The Aircraft Structural Layout Engineering Essay

The Aircraft Structural Layout Engineering Essay Introduction The A380, when first produced was one of the newest and most technologically advanced civil airliners in the world, hosting the use of new materials, new manufacturing techniques and overcoming many engineering problems that the sheer size of the aircraft procured. The requirement for an ultra high capacity aircraft, UHCA , came about at the conclusion of the cold war; international conflict and tensions were dissipating and international travel became more viable. Airports were becoming more and more congested and Boeing was monopolising the civil air transport market Airbus needed something to new and preferably big to combat these issues. The A3XX was conceived in 1988 and developed over the years until what we know now as the largest passenger airliner in the world; the A380. The eight was chosen to reflect the structure of the airframe, the two floor arrangement and the fact that in many Asian countries the number eight is considered as a lucky number. At the time, the aircraft was the latest feat of engineering for the aviation industry; if not for engineering in general. Its technological advances are something to admire but there were several problems to face this pioneering project. Many new manufacturing practices and techniques had to be developed; along with the logistical problems of combining over one hundred international partners contributing parts. Then the huge task of transporting the various oversized parts to the assembly line in Toulouse, France. Designers were confronted with countless questions, how to transfer the immense loads the aircraft would come under? How will the undercarriage distribute the weight of such and still be manoeuvre efficiently in existing airports? How much power would an aircraft of such size require? Noise levels to comply with newly implemented restrictions? The 3Es were imposed during the design process; environment, economy and energy. This report will discuss the options and solutions that were chosen to overcome the many problems mentioned above. DESCRIPTION OF THE STRUCTURE OF THE AIRFRAME The complex number of airframe components were all put together as one part and were analysed and optimised using very advanced computational fluid dynamics. The A380 is quite a blunt aircraft and this helps by cutting drag by 2% as opposed to other desings. The designer enhanced many aspects of the A380 such as the wing body fairing and the wing. This enabled weight to be saved without creating drag consequences. The airframe of the A380 was built to last 25 years. On Page 5 of Appendix F a detailed cutaway can be seen of the A380. Also in Appendix A Figure 3 an overview of the components of the A380 can be seen. Full specifications of the A380 can be seen in Appendix E. Nose Section The nose section was difficult to engineer as the double deck design created a deep profile requirement. There is a large pressure bulkhead which is above and behind the nose gear bay. It is made from a double curved panel stiffened by longitudinal stringers which are locally welded. This bulkhead panel is unique as it is designed to form part of the cock pit floor. The unpressurized nose gear bay is in the forward lower part. Fuselage The fuselage of the A380 is the biggest in the world and the most complex ever made by Airbus. For example, just taking the middle section of the fuselage, there is a large amount of components. There are three doors, the belly fairing, main landing gear bay, centre wing box, two wing gears and the body gears. Although the structure of the A380 is relatively traditional new materials were used. This will be discussed in more detail later in the report, here is a summary; the semi monocoque structure of the fuselage is formed from very advanced aluminium alloy. There are plastic frames in the tail cone section reinforced with CFRP, carbon fibre reinforced polymer. The skins of the upper and lateral fuselage, forward and aft, are made from GLARE, glass fibre reinforced aluminium laminate. The centre fuselage however is made from aluminium alloys and glass fibres with imbedded adhesive. This is a very advanced way to save weight. This was not the only reason advanced composites were used; they also have better damage tolerance and fatigue. The fuselage is 230ft long and has two main types of cross section. It is spherical until frame 31 then aft of this it becomes ovoid. This can be seen in figure 3 of appendix B where four possible cross sections for the A380 are compared. For interest only there is a sketch in Appendix C which shows what the A380 could have looked like with the horizontal double bubble fuselage cross section. Also in Appendix A Figure 2 a comparison can be seen of the A380 (marked A3xx) and the Boeing 747 cross section. The rear section is unpressurized. The tail section and the forward unit section form this. The tail section is separated from the rest of the fuselage by a CFRP reinforced plastic rear pressure bulkhead. The rear section is attached to aft section of the fuselage. This runs from frame 74 to 95. The rear fuselage section is a very complex set up. This is because it has to support the fin and horizontal tailplane. The substructure is reinforced with highly loaded aluminium frames as well as resin frames. The panels that attach to the substructure are chemically milled CFRP skins. Welded stringer panels are used in the lower fuselage. They are machined with integrated stringers in tandem. This creates stronger panels. The upper shell is strengthened by GLARE. There are areas of high stress within the fuselage such as around the wing root area and the frames that run the length of the fuselage. These areas are machined. Areas which are less loaded are extruded, for example the upper shell. The upper deck and the main deck are constructed in a similar manner, a floor grid supported by cross beams and frames in turn supported by vertical struts, but use different materials. The upper deck uses CFRP crossbeams which