Types And Uses Of Coupling Devices Engineering Essay

Types And Uses Of Coupling Devices Engineering Essay A coupling is a device used to connect two shafts together at their ends for the purpose of transmitting power.In machinery, a device for providing a connection, readily broken and restored, between two adjacent rotating shafts.A coupling may provide either a rigid or a flexible connection; the flexibility may permit misalignment of the connected shafts or provide a torsionally flexible (yielding) connection, mitigating effects of shock Couplings do not normally allow disconnection of shafts during operation, though there do exist torque limiting couplings which can slip or disconnect when some torque limit is exceeded. A common type of rigid coupling consists of two mating radial flanges (disks) that are attached by key-driven hubs to the ends of the shafts and bolted together through the flanges. Alignment of the shafts is usually achieved by means of a short cylindrical projection (rabbet joint) on the face of one flange that fits snugly into a circular recess on the face of the other flange. The chain coupling consists of two hardened-steel sprockets, one on each shaft, with a nylon or metal roller chain wrapped around the closely aligned sprockets and connected at the ends. Clearances between the sprocket teeth and the chain allow for a small amount of shaft misalignment. For connecting shafts whose axes intersect but are inclined to one another at a larger angle than a flexible coupling can accommodate, universal joints are used. The most common of these is the Hooke, or Cardan, joint, which consists of two yokes attached to the shaft ends and a cross-shaped connecting member. Uses Shaft couplings are used in machinery for several purposes, the most common of which are the following. To provide for the connection of shafts of units that are manufactured separatelty such as a motor and generator and to provide for disconnection for repairs or alternations. To provide for misalignment of the shafts or to introduce mechanical flexibility. To reduce the transmission of shock loads from one shaft to another. To introduce protection against overloads. To alter the vibration characteristics of rotating units. Types of shaft couplings Drive couplings A coupling is used to connect two in-line shafts to allow one shaft (driver) to drive the second shaft(driven) at the same speed. A coupling can be rigid or, more normally, it can be flexible allowing relative radial, axial or angular movement of the two shafts. Unlike the clutch the coupling transmission is not designed to engage-disengage as a normal operation Coupling Type Coupling type Description Rigid Flange locked onto each shaft. One flange with recess and the other with matching spigot. Flanges bolted together to form rigid coupling with no tolerance for relative radial, angular or axial movement of the shafts. Muff Coupling Long cylindrical coupling bored and keyed to fit over both shafts. Split axially and clamped over both shafts with recessed bolts. Rigid coupling for transmitting high torques at high speeds Beam Coupling Single piece cylindrical coupling with a hole bored through its entire length. Each end bored to suite the relevant shaft. The helical slot is machined in the coupling in the central region. The reduces the coupling stiffness. The coupling is positive with some flexibility. Pin As rigid coupling but with no recess and spigot and the Bolts replaced by pins with rubber bushes. Design allows certain flexibility. Flexible Rubber disc As rigid coupling except that a thick rubber disc bonded between steel plates is located between the flanges. The plates are bolted to the adjacent coupling flanges. Spider Both half of the couplings have three shaped lugs . When the coupling halves are fitted together the lugs on one half fit inside the spaces between the lugs on the other side. A Rubber insert with six legs fits within the spaces between the lugs. The drive is by the lugs transmitting the torque through the rubber spider spacer This coupling is only used for low power drives. Bibby Coupling The outer flanges of the two half couplings are serrated. A spring fits into the serrations connecting the two halves. Chain Coupling Flanges replaced a sprocket on each shaft. The coupling is by a duplex chain wrapped over both adjacent cnoupling. Gear Coupling Both coupling halves have a raised rim machined as an external gear. The sleeve which couples the two shafts comprises two halves bolted together, each half having a machine internal gear. This coupling requires lubrication. The coupling is capable of high speeds and high power capacity. Metastream Coupling Coupling halves connected via stainless steel diaphragms. High speed high torque capability with good dynamic balance. Single coupling will accommodate angular and radial misalignment and fitted in pairs also allows lateral misalignment. Fluid Coupling Based on both coupling halves having vanes