Lathes

* A lathe (pronounced /ˈleÉ ªÃƒ °/) is a machine tool which rotates the workpiece on its axis to perform various operations such as cutting, sanding, knurling, drilling, ordeformation with tools that are applied to the workpiece to create an object which has symmetry about an axis of rotation. * Lathes are used in woodturning, metalworking, metal spinning, and glassworking. Lathes can be used to shape pottery, the best-known design being the potter's wheel. Most suitably equipped metalworking lathes can also be used to produce most solids of revolution, plane surfaces and screw threads or helices. Ornamental lathes can produce three-dimensional solids of incredible complexity. The material can be held in place by either one or two centers, at least one of which can be moved horizontally to accommodate varying material lengths. Other workholding methods include clamping the work about the axis of rotation using a chuck or collet, or to a faceplate, using clamps or dogs. Parts: A lathe may or may not have a stand (or legs), which sits on the floor and elevates the lathe bed to a working height. Some lathes are small and sit on aworkbench or table, and do not have a stand. Almost all lathes have a bed, which is (almost always) a horizontal beam (although some CNC lathes have a vertical beam for a bed to ensure that swarf, or chips, falls free of the bed). A notable exception is the Hegner VB36 Master Bowlturner, a woodturning lathe designed for turning large bowls, which in its basic configuration is little more than a very large floor-standing headstock. At one end of the bed (almost always the left, as the operator faces the lathe) is a headstock. The headstock contains high-precision spinning bearings. Rotating within the bearings is a horizontal axle, with an axis parallel to the bed, called the spindle. Spindles are often hollow, and have exterior threads and/or an interior Morse taper on the â€Å"inboard† (i.e., facing to the right / towards the bed) by which workholding accessories may be mounted to the spindle. Spindles may also have exterior threads and/or an interior taper at their â€Å"outboard† (i.e., facing away from the bed) end, and/or may have a handwheel or other accessory mechanism on their outboard end. Spindles are powered, and impart motion to the workpiece. The spindle is driven, either by foot power from a treadle and flywheel or by a belt or gear drive to a power source. In most modern lathes this power source is an integral electric motor, often either in the headstock, to the left of the headstock, or beneath the headstock, concealed in the stand. In addition to the spindle and its bearings, the headstock often contains parts to convert the motor speed into various spindle speeds. Various types of speed-changing mechanism achieve this, from a cone pulley or step pulley, to a cone pulley with back gear (which is essentially a low range, similar in net effect to the two-speed rear of a truck), to an entire gear train similar to that of a manual-shift auto transmission. Some motors have electronic rheostat-type speed controls, which obviates cone pulleys or gears. The counterpoint to the headstock is the tailstock, sometimes referred to as the loose head, as it can be positioned at any convenient point on the bed, by undoing a locking nut, sliding it to the required area, and then relocking it. The tailstock contains a barrel which does not rotate, but can slide in and out parallel to the axis of the bed, and directly in line with the headstock spindle. The barrel is hollow, and usually contains a taper to facilitate the gripping of various type of tooling. Its most common uses are to hold a hardened steel centre, which is used to support long thin shafts while turning, or to hold drill bits for drilling axial holes in the work piece. Many other uses are possible.[3] Metalworking lathes have a carriage (comprising a saddle and apron) topped with a cross-slide, which is a flat piece that sits crosswise on the bed, and can be cranked at right angles to the bed. Sitting atop the cross slide is usually another slide called a compound rest, which provides 2 additional axes of motion, rotary and linear. Atop that sits a toolpost, which holds a cutting tool which removes material from the workpiece. There may or may not be a leadscrew, which moves the cross-slide along the bed. Woodturning and metal spinning lathes do not have cross-slides, but rather have banjos, which are flat pieces that sit crosswise on the bed. The position of a banjo can be adjusted by hand; no gearing is involved. Ascending vertically from the banjo is a toolpost, at the top of which is a horizontal toolrest. In woodturning, hand tools are braced against the tool rest and levered into the workpiece. In metal spinning, the further pin ascends vertically from the tool rest, and serves as a fulcrum against which tools may be levered into the workpiece.