connect to the frames by a shear joint. The main decks cross beam is made from advanced aluminium lithium alloy. There are two stairways within the fuselage. By door one is the double width stairway for in flight activity. In the curvature of the rear pressure bulkhead is another stairway made wide enough for service equipment and a stretcher. The belly fairing has an aluminium substructure which supports panels made of a nomex honeycomb and hybrid epoxy skin sandwich. Deformation occurs between the fuselage structure and the belly fairing and this means loads from the fuselage are transferred to the fairing. Also there is a metallic strip in the rear section of the fairing it allows bending loads to be absorbed as it enables the composite shell to flex. Wings Due to the above wings of the A380 are the biggest ever made. They cover 9104sqft with a chord of 13ft and a 261ft6inch span and have an aspect ratio of 7.52. The sweep angle is 33.5 degrees at the 25% chord mark. The dihedral is 5.6 degrees at the tip. The wings are very complex. The leading edge has six slat sections and two droop noses. The trailing edge has three single slotted fowler flaps. The ailerons, outer flaps and spoilers are made from composites. The inner flap is metallic. The wing itself has three ailerons and eight spoilers. Also the wing supports two engine pylons and the wing landing gear. A kruger flap would have been on the inboard leading edge but because of the huge depth of the A380 wing a droop nose device was included. It is completely sealed which means it makes the wing stall inboard and it pivots around a fixed point. The wings frame is made from a CFRP and aluminium alloy hybrid centre box and a metallic outer part. The centre box consists of a root rib, rear, front and centre spars with skins above and below. The centre box is joined to the fuselage by frame fittings. Diagonally orientated struts support the floor structure above. The wing frame can be split into two parts the inboard frame, from ribs 1 to 17, and outboard frame, from ribs 17 to 49.They are differentiated by the fact that the outboard from has no centre spar, only front and rear. The spar material changes from aluminium at the middle point between the engines as a weight saving device. Twenty three of the forty nine ribs are made partly from CFRP. The winglets take aerodynamic loads in roll. The A380 winglets have a 13ft chord, are at a length of 119ft away from the fuselage and are an optional item in the specification. Tail The tailplane in totality is a height of 79ft5inches and has a 99ft span. To put this into perspective this is almost the span of an A320 wing and the same chord as the A340. The tailplanes support from the fuselage has been spoken about previously. The tailplane is attached to the fuselage using two rows of lug and shear bolts. This is a similar concept the A340 design of this area. The frame that supports the tailplane is before the first row of lug bolts at frame 108. There is also double curvature of the skin at the root of the tailplane. This is because the airflow locally around the stabilizer will be greater than mach 1. The double curvature enables any drag rise to be dispersed. Between frames 99 and 100 is the single trim screw. Rear of the tail cone is the rear fairing made up of titanium firewalls and is home to the APU (Auxillary Processing Unit) exhaust. The APU itself sits just forward of this within the tailcones CFRP frame and stringers. A revolutionary design that utilises a single torsion box with a lower and upper rudder has been used for both the fin and rudder. The fin box for example consists of a rear and front spar that span the whole fin with a framework of ribs made from CFRP and resin. The end fittings are made from aluminium alloy. The vertical stabiliser is 48ft high and has a chord of 39ft6inches with a taper ratio of 0.39 and an aspect ratio of 1.74. The horizontal stabilizer has an integral fuel tank. The lateral loads of this stabilizer are taken by a heavily reinforced structure. The landing gear bays surround the cargo compartment between the aft cargo section and the centre wing box. The walls (inner and upper) are made from self stiffened panels. DISCUSSION OF THE PRODUCTION AND ASSEMBLY PROCESS With an aircraft of such size choosing the final assembly site was going to cause problems. The decision would have to involve a political and logistical discussion as to decide the options that were going to be best for the whole process. A collaboration between many companies throughout the airbus group and some other specialist companies was going to be vital to getting the highest quality for the aircraft. . The five largest contributors to A380, by value, are Rolls-Royce, SAFRAN, United Technologies, General Electric, and Goodrich. Airbus sized the production facilities and supply chain for a production rate of four A380s. Many newly created and some most advanced manufacturing techniques were used in the production of the A380 to allow this rate to be achieved. Production Companies across Europe built the major structural sections in France, Germany, Spain, and the United Kingdom; other components came from across the world. JAMCO made the upper deck floor carbon cross beams and the stiffners and stringers for the fin centre box. Shin Maywa was contracted for the main wing root fillet fairing and the wing ramp surfaces. Yokohama made the water and waste tanks. Korean Aerospace Industries constructed the lower outer wing skin panels. Australian company Hawker de Havilland built the large wingtip fences. Chinese company AVIC make the panels of the landing gear bay. Hamilton Sundstrand produced the air generation system. Canadian Pratt and Whitney make the Auxillary Power Unit. Honeywell made the flight management system. American company Eaton provided the high pressure hydraulic system and the high pressure hoses. Parkers Aerospaces Electronic Systems Division provides the fuel management systems. Rockwell Collins supplies the avionics full duplex AFDX Ethernet switch. A final example of the