on earth which have been experiencing temperature variations due to global warming. This is because they are the ones which use much of the fossil fuels such as petroleum in their industries. Although Florida does not so many heavy industries which emit the greenhouse gases into the atmosphere, the effects of global warming are so much evident. For example, the smoke released from the cars does form heavy smog in the air when it mixes with fog. In United States of America, the southern region of State of Florida takes the lead on the consequences the increased global heat. This is because of its strategic location as it borders the Pacific Ocean. This is because oceans are very important measures of the effects of global warming. The effects global warming is so vivid in major parts of the world and it willed is discussed in relation to South Florida. One of the consequences of increased global heat is the increase in thermal heat. It has been established that the

Role played by Housing in Relation to Urban Regeneration in London Essay

Role played by Housing in Relation to Urban Regeneration in London - Essay Example However, housing in London contributes to urban regeneration indirectly because it has relationships with various other physical, environmental, social, cultural, and economical issues that result to urban regeneration. In London, the contribution of housing towards urban regeneration can be divided into two broad parts; indirectly contributions (housing plus) and direct contributions (Stouten 2010, p. 46). These two types of housing contributions towards urban regeneration has impacts on all levels of regeneration such as national, individual, and local levels.From the year 1850 onwards, the condition of urban poverty in the London’s slums started to draw the interest of most social reformers as well as philanthropists. The social reformers as well as the philanthropists due to the increased urban poverty in London slums started a movement to ensure implementation of social housing, which highly contributed to urban regeneration. Their fast target was one of the biggest and n otorious slums in London known as Devil’s Acre, which is near Westminster (McCarthy 2006, p. 68). This is clear evidence that housing played a vital role towards urban regeneration in London as well as in other countries. The founders of this new social housing movement were George Peabody and Peabody trust who had great impact towards urban regeneration in London.Clearance of slums in London started with all Rochester buildings around the Perkin and Old Pye Streets whose constructions took place in the year 1862.

Twinkies, the Undead Snack Essay Example | Topics and Well Written Essays - 500 words

Twinkies, the Undead Snack - Essay Example The article implies that it is this notion, along with an extremely liberal union agreement for workers, which has led to the financial instability of Hostess and the Twinkie. The author concludes with the quote as stated above and I agree that the companies that survive over time are the ones that continue to produce products that people need and find value in. Thinking about companies that have been around for generations and that are currently financially stable such as McDonald’s, Walt Disney and Microsoft, you will notice that they all stay current with the times and produce products that people want. These companies are willing to change their products, designs, logos and marketing techniques in order to keep their products in the forefront to remind consumers that they need to have their products. These companies also market themselves well in terms of using the latest technology and making that known to customers. These companies make people believe that what they are producing is truly needed by people around the world. Hostess, on the other hand, is not known for being modern and up to date. People don’t talk about Twinkies at their get social events. Although their products still sell, they are not seen in the same light as they once were. In my opinion, Hostess needs a new modern twist on its traditional products. Hostess is not viewed as a company that provides products that are in line with what people today want. There has been a modern day focus on health and nutrition, of which Hostess has not been able to keep up with. In addition Hostess has not been able to make the necessary changes in developing appropriate union contracts for its workers. Those contracts need to change with the times as well. While I admire that Hostess’ employees have a generous contract, which is something all companies should strive for, Hostess and its employees have to realize that in order to stay financially viable, there have

Two questions of us history Essay Example | Topics and Well Written Essays - 500 words

Two questions of us history - Essay Example The causes of Great Depression were more profound in that strong policies for dealing with global financial crisis were dubious in absence of authority. This means that the dominant economic supremacy, which have the global reserve currency and can offer liquidity and expanding demand were the main cause of the Great Depression. The collapse of the British hegemonic supremacy and the unwillingness of the US to step into hegemonic role vacated by the UK government were the deeper causes of Great Depression. The fiscal policy was not only the central measure for economic recovery, but also the historians argue that the New Deal implemented to control the crisis was even worse because it delayed the upturn (Perry 16). However, the research study of the New Keynesian policy that suggested fiscal policy argued that this policy contributed nothing to the restoration or economic recovery. This is because of the trade deficit; thus the new agenda were developed during the anti-New Deal agenda, which focused on the issue of precautions or measures for controlling economic crisis. The congress implemented diverse policies under the New Deal including fair Labor Standard policies, whereby child labor and new wage policies were implemented. The state government also implemented other policies including social security measures and unemployment compensation have been among the aspects put in place for solving economic crisis. One of the long lasting effects from WW2 is the shift of political or military power from Europe to the Soviet Union and the US government. The good thing is that the WW2 contributed to formation of treaties such as South East Asia Treaty, which was established for defense in Far East. Although the WW2 led to bad effects such as increased deaths, destruction of properties due mass bombing, the end of war led to significant transformation including countries gained

Is there a 'universal human right to health' Assignment

Is there a 'universal human right to health' - Assignment Example Right to health refers to the economic, cultural and social right to the highest achievable standard of health. Right to health is under recognition of the Universal Declaration of Human Rights, Convention on Rights of people with disabilities, and the social and cultural rights.1 Universality of Human Rights Universality principle of human rights acts as the foundation for the law on international human rights. This principle was emphasized for the first time in 1948 in Universal Declaration on Human Rights, and it has been reiterated during various conventions, resolutions and declarations on human rights. For instance, during the Vienna conference in 1993, there were highlights on the duty of the state in promoting and protecting all the fundamental freedoms and human rights regardless of the differences in cultural, economic and political systems.1 Every state has ratified multiple treaties on human rights reflecting the consent of the states that create the legal obligations as well as giving some concrete expression to the universality. Some norms of the fundamental human rights enjoy the universal protection by international customary law across all civilizations and boundaries. Universality of human rights entails any right2 applicable to all people, and it is influenced by other characteristics of human rights. The rights tend to be categorical, egalitarian, individual, fundamental and indivisible. Human Right to Health Good health is considered as the most essential and basic asset of every human being. Right to health is a fundamental part of the human rights. Internationally, the constitution on World Health Organization has articulated the right to health. The Universal Declaration of Human Rights in 1948 mentioned that health is fundamental towards adequate living. In 1966, the international Covenant on Social, Economic and Cultural Rights recognized right to health as a human right. Since then, various international treaties on human rights have recognized right to health. Right to health is fundamental in every state. States should be committed in protecting the right to health through domestic policies and legislation, and international declarations and conferences.2 There has been  an emphasis on the highest attainable health standards through treaty monitoring bodies and human rights commission. Normally, right to health is an exclusive right. It is associated with access to and building of health facilities. Right to health has freedom like freedom from non-consensual medical treatment. Also, right to health contains entitlements like provision of equal opportunity for every person to enjoy right to health, and the right to treatment, control and prevention of diseases.2 Human rights are interrelated, indivisible and interdependent. A violation of the right to health impairs enjoyment of the other rights. Right to Health in International Law on Human Rights Right to the highest standard of health is a component of hu man right recognised in the international law on human right. International covenant on social, economic and cultural rights acts as a major instrument in protection of right to health by recognising the right to the enjoyment of mental and physical health. Right to health is recognized in various regional instruments such as African Charter on

RISK ASSESSMENT Term Paper Example | Topics and Well Written Essays - 1250 words

RISK ASSESSMENT - Term Paper Example In terms of its performance, it is observed that GDI has experienced a consistent growth with regard to its operations for a substantial period of six years with the incorporation of well-crafted management strategies. GDI intends to focus on augmenting its operational performance through technological innovation as well as automation. . The operations of GDI are controlled by the effective leadership of Chief Executive Officer (CEO) Jamie Pierce. Identification of the Organizational Assets Assets can be defined as the tangible or intangible items or variables which are possessed by an organization which are made use of in the process of executing their primary functions. Moreover, assets also yield economic values to the organizations in future under certain circumstances. Furthermore, assets are divided into two parts which comprise fixed and current assets (Harrison, 2006). Fixed assets can be stated as the assets purchased by the organizations for long-term use which can be ident ified as property, machinery and furniture among others (University of Cambridge, 2000). Current assets can be defined as the type of assets which are utilized by the organizations into their operations on a daily basis which include cash in hand, inventory, goodwill and short-term investment among others (Svensson, 2008). With due consideration to this aspect, it can be stated that GDI also has certain pertinent assets through which they operate and serve their customers. Furthermore, the assets of GDI comprise certain number of infrastructures located in Canada, the United States and Mexico and the organization is also having a center situated on 9th floor of the corporate tower. Furthermore, GDI also has certain number of information technology based resources along with heavy and light vehicles which also act as an asset for the organization. The existing employees can also be termed as the tangible assets for GDI this is because with the assistances and performances of the empl oyees the organization earns profits and growth as well as sustainability. Along with the employees, the prevailing shares of GDI also act as an asset for the organization. Assessment of the Organizational Risks From the presented scenario, it is derived that the CEO of GDI Jamie Pierce decided to take certain measures for reducing the operational cost of the organization by lowering manpower by means of incorporating outsourcing along with 30% of the organizational budget. In relation to these measures, GDI can face certain problems while running the business processes. The problems can be identified as political issues, ineffective strategic planning, improper flow of organizational operations or processes and lesser security related to organizational data due to the activities. The political related issues can arise from the reduction of manpower within GDI because the employees generally have certain association with labor unions as a result massive reductions of employees from the organization can lead to strikes or problems while running the business process. Ineffective strategic planning can also come in the way of operating the business efficiently because the reduction of budget and manpower from the operations can de-motivate other employees. The reduction in percentage of budget also can lead to unavailability of required resources at the time of emergencies or while planning and serving with their related products or services. The reduction of bu

Accounting Ethical Issues of American International Group Case Study

Accounting Ethical Issues of American International Group - Case Study Example AIG is a company with strong financials, respected the world over for its financial might, but this controversy resulted in a lot of its energy and resources being diverted towards undoing the charges. What began as an investigation into two reinsurance transactions later mushroomed into a growing scandal that tarnished the reputation of one of America's premier corporations. On Mar. 30, AIG acknowledged that it had improperly accounted for the reinsurance transaction to bolster reserves, and detailed numerous other examples of problematic accounting. Subsequently the company took corrective measures and fortunately for investors, employees and other stakeholders in many countries, continues to conduct all its operations smoothly, unlike ENRON, WorldCom and some other companies. While these companies appeared to have had flawed business models and hid the real and rapidly deteriorating financial conditions, at AIG it appears to have taken place on account of some wrong practices. AIG is once again on course to have an important impact on social and economic development issues, infrastructure investment, education, and training etc.  In fact, this is not the first time that AIG is stuck up in controversies. Nature and scale might be smaller but AIG has had a taste of controversies earlier as well. In 2004, the insurer paid $126 million in fines to the Securities & Exchange Commission and Justice Dept. for deals it structured for outside clients that allegedly violated insurance accounting rules, although AIG admitted no wrongdoing. The company also came under the glare of New York Attorney General Eliot Spitzer for its role in bid-rigging with broker Marsh & McLennan Cos., which led to the ouster of Hanks son Jeffrey as CEO there. AIG admitted no wrongdoing, but two of its executives pleaded guilty and had to leave the company. In this era of cut-throat competition, such issues keep cropping up involving many big names.