My Very First Experience in Completing an Assignment

I am currently a student taking â€Å"Language Description Course† in Open University Malaysia at Sandakan Branch. The aim of this course is to analyze grammar and describe relevant grammar rules. I started this course from January 2013 and to demonstrate what I have learnt on the HBEL 1203 Language Description Course I have to fulfill an assignment. I have to select an authentic text in the printed media such as newspaper, magazines or journal of a reasonable length and then I will have to identify one word for each type of verb from the authentic source that I have selected.After identifying the correct type of verb, I have to explain clearly the criteria used in identifying them according to the context. The first briefing of this assignment happened in an afternoon class which was my second tutorial session. The class tutor explained to us how to go on with the assignment. AS the tutor started talking about this assignment I felt so nervous that suddenly I got the feeling I will not be able to finish this assignment. In my nervous state I fumbled my book, papers, and stationary all the while stumbling over the assignment questions on my mind which was not making any sense to me.But my classmates were really understanding, as they were old students who were aware that I am new to this subject and so they tried to calm me down, all the while the tutor was still giving her explanation on how to go about completing the assignment. I sat at the back of the classroom trying to understand the task in the assignment and I left the session as soon as the class was over without speaking to anyone. I felt so miserable at that time that I started to think about quitting the course. I was upset with my own self because of my inability to understand the task even after the class tutor explained clearly in front of the class.I started to think that I need some time to be alone that would help me get over my nervousness. I was so mortified that I rang in sick the fo llowing week and it was only when I had calmed down that I decided I need to speak either to my classmates or the class tutor about this. I also realized later that it was perfectly natural to feel nervous, as I am not used to doing such task. I telephoned a fellow classmate and she made me feel much better. I realized that everyone feels scared at first and probably stumbles through their first few assignments.When I calmed down I felt my actions at that time did not help me in resolving the situation. I should not have left immediately after the class session without speaking either to the class tutor or my classmates. I should have stood up to the class tutor and should have spoken to her immediately after the lesson about how I was feeling. Dealing with situations like this immediately is preferable, as Cooper (2001) points out. Instead I spoke to my classmate several days later and did not see the class tutor again until a formal class two weeks later.Daynes and Farris (2003) s ay that, by not dealing with situations immediately and personally and instead taking it to an authority figure, the situation can be made worse. In retrospect, I could have done several things differently. I should have spoken to the class tutor immediately after the session and voiced my opinions. I should also have been bolder and stood up for myself so that I retained control of the task that had to be done. I think the main thing I learned from this task fulfillment is that I had not built up any relationship whatsoever with the teacher in the preceding weeks and that I should have made an effort to do so.I would then have been able to explain easily and more comfortably to her how nervous I was feeling. In future, I will make sure to build up more of a relationship with classmates and my class tutor. I am studying along with several classmates and I will speak to each of them about my feelings about the course. I have already had a good conversation with several of them and we have worked out a way of being a team so that I do not feel so pressurized. I will also need to do this with the class tutor, as I cannot expect her to understand how my difficulties if I keep quiet.I also need to speak to my fellow classmates more often about how they feel, as I think I will be able to learn from them. By being in team of my classmates, I discovered the advantages of working as part of a group discussion. I learned that good teamwork in a group discussion is the key to success in doing any task when time and resources are limited. As everyone had their own point of view, many different ideas could be produced and I found the energy of group participation made me feel more energetic about contributing something.I also discovered that even the simplest things on earth could be turned into something amazing if we put enough creativity and effort into working on them. In terms of learning, I am now able to analyze grammar and describe relevant grammar rules. It also h as given me the opportunity to apply the rules of grammar accurately and effectively in different contexts. I feel I need to gain more confidence and to the best of my knowledge think this is the best way to start.