multi-corporate build is Goodrich developing the evacuation slides. The construction of such an aircraft required huge amounts of money to be spent in order to design and build the sites that could cater for the A380 components. For example Airbus UKs build site at Broughton received a brand new  £35million building to contain the wing construction. Each manufacture site was delegated different areas of manufacture; these were split into or aircraft component management teams (ACMTs) then further split into combined design build teams (CDBTs). carrying on from above the wing construction was in Broughton but the Wing assembly was delegated to Filton. ACMTs were created for wing nose, centre fuselage, forward and aft fuselage, propulsion, empennage, landing gear, systems, interior and final assembly. The use of breaking down the ACMTs into CDBT allowed for responsibility if components had issues, late deadlines etc. As stated earlier, new production techniques were introduced. Laser beam welding; involves a highly accurate automated laser beam, typically carbon dioxide or solid state YAG (yttrium-aluminium-garnet) laser, which was introduced into manufacture in 2001. It has a built in inspection unit leading to much quicker and quality welds. This technique was used to attach the stringers of the lower fuselage shell skins, reducing dramatically the weight, need for fasteners and time taken of previous technique (reaching a production speed of 26ft a minute when welding the stringers it). This manufacturing process was also used for the curved bulkhead panel and lower fuselage skin. Another manufacturing technique which revolutionised the A380 manufacture was an advanced robotic milling machine. It had a fixed axis and spun up to 24000 rpm and operated under a shower of lubricant. This was utilised in the manufacture of the aluminium alloy cockpit window frames. Assembly Assembly of such an aircraft was going to be an epic logistical journey. Getting the parts to the final assembly hall in Toulouse was going to be the hardest part as a new technique for spatial alignment had been created. This groundbreaking feature of the assembly was vital; the positioning system aided by lasers (41/40 single station unit) aligned jigs to subassemblies with high tech optics to attach the fuselage and the wings together. It was very advanced as it calculates exact dimensions of sections and is interfaced with a CAD system which could derive structural qualities and average tolerances. Techniques adopted by previous Airbus models used the A300-600ST Beluga aircraft to transport large parts; however this was not going to be as much use for the A380. This meant another option of travel was going to be used. Land and water was going to have to be used to get all components to Toulouse. The decision as to where the final assembly should be located caused friction within the airbus family at first. The German airbus section had to be appeased by using its Ville de Bordeaux, Roll-on Roll-off sea vessel (RORO) as seen in Figure 5, to allow the choice of Toulouse as Final Assembly. Parts from across the world where transported to Europe to respective manufacturing areas and eventually moved to France. Two main transport systems were utilised in the assembly of the A380. Air transport used of a number of guppy aircraft, devised by Felix Kracht, to manufacturing sites. By sea the RORO vessel travels to four different countries in Europe collecting parts; then transfers them to Paupac. From there it is transported by canal and road to Toulouse. The front and rear sections of the fuselage are loaded on to RORO in Hamburg, northern Germany, whence they are shipped to the United Kingdom. The wings; transported by barge to Mostyn from Filton in Bristol and Broughton in North Wales, where the ship adds them to its cargo. In Saint-Nazaire in western France, the ship trades the fuselage sections from Hamburg for larger, assembled sections, some of which include the nose. The ship unloads in Bordeaux. Afterwards, the ship picks up the belly and tail sections by Construcciones Aeronà ¡uticas SA in Cadiz in southern Spain, and delivers them to Bordeaux. From there, the A380 parts are transported by barge to Langon, and by oversize road convoys to the assembly hall in Toulouse. The original pathways that were going to be used for transportation were simply not sufficient enough; therefore new wider roads, canal systems and barges were developed to deliver the A380 parts. After assembly, the aircraft are flown to Hamburg to be furnished and painted. It takes 3,600 litres of paint to cover the 3,100 m ² exterior of an A380. DISCUSSION OF THE CHOSEN MATERIALS USED IN THE STRUCTURE The A380 was very progressive in its design. Forty percent of its structure consisted of carbon composites and advanced metal alloys. The wing structure for example was constructed with a carbon fibre wing box. They used monolithic CFRP as it was found to be one and a half tonnes lighter than using aluminium alloys. The fin also created in this manner with a solid laminate CFRP fin box cured in an autoclave. This was also utilised in the rudder, horizontal stabilizer and elevators. CFRP was employed in other areas of the plane too not just external components. Pressure bulkheads and upper deck floor beams were also made of this material. The vertical tail is made of a CFRP truss structure. The wing skin was changed from aluminium alloys to composites in the design process. Thermoplastics were used for lots of components. For example the ribs in the fixed leading edges of the vertical and horizontal stabilisers. Also for the secondary support holding the interior furnishing and the cabin trim. Impact resistant thermoplastics were used on the wing leading edges. The A380 as an engineering feat used revolutionary materials. For example GLARE. The acronym stands for glass fibre reinforced aluminium laminate. It was used for the upper fuselage shell. The material was tested in 1990 and consists of alternation layers of 0.015inch aluminium sheet and glass fibre reinforced bond