The Senate of the United States Essay Example for Free

The Senate of the United States Essay The national government of the United States of America is divided into three branches: the executive, legislative and judiciary.   The legislative branch is further divided into two, the House of Representatives and the Senate.   Indeed, the Senate is a law-making body, but what is its role and function in the political system of the United States?   How did it come into existence?   This research paper aims to discuss the history of the United States Senate, as well as its role and function in the United States political system.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The history of the United States Senate began on July 16, 1787 (â€Å"Senate Created†).   During this date, those who wrote the U.S. Constitution, also known as Framers, decided upon what is called the â€Å"Great Compromise,† which is also called as the â€Å"Connecticut Compromise† (â€Å"Senate Created†; â€Å"The Senate†).   This compromise was responsible for the creation of a bilateral legislature; the Senate would equally represent all the states, and the House of Representatives would do the same, only â€Å"in proportion to their respective populations† (â€Å"Chronology†; â€Å"Senate Created†).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Constitution Framers established the Senate to protect the rights of every state as well as the voice of the minority in a federal government (â€Å"Senate†).   In creating the Senate, the councils of colonial governors and the state senates that were derived from them were used as a pattern.   According to James Madison, the Senate had two roles (â€Å"Senate†).   The first one is â€Å"to protect the people against their rulers†; the second is â€Å"to protect the people against the transient impressions into which they themselves might be led† (qtd. in â€Å"Senate†).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Before the compromise was made, the state delegates insisted that state representation must be consistent with the state size (â€Å"The Senate†).   This means that it is the population of the state that would dictate how many senators would represent them.   This would result in the Senate having the upper hand in the legislative branch due to their number.   After the Compromise was made, the Senate and the House were given equal allotment of power (â€Å"The Senate†).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The equal allotment of power between Senate and the House was made for purposes of balance among the small and big states during the Constitutional Convention (â€Å"Senate†).   To secure the jurisdiction of the particular states, the Framers determined that the â€Å"state legislatures would elect senators† (â€Å"Senate†).   Consequently, the Framers gave these senators a term that lasts for six years, as opposed to House members term of only 2 years.   Madison explained that there is stability in a longer term. He reasoned that there are more House members than senators in the legislative branch; it is only through the giving of longer terms for senators that would prevent the legislative branch from being â€Å"overwhelmed† (â€Å"Senate†).   However, some people expressed concern over the possibility of aristocracy that comes with a longer term; as a result, it was established that the terms of the senators would â€Å"expire every two years† (â€Å"Senate†).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Constitutional Convention also determined the number of senators per state (â€Å"The Senate†).   One senator did not seem a reasonable option.   This is because during the senators sickness or absence, no one would substitute for him and his state would have no representative at that time.   The next problem was adding too many people in the Senate.   If there are more senators, the Senate would be bigger and hold more influence than the members of the House. If the quantity of senators continues to increase, the quality of the Senate would decrease.   This is because an overcrowded Senate would not fulfill its role and function well.   In the end, the delegates had to decide between having two or three senators.   In the end, it was decided that every state would have two senators, as indicated in the Constitution.   On September 17, 1787, out of the 55 delegates of the Constitutional Convention, only 39 wrote their signatures in the Constitution (â€Å"The Senate†).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On September 30, 1788, the first senators of the United States were elected (â€Å"Senate Created†).   They were Pennsylvania Senators Robert Morris and William Maclay.   The victory of Maclay was relevant; this is because he was the only one who maintained a diary of the sessions at the Senate at a time when they occurred â€Å"behind closed doors† (â€Å"Senate Created†).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In 1789, March 4th marked the first assembly of the Senate at chamber in the second storey of Federal Hall in New York (â€Å"Chronology†; â€Å"Senate†).   That same year, on April 6th, the Senate accomplished its first quorum, with twelve members present (â€Å"Chronology†; â€Å"Senate†).   With New Hampshire Senator John Langdon as â€Å"president pro tempore,† the first task of the Senate was to convene with the members of the House to tabulate the ballots of the recent elections, in which George Washington emerged victorious in the presidential race (â€Å"Senate Created†). It was also the day when the senators elected â€Å"a doorkeeper, secretary, and chaplain† (â€Å"Chronology†).   Vice President John Adams took oath on April 21st; President Washington did the same on the 30th (â€Å"Senate†).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On December 6, 1790, the U.S. Congress started to take residence in Philadelphia; they would stay in this address for a decade (â€Å"Chronology†).   On November 17, 1800, the Senate moved to the north wing of the Capitol in Washington, D.C., despite the fact that it was not yet finished.   Four days after, the Senate had â€Å"its first quorum in the new national capital† (â€Å"Chronology†). In the beginning of the Constitutional Convention, the Framers initially wanted to assign the authority of creating treaties and appointing judges in federal courts and ambassadors (â€Å"Senate†).   In the end, however, it was decided that these tasks were to be shared by both the Senate and the president.   The president is responsible for making the nomination, while it is the senators’ job to either agree or disagree. The Senate became responsible for giving consent on nominations and treaties given by the president (â€Å"Senate†). On June 24, 1795, the Senate exercised its power by approving Jay’s Treaty (â€Å"Chronology†).   On December 15th that same year, they also exercised authority over the federal courts as they rejected the nomination of John Rutledge for the Supreme Court (â€Å"Chronology†). December 1795 marked the end of the long tradition of having legislative sessions in private (â€Å"Chronology†).   On January 5, 1802, stenographers and note takers were granted permission by the Senate to enter the chamber floor (â€Å"Chronology†). There had been many changes that occurred in the U.S. Senate.   To begin with, the number of senators had significantly increased through the centuries (â€Å"Senate†).   In addition, the Senate now has committees, something that was not included by the Framers during the creation of the Senate.   Initially, the committees were temporary and were created for legislation.   At present, the committees have been made permanent.   The 1920s ushered in an era when the Senate committees have assumed a more substantial role, this time in the field of investigation.   The committees held investigations which dealt with issues in government, such the leasing of oil in the1920s, the Vietnam War in the 1960s and the Watergate Scandal of the 1970s (â€Å"Senate†). The United States Senate was initially created for state representation. The role of the Senate was preserve states’ rights and opinion, to equally distribute power in both federal and state governments.   Through time, it has become more relevant.   From approving nominations and treaties to taking part in crucial investigations, the Senate has assumed a bigger role in U.S. government.   In the end, it is the U.S. Senate that provides balance in the U.S. political system. Works Cited Baker, Richard. â€Å"Senate Created.† United States Senate. 15 April 2008 http://www.senate.gov/artandhistory/history/minute/Senate_Created.htm. Baker, Richard. â€Å"US History Companion: Senate.† Answers.com. 15 April 2008 http://www.answers.com/topic/united-states-senate. United States Senate. â€Å"Senate Chronology.† 15 April 2008 http://www.senate.gov/pagelayout/history/one_item_and_teasers/chronology.htm. United States Senate. â€Å"The Senate and the United States Constitution.† 15 April 2008 http://www.senate.gov/artandhistory/history/common/briefing/Constitution_Senate.htm.

Clt Communicative Language Teaching Knowledge Methods English Language Essay

Clt Communicative Language Teaching Knowledge Methods English Language Essay If person wants to learn something new, first of all, he should decide seriously for himself does he need the new knowledge, and how he might use it in the everyday life. This is what should be the first step to appear in persons head before starting a new cycle of studying. But bare intensions are not enough. Basically all people need to get help and support from the others who possess the knowledge, which a person only dreams about. So he has to find a good teacher. And then it is teachers turn to decide, what he can do for his new student. First of all, he needs to choose in which way he can transfer the knowledge to the student, and the chosen method must be the most effective one. There exists such an idea, that each person perceives new information faster and easier, if the best approach is found for him. It is a very delicate part of the whole process. Language is something special if to compare with other subjects. You need to become a completely different person, in other words -to dip in the specific culture, to change the speech apparatus, to think like you are of a different origin. It is a sort of a play, and methods are very different. There are comparatively new methods appearing, like CLT (Communicative Language Teaching), for instance. This method, or some prefer to call it an approach, is not very old; however, it wasnt introduced just yesterday too. Opinions of CLT are either positive or negative, but it still continuous being used by many studying institutions as well as in Latvian University. The goal of the present research was to investigate how students and teachers feel when using Communicative Language Teaching and what sort of difficulties they challenge in a process. The enabling objectives of the present research are as follows: to read the theory on CLT method; to analyse the information of the CLT method; to implement the necessary research activities (filling in the questionnaire); to draw the relevant conclusions. The hypothesis of the present work was formulated in accordance with the goal. Moreover, the research is conducted to provide that the CLT approach cannot always be considered as the perfect option for language students. During the investigation of the present theme the following methods were used: Theoretical method (reading and analysing the theory of the Communicative Language Teaching); Practical method (distributing the questionnaire to the students of the second course of English Philology, LU to find out their views on the CLT method). Environment of the present research: The University of Latvia, Faculty of Humanities, department of English Studies. Outline of chapters: The first chapter is basically about the good CLT points and its advantages. It also introduces CLT method to those who have never heard of it. In the second chapter, some information about the main difficulties and challenges of CLT method is given. ON THE ONE HAND As it was previously mentioned, the CLT is comparatively new method which was spread in 1970s. (Online 1) The basic reason for its appearance was the feeling of some teachers that the old methods are somewhat unnatural or out of date. In other words, students were taught such a live and delicate thing like a language in the artificial manner. They realised that they should change the situation for more natural and free. This, in fact meant another experiment. When they tried another way of teaching their students, they found out that it works and decided to spread it all over the world. This method was not a slight deviation from the standard methods; it was a real challenge to them. Because the newly made method consisted of everything that did not existed in the former way of spoken language teaching. First of all, CLT means freedom for those who are studying; and also less stressful atmosphere, which is very attractive both for teachers and for the students. This approach transforms a usual lesson to good and stress free time spending. Students can participate equally in all exercises, not waiting for every turn of them to speak. Each person is welcome to express his thoughts and ideas. The more you speak the more you practise. It is especially great, when the new class is formed and people are not well acquainted one with another. So the CLT method becomes a great possibility to learn something new about your partner or partners through conversational tasks, as well as to develop the communicative skills and to increase self-confidence. The basic novelty consists of an opportunity to act freely during the class performance, or even to become another person by taking a pseudonym. When person knows that its just a game he may act more bravely to his partners and to dream a lot. Moreover, usually the tasks are based on real life situations, so that students could imagine themselves talking to a native speaker, thus use all their potentials in the conversation with a stranger or an imaginary friend. And who knows, maybe this or that group work will prepare a student for the real life situations, when he could apply his experience. Any initiative is welcome in the CLT method. Teachers do not ask their student to speak without a single mistake, vice versa; they want to see the process of free speech and the intentions of a student to bring out the meaning so that the others can understand a general sense. ON THE OTHER HAND So on the one hand, CLT is a new step towards modern image of language studying, on the other hand, it concedes to the former way of teaching where the requirements were far stricter and the results were worthy. At those times students learned or sometimes even drilled new things, which an average person cannot memorise after a couple of brief conversations. This is a curious case, because today students cannot compare old and new methods. In other words, they have no choice, therefore they should get maximum of the method their teacher uses. It is also important that a teacher could freely operate with the new structure of the lesson when all students work at themselves. But a teacher usually only observes and corrects without much interfering. If previously the most part of the lesson was occupied by a teachers explanations and corrections, then now it is full of students voices and negotiations. So it is quite a loud lesson usually. Of course, sometimes students cannot come to a compromise, which makes it difficult to work afterwards. CLT is, definitely, not for the young students who sometimes are not taught how to hold themselves, how to develop a conversation with all manners and etiquette. If CLT is good for western countries or European countries, then not necessarily it would be an appropriate approach to the eastern students, because they are more reserved, and not used to chat a lot. Not all students are able to participate equally in the class activities. Or sometimes what is worse, some students may pretend that they participate, and act so that a teacher wont notice his disinterest. In the case of avoiding participation of some students, it is clear that CLT is not meant for them to achieve good results. Some people, both students and teachers, consider this method over relaxed, because there is no intensive grammar work. They believe that they can do the same things when they are not at school, for instance, to have a good conversation with group mates or friends. But during classes exactly a teacher should demonstrate all his knowledge, skills, and good examples and share his own rich experience. All these would not give students an opportunity just to mark time when they work together but to learn new rules words and other things which they even did not suspected or heard of. In the questionnaire everything looks quite obviously. Fourteen students of twenty (14/20) would prefer the modern method, where all people can work together in groups, and to share interesting ideas. However 6 of 20 prefer to work individually, considering it is more time worthy, as well as to be a good training, getting strong results and not only confidence training, but also responsibility developing. CONCLUSION CLT became something usual already; however it is not recognised by all specialists in the language teaching sphere. Many teachers still find it hard to use the CLT method in the class, because of having too different personalities among students. Young people, if to look at the questionnaire results, are not against working together with a partner. Basically they like sharing opinions among the same age group, and afterwards present their views to a teacher together. All this is good, however CLTs freedom make its users less responsible and not very concentrated, mainly, because, a portion of class work is divided for a group of people, which makes the situation easier. People are as if learning to be socially adequate, while should come to learn new things about the language. REFERENCES Communicative Language Teaching: An Introduction and Sample Activities. Available from http://www.cal.org/resources/digest/gallow01.html [Accessed June 3, 2010] Communicative Language Teaching -Disadvantages. Available from http://www.englishcafe.com/chatcafe/group-forum/communicative-language-teaching-disadvantages-32878 [Accessed June 3, 2010]. Communicative Language Teaching: Unity within Diversity. ELT Journal.