within a housing containing viscous fluid. The rotation is transmitted from one side to the other via the viscous fluid. the coupling provides a soft start. Universal Coupling Coupling which allows large angle between drive halves(20-30o). Generally based on a yoke mounted on each shaft . Between to yokes is mounted a trunnion cross. Needle bearings are used at the bearing points between the cross and the yokes. These type or units are used in pairs on carden shafts. Uses widely on rear wheel drive vehicle propshafts Universal Coupling- Uni-Joint Simplest type of coupling which allows large angle between drive halves. Each side of coupling includes protruding pins. The halves of the coupling are fastened in a pivotting assembly. At all angles up to about 40othe pins interlock with each other and rotation on one half forces the other half to rotate. Low power use only . Not smooth. Not reliable. Really only suitable for remote manual operations. Rigid coupling Rigid couplings are used when precise shaft alignment is required; shaft misalignment will affect the couplings performance as well as its life. Examples: Sleeve or muff coupling Clamp or split-muff or compression coupling Flange coupling Flexible coupling Flexible couplings are designed to transmit torque while permitting some radial and axial and angular misalignment. Flexible couplings can accommodate angular misalignment up to a few degrees and some parallel misalignment. Examples: Bushed pin type coupling Universal coupling Oldham coupling Bellows coupling à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ low backlash. Spider or jaw coupling à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ elastomeric inserts for flexibility, vibration reduction. Thompson coupling Resilient coupling Disc coupling Some applications like printing machines, roll forming machines, laminating machines, corrugated paper machines and paper making machines require an extreme and variable parallel offset. For these machines the coupling Schmidt-Kupplung is a solution. Torque limiting coupling Torque limiting couplings, or torque limiters, protect systems against overtorque conditions. Requirements of good shaft alignment / good coupling setup it should be easy to connect or disconnect the coupling. it should transmit the full power from one shaft to other without losses. it does allow some misalignment between the two adjacent shaft roation axis. it is the goal to minimise the remaining misalignment in running operation to maximise power transmission and to maximise machine runtime (coupling and bearing and sealings lifetime). it should have no projecting parts. it is recommended to use manufacturers alignment target values to set up the machine train to a defined non-zero alignment, due to the fact that later when the machine is at operation temperature the alignment condition is perfect Tools to measure shaft axis alignment condition it is possible to measure the alignment with dial gages or feeler gages using various mechanical setups. it is recommended to take care of bracket sag, parallaxe error while reading the values. it is very convenient to use laser shaft alignment technique to perform the alignment task within highest accuracy. it is required to align the machine better, the laser shaft alignment tool can help to show the required moves at the feet positions. Coupling maintenance and failure Coupling maintenance is generally a simple matter, requiring a regularly scheduled inspection of each coupling. It consists of: Performing visual inspections, checking for signs of wear or fatigue, and cleaning couplings regularly. Checking and changing lubricant regularly if the coupling is lubricated. This maintenance is required annually for most couplings and more frequently for couplings in adverse environments or in demanding operating conditions. Documenting the maintenance performed on each coupling, along with the date. Even with proper maintenance, however, couplings can fail. Underlying reasons for failure, other than maintenance, include: Improper installation Poor coupling selection Operation beyond design capabilities. The only way to improve coupling life is to understand what caused the failure and to correct it prior to installing a new coupling. Some external signs that indicate potential coupling failure include: Abnormal noise, such as screeching, squealing or chattering Excessive vibration or wobble Failed seals indicated by lubricant leakage or contamination. Checking the coupling balance Couplings are normally balanced at the factory prior to being shipped, but they occasionally go out of balance in operation. Balancing can be difficult and expensive, and is normally done only when operating tolerances are such that the effort and the expense are justified. The amount of coupling unbalance that can be tolerated by any system is dictated by the characteristics of the specific connected machines and can be determined by detailed analysis or experience.