Feeding Program Report Essay

CAT’s Feeding Program provides a healthy, fresh and nutritious meal to the kids who were in hunger or else to the areas wherein we can see that the people cannot really accommodate their meals clearly. This program also desires to give free meals to those children who where in the particular place that we are destined to go to. Feeding is a tool, which today effectively enables hundreds of millions of poor children worldwide to be sustained to their meals—in developed and developing countries alike. This paper describes the benefits of CAT feeding and how this well-proven tool can be scaled up and specifically targeted to address some of the key constraints to universal primary health completion. One of the advantages of CAT feeding is that, in addition to enabling health status, it has positive direct and indirect benefits relating to a number of other development goals (namely for gender equity, poverty and hunger reduction, partnerships and cooperation, care and prevention, and improvements in health and other social indicators). Some of those implications are discussed herein as well. Even in the most-developed nations, there are hungry children who can be helped by school meals. Through this program, we can help the poor people to at least give them meals so that their hunger will be removed. We, the CAT officers, are the ones who personally made and planned the meals to be cooked. We prepared the meals carefully and cook the meals deliciously so that it would be worth for the children who were eating the meals. We can assure to the children that were eating the meals that we had prepared were all clean and healthy since in has the nutritious ingredients like carrots and sweet potato. We also add some seasonings to the meal so that it would be more delicious and that the children would be very happy to the meal that they were eating. The program tries to close the people’s hunger gap by bringing food to children across the street. Run by the school that funded primarily by the CAT officers, the program offers a safe location for children to eat meals and get free food to take home to their families. At least, in our own simple ways we could help to close the people’s hunger. And through this simple way of helping them closing their hunger, we could also give them nutrition. The objectives of the program are to value the health of every people in the community, to have cooperation while giving foods to others, and to discipline the child’s behavior. And through this program, the children learned how to give, they learned through cooperation and the target objectives were happened. Content/Body On the day of the Feeding Program, it was an exciting day for me since it was my first time to experience that one. Our assembly place was our school and our assembly time was 6:30-7:00 am and I came up late at the school because of the fact that when I came up there, they were only few of them who were there. So, when I came there, there was them and after a few minutes I began to help them. I help them repacking the juice; I also help them chopping the ingredients into small dices. After doing all those preparations, we began cooking. Our teacher divided into three different groups that’s why I am sure it will be easy for the meal to be cooked. We also have three large pots where we can cook the meal. Our group leader was Sinclair F. Seno, I know that he really knows how to cook and besides, he is a skillful person whom I trust on. I trust him that he could make our meal so delicious and he really does. Through his experiences in cooking and on his determination to finish cooking, he made it very fine. And then the other group’s meals were also already cooked. Afterwards, we were preparing so that we can now go to our designated area. The area we will distribute the meals that we had prepared. Then we went to the chapel of their place and tell all the residents that we will be giving out free food and meals. So, we have been working out and then the residents began going out and went to us to ask for food and we also gave them. We also gave them juice so that they will not choke the food that they eat. From the start, the residents were too little and it seems that the food that we had prepared were too much for the people that we are giving food. But when we had announced from each of their homes that we are giving food for free, they were immediately going our from their houses and went to us for food. We were so very happy because it is relieving to the heart that you can help to stop the people’s hunger just in a very simple way. This program is also a way in helping them out of the state of hunger. We also take some videos and pictures for our documentary and also as a remembrance for having this first activity of our CAT. After giving free foods for them, we also immediately clean up the area that we had used and go back again to our school. We wash all those large pots and other things that we had use for cooking. After cleaning those things, we had our picture taking. Together all of us, we had worked out for this event to be successful I enjoy this event and really had fun. Observation I had observed from our program that handling this kind of program is not that easy because you need to have the cooperation between the officials from the place and also from the administration from the office of the school and without their cooperation, the program would be nothing. Also I had observed that without the cooperation of the officers, it wouldn’t be a big success to this program. I had seen that all of us were working together for us to finish this kind of job for the day. We work hard together for us to make this program very successful. This program is also with the residents who support our program. Who were there to ask for food and support what we were doing. This kind of program is not really easy. It really needs time to plan and enough budgets so that the needs would be completed. This program needs to be planned carefully so that the result would be very nice and that the program would be very successful. Recommendation This kind of program should be improved. This program must be in a proper way of having a program. Maybe this should have a list of program so that we can also entertain the children who were there. We can also have games for the children so that they would not only enjoy the food that they eat but also they will be happy and because of the games that will be prepared for them. We can also give them toys (used or donated) so that they would delight the things that will be given to them. We can also perform some intermission numbers for them to be entertained. At least through this simple ways, we could bring joy to their lives and make them happy for this time. This kind of program would be very interesting because it can really help a lot for the children. Conclusion In the current years, the population of the world is getting bigger and bigger and we are not really sure if they can still accommodate their needs and if they can still feed themselves. That is why we have this program to help the people’s hunger to be removed. Giving also nutritious foods to the children could be the best way for them to be provided with adequate nutrition. And also through the food that they eat, it could also energize their day. Therefore, I conclude that this program is for the benefit of the people who are in the state of poverty and hunger.