film. This material is revolutionary because it has better corrosion, fatigue and damage resistance properties than aluminium. It is also less dense with a weight saving of between fifteen and thirty percent. The weight saving was about 500kg in construction. This material is exceptional as the glass fibre layers between the aluminium stop cracks propagating and even operate as a load path. Aluminium alloy was utilised massively within the production of the A380. One area where it was exploited was the windows in the cockpit. The frames were made from AL7040 aluminium alloy. A strengthened variant of the alloy was used as the bird impact shield. The windshield fairing was also redesigned to use aluminium. It consists of aluminium skins, which were chemically milled, covering machined ribs and extruded stringers. Aluminium alloy was used as a substructure for the massive belly fairing. It supported panels which utilised modern materials. The panel core is a nomex honeycomb core which is covered in a hybrid carbon glass fibre epoxy skin. Titanium was utilised in the fairing also with a corrosion resistant variant being used for stringers and frame roots. The intuitive designers saved weight and increased performance wherever they could. The engines pylons where mostly made from titanium, however they had a secondary structure made from thermoplastic carbon and aluminium. An epoxy CFRP was used for the nacelle cowl and fan cowl skin. These advanced materials were used as they reduced the weight of the structural form, made it more aerodynamic and improved the performance of the aircraft. Take the centre wing box as a case study. 2,200 pounds of weight was saved by using composites, mainly carbon fibre, for 50% of the 23ft by 20ft by 7ft structure. Component weight reductions also reduce stresses on the planes structure. However the designers did not always go for the composite option. They considered the benefits and disadvantages carefully. For example the wing. There were many drawbacks to having a fully composite wing which were not balanced by being 1500 pounds lighter. For example the huge structural join now required would weigh more than the composite weight loss. This additional weight then required the wing to be strengthened as it had lost the bending relief moment. A more obvious drawback is the greater manufacturing costs of using composites. DISCUSSION OF THE WEIGHT GROWTH WITH SERIES DEVELOPMENT Throughout out the design phase the aircraft had been considered as passenger aircraft, with a freighter option considered as a sustainable use for the aircraft as well. However this was put on hold being postponed in March 2006 after both launch customers cancelled their orders. With an aircraft this size small component changes were going to have huge effects on weight. An example of this is when the engines had to comply with the QC/2 noise regulations many changes occurred to the engine. This had a knock on effect with the wings, fuel volume, control surfaces and the structure that holds the wing; greatly affecting the weight of the aircraft. The passenger variants of this aircraft are very versatile, but having the ability to carry up to 555 passengers and luggage, as is the case with the main A380-800 model, into an aircraft is going to significantly increase the weight. Other variants of the passenger are an extended range model with a shorter fuselage and only 481 passengers is the A380-700. Also a VIP aircraft has been ordered by HRH Prince Alaweed bin Talal bin Abdulaziz Alsaud which is known as the A380-Flying Palace. Also the United States Air Force is looking at the A380 as a replacement for the Presidential Air Force One aircraft; which is a Boeing 747 at present. A proposed stretch version the A380-900 has been proposed; it would be 12 frames longer be able to carry 656 passengers (three class layout) and would have an increase MTOW. The A380-800C11 a passenger/cargo plane is an in between variant which can carry 11 cargo pallets as well as passengers. The other main variant is the A380-800F dedicated freighter, a shelled out A380-800 model, with a capacity of 25 pallets on the upper deck, 33 pallets on the main deck, and 13 pallets on the lower deck. With a total available volume of 948.m3 it allows for a payload up to 150,000kg over 10,371km; this is almost double the capability of the Boeing 747-400F. The large range means no need for stopovers when crossing large oceans meaning quicker delivery times.But this required some of the composites to be replaced by aluminium-lithium alloys to allow for this greater loading; inevitably increasing the weight of the aircraft. More structural strengthening was undertaken fortified frames, more substantial skins and stronger landing gear. Figure 9 shows a comparison between the weights of the two main variants mentioned above. CONCLUSION The A380 is a world leading aircraft in not only in the ability to carry more passengers than any other aircraft it the market but because of the ground breaking technologies, new manufacturing techniques and the use many new materials. It is a very unique aircraft. The airframe structure is an engineering feat; the high loads and stresses due to the sheer size of the A380 were dealt with by an innovative airframe made viable by the use of advanced computational fluid dynamics. These allowed for big decreases in weight due to the design and helped reduce the effects of drag. The production and assembly process was a fairly political global project which involved the coordination of more than 100 companies. New techniques such as 41/40 single station unit used in assembly along with the laser beam welding. Collaboration of all the companies brought together by the Ville de Bordeaux the RORO ship, overland road convoys and fleet of guppy aircraft. Mad from 40% composite materials with a host of new materials being utilized across all areas of the aircraft. They reduced the weight dramatically and aided in aerodynamic properties. These are the main reasons that allow the A380 to be such a mammoth. The undercarriage design consists of a two wheel forward retracting nose bogie a six wheel rear retracting body bogie and two four wheel sideways retracting wing bogies. Extremely clever in design creating highly ground maneuverable aircraft. At the moment only the A380-800 model is in production and being used to travel to many worldwide destinations. The A380-800F model is still on hold due to companies cancelling. In this report I have discussed the structure of the airframe. I have also considered the influences of the production and assembly process, the structural materials used and the reasons behind them, the undercarriage design in terms of position and retraction and the weight growth with series development. Figure bank Figure 1: Airbus A380 Cutaway Figure 2: A380 Cutaway (Flight Global)