Applied Linguistics Essay

Learner: * We see learning in different ways (Behavior –habit formation-; Innatism –response to behaviorism- ). â€Å"If we learn through habits, what about children? * Chomsky’s LAD theory: * Universal Grammar * We’re programmed to learn at least one language! Interactionism * Snow: Interaction is a vital factor, not LAD * Evidence: Accommodation of Language: * Language is modified by the kind of subject you’re talking to. * Modifying the way we’re using a language. * When we talk to children, we do it in a different way. * Subconscious act * Between Children and caretakers. * Between Natives and non-natives * The idea is to use a comprehensible input (Krashen) * The only way to learn English is to modify the way we speak – comprehensible input * Communication as a goal * Focus is on problem solving or accomplishing tasks Key concepts (cont. ) Intersecting angles: * Teaching methods and language assessment (Common European Framework of Reference) * Different Benchmarks for competence * International exams and certifications * Relationship between language and teaching * Teaching materials informed by linguistic corpora. * British national corpus * Language and language * Learner’s age * Kids and young people * Critical period * Content based language teaching – more flexible * Older people * It is more complicated to acquire a language when you’re getting old * Different focus of instruction, different reasons e. g. occupational, academic, etc. * You can teach different things in a certain age * Context * Physical locale (classroom or outside? ) * Immersion programmes * Teachers are putted into a context to teach to the target required * Problems: fluent, but no accurate. * Political pressures in some parts of the world e. g. Iraq, Japan, * Multilingualism in American classrooms – is not a priority right now * National language policies * What does it mean to learn a language? Money? Fun? * Tajikistan’s case: change from Russian to English * Future trajectory * Learn other subjects in an L2? How? * Is it possible that Chile would be a bilingual country? * Teaching in a language target * Endangered languages * People stop using a certain language * Reflection of a certain culture. * â€Å"The end of a language is also the end of a culture† * Linguistics Imperialism * We’re acquiring the English/American culture – English language is fixed by the culture: e. g. African English * English as a Lingua Franca * Universal language * Clusters: issues as non-native speakers – in fact, beach, special * Native speakers vs Non-native speakers â€Å"norms† * Technology * Computer-mediated contact with other languages and cultures * Internet-delivered language instruction * Use of corpora to access to the information. An introduction to Applied Linguistics * Language as a powerful tool * It gives access to information * Convincing (ads, politics) * Definition: * Is NOT the application of linguistics * Means many things for many people (Cook, 2006) * A group of semi-autonomous disciplines (Spolsky, 2005) * â€Å"†¦AL (is now) a cover term for a sizeable group of semi-autonomous disciplines, each dividing its parentage and allegiances between the formal study of language3 and other relevant fields, and each working to develop its own methodologies and principles† * Cook, 2003. * â€Å"the task of applied linguistics is to mediate between linguistics and language use† * The academic discipline concerned with the relation of knowledge about language to decision making in the real world * The scope of applied linguistics remains rather vague, but attempts to delimit its main areas of concern as consisting of language and education; language, work and law; and language information and effect. * Two interpretations * The source of applied linguistics. What applied linguistics draws on: * Narrow interpretation * (Linguistics) – Language teaching. * Usage of linguistic elements – semantics, phonology, pragmatics * Broad interpretation * (everything to do with language) * There are the different connotations of language * The target of AL * What applied linguistics equips you to do (SLA) * Language Acquisition (L1 and L2) * Psycho and Neurolinguistics * Sociolinguistics * Humor Studies * Pragmatics * Discourse Analysis and Rhetorics * Text/Processing/translation * Computational Linguistic * Corpus Linguistics * Dialectology BBC Documentary Horizon: Why do we talk? * Humans have a unique feature: we have a different language like animals * We have requests. * Complex process to pronunciate a word when child (â€Å"wa der† to â€Å"water†) * Language is exclusively human * Not much evidence about origins of language * Why chimps can make similar sounds like humans? * There are some parts of the brain involved in creation of words * Roots of language reception: Test on newborn babies * How much a baby is attending to a particular sound * We can recognize sounds from our beginnings * Chomsky’s theory: An innate ability to learn a language * Ability to talk is composed by words, meaning and sounds. It also INNATE * We’re BUILT ON SPEECH. * The KA family: communication in other ways are perfect, neither the speech * A