Development a brain controlled prosthetic hand Research Paper

Development a brain controlled prosthetic hand - Research Paper Example The recorded brain signals are then used to control a physical or virtual device that carries out a task according to the user's intent. The first step we took when designing the prosthetic hand was to decide on the best control mechanism for finger movement. The goal for our design was to minimize the number of actuators necessary to control the movement of the finger and simplify the equations needed to describe the motion of the finger. The first proposal, which was the tension controlled model, consisted of the three joints of the finger, with a cable attached to a fixed point on each link of the finger which was run back through the finger to an actuator mechanism at the hand or behind the wrist. For this model, each joint would have a compliant mechanism which forced the resting state of the links to be in the bent position. The second approach for this design has the complaint mechanisms such that the resting state for the links is in the straightened positions. A second design proposal included the use of pneumatic systems to drive the bending or unbending of the fingers. In this proposal small tubes could be used to fill with either air or liquid to actuate the finger. The noise would create the same discomfort for the user as non life-like prosthetics. The third proposal for the finger design wa... In this proposal small tubes could be used to fill with either air or liquid to actuate the finger. The noise would create the same discomfort for the user as non life-like prosthetics. The third proposal for the finger design was a pulley system to control each joint independently. Pulley's would be placed at each joint in the finger, and would be independently controlled by its own wire. Therefore, when the actuator is active, the fingers will bend and hold their positions. When the actuator becomes inactive, the compliant mechanism would return the fingers to their straightened positions. In the designs described above, a pulley at each joint in the finger would have a cable wrapped around it just enough for it to actuate the exact number of degrees of rotation required at that joint. It may be possible to use flexinol in place of the motors, but testing would need to be completed to confirm that overheating does not occur and that temperatures of the prosthesis do not rise above the melting point of the prosthetic skin covering. One aspect of this design that we later incorporated into our final design was the knuckle joint. This piece had to be designed so that it could provide space for the pulley to rotate as well as allow the finger to rotate side to side. This piece also had to allow for the actuating cables to pass through it on its path to the motors. The third, and final, approach to the design of the finger uses a four bar mechanism to control the movement of the finger, and compliant mechanisms to move the finger back to its resting state at the straight position. In this design, the four bar linkage is placed between the two upper joints on the finger. From our preliminary research, we had determined the

Select an existing company of any size, any location which provides Essay

Select an existing company of any size, any location which provides any product or service - Essay Example Unilever does not sell under its own name, instead uses variety of brand names to create feeling of diversity and local touch. According to Jameson (2007), when the company links business task on hand with the cultural factors of the community where it is going to operate; the chances of positive outcome increases manifold. The several components of the cultural identity can be seen in the working of the company across various geographical boundaries. It takes into account the various cultural traits while forming the various business strategies, marketing campaigns to target their users. The company identifies with different classes of the people in launching its products and communicates clearly that a particular product serves the purpose of a particular class. The company has deep roots in developing countries. An example to be made here is Shakti initiative made by the company in India (HLL Project Shakti†¦). The word Shakti in native language means strength. The purpose wa s to reach rural class under the initiative. Sales women were trained to talk to these rural masses in their local dialect to serve their needs through variety of personal care and home products. Door to door campaign and showing small video to the villagers was their main task. Thus, they got their income by selling the Unilever products. India has wide diversity in cultures and languages. Apart, more than 15 languages are spoken at the state levels and further there are local dialects and it is quite challenging to understand such nitty-gritty of the class and language diversity. The strength of the Unilever lies in meeting those challenges. Shakti initiative is a unique way of dealing with such multicultural class of people forming a large number of linguistic groups across various Indian states. The vastness of this project can be understood from the involvement of numerous Shakti entrepreneurs (HLL Project Shakti†¦) who are operating in thousands of villages meeting the ne eds of nearly 100 million consumers. In fact, the company is communicating to wide cultures, across different linguistic groups in widely spread locations. Such an example of communication cutting across large linguistic groups is hard to find. The Shakti initiative has doubled the reach of Unilever in rural households, which is exemplary in the sense that company’s brands have reached to the difficult terrain of hilly North East States (HLL Project Shakti†¦). In another example, Hindustan Unilever (subsidiary in India) greatly takes care of the buying capacity of its rural class who cannot afford large packaging of the product. The company launched for them shampoo in small one-use sachets that is what people in rural India greatly aspired for as they cannot afford big packing as normally bought by their urban counterparts (Unilever and Emerging†¦). Unilever have mastered the class differentiation while offering the products as it makes Surf Excel for the effluent class; Wheel for the rural folks and for the middle class it is Rin. (Unilever and Emerging†¦) Gender is another crucial aspect as noted by Unilever in marketing its products. Hindustan Lever is forefront in launching schemes empowering women. The company tapped over 45,000 women micro-entrepreneurs and motivated them to