Problems Faced by Asian Students in English Pronunciation

Problems Faced by Asian Students in English Pronunciation Introduction Speaking regarded as the most important and difficult micro-skill of the four skills in foreign language learning. Most adult non-native students of English in the UK particularly Asian students face a lot of difficulties when they speak English and they sometimes get frustrated when they could not understand or be understand by native speakers of English. Therefore, they encounter the same problems that confront any students studying in a foreign culture, such as grammar, pronunciation, listening comprehension and different cultures. Also, it is difficult for them to adjust to the English language especially when they speak it. They may have difficulty understanding class lecture, making them feel reluctant to participate in class discussion, seminars and tutorials. This essay will first explain and evaluate only one issue that face adult Asian students in UK when they speak English which is English pronunciation. Therefore, pronunciation is a difficult aspect in language learning f or adult Asian students which lead to real barriers to communication and can contribute to motivation with native English speakers. This essay also will examine what are the most frequent difficulties encountered them in English pronunciation, the factors that affecting the pronunciation of non native students of English , some solutions to surmount the difficulties of mispronunciation among Asian adult students and finally it will throw some light on the implications of language teaching. Literature review: Teachers of English as a FL or a L2 know so well how important pronunciation is. Nevertheless, sometimes it has been obvious that a teacher has been paid little attention to the students pronunciation in the process of second language learning and teaching. Celce Goodain(1991) states that over the past years, there have been different views about the value of teaching pronunciation in language teaching and they reported that the cognitive approach and grammar translation reading based method which used by teachers attach no importance to pronunciation. However, in the direct approach, pronunciation is considered important. In addition, Jack and William (2002) reported that pronunciation is no longer considered as an indispensable aspect in a foreign language teaching. According to Beebe (1984,51), `Most current textbooks in English as a second language either ignore the teaching of pronunciation or rely primarily on old stand-bys-to teach non-native learners to pronounce English accurately. Trammell (1993) also indicates that instruction in pronunciation has been deemphasised due to the new teaching methods like the Communicative Approach. Communication is an important need of in daily life and it should be the primary purpose of language learning and teaching . Therefore, teaching English speaking to non-native students of English how to speak English accurately and fluently with native speakers of English is one of the general objectives of the foreign language teaching. According to Yule (2006: 33), language is primarily speech and it is more basic to language than the written form. Knowles (1987) argue that written language is permanent and looks imperfect version of the spoken language whereas spoken Language is more elusive. It is clear that we all speak and hear the sounds spoken in our environment first before we write or read. For instance, child before goes to school, he will speak before write because he will acquire his first Language from his family when he imitates what they said. It is seem that as long as one can communicate with others in the second language, everything is fine but the questions is ,how can communicate with people fluently if your pronunciation is incorrect? Beebe (1984) insists that pronunciation always affect what we communicate and how well we communicate it, and therefore it should be take seriously. Weeren Theunissen(1987: 109) pointed out: Firstly, good pronunciation allows one to be better understood. It gives the speakers oral production a certain redundancy. And this can help to get a message across more effectively as a learning objective because of it is high pay off. The number of sound, sound clusters and intonation pattern in a Language is finite, as is the alphabet. Once the system has been mastered, it can be used, thus giving it fundamentally an infinite scope. Thirdly, a deviant pronunciation means that one is immediately marked as non-native abroad. Harmer (2007) suggests that if students want to be able to speak fluently in English, they need to be able pronounce phonemes correctly and appropriate stress and intonation. Pronunciations of students need to be good enough to communicate the message so that it is understood by other speakers of English. Therefore, most Asian adult students have difficulties to pronounce words or sentences correctly which can be a major cause of misunderstandings. They have difficulties in recognize sound of English, word stress( which part of a word are more heavily stressed that is spoken louder and longer), sentence stress( which part of a sentence can be more heavily stressed), sounds in connected speech( how to link the sounds together in a sentence),and finally in intonation(how our voice rises and falls at a certain point of the sentence).From my own experience as a teacher in a secondary school, most students have potential pronunciation problems when they speak English. They have problem wi th stress and intonation that they unable to put the right emphasis on the right part of the word. Also they have problems with vowels bends and consonants blends as well. For example, sounds likeea and ou can be confusing them because when they listen to the audio recordings, it can be very difficult for them to pick up the subtle blends of two or more vowels. Additionally, In consonants blends, they have problem with th sound because they are not accustomed to putting t and h together to form th sound to reproduce. It is clear that pronunciation is so difficult to learn. The first language of most overseas students effect on learning the second language. Problems that face Asian students in English pronunciation: Most Asian adult students work and study hard to become very fluent in English. However, there are many different varieties of spoken English and non-native students may have achieved fluency such as knowing correct grammar and knowing a large numbers of vocabulary especially when they have been taught by non-native speakers but they have a non-standard accent which make the use of English difficult for native speakers of English to understand. Vowels Celce-Murcia, Brinton and Goodwin (1996) states there are different types of vowel sounds in English pronunciation. Firstly, received pronunciation. It has twelve monophthongs (single or pure vowels).Secondly, eight diphthongs (double vowels) and two thriphthongs (triple vowels).therefore, some of in Asian students like Arabices , Japanese and Chinese have fewer vowels in their first Language which lead to have problems with hearing and pronouncing these distinctions of vowel sounds. For example, Japanese language has only 5 vowels /i/,/e/,/a/,/É‘/,/o/. According to, Kenworthy(1987) there are five vowels letters which are (a, e, i, o, u) .They map to 13 different sounds. For instance, the letter is pronounced differently in the words: boat, boot, out and hot. This is one of the problems that encountered by Asian adult students in pronunciation subject. They have problem with the /a/ sound (e.g. at) because it is not easy for them to hear and pronounce this sound. Also, they could not differentiate between the long sound/a/ and the sound/e/ (e.g. paper-pepper).They also have problems in differentiating between the long/e/ and the short /i/ (e.g. eat-it). Furthermore, diphthongs in English are difficult to learn and definitely tribal markers in English. .They are also very easy for native speakers of English to identify but not easy for non-native speakers of English. So, speech sounds which involve a slide from one vowel to another is the biggest problem which face Asian adult students when they speak English. For example, theou sound in the word out is a blend of /ah/ and /oo/. Several of diphthongs are quiet subtle .For instant the long /ee/ sound in the words feel and fear is a blend of /ee/ and /ah/ as (fee-ah). Celce-Murcia , Brinton and Goodwin ( 1996 ) Consonants Kota(2006) stats that English consonants are less difficult than vowels. Most languages have the sounds which are represented by the letters d, t, s, and z .Nevertheless, some languages do not use certain consonants which can be difficult for non-native speakers of English. For examples, the r and l sounds are not used by Japanese and Korean native speakers. Then, the so- called ra-la distinction is especially difficult for them. They have also difficulty to distinguish between /b/ and /v/ sounds. The /th/ sound is not simply to use it in the naÃÆ' ¯ve language. It can be difficult for Vietnamese students. Therefore, they substitue a /zh/ instead of /th/ as in: /zh/ese problems may be caused by pollution. Also, he adds that there are more consonants in English than in Japanese language .Therefore, the /f/, /v/ /o/, A/, /s/,/3/,/ts/,/d3/ do not exist in the Japanese consonantal system. In addition, Munro((1993) states that some Arabic language do not make use of separate sounds for /b/ and/p/.then, they have difficulty to distinguishing and pronouncing b and p sounds as in : do not bark while I park the van. The difference is quite subtle. They may confuse z withj .These problems cause misunderstanding by native English speakers when they communicate with each other From my own experience as a Libyan student at Leicester University in the UK, I had a car accident in university road because the weather was slippery and snowing which cause that the brake of my car was out of the control. After that the police came to me and asked me some questions about the accident. I said to him I feel slippery. The problem here, the police wrote in the report driver feel asleep but he did not write what I said I feel slippery .I think that was a misunderstanding between the police and me because of my language. He misunderstand me because of his linguistic constraints particularly his heavily -accented English. Other problems which face Asian adult students, is dropping medical stopped consonants. Some of them tend o drop stopped consonants such as, sounds /p/ and /k/ from the middle of poly syllabic words. For example, Chinese students tend to drop the difficult c from the word of success. They say/ suhsess/.Also, some native speaker of English pronounce the word accessory as/ assess or ee/ instead of / ack-sess-or-ee/.(Dalton,1994) Syllable structure: According to Joanna Heather (2003), English allows for in syllable structure a cluster of up to three consonants before the vowel and four consonants after the vowel as in the words straw and glimpsed. Therefore, the structure of syllabus cause issues for speakers of many languages. For instance, Japanese students usually try to in between the consonants (e.g. desk-/desks/) becomes desukusu or in the word milk shake / mIlk ʃeIk/ becomes mirukushȆ¡ku.Kota(2006) there are two types of syllable in English which are open syllables( CV) and closed syllables( CCCVCC).On the other hand, Japanese only permit one type of syllable which is open syllable. For example, Word meaning syllable Ke hair CV Kare boyfriend CVCV So, Words in Japanese do not end with consonants and it Japanese does not allow both initial and final consonants. Knowles (1987) maintains that some Asian students who first languages end in vowels, they often tend to make all English words end in vowels. For example, they pronounce the word make as /meIkÉâ„ ¢ / instead of/ meIk/. Also, they sometimes find it is so complicated when native speakers of English may drop consonants in the more complex blends (e.g. the word months, they say /mɆ¦nÉ µs/ instead of / mɆ¦nos/. Rhythm and Cadence: Brown (2001: 121) pointed out that cadence is the pattern of stresses within a sentence and rhythm refers to the beat syllabus. If each one were marked by tapping fingers on a desk: rat a-tat-tat-tat TAT of this. He adds that the main issue that trips up Asian adult students that British English are stress timed whereas most Asian languages are syllable timed. Stressed syllables are roughly equidistant in time and they like the sound of the mechanical tat-tat-tat-tat of gun machine with equal length to each syllable. However, native English speakers stretch syllables at the same time like putting emphasis on some syllables and not others. For instance,hi. Wonderful to see u again .They say this sentence like this hiiiii woooood fl to seeeeeee yu agaiaiainn. This mean, won- see- gain is both emphasized and lengthened but other syllabuses in the sentence are so lightly and shortened spoken. According to Kota (2006), stress time in English is one of the problem that encounter Asian students particularly for Singaporeans students. They speak in the way which is very difficult for English speakers to understand. Intonation Roach, (2002: 50) defines intonation as the rising or falling pitch of the voice while pronouncing words or syllables. He believes that intonation enables speakers to express their emotions and attitudes when they speak. The most problematic area of pronunciation for most Asian students is intonation. They find it extremely difficult to hear tunes or identify the different patterns of rising and falling tones. Therefore, some Asian languages have less pitch variation than English especially Japanese language.They use pith changes to mark stress on the word level which result the so-called monotonous intonation. Wong(1987) suggests that English as a tonal language(not using tones).We can understand the words in isolation but if we put them together in sentences, the meaning of the sentence may change by a shift in tone. For example, Are you going to the library?(low-then-high on word library) but if u wondered which of two persons agreed to get the list of books, the same words would have a different emphasis Are you going to the library?, and the tone for you would be rather deep which is different from the first question. Jack and Willy (2002) introduce other problems in English pronunciation .Firstly, difference between spelling and sounds. There are lots of words in English language which have silent letters. Therefore, most Asian students specifically Pakistani students pronounce these silent letters unknowingly which make them mispronounce the words. For example, knowledge, kneel .These two word have k silent letter which they should not pronounce it at all. Secondly, multiple sounds of the same letters are also one of the issues that encounter Asian adult students. This mean there are many letters and combinations of letters which produce numerous sounds at different place. For instance, the letter c produces two sounds like s and k (e.g. circle, car) and also ch letter produce three sounds as ch,k andsh. Factors affecting the English pronunciation of Asian students: The effect of native language: Every language in the world has different accent and varsities is true that non native speakers speak the target language in a different way. Sometimes, they speak highly different than native speakers of English do. Avery Ehrlich (1987:9) calls the foreign accent the nature of which is determined to a large extended by a learners native language. Then, native language of speaker may influence on the pronunciation of the target language. Jack and Willy(2002: 184) states that the way we speak is a part of our identity ,that is, phonemic differences between language cause, a target language which will be spoken with a foreign language. Some Asian students specifically Turkish adult students have difficulty in some English sounds or words that are not exist in their first language. For example, the sounds/ÃÆ' °/ and / ÆÅ ¸/ are not exist in Turkish language which lead Turkish students to face difficulty to pronounce these sounds when they speak English. So they produce these sou nds under the influence of their first language. Then, the influence of native language is inevitable. The factor of age: This is the most important factor in learning English pronunciation. If someone wants to pronounce a foreign language with a native like accent, he/she should start to learn it during his/her childhood. For example, children who start learn English language in foreign language speaking people environment. As a result, they have more advantage than the children who learn the second language in their motherlands. Krashen (1988) mentions that people who expose their second language during childhood, they achieve higher foreign language proficiency than those who beginning as adults. It seems that age is the main factor which effect on adults English pronunciation. They are difficult for them to learn English language after puberty. Therefore, it is better to learning it in short run and should be started in puberty. Phonetic Ability: According to Jack and Willy (2002) pointed out that some people who have a good ear, they have the ability to discriminate between the two sounds accurately. So, learners phonetics ability affects the development of their pronunciation. Kenworthy(1987) believes that the influence of age is an efficient factor for phonetics ability. Because it is so difficult for adult students to have more ability in pronunciation than immigrants children who start their learning process in a second language speaking environment. The Amount Exposure: Many non native speakers have not opportunity to practice the English language in their motherlands. English also do not only used in the classroom. If the learners live in an English- speaking country, the learners will have opportunities to listen and speak with native speakers of English. Conversely, there will no advantage for learners if they live in a non English speaking country. Kenworthy (1987) insists that exposure can be a contributory factor but it is not necessary factor for developing adult learners pronunciation. Learners should make use of it is opportunities, if they are aware of the necessity of being exposed to the second language. If the learners do that, they will be more successful in case of improving their pronunciation. Personality and Attitude This factor affect the pronunciation of most Asian adult students in a bad way if the learners have negative attitudes for the English environment .learners or they are introverted students. From my own experience as a student in the UK, I am one of the students who are introverted or shy. Therefore, I usually do not take part in classroom activities; seminars and tutorials .Whereas extrovert students have more chance to improve their pronunciation. Brown (2001) states attitude of the students toward the new language have an effective role in pronunciation learning. Also, if the learners have a good attitude for the target culture, they can develop their pronunciation accurately. If the learners have some prejudices on the second language and its society, this event will influence their approach to the language. It is clear that these above factors are effective in the learners pronunciation and also exert much influence on the adult learners. So, teachers play a significant role for helping adult learners to develop their English pronunciation. Also, they should pay attention to the students concern for pronunciation because they are not aware of the way that they speech. Therefore there are lots of methods and types of teaching English pronunciation which help Asian adult students to overcome the difficulties of it. They will also help them to acquire an accurate pronunciation and improve their speech. Solutions to surmount the difficulties of mispronunciation among Asian adult students:- Teaching pronunciation:- Jigsaw: Pennington (1996) maintains that jigsaw is a form of information gap. Students work in pairs or small group to exchange their information. They try to combine words with each other to create sentences. These sentences consist of words that the learners have difficulty to pronounce these words. For example, in the word rise which has the letters s that they must pronounce it as z and producing /raIz/ e.g. I was surprised that the raisings rise! B-Tongue Twister: This kind of activity helps adult Asian students to say difficult words and phrases so quickly. Celce-Murcia (1987:55) stress that there is a little transfer from practice to natural information. But, if it is needed and necessary, they can be used. Example: Paul piper picked a peck of pickled peppers. 2-Drilling Techniques There are lots of drills which helps adult Asian students to improve their English pronunciation. They are very useful for teaching the correct pronunciation of the words and sentences. A- Saturation drill Wong (1987) proposed it is vey suitable for all position of the problematic sound. For instance, the sound /s/ as a problem sound. It can be drilled in its three positions Initial media final See leasing peace Seem clinic purse Substitution drill Dalton (1994) says that this drill can be applied by substituting any sound instead of other sound. For instance,/t/ sound instead of /ÃŽÂ ¸/ and /d/ in place of /ÃÆ' °/( e.g. this is thin/tin.) It is clear that there are other ways helps learners to overcome difficulties of pronunciation .First, media which give to the students positive advantage especially when they watch standard English news channel like BBC. Second, is practice. Students should practise English with native speaker or non native speakers of English to improve their English speaking Conclusion: To sum up, teaching pronunciation is one of the important areas of foreign language teaching. Most overseas students especially Asian adult students encounter troubles when they try to communicate with native speakers of English. Then, communication should be the primary purpose of language learning and teaching. One crucial part of effective communication for Asian adult students to grasp is: comfortably intelligible pronunciation. They have certain difficulties such as produce correct sound and recognition of English sounds, understanding of stress and intonation, difference between spelling and sounds and other problems. Therefore, it should be studied in the early age (from puberty) to eliminate these problems and also to overcome the negative influence from the first language interference. Teachers must be a ware of the techniques which help students improve their pronunciation according to their age, ability, needs, attitudes and expectations. Count words (3200) Classroom Implications: Appendix I: Generally, pronunciation is really complicated process in foreign language teaching. There are some of sounds which have similar sounds but have different meanings. This can be causing much confusion to the learners. Therefore, most ESL students have problem with English pronunciation when they speak English. From my own experience as a teacher in Libyan secondary school, I used several ways to teach pronunciation which can be benefit all learners. Firstly, introducing phonemes .because the biggest problem that faces them is the distinguage between sounds. For example, in the words fat, mat, cat, sat, the letters /f/, /m/, /c/, /s/ are the phonemes which are the beginning letters of these words. Phoneme makes the distinct difference between similar words. After that, students listen and repeat these different sounds and then identify them. For the best result, I introduce phoneme in pairs. (e.g. the /f/ and/v/ sounds).They listen and speak them and also repeat simple words like( fat- vat)Secondly, practicing phonemes for making the sound accurately. I drew pronunciation diagrams on the blackboard because they help them to know how to hold the tongue and lips. For example, the sound /th/ in #the word this and thank. Anxiety is usually common among students when they lean pronunciation. Then, I usually use some verbal games such as, handclap rhythms and jazz charts which can help them to improve their speaking and relieve much of pressure. Appendix II: Students listen to audio recordings and they practice what they hear because recordings get them attuned to stress, intonation, pitch and phonological distinctions. For example: Listen and say what word you hear: is it from column (a) or column (b)? Some words are unusual. Appendix III Word stress and intonation Listen and mark the stressed syllable. Daughter- orbit-planet- computer- meaning- handle-homework- hospital derision. 2-Read these sentences and mark the pauses with / and mark the intonation pattern with à ¢Ã¢â‚¬  Ã¢â‚¬Ëœ and à ¢Ã¢â‚¬  Ã¢â‚¬Å". People who look different from others in some way are interesting. The one who looks bored is my sister. The latest design, with CD player is very expensive. A tidy, conventionally decorated room with everything in its place is boring.