DNA failure to create words * There’s no fossil evidences of speech communication * It is supposed that language was a practical way to defining rules * No one designed any language * Combination of words that can be easily remembered * Make sound to build a meaning * Dominant Theory of learning psychology: Behaviorism * Positive reinforcement * Habits are automatic and difficult to eradicate * If L1 differs to L2, L1 will interfere with formation of L2 habits e. g. use of articles (a/an, the) * Interference manifests itself in error (undesirable). * Learners need to overcome L1 features and replace them Contrastive Analysis Hypothesis (CAH) * Analysis of L1 and L2 features (grammar and phonology) to determine similarities and differences between languages * Comparisons * CAH prediction * L2 features which are similar to L1: easy features to learn * Present simple, present perfect * L2 features which are different to L2: errors in L2 * People is are * Role of L2 instruction: teachers should focus on features which could be potential errors. Teaching via imitation, practice and error correction. * Mistakes are very dangerous here! – Immediate correction * E. g. â€Å"repeat after me! † Problems with CAH * Researchers trying ti apply CAH in analyzing L2 errors, soon found that: * Many errors could not be explained only by reference to L1 e. g. I goed * Many predicted errors were not made in L2 * Learners from different L1 made similar errors L2 * New weays of loking at L2’s errors Error Analysis * Corder (1967) * Learner language is a system in its own right * Errors are an important reflection of the state of L2 knowledge (system) and processing strategies. * Errors were a good thing; there is a reflection about thinking of new things * Developing rules – trial and fail * Processing: * Learners form hypothesis about L2 on the basis of their exposure to the L2 * These hypothesis are tested receptively and productively * If hypotheses disconfirmed, this leads to the formation and testing of new hypothesis Interlanguage (IL) * Concept created by Selinker (1972) * Coined the term Interlanguage to describe a learner’s language * Is the whole process of learning a language * No competence Native-like competence * Interlanguage is rule governed (systematic) and dynamic (in flux) * U shape performance: * High performance is developed in Beginner’s level and the Advance one * Explaining learner’s errors. * Main processes which can explain errors in L2 * L1 transfer * L1 rules interfering with L2 * Overgeneralization of L2 rules e. g. goed (use regular past tense with all verbs) * It happens a lot with children * Transfer of training errors due to the way L2 was taught e. g. overuse of â€Å"he† because teaching materials contain mainly reference to males * Formal language in formal contexts * Simplification e. g. omission of referent elements (articles, prepositions) * Elision / wanna talk to me? – instead of â€Å"do you wanna talk to me? † Problems with IL and errors analysis. * Focus on errors rather than entire learner language output (i. e. what a learner can do * Oriented to L2 norms – norms are often difficult to define (e. g. variety of acceptable pronunctiations of some words) * Attribution of errors to processes not always clear cut * Doesn’t consider variability Morpheme studies * Morpheme: the smallest unit of meaning in English e. g. plural â€Å"s† (bound morpheme), article (unbound morpheme) * Influential study: Brown (1973) on First Language Acquisition (FLA) * Order of acquisition determined on basis of accuracy i. e. * Most accurate: acquired earliest. * The most developed item is the one which was developed earlier * Findings: although rate of acquisition may differ, order of acquisition same for all children. Acquisition order in FLA RANK| MORPHEME| EXAMPLE| 1| Present progressive| Boy singing| 2| Preposition| Dolly in car| 3| Plural| Sweeties| 4| Past Irregular| Broke| 5| Possesive| Baby’s toy| 6| Articles| A car| 7| Past regular| Wanted| 8| Third person singular| He eats| 9| Auxiliary â€Å"be†| He’s running| * Dulay and Burt (1973-1975) * Suppliance of a set of morphemes in obligatory context * Developmental Secquences. * Longitudinal research on acquisition of grammatical structures (e. g. negation, question formation word order) found: * Learners follow a set of order of stages of acquisition * L1 may affect how long a learner stays at any one stage * Learners cannot skip a stage, regardless of L2 instruction * Instruction can only affect speed of acquisition and whether learners reach final stage. Index readings – Test 1 – Monday 8th!! * Key concepts in language learning and language education * History and definitions * Introduction to SLA * Development of learner language. Developmental sequences Longitudinal research on acquisition of grammatical structures (eg negation, question formation word order) found: * Learners follow a set order of stages of acquisition * L1 may affect how long a learner stays at any one stage * Learners cannot skip a stage, regardless of L2 instruction * Instruction can only affect speed of acquisition and whether learners reach final stage * Naturalistic statement: the