Dostoevskys Crime and Punishment :: essays research papers

In Crime and Punishment, Dostoevsky gives the reader an inside look to the value system that he holds for himself, as well as the type of characteristics that he abhors in people as well as the characteristics that he admires in people. He uses characters in the novel to express his beliefs of what a person should be like in life to be a “good'; person. Specifically he uses Raskolnokv to show both good and bad characteristics that he likes in people. Also he uses Svidriglaiov and Luzin to demonstrate the characteristics that people should shun and his personal dislikes in people.   Ã‚  Ã‚  Ã‚  Ã‚  First, Dostoevsky gives the reader the character, Raskolnokov. He is the main character, whom Fyodor uses to show two sides of people their admirable side and their disgusting side. He loves Raskolnokov, which is why Fyodor uses Raskolnokov’s point of view throughout the whole novel. Personally, Fyodor dislikes some of his qualities but understands that all people are plagued with some bad traits, and that Raskolnokv is trying to make emends for some of his wrong doings, i.e. the murder of the pawnbroker and her sister. He knows that what he did was wrong and is willing to suffer for his crime, and he does throughout the whole book with his constant depression. Dostoesky believes in punishment for your crimes, this is why he shows Raskolnokov suffering through most of the novel, to show his great love for penance. Dostoevsky likes the kind giving nature of people; this is why he portrays the main character as a kind, gentle, and giving, person. Often, Raskol nokov thinks only of others benefits such as when he helped Katerina by giving her all his money for Marmelodov, as well as his caring about what happens to his sister with her marriage to Luzhin. Raskolnokov hates Luzhin’s arrogant and pompous attitude, which reflects Dostoevsky’s animosity of the same qualities in people in the real world.   Ã‚  Ã‚  Ã‚  Ã‚  Dostoevsky does not like all of Raskolnokv though. He hates his aloofness. Dostoevsky cannot stand anti-socialism and believes that people should be together and not dislike “meeting at any time'; with anyone. Constantly Raskolnokov alienates himself from all his friends and family to go alone about his way, which ends up getting him into trouble because of his radical thinking, like his theory that some people can transcend the law because of some extraordinary powers. The trouble that Raskolnokov gets into is Fyodor’s way of showing that continually parting yourself from society is unhealthy for a person and that they need other human contact to be complete.

Forensic Science and its Growing Popularity Essay -- essays papers

Forensic Science and its Growing Popularity People all around the world are becoming interested in forensic science. Students across the nation are taking courses in this very popular science. Many colleges are adopting classes and majors just for it. Why has this science become so popular? Is it because of the lack of people in the field now, and the overwhelming job opportunities that come with a degree in forensic science? Is it because the field is so interesting, and catchy that everyone is flooding to be in the programs? Or is the recent growth of this field due to the numerous television and media coverage of the subject? One thing is for sure, people really are starting to get interested in this field, and it is getting bigger by the second. Forensic science, what is it exactly? Forensic Science is any aspect of any area of science that could be called into question in a court of law, as it relates to the law (http://home.earthlink.net/~thekeither/Forensic/forsone.htm). There are different areas of forensic science, and different jobs that people do. There is the crime scene investigator, as shown in the hit television show CSI: Crime Scene Investigation. They search a crime scene, collect evidence, tag/bag evidence, and analyze it. Forensic photographers take pictures at crime scenes. Forensic psychiatry and profiling is where you diagnose and treat people with mental illnesses, and where you make a personality profile of the criminal from gathering information from the crime scene. And firearms and toolmark identification, another type of forensics, is matching bullets to guns, explosives, and other weapons. These are just a few of the many different positions and jobs out there that deal with fore... ...ary 28, 2005, from The Washington Post database. Forensic science web pages. (1997). http://home.earthlink.net/~thekeither/Forensic/forsone.htm Gross, Jane. (2002). In latest science classes, dead men do tell tales. The New York Times A.1. Retrieved February 28, 2005, from The New York Times database. Richardson, Tyrone. (2005). Forensics is a favorite course: high school classes in forensic science are increasing, thanks in part to the popularity of crime scene investigation television shows. The Sun 1.G. Retrieved April 26, 2005, from The Sun database. Rockoff, Jonathan, D. (2003). Forensic science is a hot new thing: Career: Intrigued by TV shows and real life trials, students are clamoring for and getting high school and college courses in crime scene investigation. The Sun 1. A. Retrieved February 27, 2005, from The Sun database.