Essay --

As a basic knowledge, solids that caught or settled within the treatment process can be reused or disposed in an environmental friendly way. Rule such as safety wastewater treatment has to be implemented to the wastewater solids is regulated by several federal laws, including the Clean Water Act (CWA), Resource Conservation and Recovery Act (RCRA), and so on. Recently, most of the biosolids produced is either reused as a soil conditioner, fertilizer or disposed by incinerated and land filled. As a matter of fact, biosolids have to be stabilized first to control odours and reduces the microbial population by thickening, composting, heat treatments, drying, conditioning and dewatering. Lime, ferric chloride, alum or polymers are used to condition the biosolids as to produce larger particles for easier removal and prepared for further dewatering. Dewatering processes include vacuum filtration, pressure filtration, and centrifuges. The process of decomposing volatile material naturally is known as digestion (a type of stabilization method), manages to reduce the odour, yields biologically stable end product (aerobic digestion) and produces methane gas (anaerobic digestion). After stabilization, the biosolids are either introduced to land application or disposed after incineration. Biosolids can act as fertilizer and soil conditioner, as they contain organic matters (nutrients) for the plants and manage to amend poor soil structure land due to practices such as construction activities. Moreover, biosolids can be incinerated (burned) to ashes, having high fuel value as a result. Pressure filtration dewatering equipment is basically used or refuse-derived fuel is added to obtain biosolids which are sufficiently dry to take advantage of... ... manage to direct the wastewater reclamation plants to meet the quality requirements of intended reuse applications. (National Academies, 2012) Disposal of municipal wastewater have been distributed into two categories, which are those that discharge directly to surface water and those that discharge to land. Surface water discharge economically has been preferred because it provides rapid mixing of effluent with surface water, and is the least expensive discharge option. Nonetheless, indirect discharge to groundwater or hyporheic water may be more environmentally beneficial if planned, installed, and operated correctly. There are also many methods for land discharge, for example, discharge into two to three feet wide and two feet deep of ground trench and added in successive layers until the lagoons is completely filled. (Department of Environmental Quality, 2007)

Comparing the Beauty of Poe and Emerson Essay -- comparison compare co

The Beauty of Poe and Emerson      Ã‚  Ã‚  Ã‚   They say that beauty is in the eye of the beholder. As stated in Edgar Allan Poe's "The Poetic Principle," a concept of beauty can only be achieved through the use of emotion, an "excitement of the soul," a necessary element to any worthwhile poem (Poe 8). Poe's fascination with the mystery of death and the afterlife are often clearly rooted in his poems and provide a basis for himself and the reader to truly experience his concept of beauty. Although also a believer in portraying beauty through poetry, Ralph Waldo Emerson found beauty to be eminent in nature and all things created by the Oversoul. Beauty for Emerson is not an idea or unknown, it is visible all around him.    To Poe beauty can only arise from "excitement of the soul," and such emotion can only be brought upon by feelings of melancholy.    He reiterates the importance of melancholy in The Philosophy of Composition--"Now, never losing sight of the object supremeness, or perfection, at all points, I asked myself--- "Of all melancholy topics, what, according to the universal understanding of mankind, is the most melancholy?" Death --- was the obvious reply. "And when," I said, "is this most melancholy of topics most poetical?" From what I have already explained at some length, the answer, here also, is obvious-- "When it most closely allies itself to Beauty: the death, then, of a beautiful woman is, unquestionably, the most poetical topic in the world-- and equally is it beyond doubt that the lips best suited for such a topic are those of a bereaved lover" (Poe 265).    Melancholy and beauty go hand in hand for Poe. If his goal is to bring about the "excitement of the soul," then that can only be achie... ...mself on the beauty of melancholy and the mystery of the afterlife to the point of extreme emotion, while Emerson relayed beauty through the Oversoul. Both revolutionaries of nineteenth century poetry, their works will continue to place a sense of beauty in all who reads them, and live up to the saying: --beauty is in the eye of the beholder.    Works Cited Emerson, Ralph Waldo. "Each and All." The Columbia Anthology of American Poetry. Ed. Jay Parini. New York: Columbia UP, 1993. 95-96. ---. "X. Essays. The Poet." The Harvard Classics. <wysiwyg://48/http://bartleby.com/5/110.html>. Poe, Edgar Allan. "The Philosophy of Composition," The Works of the Late Edgar Allan Poe, vol. II, 1850, pp. 259-270. ---. "The Poetic Principle" (D), The Works of the Late Edgar Allan Poe, vol. III, 1850, pp. 1-20. ---. "Annabel Lee." Parini 161-162.

Free Essays: Candides Metamorphosis :: Candide essays

Candide's Metamorphosis In Voltaire's novella, we view the main character, Candide, as being sophomoric and rather naïve. Yet, Candide eventually frees himself from the shackles that burden his beloved philosopher Pangloss and other characters befriended along the way. Candide's journey back to Cunegonde become a means for him to emerge from his "self-imposed immaturity." The word "candide," which Cassell's French Dictionary defines as "ingenuous", would greatly summarize who the main character is to be perceived as. He will shape his own opinions throughout the story to parallel anybody else's that would seem to please him. His faith is put in a number of people who he meets along his travels, as he tries to find his way back to Cunegonde. He sees things as others would instruct him to see them. And though it can be contested that he is still the same at the end of the book, I will argue that he becomes the most emancipated from his own chains of "self-imposed immaturity" than any of his friends and comrades. The book first starts off with Candide hanging on to every idea put before him by Pangloss. He is held captive by some of the most bizarre forms of reasoning composed by Professor Pangloss. In Chapter 1, Pangloss professes that "our noses were made to carry spectacles, so we have spectacles," and that "since pigs were made to be eaten, we eat pork all the year round." This rationalization is totally bizarre and could not be applied to any reasonable mode of thought (especially the latter, which would be quickly dismissed by Vegans, Vegetarians, Muslims, and Jews!). After Candide is eventually banished from the house of Baron Thunder-ten-tronckh, he is taken in by James (the Anabaptist). After discovering Pangloss in a wretched state, eventually Candide, James, and Pangloss set off to Lisbon. As James drowns, Pangloss stops Candide from saving the Anabaptist by saying that the "Lisbon harbour was made on purpose for this Anabaptist to drown here." These quotes symbolize th e type of thinking found in Voltaire's day. This was the type of thinking that the Enlightenment school of thought was trying to get away from, and the type of nonsense Candide will challenge to some extent at the end and soon break away from.