most important thing will be communication – people won’t correct anyone Variability in learner language. If IL is systenmatic, we should go thourg different stages. How can we account for variability in a learner’s interlanguage? * Need to distinguish between free vatiation and systematic variation: * Free variation may be due to: * Random errors * Performance factors, e. g. anxiety * Anxiety affects production * Early stage of IL: experimentation * People is is not a taboo * Systemic variation may be due to * Linguistic environment: e. g. omission of final ‘s’ may vary according to what sounds come before or after the letter ‘s’s * Situational context: e. g. the person the learner is speaking to (interlocutor) or setting may affect the perceived level of formality and thus how much attention Is given to accuracy * Fluency is affected by focus on accuracy * Psycholinguistic context: e. g. amount of planning time given before being asked to perform the task Input & Interaction * Input:anything that a learner is exposed to in the environment. Anything that is perceived. * Intake:processing. When you’re receiving language, you realize a certain structure subconsciously. * Uptake: when you do something observable with your input, if you make a mistake and then you have the correct version * Output: production of language – errors and mistakes are included * Comprehensible input:refers to modify the language and make it comprehensible * Negotiation of meaning: looking for answers for what you want to say – negotiatate what someone say: what? Could you repeat that? You said (†¦) or you said (†¦)? * Positive evidence vs. Negative evidence: * NE: corrections. Could be related to grammar * PE: Discrete parts of the language. It’s just language * Implicit vs. explicit feedback * Implicit feedback: we don’t really saying what the mistake is directly, but you’re uttering what you say. * Explicit feedback: correction – looking a language as an object * Recast: implicit feedback – fixing what you’re trying to say. When you’re emphasizing, it turns to explicit feedback. It’s supposed to be implicit. Introduction * Range of perspectives (theories) which explain how language (L1 and L2) is processed and ultimately acquired * All theories agree that learners need exposure to language (input – from a behaviorism focus, is important), but the kind of input and how that input is processed in order to become acquired vary * Today’s seminar focuses on the interaction hypothesis, a very influential theory in the field of SLA INPUT * Input is everything that you can get into the language * Language learner is exposed to (available for processing). * Two types of input: * Positive evidence: authentic or modified language – * Negative evidence: corrections Behaviorist perspective – Lado and Lee * From a behaviorist approach, Learners need positive and negative evidence (both) * Positive evidence: models that learners imitate and repeat (thus forming habits) * Negative evidence: given to prevent formation of â€Å"incorrect habits† * Language learning: process of imitation & habit formation Universal Grammar Perspective * Proponents: Chomsky (L1) White and Schwartz & Sprouse * Learners need ONLY exposure to positive evidence. * Positive evidence triggers processing in an innate language acquisition device * LAD contains principles (general rules about all human languages – e. g. Parts of speech) and parameters (rules which are language specific – e. g. â€Å"no voy† instead of I cannot) * Pro-dropped language * Dummy subjects * Second language acquisition: resetting parameters based on L2 evidence * Some debate in SLA: Is UG fully, partially on not at all available for adult L2 learners? * Is very unlike that is available. Is mostly partially available Krashen. Main argument: learners need only exposure to appropriate input (positive evidence) * Appropiate input: comprehensible input at a level slightly above the learner’s current level (i+1) input + something a bit higher * Comprehensible input will activate LAD: subconscious process * Comprehensible input: acquired knowledge (implicit knowledge used to produce language) * Is comes out, it flows * Conscious learning: learnt knowledge (explicit knowledge used to monitor language production) * If you’re giving negative evidence, they will acquire language * Difference between learning and acquiring language * Explicit knowledge does not become implicit knowledge (the non-interface position) * When you learn, you will not be able to acquire language Long’s interaction hypothesis * Built on Krashen’s notion of the importance of copmprehensible input for SLA * However difference in what makes input comprehensible * Krashen: emphasis on learner’s individual processing i. e. learner uses contextual clues, world knowledge to comprehend i+1 * Long (1983): interactions (negotiation of meaning) make input comprehensible * Findings: * â€Å"Speech modifications alone are rarely sufficient. Native speakers also make a lot of adjustments to the interactional structure of conversations, and it is conversational modifications of the latter sort that are greater, more consistently observed, and probably