Hellen Nellie Mcclung: A Canadian Feminist :: essays research papers fc

Hellen Nellie McClung: A Canadian Feminist Helen "Nellie" Laetitia Mooney was born October 20, 1873 in a log cabin on Garafraxa Road, two kilometers from Chatsworth, Ontario. She and her family moved to Manitoba when she was six years old. One of Nellie's best influences was her mother. Her family's influence was no doubt the reason she became an activist. Her mother thought that every child had the right to an education, and her whole family encouraged her to learn all she could. (9, Wright) Nellie at age ten, went to school at Northfield School. This is where her education started. Nellie's dream was to be a teacher like her sister Hannah. Teaching was one of the few jobs open to women. She started her 'voyage' at age fifteen by passing the Second Class Teachers' Examination. She went on to earn a higher teaching certificate at Winnipeg Collegiate in 1893. She went on to teach at Hazel Public School near Manitou, Manitoba. We study Nellie McClung because she was an internationally celebrated feminist and social activist. Her success as a platform speaker was legendary. Her earliest success was achieved as a writer, and during her lengthy career she authored four novels, two novellas, three collections of short stories, a two- volume autobiography and various collections of speeches, articles and wartime writing, to a total of sixteen volumes. Two of her most famous books are: Clearing In The West and The Stream Runs Fast. All this served as a "pulpit" from which McClung could preach her gospel of feminist activism and social transformation. She was convinced that God's intention for creation was a "Fair Deal" for everyone; and that Canada, particularly the prairie West, was a perfect place to begin to bring that about. Women's suffrage, temperance and the ordination of women were keystones in the battle - engaged. In contrast to contemporary stereotypes, with a wit and compelling humor that won over enemies as it delighted her allies. Nellie was a curious girl, she was always asking questions. This was not commonly seen among girls in her time. As a small child she would want to participate in sports with the boys, although she was always told she wasn't allowed. "I was hoping there would be a race for girls under ten, or that girls might enter with the boys. But the whole question of girls competing in races was frowned on. Skirts would fly upward and legs would show! And it was not nice for little girls, or big ones either, to show their legs."(2, Wright) As many great philosophers do, Nellie would always ask: Why?

Problems Facing University Students

Financial Challenges Facing University Students FA120-Skills to succeed Group Creative problem solving assignment By Megan Sweeney (12522637) Anna Heffernan (12743239) And Ross Swords (12344681) Word Count: two thousand two hundred and eight. Contents Page Section 1: Summary | Pages 3 and 4| Section II: Details of the students challenge| Pages 4 and 5| Section III: Findings| Pages 5 and 6| Section IV: Possible solutions and recommendations| Page 6| Section V: Recommendations| Page 6| References | Page 7| Section I: Summary. IntroductionAfter discussing our assignment as a group we recognised what problems and challenges may be relevant to university students. We felt the topic most relevant to ourselves as a group and the majority of university students, was the financial challenges faced by university students. For most students as they start university it is their first time living away from home which can create problems for both the student and their families financially with bot h the high costs involved in sending a student to university and the difficulties the student faces themselves in budgeting their weekly allowance.Many students struggle to prioritise their money correctly and often spend more money on socialising weekly than on the essentials such as food, and often there is little or no money left to put towards books and curriculum based activities. For the purpose of this assignment and to help ourselves as students manage our money in a more economical manner we have researched the problems and solutions which occur in the everyday life of an Irish university student. Statement of the student challengeThe financial difficulties faced by a university scholar are brought about by the high cost of tuition fees which are constantly increasing as a result of poor management by our previous governments, the high cost of student accommodation for those students who have to move away from home to attend university. Students living away from home also h ave to have a weekly allowance for essentials, heating and electricity bills, and college equipment such as books, calculators, laptops and stationary.Many students that don’t move away from home face high travelling expenses each week with the cost of public transport constantly increasing as the government hike up the prices in order to attempt to get the country out of recession. The significance of the challenge We chose this topic as there is currently so much hype being created in regard to the economic crisis and the effect it is having on the cost of attending university which is creating huge financial problems for students and their families attending university.The government has majorly reduced the amount of financial aid available for undergraduates, many students no longer receive the grant payment which has resulted in many young people not being able to finish their degrees. Due to the current economic climate students are rarely able to secure a stable job so that they can support themselves, which forces many students to be dependent on government allowances. Again this causes financial problems for the students as the allowances available to third level students are minimal.We wanted to explore the different supports available to university students to help students overcome their financial problem’s. Section II: Details of the student challenge. For each student attending university the average cost can vary significantly depending on whether they have to move away from home, travel a long distance to college daily or travel a short distance from their home to college each day. The following table gives an indication of the monthly cost of living in Galway as a student. These costs are an approximation only as monthly costs will depend on each person’s individual needs (NUIG Student-Life 2012).Accommodation| 340 euro| Food| 260 euro| Books/academic requisites| 60 euro| Clothes, laundry| 60 euro| Recreation| 180 euro| Ot her| 100 euro| Monthly Total| 1,000 