Scent of Apples Analysis

There are 4 characters of the story ‘Scent of Apples' by Bienvenido Santos. In the story, you will read about Celestino Fabia, Ruth and Roger. The fourth character is the author himself who also plays a role in the story. In my recent lurking on websites that feature blog posts about writing and reading fiction, I have come across an article created by a freelance writer. In her post, she explained the manner in which she writes. At first I thought I was in for a very discombobulating read, considering that her writing style was actually not average and that her method may involve serious reference to classical didactic writers found on literature textbooks. But her style was surprisingly simple. She said that before she can write anything, she needs to come up with a single word from which all thoughts and ideas in the article would be derived. The Scent of Apples by Bienvenido Santos reminds me of this writing style. Of course, that statement wasn’t intended to pose a comparison but was just an effect of a serious and curious rumination of an amateur reader – a sudden gush of ideas stemming from a glimpse of literary schema. Nostalgia, as it seems, is the word from which the entire short story emanates. What’s more wonderful about the literary work was that the author doesn’t have to be blunt to elucidate. In fact, the work is simple yet it can rival the literary audacities of other short stories. It is an established rule in writing that one needs to carefully think of a title that makes a literary work worth reading. Santos’ choice of title is an effortless adherence to this rule for it runs from the literal to the metaphorical and back, suggesting that various interpretations of readers from all ranges of literary exposure are appropriate. The story itself is a display of artistic versatility – a confirmation that however one interprets the title, the story won’t lose its meaning. For this, The Scent of Applesis more than just a story of an immigrant Filipino. The story opened with a brief introduction of where the author was. The imagery was vivid albeit the absence of several sentences teeming with adjectives, an introduction which writers like Sarah Dunant and J. R. R. Tolkien may consider a literary Scrooge. When I arrived in Kalamazoo it was October and the war was still on. Gold and silver stars hung on pennants above silent windows of white and brick-red cottages . . To compensate, however, the writer brings up a scene which everyone could relate to. And why would the physical environment matter when loneliness is already palpable in the mere look of a stranger’s face, enough to see and feel how longing creeps in their whole being. . . an old man burned leaves and twigs while a gray-haired woman sat on the porch, her red hands quiet on her lap, watching the smoke rising above the elms, both of them thinking the same thought perhaps, about a tall, grinning boy with his blue eyes and flying hair, who went out to war . . . The historical period in which the literary work was written also contrib ute to the creation of an almost tangible environment despite the sparseness of descriptive text. One thing that unites humans into an unwritten bond of brotherhood is the war, along with the bitterness of living during its span and surviving its cruelty. Everything seems to be reminiscent of souls sent to a battle falsely thought of as great; for what is great in something when it takes lives, tears hearts and ends happiness? . . . where could he be now this month when leaves were turning into gold and the fragrance of gathered apples was in the wind? . . . Under the lampposts the leaves shone like bronze. And they rolled on the pavements like the ghost feet of a thousand autumns long dead, long before the boys left for faraway lands without great icy winds and promise of winter early in the air, lands without apple trees, the singing and the gold! Amidst the gloominess of the location, the author was expected to speak before an audience regarding the culture of the Philippines, which was now becoming a â€Å"lost country†. It is when a Filipino farmer, Celestino Fabia, asked about the difference between Filipinas then and now, to which the author responded that though their physical appearance changed, they remain the pure-hearted and nice women like their past counterparts. The farmer was pleased with the answer and he invited the author over to his house so he could meet his family. During their trip to Celestino’s house the next day, the author discovered what his life in the Philippines was. And when he met his family, he was struck by their simplicity and contentedness. Celestino’s life stories hit him with the realization that women, or people, regardless of whatever culture, possess a charitable and kind heart. That hospitality is not a racial trademark but an innate human quality. Ruth got busy with the drinks. She kept coming in and out of a rear room that must have been the kitchen and soon the table was heavy with food, fried chicken legs and rice, and green peas and corn on the ear. Even as we ate, Ruth kept standing, and going to the kitchen for more food. Roger ate like a little gentleman. Along with this, the farmer’s relationship with his wife manifested that theirs was a relationship beyond the notion that companionship is a commodity. They stayed with each other through thick and thin. Women, even miles beyond the Pacific, are loving, loyal and warm-hearted – the same characteristics Celestino used to describe Filipinas he was acquainted with. His wife Ruth, at some extent, went way beyond the adjectives. Ruth stayed in the hospital with Fabia. She slept in a corridor outside the patients' ward and in the day time helped in scrubbing the floor and washing the dishes and cleaning the men's things. They didn't have enough money and Ruth was willing to work like a slave. Celestino’s life seemed to hit a sensitive cord within the author for he offered to send news to his family back home. But the farmer declined. This scene creates the peak of the climactic revelations of the life of an immigrant Filipino in times of war. No matter how strong the nostalgia is, or dire the desire to be home, an exile can’t leave the place to where he was banished. It may be because of fear of being long forgotten, or the consolation one gets from people who tried to complete them no matter if the attempt can only get them somewhere still far from nirvana. Whatever that is, the pain of an individual whose heart stretches to both ends of the world has no measure. And Bienvenido Santos clearly, albeit succinctly, showed all those truths. Thus, The Scent of Apples was an expected masterpiece. Besides, who else can understand things â€Å"peculiar to the exile† other than an exile himself?

Why Athletes Use Steroids

One of the most heated controversies in athletics centers on the use of anabolic steroids. Behind the dispute is the evidence that steroids pose a health hazard. They are linked to the cardiovascular disease, liver disorders, and cancerous tumors. In addition, there is evidence that they cause personality aberrations. Still, an alarming number of athletes are willing to risk their health for the enhanced performance steroids provide-and it is not hard to understand why. First of all, many athletes are so blinded by the obvious benefits of steroid use that they fail to note their adverse effects. They are so focused on the increased strength, stamina, and size that result from steroid use, that athletes may overlook the abuse their bodies are sustaining-often until it is too late. That is, athletes who are delighting in turning in the best performance of their lives are not likely to think about future harmful effects. This is the same psychology that keeps the nicotine addict smoking three packs a day, until the X-ray shows lung cancer is so advance that nothing can be done. Some athletes rationalize steroid use another way. They claim that anabolic steroids pose no greater health hazard than participation in such contact sports such as football, boxing, and wrestling. However, these athletes fail to understand that in addition to harming the body, steroids also heighten the danger of contact sports by making the users larger and stronger, thereby increasing their momentum and impact. Some people think steroid use continues despite the life threatening effects because athletes are just â€Å"dumb jocks† who are not smart enough to appreciate the risks. I don't accept that explanation. Instead, I suspect that steroid use continues partly because most athletes are young, and young people never feel threatened. Part of being young is invulnerable. That is why young people drive too fast, drink too much, and take risks like bungee jumping. They just do not believe that anything can happen to them. The same psychology is at work with athletes. They are young people who feel they will live forever. In addition, athletes assume that because their bodies are so physically conditioned they can withstand more punishment than the average person, so they feel even less at risk by steroid use. Perhaps the biggest reason athletes use steroids can be explained by the spirit lies at the heart of all athletics: competition. One a handful of athletes enhances their performance artificially, and then others follow in order to stay competitive. Eventually, steroid users dominate a sport, and anyone who wants to compete at the highest level is forced to use steroids or lose out. This fact explains why unscrupulous coaches and trainers who want to win at any cost have contributed to the problem by offering steroids to their players and urging them to use them. Sadly, this practice has even filtered down to the high school level in some cases. Competition for the thrill of winning is only part of the explanation, however, Big-time athlete means big-time money. As the financial rewards rise in a given sport, so does the pressure to win at any cost. Huge salaries, big bonuses, beautiful cars, girls and incredibly lucrative commercial endorsements all temp athletes to enhance their performances any way they can. Despite drug testing before competitions and dissemination of information about the danger of anabolic steroids, athletes still use steroids because the pressures to do so are so compelling. The truth is that too many athletes think steroids only hurt the other person, or else they think using steroids is worth the risk.