more important for providing comprehensible input† * Conversational modifications: * Repetitions * Confirmation checks (is that what you mean? ), often involve repetition uttered with a rising intonation * Clarification requests (what do you mean? ) e. g. Sorry? What? * Comprehension checks (do you follow me? ) e. g. OK? I+1: our current level of english Positive evidence: language Negative evidence: corrections Long’s interactional hypothesis Original version (1983): * deductive argument * Conversational modifications make negotiation input (negotiations of meaning) make inupt comprehensible e. g. Having conversations with native speakers will improve development of language THEN * Comprehensible input promotes acquisition (krashen) THEN * Negotiations of meaning -> promote SLA Research based on Long’s interaction hypothesis. * Variables that affect the quantity and type of conversational modifications (negotiation * moves) * Task type e. g. Doughty & Pica, 1986 * Learner variables (L1, proficiency in L2, gender) e. g. Pica et al. , 1991; Polio & Gas, 1998 * Extent to which negotiations facilitate comprehension e. g. Ellis et al. , 1994 * Extent to which negotiations lead to acquisition: results mixed e. g. Iwashita, 2003; Mackey, 1999 * Family will promote more negotiation Criticism of research and interaction hypothesis * Number of assumptions questions e. g. the more negotiations moves the better? * A social nature of research: ignores context and learner’s goals (ie is there always a clear one-to-one mapping of interaction moves and speaker’s intented meaning? * Deductive nature of argument: no mechanism to explain acquisition * Lack of robust evidence for L2 learning * Is anybody learning a language, or acquiring it? Negotiation of languge: Chance to process more the input and do something with that Swain’s outpout hypothesis * Research: language proficiency of students in Canadian immersion program, found that learners fluent but not accurate * Main argument: * Comprehensible input alone insufficient for learners to develop grammatical accuracy * Comprehension requires learners only to process language for meaning, not for syntax * Learners need to be pushed to produce accurate and appropriate language (output) * Students were fluent, but not accurate * Push them to produce more and more INPUT * Grammatical processing: basic to improve accuracy * Long * Role of input * Output provides learners with opportunities to: * Move from semantics, open-ended processing of language prevalent in comprehension to grammatical processing needed for accurate production. * Notice â€Å"gaps† in their interlanguage. * Test hypotheses abput language + receive feedback abput hypotheses * Reflect abput their language use + develop automaticity through practice (Gass, 2004) * Note: focus shifted from focus on positive evidence to negative evidence (corrective feedback) ->negative evidence * Negative feedback may be facilitative of L2 development * MEDIATED BY SELECTIVE ATTENTION: Focus on learner’s internal factors, drawing on work of Schmift’s (1999, 1993) on attention and noticing nypothesis * DEVELOPING L2 PROCESSING CAPACITY: draws on studies on developmental sequences & pieneman’s work on learnability to explain mixedfindings on negotiations and acquisition * NEGATIVE FEEDBACK OBTAINED DURING NEGOTIATION WORK: shift in focus from interactions providing comprehensible input to conversations providing opportunities for negative feedback * MAY BE FACILITATIVE†¦ ESSENTIAL FOR LEARNING CERTAIN SPECIFIABLE L1-L2 CONTRASTS: prediction abput which language structures are most likely to need negative feedback (L1-L2 contrats, e. g. dative alteration, adverb placement) * If the verb comes from latinate origin, is not possible to have dative alternation. If Germanic, it is. Why Long was unwilling to unchanged his hypothesis? * Previous hypothesis: * Krashen’s monitor hypothesis! * IS a contradiction: Monitor check contents to learn, but it doen’t help to ACQUIRE * Closest to BEHAVIORISM * Current Hypothesis: * New ways of correcting * KEY: GIVING FEEDBACK Cognitive accounts of SLA * SLA: acquiring a new knowledge system. Learning new information * Based on cognitive psychology, which models the human mind similar to a computer (up to a point) * Learning& ability for use: * NOTICE NEW INFORMATION, e. g. a vocabulary item (an interesting word such as â€Å"nuts†) or a feature of syntax like 3rd person singular –s * INTEGRATING NEW INFORMATION and comparing with the old one, e. g.relating the vocabulary item to similar ones or 3rd person-s to indicative present tense verb use * PROCEDURALIZING OR AUTOMATIZING, e. g. accessing the vocabulary itam / applying the 3rd person –s rule Areas of interest * A great deal of work in SLA has focused on noticing and attention because it is central to learning (Schmidt) * There is also some work on the interaction of new language information in long-term memory (Bialystok) * The type of knowledge (explicit/implicit) has also been studied, which is related to proceduralization / automatization The human cognitive system Outside world -> sensory register -> working memory -> long-term memory.