euro| Nine month academic year| 9,000 euro| As the average Irish yearly income is â‚ ¬24,316 (Irishexaminer. ie), the cost of sending a student to university is over one third of the average Irish yearly wage and this is before the tuition fees have to be paid for which in itself presents a huge challenge for a family to be able to support both the student and the rest of the family.With this in mind most students need as much help as possible to budget, manage their money and make use of the discount and financial schemes available through the university. The university provides a range of support systems to help students overcome financial challenges they may face. For students living away from home medical expenses can be a huge challenge as unfamiliar doctors can overcharge students, students can also be faced with the difficulty of budgeting for medical expenses as students can’t predict when they will become ill.The National Univer sity of Ireland Galway has relived thousands of students from the worries and challenges they face in regard to medical fees as they provide a full medical centre with Doctors, Nurses and physiatrist free of charge to all students in the university. â€Å"Only 10% of the student body is entitled to a medical card (GMS). A medical card entitles the holder to free consultation, free prescriptions and free hospitalisation. Students are not entitled to a medical card unless their parents have such a card or unless they are on a grant. Mature students i. e. ver 24 years of age could be entitled to a card in their own right depending on income. † (NUIG Student-Life 2012). This is a brilliant support service available to all NUI Galway students no matter what financial background the student comes from. The monthly food expense for a university student is two hundred and sixty euro, this can vary hugely depending on whether the student is economical about where they shop and what th ey buy. Students can greatly reduce their shopping expenses by shopping in the cheaper supermarkets such as Lidl, Aldi and Tesco rather than smaller convenience stores which tend be much more expensive. And the key to good shopping is lists – lists you stick to. Never shop hungry and don’t rely on the big name retailers that your folks have shopped in for years, turn your back on brand names and only buy own-brand foods – you will save yourself a packet. A litre of milk from Avonmore costs â‚ ¬1. 14, a litre of Tesco milk costs 75 cents. † (The Irish Times, September 2012). The University also provides hot meals daily at only â‚ ¬5 in the university restaurant which can be very helpful to student who do not have time to return home to eat during the day.As well as the academic side to college students also have to have a social life, which can become very costly and makes it harder for students to budget their money. The titanium ents company put a d iscount card scheme in place to help students save money while socialising. â€Å"Galway Student Discount Card is estimated to save an average student â‚ ¬400 per semester / an average of â‚ ¬5 per night out ( â‚ ¬2 off a taxi, â‚ ¬2 off club admin & â‚ ¬1 off food after). On sale for only â‚ ¬4† (Titaniuments. ie). This is a huge help to students in budgeting for the social side to their time in university.A huge financial problem faced by students is the price of textbooks required for the curriculum many of these books can cost up to â‚ ¬100 each and have to be bought brand new as they all contain individual access codes for course work that has to be completed online. Many students have to buy up to five books per semester which is a huge expense and creates a serious financial problem for students. Bank of Ireland is currently putting schemes in place to allow students to take out loans to pay for books. Section III: Findings Currently at NUI Galway there are several procedures in place to help students live off a small budget and save money.Loyalty cards such as the student union card can get students various discounts at numerous shops and restaurants run by the students union throughout the college. The student union card can also earn students money, by purchasing items at any shop or restaurant run by the SU. Students can build up credit over-time on their purchases and eventually this credit can be turned into cash. NUI Galway also promote the titanium ents card which promotes social discounts for students such as free entry into nightclubs, discounts on taxis, and discounts on fast-food take aways.In University College Dublin they offer many scholarships to students which can be found on www. smurfitschool. ie which is the business school in UCD. An example of one is ‘GMAT MBA Scholarship’ ‘Open to all applicants scoring above 700 on the GMAT. All scholarship applicants must already have been admitted to (have applied for, been interviewed and offered a place on) the full-time MBA Programme before they can be considered for any of the above scholarships. Open to Irish residents and international applicants. ( UCD-2012) in a university aboard such as Harvard, the offer financial aid also such as ‘Harvard College has provided assistance to students who need help in meeting their education expenses for over 350 years, enabling us to seek out the most outstanding scholars in the world and open our doors to students of exceptional ability and promise, regardless of their financial circumstances. Over 60% of undergraduates will receive an estimated $172 million in need-based Harvard Scholarship aid in 2012-13.Just in the past five years we have increased our financial aid by over 70 percent, enhancing our program to ensure the affordability of a Harvard education even in these challenging economic times. We understand that the thought of financing four years of college can be a d aunting prospect for anyone, and we are eager to help you and your family understand our financial aid programs and assist you in finding ways to meet your college costs’ (Harvard-2012) Section IV: Possible solutions and recommendations.After applying the creative problem solving process we as a group began to look at the different ways a problem such as this can be solved. While looking for solutions to the problem we researched numerous websites that offered advice on how students can budget and save money. (Schweitzer 2010) suggests numerous ways for students to save money such as avoiding impulse buying, hiding the credit card and finding bargains. While undertaking more xtensive research into the problem and after reading several articles, another common suggestion on how to budget efficiently was to invest in a student travel