Flame Detector

INFRA-RED FLAME DETECTION 123 S200+ SERIES TRIPLE IR FLAME DETECTORS USER MANUAL S200+ USER MANUAL INDEX PAGE A) INTRODUCTION 1 1. 1 Flame Detection Operation 1 3. B) Introduction 2. General Construction 4 PRODUCT APPLICATION 5 1. C) Application 5 2. Benefits of the S200+ Series 6 8 Introduction 8 2. Electrical Characteristics 8 3. Mechanical Characteristics 13 4. Environmental 16 5. Operation 17 6. Performance Characteristics 22 7. Design of System 30 8. D) SYSTEM DESIGN INFORMATION 1. Approvals and Compliance with Standards nd Patents 31 INSTALLATION 38 1. General 38 2. Mounting a Detector 38 3. E) Detector Wiring 40 4. Initial Wiring Check 55 57 1. System Checks 57 2. F) COMMISSIONING Connecting and Commissioning the Detectors 57 64 1. G) MAINTENANCE 64 General ORDERING INFORMATION APPENDIX 1 CONNECTING S241+ AS A CURRENT SOURCE DEVICE 66 67 SECTION A 1. INTRODUCTION INTRODUCTION The S200+ range of triple IR flame detectors comprises five flame detector variants. The detectors sha re the same flame detection circuitry, optics and main mechanical housing.Each variant is available as an Intrinsically Safe (i) or Flameproof (f) version except the S261+ which is available only in the Flameproof version. The five variants are: VARIANT Conventional 2-Wire Interface 4-20mA Current Loop Interface Analogue Addressable Loop Interface Relay Interface MX Digital Interface INTRINSICALLY SAFE S231i+ S241i+ S251i+ S271i+ FLAMEPROOF S231f+ S241f+ S251f+ S261f+ S271f+ The S200+ Advanced Flame Detector offers a major improvement in both flame detection capability and immunity to blackbody radiation.The S200+ is available in intrinsically safe and flameproof models except for the S261f+ which is available only as a flameproof version. In particular, the range incorporates models for conventional detection circuits (S231i+, S231f+), models for connection to 4-20 mA current loop (S241i+, S241f+), models for connection to Thorn Security Minerva analogue addressable systems (S251i+ , S251f+), a flameproof model with relay outputs (S261f+) and models for connection to Minerva MX Digital systems (S271i+, S271f+).The output of the S241+ provides a truly analogue current output and the S251+ and S271+ provide an additional level of signalling to indicate a pre-alarm condition. The detectors have been tested by LPCB to EN 54 : Part 10 and have been classified as Class 1 flame detectors on the 50m and 25m range settings and as Class 3 on the 12m range setting. For marine applications, the detectors have been tested to Lloyd’s Register Test Specification Number 1 (2002). Environmental Category ENV1, 2, 3 and 5 and to DNV Certification Notes No. 2. 4 (April 2001). 2.FLAME DETECTION OPERATION The S200+ detectors analyse radiant energy at three different wavelengths and as such offer the full benefits of the triple IR flame detector. The detector uses a well proven, flame detection technique. This is based on monitoring for modulated infra-red radiation in the 4. 3? m waveband corresponding to CO2 emission. It incorporates Thorn Security patented techniques for improved rejection of solar energy by using a combination of two 4. 3? m filters for Gaussian noise rejection by averaging the output signal of two separate sensor elements.Three different alarm delays of 3s, 6s and 12s are provided in all versions of the S200+. 2. 1 BLACKBODY REJECTION The S200+ implements a new concept for eliminating nuisance alarms from modulated blackbody sources. The new design incorporates a novel optical filter(1) which enables a single electronic infra-red sensor to measure the radiated energy present in two separate wavebands placed on either side of the flame detection waveband, at 3. 8? m and 4. 8? m respectively (see Fig A-1).The signal obtained from this ‘guard’ channel is cross-correlated with the signal from the flame detection channel to provide an accurate prediction of the non-flame energy present in the flame detection waveband. This prediction is independent of the temperature of the radiation source, allowing the S200+ to provide blackbody rejection over a wide range of source temperatures. (1) Patented (see Section C, 8. 4). 1 Fig. A-1 shows the amount of energy given by a ‘hot’ object (blackbody) as viewed in the electromagnetic spectrum. This curve has a peak which moves further to the left with higher temperature objects.The amount of energy seen between 3. 8? m and 4. 8? m can be approximated to a linear function. Thus, a measurement of the energy at these two wavelengths provides information to calculate with sufficient accuracy the level of blackbody radiation at the intermediate flame detection wavelength of 4. 3? m. The energy due to the emission from hot carbon dioxide given by a flame is superimposed on that from any blackbody in the detector field of view without adding any significant emissions at 3. 8? m or 4. 8? m, thus enabling proper segregation between non-flame signals and flame signals.Because a large fire will possibly produce a large amount of black smoke which will behave like a blackbody and may weaken the carbon dioxide peak, signals greater than a pre-determined upper limit will be classed as a fire. The use of an optical processing technique, as opposed to the use of two separate electronic sensors for the guard channel, improves the overall reliability of the detector by reducing the number of components and eliminating the need for complex calibration procedures during manufacture. TEMPERATURE MOVEMENT FLAME ENERGY HOT BLACKBODYCOLD BLACKBODY 3. 8? m 4. 3? m 4. 8? m WAVELENGTH Fig. A-1 Radiation from Objects 2. 2 DETECTION RANGE The S200+ range can detect on axis a fully developed 0. 1m2 n-heptane or petrol pan fire at up to 50m and the same fire up to 25m on the 25m setting. A 12m setting is also available. 2 2. 3 DETECTION OF FLAME IN THE PRESENCE OF BLACKBODY RADIATION The ability of the detector to determine accurately the amount of non-flame radiation received at any one time by the flame detection channel allows a variable alarm threshold to be determined (see Fig. A-2).This threshold is positioned so as to minimise the possibility of a false alarm due to the presence of modulated blackbody sources of different temperature and intensity. FLAME ENERGY ALARM THRESHOLD FLAME SIGNALS BLACKBODY SIGNALS CROSS-CORRELATED ENERGY Fig. A-2 2. 4 Signal Processing DETECTOR CONDITION SIGNALLING The S200+ incorporates two different colour light emitting diodes, red for Alarm and yellow for Fault. By using different flashing rates for the yellow (Fault) LED, separate indication of detector (electronic) fault and ‘dirty’ window (optical integrity monitoring) is provided.The yellow LED is not fitted to the S251+ and S271+ detectors. The S241+ provides an analogue output current, in the range 4-20mA, proportional to the flame detection signal. The S251+ provides two pre-set current values to signal alarm and pre-alarm cond itions. Pre-set currents, in the range 0-4mA, are used to separately signal detector (electronic) fault and ‘dirty' window for both detector types. The S271+ shows the same signalling conditions as the S251+ but instead of the units being in mA, they are signalled digitally using the MX protocol. 3 3. GENERAL CONSTRUCTION Fig. A-3 shows a general view of a complete detector.Fig. A-3 S200+ Detector – General View The detector is of robust construction to allow its use in harsh environments. The detector comprises a two-part stainless steel enclosure. The front section of the enclosure contains the encapsulated electro-optical assembly which is connected to the terminal board on the rear section by a small cableform. A sapphire window is fitted in the front of the housing. The window allows infra-red radiation to fall on the sensors, the LED alarm and fault indicators are visible through the window. The front section of the enclosure is attached to the rear section by fou r captive screws.A seal provided between the front and rear sections ensures protection to IP66 and IP67. Two 20mm cable entries are provided at the bottom. All electrical connections are made to three 4-way terminal blocks (four 4-way terminal blocks for the S261f+). The detector may be fitted directly to a suitable surface or an optional adjustable mounting bracket may be used. A stainless steel guard is fitted to the ‘flameproof’ versions to protect the integrity of the window (shown in Fig. A-3). Until the end of 2004, the detectors had two cable entries at the bottom and one at the top.The detector design has been changed to remove the top cable entry due to problems with water ingress where the top cable entry has not been sealed properly during installation. 4 SECTION B – PRODUCT APPLICATION 1. APPLICATION 1. 1 GENERAL The detectors are intended for the protection of high-risk areas in which accidental fires are likely to result in flaming combustion with the production of carbon dioxide. Typical materials in this type of risk are: a) Flammable liquids, including petroleum products, alcohol, and glycol etc. b) Flammable gases including methane. c) Paper, wood and packing materials. ) Coal. e) Plastics. These substances ignite readily and burn rapidly, producing flame, often accompanied by large volumes of dark smoke. Note: The detectors are not designed to respond to flames emanating from fuels which do not contain carbon eg, hydrogen, ammonia, metals, and should not be used for such risks without satisfactory fire testing. The S200+ series, by virtue of their construction and rejection of spurious radiation, are suitable for use both indoors or outdoors in a wide range of applications. Note: 1. 2 The detectors must be mounted to a rigid support which will not move in windy conditions.This is to avoid false alarms due to detector movement modulating radiation from hot bodies at the edge of the field of view. Avoid mounting detectors where they are subject to high levels of vibration. USE IN HAZARDOUS ATMOSPHERES The S200i+ series detectors are ATEX/IECEx certified intrinsically safe, and are classified E Ex/ Ex ia IIC T5 or T4 (-40 °C ? Ta ? +80 °C). In an intrinsically safe system the detectors are suitable for use in hazardous zones 0, 1 and 2 where group IIC gases and vapours are present in explosive concentrations. See Section 8. 1 for full details. The S200f+ series detectors are ATEX certified ‘flameproof’.They are classified E Ex d IIC T6 or T5 (-20 °C ? Ta ? +80 °C) and are suitable for use in hazardous areas zones 1 and 2. The S200f+ detectors are also IECEx certified flameproof. They are classified Ex d IIC T6 or T5 (-20? C ? Ta ? +60? C) and are certified for use in hazardous areas zone 1 and zone 2. See Section 8. 2. 5 1. 3 USE IN NON-HAZARDOUS AREAS In non hazardous ares it is recommended the following detectors are fitted: S231i+, S241i+ and S251i+ without a barrier. These det ectors are electrically the same as the f+ versions. They are less expensive and have a wider field of view as they do not require the window guard.S261f+ (has no intrinsically safe version available). S271f+ Do not fit the S271i+ as for this detector the MX communications is optimised for use with an IS barrier. Its performance without a barrier is not characterised. Note: 1. 4 The S271i+ will not communicate without the EXI800 and barrier fitted. FEATURES †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ 2. A self-test facility is incorporated to test a number of characteristics, including the cleanliness of the window. The self-test may be initiated remotely. Switch selectable range settings. Switch selectable time to alarm settings.Operational range up to 50m, fuel dependent. Remote control of range. S271+ has fast detection using MX interrupt facility. Remote control of delay, range and remote test on S271+. Completely solar blind. Very low quiescent power consumption. High sensitivity to hydrocarbon fire in oily environments. Rugged stainless steel 316 housing and mounting bracket. Flexible mounting and angular adjustment. Ease of installation. Connection for remote LED. Selectable latching/non-latching alarm output (not S251+/S271+). Selectable latching/non-latching fault output (not S251+/S271+). BENEFITS OF THE S200+ SERIESInfra-red flame detectors offer certain benefits over detectors working in the visible or ultra-violet regions of the spectrum. For example they are: †¢ †¢ 6 Highly sensitive to flame thus increasing probability of early detection of hydrocarbon fires. Not greatly affected by window contamination by dirt and oil deposits thus decreasing maintenance frequency leading to operating cost reduction. †¢ †¢ Able to see flames through smoke, and able to see flames through high densities of solvent vapours thus increasing the probability of earl y detection of hydrocarbon fires over other (ultra-violet) detectors in the same conditions.Several detectors on a single 2-wire conventional or analog addressable circuit. The S200+ series have all the above benefits and additionally are: †¢ †¢ †¢ †¢ Completely â€Å"solar-blind† in normal conditions, thus, eliminating false alarms due to direct or indirect sunlight. Insensitive to electric arcs thus eliminating false alarms from welding operations. Insensitive to artificial light sources. See Section C (6. 4) for more details on false alarm performance. Sealed to IP66 and IP67 (when suitable cable glands and sealant are used) ensuring long term reliability in harsh environments. 7SECTION C – SYSTEM DESIGN INFORMATION 1. INTRODUCTION The electrical, mechanical, environmental characteristics and the performance of the S200+ series flame detectors, must be taken into account when designing a system which uses these detectors. This information is give n below, together with guidance on detector siting. 2. ELECTRICAL CHARACTERISTICS 2. 