Fall of Rome DBQ Essay - 815 Words

The Fall of Rome The great Roman Empire expanded across all of Europe and into the Middle East. Its military was one of the finest. With major trading in Africa and Britain, the economy flourished with brining many citizens a healthy income. With amazing advancements in culture and technology, Roman society was at its finest. During the Pax Romana, the Romans had 200 years of peace and good ruling by level headed dictators and emperors. Despite Rome’s greatness in all of these areas, Rome would eventually fall. Surprisingly all of these qualities that led up to a flourishing empire were the same ones that led to its demise. As Germanic tribes invaded, the military weakened and the government became unstable.†¦show more content†¦As the â€Å"abundance of slaves led to the growth of latifudia† (Document 3) the great estates took over the agricultural industry. As latifundia took over, more farmers became out of work and in the persuit of finding work they moved into the cities and â€Å"added to the unemployment there† (Document 3). But the expansion didn’t stop there. As â€Å"the overwhelming majority of the population had been systematically excluded from political responsibilities, they could not†¦ protect themselves†¦ serve in the army†¦ Their economic plight was hopeless† (Document 1). As missionaries fled into the Roman Armies, the citizens were being forced to pay a huge amount of taxes. But with no farmers to grow the food for the soldiers, who would? Expansion brought wealth into the empire, but â€Å"when the empire ceased to expand; however economic progress soon ceased† (Document 3). The inflation rate spiked, the rise in prices on everyday necessities decreased the value of money. The Romans were having to trade with exterior partners for items that could not be produced. The flow of money coming in could not match the amount of money going out. The values of the Romans depleted as t heir economy crumbled. As the Romans economy faltered, so did their social well being. Without work to pay the citizens, they had to steal what they could not afford. The crime rate increased as citizens stole more and moreShow MoreRelatedEssay Romans and Barbarians Dbq716 Words   |  3 PagesRomans and Barbarians DBQ According to the Romans nomads were considered to be barbarians, however over time Romans began to develop nomadic customs which were no longer considered barbaric but civilized. To the Romans a ‘barbarian’ was anyone who was an outsider of their land, and in that case nomads were considered to be barbaric. Nomads are known as a small group of people that don’t have a permanent settlement, and travel and migrate from place to place. Nomadic people also had a differentRead MoreEssay on Dbq Mini Q Renaissance Hq Student Fi2066 Words   |  9 Pageschanged the concept of what it means to be human. The Documents: Document A: The Individual in Art Document B: Mans Inner Nature Document C: Man s Place in the Universe Document D: The Human Body A Mini Document Based Question (Mini-Q)  © 20 11 The DBQ Project This page may be reproduced for classroom use 431 Renaissance Mini-Q Hook Exercise: Should We Be Renaissance People? Directions: Historians often describe Leonardo Da Vinci (1452-1519) as the best example we have of a true RenaissanceRead MoreIslamic and Christianity Essay13431 Words   |  54 PagesVO L U M E FOR TEACHERS ONLY The University of the State of New York 2 2 OF DBQ REGENTS HIGH SCHOOL EXAMINATION GLOBAL HISTORY AND GEOGRAPHY Tuesday, August 17, 2010 — 12:30 to 3:30 p.m., only RATING GUIDE FOR PART III A AND PART III B (DOCUMENT-BASED QUESTION) Updated information regarding the rating of this examination may be posted on the New York State Education Department’s web site during the rating period. Visit the site http://www.emsc.nysed.gov/osa/ and select the link

The Sherman Anti Trust Act Of 1890 Essay - 1278 Words

Abbi Green Period 5 2016 Nov. 16 Anti-Trust The Sherman Anti-Trust Act of 1890 was passed to prohibit trusts, this was the first law passed by U.S. Congress to enforce this. This act was named after Senator John Sherman. Before this act was put into place, many other states had enforced laws very similar to the Sherman Anti-Trust Act. These laws were not perfect though, the large corporations had the majority of the economic power. Congress was not pleased with this, thus making the Sherman Anti-Trust Act. This act allowed Congress to regulate interstate commerce, outlawing monopolistic practices. If a person were to violate this act, he or she could be imprisoned for a year and fined five-thousand dollars. This law was successfully used to help Theodore Roosevelt during his campaign, â€Å"trust-busting†. Also, President Taft used the law to back himself up against the Standard Oil Trust and American Tobacco Company. The Standard Oil trust was when a board of nine trustees was set up to make all of the company dec isions , allowing the company to run as a monopoly. The Sherman Anti-Trust Act allowed both presidents to dissolve the trusts that were creating problems. On the other hand, the Sherman Anti-Trust Act had many holes, it did not have exact wording, therefore allowing companies to still control the majority of the producing and still get away with it. The Sherman Anti-Trust Act had substantial success, but was put to rest and replaced with the Clayton Anti-TrustShow MoreRelatedAnalysis Of The Sherman Anti Trust Act Of 18901682 Words   |  7 Pagesprices of their products. This is classified as a horizontal agreement because it involves competitors. They