Cognitive Behavioural Therapy Essay Example | Topics and Well Written Essays - 2500 words - 2

Cognitive Behavioural Therapy - Essay Example Caring for patients with mental and behavioral disorders requires integration of clinical skills, professional knowledge, interpersonal skills and experiences. The central activity in practice is therefore, that of using ‘self’ as the means of establishing and attaining effective nurse-client relationships. Consequently, Cognitive Behavioral Therapy (CBT) is one of the change interventions that rely on collaborative and therapeutic relationship and empowering with the treatment outcomes dependent on active participation of the client. The central idea in CBT is that all behavior (normal and abnormal) is attained and sustained ways that are identical (Whitfield, 2010). This is consistency with the principles of learning theory, which emphasizes on the role of operant and classical conditioning. The extensive evidence base of CBT is well documented and recommended as a treatment modality with clear guidelines for best practices (Whitfield, 2010). Although reflection plays a critical role in CBT, it has been conspicuously absent in CBT literature leading to misconceptions that CBT therapists don not reflect (Wright, 2006). With this background, this paper demonstrates that nurse students and CBT therapists use various methods such as self-reflection, self-supervision, and reflective journals as well as a variety of data from multiple sources such as CBT literature, client presentations and self-reflections to reflect on their learning and practice. According to the International Institute for Cognitive Therapy, CBT is a psychological approach that relies on scientific principles of which research has shown effectiveness towards diverse range of problems (International Institute for Cognitive Therapy, 2014). CBT intervention encompasses approaches such as cognitive therapy (CT), and rational emotive therapy (REBT). CBT

Read all about it Essay Example | Topics and Well Written Essays - 1000 words

Read all about it - Essay Example Alternative Hypothesis: There is a significant difference in the length of words found in newspapers and magazines. The mean length of words in newspapers is statistically greater compared to the mean length of words in magazines. The mean length of words for the magazine is 4.65, with a standard deviation of 2.32. The median is 4.00, and the most frequently occurring word length is also 4.00. The range is 11.00, with the shortest word having one character, and the longest with 12. There are a total of 100 entries for this sample. The cumulative percentage distribution for magazine word length shows that more than half of the words (59%) found in a magazine are shorter than 4 characters. 90% are shorter than 9 characters while almost all at 99% are not more than 11 characters in length. On the other hand, the average length of words in a newspaper is 4.57, with a standard deviation of 2.50. The median is 4.0 and the most frequently occurring word length is 3.0. The shortest word has only 1 character and the longest has 11 characters. There are also a total of 100 words for the newspaper sample. The cumulative percentage distribution for newspaper word length shows that more than half of the words (59%) found in a magazine are shorter than 4 characters. Almost 90% (89%) are shorter than 8 characters while almost all at 98% are not more than 10 characters. The results show that there is no significant difference in the mean length of words in a newspaper versus those found in a magazine. Thus, the null hypothesis is not rejected. Suresh has empirically shown that words in either print media are no longer than those found in the other. In the mid-60s, AMM destroyed the last remaining ground rules of free music with their aesthetic of total sound. Rob Young reflects on the groups achievements over 30 years, and finds their collective approach very much alive. Three men, grey haired, have been making