1 S231i+/S231f+ The S231i+/231f+ detectors are two-wire devices, designed to operate on any typical conventional fire detection control equipment providing a regulated 20V dc current monitoring loop, including controllers manufactured by Thorn Security.Compatibility should be assessed using the technical data below and it is recommended that evaluation tests are carried out prior to siting and installation. The quiescent current drain is very small and the alarm condition is signalled by a large increase in current demand. Resetting is achieved by removing the supply voltage for a period greater than 0. 5 seconds. 2. 1. 1 COMPATIBILITY WITH OTHER THORN SECURITY CONVENTIONAL DETECTORS The connection of Thorn Security’s plug-in conventional detectors, ie M300 and M600 ranges, in the same circuit as S231+ flame detectors is not generally recommended.S231+ flame detectors may be connected in the same circuit as S131/S161 type detectors. The number of S231+ detectors per zone should be assessed taking account of good engineering principles, controller characteristics and cable parameters. As a guide, most controllers will permit 4 S231+ units per zone. We do no recommend exceeding 6 x s231+ units per zone. Note: 1) S161 flame detectors may be connected in flameproof circuits and can, therefore, be connected with S231f+ flame detectors. 2) If detectors are mixed, then an S231+ detector must be the last detector n the zone or a fault condition on an S231+ detector will not be signalled to the controller. 2. 1. 2 TECHNICAL DATA Supply Voltage: Quiescent Current: Alarm Current: Alarm Output Mode: Reset Time/Voltage: 8 15V to 28V. (Voltage at the detector when not in alarm). 350? A (typical). 33mA (typical) at 24V source, supplied via 330 ohms. 38mA (typical) with remote LED fitted. 18mA (typical) with MTL 5061 barrier fitted. See Fig. C-1. Operation must be restricted to the saf e area shown by use of external resistance if necessary. Supply must be reduced to less than 2V for greater than 0. 5 seconds. Stabilisation time after eset/ power up: Equivalent Inductance: Equivalent Capacitance: 60 seconds (typical) to 90 seconds (maximum). 0mH. 1. 5nF. Note: 1) The maximum number of detectors that may be connected to a zone circuit is 6 (see 2. 1. 1). 2) The alarm currents shown above include current through a 4k7 end-of-line resistor. 3) In general, it is not possible to use a remote indicator on detectors which are supplied via a shunt barrier safety diode or galvanic isolator. 4) Where a remote LED is used, a 33 ohm resistor should be fitted in series with it to limit the current through the LED to approximately 30mA. 80REMOTE LED FITTED WITH SERIES 33OHM RESISTOR TOTAL CURRENT IN ALARM (mA) 70 60 50 40 SAFE OPERATING AREA 30 NO REMOTE LED 20 10 0 2 4 6 8 10 12 14 16 18 20 22 24 VOLTAGE AT DETECTOR (V) NOTE: 4k7 END-OF-LINE RESISTOR FITTED Fig. C-1 2. 2 Load Characteristics in Alarm S241i+/S241f+ The S241i+/S241f+ detectors provide a 4-20mA current sink output, suitable for standard programmable logic controllers. 2. 2. 1 TECHNICAL DATA Supply Voltage: 15V to 28V (Voltage at the detector). Quiescent Current: 350? A (typical), excluding signalling current. 9 Supply Current in Alarm: 12mA (typical), at 24V supply. 0mA (typical), with remote LED fitted. 10mA (typical), with 600 ohm barrier. 12mA (typical), with 600 ohm barrier + remote LED. Alarm Output Mode: 4-20mA CURRENT SINK. (See Appendix 1 for S241+ wired as a current source output). Signalling Currents: DISCRETE SIGNALLING (OLD SYSTEM) CONDITION AFD CURRENT TYP. (mA) Fault Normal Alarm 1. 5 4. 5 17. 0 Table 1: S241+ Discrete Signalling (Old System) CONTINUOUSLY VARIABLE SIGNALLING (NEW SYSTEM) CONDITION AFD CURRENT TYP. (mA) Non Window Fault Window Fault Normal Flame Sensing 0. 0 2. 0 4. 0 5. 7 to 17. 0* Table 2: S241+ Continuously Variable Signalling (New System) * See Para 5. for Sensitivity (Range) Selection Note: The signalling mode is selected by means of a DIL switch, see section E 2. 1. In both discrete and continuously variable signalling the alarm LED will come on when a 4-20mA output exceeds 17. 0mA. Reset Time/Voltage: Supply must be reduced to less than 2V for greater than 0. 5 seconds. Stabilisation Time after reset /power up: 60 seconds (typical) to 90 seconds (maximum). Equivalent Inductance: 0mH. Equivalent Capacitance: 1. 5nF. Note: An external 33 ohm resistor should be fitted in series with a remote LED. S241+ is designed with a 4-20mA current sink output.However, it can be wired as a current source device with limitations. See Appendix 1 for details. 10 2. 3 S251i+/S251f+ The S251i+/251f+ detectors are analogue addressable devices which are designed to operate with the Minerva range of analogue addressable fire control equipment currently manufactured by Thorn Security Limited. 2. 3. 1 TECHNICAL DATA The maximum number of detectors that may be connected to a Minerva system loop is 50. The maximum number of detectors that may be connected to each barrier in a Hazardous Area circuit is 10. Average current consumption: 350? A Stabilisation Time after eset /power up: 60 seconds (typical) to 90 seconds (maximum). S251+ analogue addressable signalling currents: DISCRETE SIGNALLING (OLD SYSTEM) CONDITION AFD CURRENT TYP. (mA) MINERVA MEASUREMENT (mA) MINERVA LIMITS (mA) Fault Normal Alarm 0. 75 2. 25 9. 0 1. 5 4. 5 18. 0 0 to 3. 0 3. 0 to 10. 4 16. 2 minimum Table 3: S251+ Discrete Signalling (Old System) ENHANCED SIGNALLING MODE CONDITION AFD CURRENT TYP. (mA) MINERVA MEASUREMENT (mA) MINERVA LIMITS (mA) Non Window Fault Window Fault Normal Pre-Alarm Alarm 0 1. 5 3. 0 7. 0 9. 0 0 3. 0 6. 0 14. 0 18. 0 0 to 2. 0 2. 0 to 4. 0 4. 0 to 12. 12. 0 to 16. 0 16. 0 minimum Table 4: S251+ Enhanced Signalling (New System) Note: 1) The signalling mode is selected by means of a DIL switch, see Section E 2. 1, Table 3. 2) ‘Remote Ra nge’ and ‘Self Test’ selection is not available for the S251i+ when used with a shunt diode safety barrier. CAUTION: IF USING AN S251+ WORKING IN THE ENHANCED SIGNALLING MODE TO REPLACE AN S251, THE S251+ MUST BE CONFIGURED IN ‘CONSYS’ VERSION 12. 0 OR LATER. 11 2. 4 S261f+ The S261+ is only provided in a ‘flameproof’ version. The S261f+ provides a relay interface for alarm and fault conditions. 2. 4. 1TECHNICAL DATA Supply Voltage: Fault relay: Alarm relay: Quiescent Current: Alarm Current: Fault Current: Reset Time/Voltage: Stabilisation Time after reset /power up: 15V to 28V. (Voltage at the detector). Normally closed, opens under fault conditions. Normally open, closes under alarm conditions. 11mA. (typical) at 28V supply. 30mA. (typical) at 28V supply. 37mA. (typical) at 28V supply with remote LED fitted. 350? A. (typical). Supply must be reduced to less than 2V for greater than 0. 5 seconds. 60 seconds (typical) to 90 seconds (maxi mum). Note: 1) The relay contacts are rated 2A at 28V dc. ) An external 33 ohm resistor should be fitted in series with the remote LED. 2. 5 S271i+/S271f+ The S271+ is designed to operate with the Minerva MX range of digital addressable fire control equipment currently manufactured by Thorn Security Limited. 2. 5. 1 TECHNICAL DATA For the Maximum number of S271i+ detectors and maximum cable length connected to the MX Intrinsically Safe loop, refer to document 17A-02-ISLOOP MX Intrinsically Safe System – Loop Loading Calculation. Stabilisation Time after reset /power up: 60 seconds (typical) to 90 seconds (maximum). The average current consumption is 500?A. The S271+ digital signalling: CONDITION Non-Window Fault Window Fault Pre-Alarm Alarm Normal DELTA OUTPUT (Bits) ?10 ?51 and ? 11 ?153 ?190 ?68 Table 5: 12 3. MECHANICAL CHARACTERISTICS 3. 6 TECHNICAL DATA Dimensions (see Fig. C-2) Height: 167mm Width: 167mm Depth: 89. 5mm max (maximum depth with flameproof guard fitted 94m m) Weight: 3. 8kg Mounting Bracket Weight: 1. 1kg Materials Enclosure: Stainless steel 316L, ANC4BFCLC to BS3146 Part 2 Window: Sapphire Mounting Bracket: Stainless steel to BS1449 Part 2 316 S16 Screws etc. exposed to the elements: Bright stainless steel 316 Electronic Module:Encapsulated. Electrical Access: Standard M20 gland holes (two) 13 3 X FLAMEPROOF GUARD MOUNTING POSTS 4 x M8 SURFACE MOUNTING HOLES OPTICAL MONITORING REFLECTOR SAPPHIRE WINDOW 167 100 149. 3 167 76. 5 TAG LABEL 52. 5 2 X 20mm GLAND HOLES NOTE: MAXIMUM HEIGHT WITH FLAMEPROOF GUARD FITTED (94mm) Fig. C-2 S200+ Series – Overall Dimensions 14 89. 5 max ‘SEE NOTE' 0 50 ADJUSTMENT 68. 5 RAD 4 x M8 SURFACE MOUNTING HOLES 100 22 0 149. 3 SURFACE MOUNTING DIMENSIONS 45 0 200mm CLEARANCE REQUIRED FOR FULL ADJUSTMENT Fig. C-3 Adjustable Mounting Bracket and Surface Mounting Dimensions 15 4. 4. 1 ENVIRONMENTAL GENERALThe design and construction of the S200+ series detectors are such that they may be used ov er a wide range of environmental conditions. Relevant limits are given in Para 4. 2. 4. 2 4. 2. 1 TECHNICAL DATA TEMPERATURE, HUMIDITY, PROTECTION AND PRESSURE Operating temperature range For non hazardous installations: For hazardous installations using flameproof S200f+ detectors in ATEX certified applications: For hazardous installations using flameproof S200f+ detectors in IECEx applications: For hazardous installations using intrinsically safe S200i+ detectors in ATEX or IECEx applications: Storage temperature range:Relative humidity: Enclosure protection: Normal operating atmospheric pressure: Heat radiation from sun: -40 °C to +80 °C (110 °C for short durations) -20 °C to 80 °C -20 °C to 60 °C -40 °C to 80 °C -40 °C to +80 °C Up to 95% RH (non-condensing) Tested to IP66 and IP67* 910mbar to 1055mbar 0 to 1000Wm2 typical * Cable gland entries must be suitably sealed to achieve the required IP rating (see 3. 4 Section D). 4. 2. 2 VIBRATION AND SHOCK The S2 00+ series detectors are designed and tested for vibration and shock to EN54-10 (the Standard for flame detection components of automatic fire detection systems).For marine applications, the detectors have been tested to Lloyd’s Register Test Specification Number 1 (1996) Vibration Test 1 and to DNV Certification Notes No2. 4 (May 1995) Class A. 4. 2. 3 ELECTROMAGNETIC INTERFERENCE The detector is insensitive to radio frequency interference. It has been designed and tested to the requirements of EN54-10 (the Standard for flame detection components of automatic fire detection systems) and BS EN 61000-6-3 Generic Emissions Residential Commercial and Light Industry and EN 50130-4, the generic standard for electromagnetic immunity within the European Union.The detectors have been tested to the product family standard for fire alarm systems, EN50130-4. Tests have proved the operation in field strengths of 10V/m at frequencies from 150kHz to 2000MHz with amplitude and pulse modulat ion, when installed in accordance with this manual. For Marine applications the detectors, have been tested to Lloyd’s Register Test Specification Number 1 (1996) E. M. I. Immunity for Electronic products and to DNV Certification Notes No. 2. 4 (May 1995) Electromagnetic Compatibility Tests. To comply with the above standards, ferrite tubes must be fitted to the detector base as shown in Fig. D3, Page 40. 16 4. 2. 4IONISING RADIATION The S200+ series, like other infra-red detectors, is insensitive to X-rays and gamma radiation as used in non-destructive testing. The detector will operate normally and will not false alarm when exposed to this type of radiation although long term exposure to high radiation levels may lead to permanent damage. 4. 2. 5 CORROSION The detector is able to withstand the effects of corrosion conditioning with sulphur dioxide (SO2) concentration as specified in EN54-10. For Marine applications the detectors have been tested to Lloyd’s Register T est Specification Number 1 (1996) Salt Mist test and to DNV Certification Notes No. . 4 (May 1995) Salt Mist Test. 5. OPERATION 5. 1 ALARM INDICATION A red LED is visible through the front window which gives the same indication for the S231+, S241+ and S261+ variants. Illumination indicates an alarm. The S251+ (analogue addressable variant) and the S271+ (digital addressable variant) indicate in the same manner as the other variants, but the LED is driven by the controller. In normal conditions the LED is pulsed at two second intervals for the S251+ and 5 seconds for the S271+. Continuous illumination indicates an alarm under control of the Minerva controller. 5. 2 ALARM SIGNALLINGThe detectors signal an alarm condition as follows: †¢ †¢ †¢ †¢ †¢ S231+ – Increase in current drawn from supply, see Fig. C-1. S241+ – Current drawn on the loop will be between 5. 7-17. 0mA. (A single value between 16. 0-19. 0mA is drawn for the S241 compatible mode) . S251+ – Returned current will be between 8. 3 and 9. 7mA. A pre-alarm function is also available which returns a current value between 6. 5 and 7. 5mA. The latter is not available for the S251 compatible mode. S261+ – Alarm relay will close. S271+ – Returned values will be ? 190 bits. A Pre-alarm function is also available which returns values of ? 153 bits.The S231+, S241+ and S261+ may be set as alarm latching or non-latching. When the S241+ is operated in the Continuously Variable Signalling mode, the alarm latching function is inoperative. The S251+/S271+ have only the non-latching mode. In the non-latching mode, if the alarm source is removed for greater than 5 seconds, then the detector will stop indicating an alarm. In the latching mode the controller must be reset to remove the alarm condition. Note: The use of an S231i+ in a non-latching mode is generally possible when the detector is connected after a shunt diode safety barrier but evaluation tests a re recommended. 7 5. 3 FAULT INDICATION For the S231+, S241+ and S261+ variants the yellow LED will flash indicating a fault. Different flashing rates are used to indicate different faults, as follows: †¢ †¢ Window obscuration: 0. 5Hz Detector fault: 2. 