do this in order to manipulate prices to gain an unfair advantage. The government has a law in place for this issue called the Sherman Anti-Trust Act of 1890. This law requires each company to set its prices and other terms on its own. Generally, the consumer expects the price of a product to be determined by the current supply and demand. This is not the case with price fixing, as competitorsRead MoreA Comparison of Two Monopolists in a Competitive Market Essay977 Words   |  4 Pagesprices clearly illustrate the inefficiency of a monopoly and the harm it may cause to the economy. The Sherman Anti-Trust Act of 1890 In order to prevent a handful of monopolies and trusts (another form of monopolization) from controlling the economy, Congress passed the Sherman Anti-Trust Act of 1890. Signed into law by President Benjamin Harrison on July 2, 1890, the law consists of two sections. Section 1 primarily prohibits any contract or action whose aim is an Read MoreThe Progressive Era ( 1900-1919 )1544 Words   |  7 Pagesin the Gilded Age (1877-1900). One of the best examples of this was shown in the correlation between the Clayton Anti-Trust Act and Sherman Anti-Trust Act. The Sherman Anti-Trust Act was established in 1890, with the purpose of combatting oppressive monopolies and big businesses. The federal law prohibited the signing of any trust, lease, or contact in the limits of foreign trade. The act also states that. â€Å"Every person who shall monopolize, or attempt to monopolize, or combine or conspire with anyRead MoreThe Federal Trade Commission Act931 Words   |  4 PagesIn 1890, the United States Congress passed the first Anti-Trust Law, called the Sherman Act, in an attempt to combat anti trusts and as a â€Å"comprehensive charter of economic liberty aimed at preserving free and unfettered competition as the rule of trade.† (The Antitrust Laws). Twenty four years later in 1914, Congress passed two more Anti -Trust Laws: the Federal Trade Commission Act, which created the Federal Trade Commission whose aim is to protect American consumers, and the Clayton act, whichRead MoreThe Sherman Act Of 18901512 Words   |  7 PagesA Sherman Act of 1890 The Sherman Act of 1890 as referenced in McConnell and Campbell (2011), consists of two main regulations; †¢ Section 1 â€Å"Every contract, combination in the form of a trust or otherwise, or conspiracy, in restraint of trade or commerce among the several States, or with foreign nations is declared to be illegal.† †¢ Section 2 â€Å"Every person who shall monopolize, or attempt to monopolize, or combine or conspire with any person or persons, to monopolize any part of the trade orRead MoreAre United States Business Laws Effective at Promoting Fair Business Practices762 Words   |  4 Pagesmultitude of industries and professions. In order to preserve the trust and integrity of our financial systems, it is imperative that the United States implement, regulate, and enforce business practices to remain relevant and effective within the constantly changing global economic marketplace. The United States has a long history of ensuring fair and balanced business practices through legislation. The Interstate Commerce Act of 1887, began a shift in the economy from state commerce regulationRead MoreEssay about Sherman Anti-Trust Act (Constitutional Law)792 Words   |  4 PagesTo: Reader From: Re: Sherman Antitrust Act Facts John Davison Rockefeller was the founder of Standard Oil Company in 1870 and ran it until he retired in 1897. Standard Oil gained almost complete control over the oil refining market in the United States by underselling its competitors. Rockefeller and his associates owned dozens of corporations operating in just one state. The Sherman Antitrust Act was enacted on July 2nd, 1890 which prohibits activities that restrict interstate commerceRead MoreGovernment Interventions : An Economic Intervention1590 Words   |  7 Pagesregulations obtain to promote objectives that are not economic, such as safe workplaces and a cleaner environment. My Government Interventions are the First Income tax, The Interstate Commerce Act, and The Sherman Antitrust Act. I will evaluate these interventions by describing what it was, what the purpose of the act was, the primary and secondary costs and benefits of the intervention, and if the intervention was economically efficient. A law enacted by the government to help control prices is calledRead MoreThe Copyright Of The Sherman Antitrust Act1662 Words   |  7 Pagesdealing with trusts and monopolies, controversy is sure to arise. This discussion is a result of the benefits, and also the disadvantages of monopolies in our market. With these arguments going on, discussions of the Sherman Antitrust Act in many legal cases, have been whether or not this law is beneficial to our economy and population, or harmful. People have gathered on both sides of this debate looking for the truth behind the effect of the Sherman Antitrust act. To learn how the Sherman AntitrustRead MoreThe Effects Of Monopolies On The Economy Essay1558 Words   |  7 PagesNov. 2015.(page 1) In the year 1890 the Sherman Anti-Trust Act was signed into law by congress. It was named after John Sherman of an Ohio senator that took lots of notice in the economies growth of businesses. Anti-Trust Act was designed to prevent cartels and monopolies from becoming too powerful. The act states Every contract in the form of trust, or conspiracy, in trade or commerce among the several States with foreign nations, is declared to be illegal. The Act also says: Every person who shall