0Hz The S251+/S271+ will not provide a local indication for a fault, instead the fault indication will be displayed on the controller. 5. 4 FAULT SIGNALLING The detectors signal a fault condition as follows: S231+ – Open circuit fault band ie, the EOL resistor is made open circuit.The faulty detector puts 4 pulses of total width 45ms and level 55mA on the line which is detected by the S231+ connected at the end of the zone. This detector open circuits the EOL resistor. Note: The end detector in the zone must be an S231+ with the EOL fitted as it is this device which will signal a fault, the faulty detector will indicate with a flashing yellow LED. †¢ †¢ †¢ †¢ S241+ – Current drawn on the lo op will be as follows: †¢ 0. 0 to 0. 5mA for a detector fault †¢ 1. 8 to 2. 2mA for a window fault †¢ 1. 3 to 1. 7mA for any fault in the S241 compatible mode S251+ – Analogue returned current will be as follows: †¢ 0. 0 to 0. mA for a detector fault †¢ 1. 3 to 1. 7mA for a window fault †¢ 0. 65 to 0. 85mA for any fault in the S251 compatible mode S261+ – Fault relay will open S271+ – Digital returned values will be as follows: †¢ between ? 51 and ? 11 bits for a window fault †¢ ? 10 for a non-window fault The S231+/S241+/S261+ detectors may be selected as fault latching or non-latching. In the nonlatching mode, the fault condition will be cancelled up to 80 seconds after the fault has been removed. The S251+/S271+ have only the non-latching mode. 18 5. 5 SENSITIVITY (RANGE) SELECTION The range is switch selectable on a 6-way DIL (4-way S271+) switch (S1, Fig.C-4) on the backbox terminal PCB. The following nominal ranges a re available: †¢ †¢ †¢ †¢ Extended range. (50 metres) Normal range. (25 metres) Reduced range (12. 5 metres) 6m (S251f+ and S271f+ only) These ranges are for an n-heptane fire in a 0. 1m2 pan located on the main axis of the detector field of view. With the S241+ set to Continuously Variable Signalling mode (see Section E 2. 1), the nominal ranges above correspond to an alarm threshold set to 17mA. Laboratory tests indicate that setting the alarm thresholds at 9 and 15mA (as opposed to 17mA) will increase the range a fire is detected at by approximately 20 and 10% respectively.For the S251+/S271+, the detection distance for the PRE-ALARM function is approximately 18% higher than the ALARM distance. Range can also be selected in MX CONSYS and will take effect if all switches are in the OFF position from the controller for the S271+. There is provision for halving the range value selected by the switches. If the terminal connector ‘Range’ is connected t o 0V then the detection range is reduced to half that of the switch setting. This may be done by taking cables to a remote contact the other side of which is connected to the same 0V as the reference for ‘Line In’ supply. . 6 DELAY TO ALARM The minimum delay to alarm is 3 seconds from a fire being present in the field of view that is large enough to be detected. This delay is also switch selectable using 6-way (4-way S271+) DIL switch (S1, Fig. C-4), the following additional values are available: †¢ †¢ Note: 6 seconds. 12 seconds. The minimum delay to alarm is 3 seconds. However, with this setting, the detector requires that the alarm threshold level has been exceeded throughout for a minimum of 3 seconds in any given 5 second window. Therefore, for fires where the intensity varies, the time to alarm may be longer.Similarly, for the 6 second setting, the alarm threshold level must be maintained for a minimum of 6 seconds in any 8 second window and for the 12 s econd setting, the alarm threshold level must be maintained for a minimum of 12 seconds in any 14 second window. When the S241+ is operated in Continuously Variable Signalling mode, the delay to alarm switches on S1 are inoperative. This means that in windy conditions where the fire signal varies over time, the detection range will be reduced on the longer time to alarm settings.The signal is smoothed to reduce jitter and this results in a settling time of between 3s and 5s. Further delay could be added by the controller if required. 19 In the case of the S251+, there is additional delay to alarm introduced by the confirmation procedure of the Minerva control panel. This extra delay is between 4 and 6 seconds. For the S251+/S271f+ PRE-ALARM function, the delay to alarm settings on switch S1 are inoperative, the only delay is that introduced by the Minerva/MX panel. For the S271+, the delay may be set from MX CONSYS via the controller if all the switches are in the OFF position.SWITC H S1 (S271+ ONLY) SWITCH S2 (S251+ ONLY) SWITCH S1 SWITCH S2 (S271+ ONLY) ON S1 ON S1 ON S2 ON S2 1 4 1 6 1 7 1 8 INTERFACE PCB CONNECTOR BLOCKS RELAYS AND CONNECTOR BLOCK (S261+ ONLY) Fig. C-4 Switch Location 5. 7 SELF-TEST The detector normally carries out a complete self-test every 20 minutes. The self-test exercises the pyro-electric sensors, electronics and monitors the window for cleanliness. If the window cleanliness test fails on 20 successive occasions (6 hours 40 minutes), a fault condition is generated and the fault LED, where fitted, flashes at the rate of 0. 5Hz.In this condition, the window self-test only is automatically repeated every minute until the window clears and window self-test passes. If the window test continuously fails then the complete self-test will still be repeated every 20 minutes. Other self-test failures will be indicated on the first test after they have occurred. For the complete ‘self-tests’ to be run automatically, the ‘self- test’ connection on the terminal board must be left open circuit when the unit is powered up. In this mode, additional self-tests may be initiated remotely by connecting 0V to the ‘self-test’ terminal, refer to the wiring diagrams in Section D. 0 The detector may be powered up in such a condition that the window ‘self-test’ can only be initiated remotely on demand (the automatic window ‘self-test’ is disabled). In order for this to be achieved the detector must be powered up with the ‘self-test’ terminal connected to 0V (terminals 3 or 5). To initiate the test for the first time after power up, the connection to the ‘self-test’ terminal must be opened for at least 5 seconds and then closed again. This ‘self-test’ function (which takes 10 seconds) will commence within 2 seconds of the closing and the result of the test indicated for as long as the connection remains closed.If the test passes, an alar m condition will be indicated and if it fails a fault condition will be indicated. To remove the test indication, the connection to the ‘self-test’ terminal must be opened. A self-test fail indication due to a window fault will remain until a window ‘self-test’ is successful and will then unlatch after a 1 minute delay. The ‘self-test’ should not be repeated more frequently than every 20 seconds (to allow the ‘self-test’ circuitry to recharge) as erroneous results may occur. Note: that if a unit is poorly sited such that sunlight can reach the window test detector element, the receive amplifier may saturate.In this event, that particular test is aborted and if this situation persists for 6 hours 40 minutes, the unit will register a fault condition. CAUTION: A REMOTELY INITIATED TEST WILL PRODUCE AN ALARM SIGNAL FROM THE DETECTOR IF THE TEST SHOWS THAT THE WINDOW IS CLEAN. TAKE THE NECESSARY STEPS TO INHIBIT A FULL ALARM CONDITION A T THE CONTROL PANEL BEFORE PROCEEDING. IF THE SELF-TEST CONNECTION IS NOT OPENED AFTER A SELF-TEST THE DETECTOR WILL REMAIN DISABLED. The window ‘self-test’ may be disabled by permanently connecting the ‘self-test’ terminal to 0V (pins 3 or 5) before power up.This may be desirable in those conditions in which contaminants may make the window appear dirty but which may not affect the ability of the detector to otherwise function normally. The detector may be reset by reducing the voltage to less than 2 volts for greater than 0. 5 seconds. A remote LED may be used with the detector except for the S251i+ and S271i+ when the detector is used through a shunt diode safety barrier or galvanic isolator. A ‘self-test’ may be initiated remotely from the controller for the S271+ (dependant on MX firmware version). 1 6. PERFORMANCE CHARACTERISTICS 6. 1 GENERAL A large number of fire tests have been carried during the development phase of the S200+ Series d etectors to determine their response limits. The results of these tests are summarised below. In order to appreciate their significance, an understanding of the mode of the operation of the detector is necessary, and a brief explanation follows: 6. 2 MODE OF OPERATION – BEHAVIOUR IN FIRE TESTS Flaming fires involving carbonaceous materials produce large quantities of carbon dioxide.This part of the combustion process gives rise to a very high level of infra-red radiation in a narrow wavelength region centred upon 4. 3? m. The radiation from a fire flickers in a characteristic way and the detector uses this flicker signal in conjunction with the black body rejection technique described in Section A to discriminate between flame and non-flame signals. The level of the signal depends upon the size of the flame and its distance from the detector. For liquid fuels the signal level increases as the surface area of the burning liquid increases.For any type of fire the signal level g enerally varies inversely with the square of the distance. For convenience, fire tests are normally carried out using liquid fuels burning in pans of known area in still air. Note: The results of fire tests can be significantly affected by weather conditions prevailing at the time, eg, – wind. The sensitivity of a detector can then be conveniently expressed as the distance at which a particular fire size can be detected. While the S200+ will reject modulated signals from blackbody sources, the presence of such sources of high intensity may affect the sensitivity of the detectors.It is important to think in terms of distance rather than time because of the different burning characteristics of different fuels. Fig. C-5 shows the response to two different fuels which ultimately produce the same signal level. The signal level given by n-heptane quickly reaches its maximum and produces an alarm within about six seconds of ignition. Diesel, on the other hand, being less volatile, t akes about a minute to reach equilibrium and an alarm is given in about 60 seconds from ignition. Note: 22If a fire test is carried out using non-miscible fuels then it is strongly recommended that water be placed in the bottom of the pan to keep it cool and prevent it deforming. A sufficient amount of fuel must be placed in the pan to ensure combustion occurs over all of its area throughout the intended duration of the test. 2 a) 0. 1m N-HEPTANE PAN FIRE b) 0. 1m 2 DIESEL PAN FIRE c) 0. 1m 2 METHANOL/ETHANOL PAN FIRE a) c) ENERGY FROM FIRES a) and c) at 25m FIRE b) AT 15m ENERGY b) 0 10 20 30 40 50 60 TIME SECONDS Fig. C-5 Burn Characteristics of Pan FiresThe time taken by the fire to reach equilibrium depends on the initial temperature of the fuel. If diesel were to be pre-heated to a temperature above its flash point then its behaviour would be more like that of n-heptane at 25oC. The test data presented below refers to fires which have reached their equilibrium condition. 6. 3 F IRE TEST DATA The S200+ range has been tested by LPCB to BS EN 54 Part 10 : 2002 and classified as a Class 1 flame detector on the 50m and 25m range settings. The S200+ is certified as Class 3 on the 12m range setting. 6. 3. 1 N-HEPTANEThe most convenient fuel for fire tests is n-heptane since it is readily available and quickly reaches its equilibrium burning rate. The range figures specified in Para 5. 5 relate to a n-heptane fire in a 0. 1m2 pan on the main axis of the detector field of view. 6. 3. 2 OTHER LIQUID HYDROCARBONS Typical ranges achieved with other fuels burning on 0. 1m2 pans, relative to that for n-heptane, are as follows: Alcohol (Ethanol, Meths) Petrol 100%* 95% Paraffin, Kerosene, JP4 70%** Diesel fuel 52% * Test performed using meths in a 0. 25m2 pan. ** Test performed using paraffin.The detection range is also a function of pan area. Field trials using n-Heptane fires indicate that the detection range increases by approximately 20% when the pan area is doubled. 23 Note: 6. 3. 3 When testing at the limits of the detectors range, the delay in response will vary due to the ambient conditions and may be significantly longer than the minimum response times, as described in 5. 6. GAS FLAMES The S200+ will not detect a hydrogen fire as it does not contain carbon. The S200+ will detect gas fires from inflammable gases containing carbon and hydrogen providing its flame produces flame modulation in the 1 to 15Hz ange. Fires burning a premixed air/gas mixture may be difficult to detect as they may produce little modulation. Tests show that an S200+ detector set to the 50m range will typically detect a 0. 8m high and 0. 2 sqm area methane/natural gas flame (venting from an 8mm diameter gas vent at 0. 5Bar (7. 5lbs/sq in) as below: Range 6. 3. 4 30m 40m 50m Time to Respond 3 seconds 6 seconds 15 seconds DIRECTIONAL SENSITIVITY WARNING: WHEN MOUNTING THE FLAMEPROOF VERSIONS OF THE S200+ DETECTORS, ENSURE THAT THE PARTS OF THE FLAMEPROOF GUARD INDICATED IN FIG.C-6 ARE NOT DIRECTED AT THE RISK AREA BEING PROTECTED, AS THE FIELD OF VIEW IS RESTRICTED. MIRROR COVER DO NOT MOUNT THE FLAMEPROOF VERSION OF THE S200+ DETECTOR WITH THIS PART OF THE GUARD (WINDOW PROTECTOR) DIRECTED AT THE RISK AREA BEING PROTECTED. RESTRICTED FIELD OF VIEW DUE TO WINDOW GUARD METAL PROTRUSION 24 Fig. C-6 The sensitivity of the S200+ is at a maximum on the detector axis. The variation of range with angle of incidence is shown in (Polar Diagrams) Figs. C-7 and C-8 for open air tests using 0. 1m2 pan fires with the detector operating at normal range. 90 80 DETECTOR o PLAN VIEW 90 o