card; which can give up to a third off the price of all rail prices (Warnes 2012). Another area that may affect a student budget is clothes shoppi ng. Many students can be fooled into buying expensive brand name clothes that they can’t afford. (Waldron 2012) suggests students should shop at local charity shops such as Oxfam where they can buy a lot of these brand name clothes second hand for a fraction of the price.Although many students may not have been accustomed to shopping in charity shops previously Waldron insists the value for students in this market is a â€Å"no brainer†. Section 5: Recommendations After investigating the possible solutions we as a group discussed the various methods NUIG could undertake to help students tackle their budgeting issues. We looked at the offers that are already available to help students save money such as the SU loyalty card, the titanium ents card, the second hand book scheme etc. We then held numerous brain storming session where we thought of ideas that might help solve the problem.We considered various ideas such as opening a second hand clothes shop in the college or a grocery store where students could buy their weekly shopping at a discount price. We then concluded that projects such as this would incur too much of an expense that may not be affordable for the college. Another idea that we came up with was a student discount guide that could be published by the students union on a weekly basis containing information on where students could find the best discounts in Galway on a weekly basis.The leaflet could advise students on what supermarkets have the best food discounts on this week, what nightclubs are offering discounts, how students could save money on travel etc. Referencing nui galway. (2012). financial matters. Available: http://www. nuigalway. ie/student-life/financial-matters/. Last accessed 14th nov 2012. Titanium Ents and subsidiary groups. (2012). Galway Student Discount Card. Available: http://www. titaniuments. com/galway-student-discount-card/. Last accessed 14th nov 2012 . C O'Doherty. (2012). Dublin â‚ ¬3k ahead of avera ge income. Available: http://www. rishexaminer. com/ireland/dublin-3k-ahead-of-average-income-181644. html. Last accessed 14th nov 2012. nui galway. (2012). medical services. Available: http://www. nuigalway. ie/student-life/student-support/medical-services. html. Last accessed 14th nov 2012 . C Pope. (2012). Cheap and cheerful way through college. Available: http://www. irishtimes. com/newspaper/finance/2012/0911/1224323839157. html. Last accessed 14th nov 2012 . UCD. (2012). Scolarships. Available: http://www. smurfitschool. ie/scholarships/gmatmbascholarships/. Last accessed 14th nov 2012 . Harvard University. (2012).WELCOME TO THE HARVARD COLLEGE FINANCIAL AID OFFICE. Available: http://www. fao. fas. harvard. edu/icb/icb. do. Last accessed 14th nov 2012. Schweitzer. (2010). 10 Easy Ways for Students to Save Money. About. com Guide. 10 (4), 33-34. Warnes, S. (2012). Top 10 brilliant student money saving tips. Available: http://www. neilstoolbox. com/bibliography-creator/reference -website. htm. Last accessed 10/Nov/2012. Waldron,C. (2012). Charity shops: getting too big for their Pradas?. Available: http://campus. ie/college-life/money-matters/charity-shops-getting-too-big-for-their-pradas. Last accessed 12/nov/2012.

Five sector circular flow of income of Australian economy

?Outline the main features of the five-sector circular flow of income model of the Australian economy. Explain how leakages and injections influence the level of economic activity. The five sector circular flow of income model describes the operation of an economy and the linkages between the main sectors in an economy. The model divides the income to five sectors; the individuals, Businesses, financial institutions, governments and international trade and financial flows.The individuals consist of all individuals in the economy and looks at their activities such as earning income and spending it on goods and services. They supply factors of production (inputs) such as labour and enterprise to businesses who then produce goods and services. Individuals then receive incomes as rent, wages, interest and profits. It is important to think of the individuals sector and the business firms together as together they affect the amount of economic activity in a circular flow of income. The bus inesses buy factors of production and use them to sell goods and services.They are dependent on individuals, as their spending becomes their income to then spend on producing the goods and services in demand for the consumers. Individuals and businesses are interdependent they are both needed to exist. The institutions involved in the borrowing and lending money of money are the financial institutions sector. They act between the savers and borrowers of money and consist of; banks, building societies, finance companies, credit unions, superannuation funds and life insurance companies.It enables individuals and businesses to both save and borrow money. The financial institutions mobilise savings so they can be used for investment. In the circular flow of income savings are leakages as it is money withdrawn causing a reduction in both the circular flow of income and in economic activity. The leakage of savings causes a fall in expenditure on goods and services, a fall in production, a fall in the demand for resources and a fall in income to the owners of those resources. To counteract the leakagesof savings there are injections of investment. Investment is any current expenditure that is made in order to obtain benefits in the future. Investments represent an injection into the circular flow and have the opposite effect of a leakage. Spending on investment would lead to rising expenditure, production, employment and income levels in the economy. The individuals, businesses and financial institutions make up the private sector of our economy. The government sector consists of the Commonwealth, state and local.They are responsible for collective (community) wants and obtain resources by imposing taxes on the other sectors of the economy. The government then uses tax revenue to undertake government expenditure. Taxation is a leakage in the economy and causes a reduction in the level of economic activity. Government expenditure represents an injection as it goes tow ards collective goods and services. The sector is our public sector and together with the private sector makes up the domestic sector in our economy.International trade and financial flows cover all transactions that our economy has with the rest of the world. This includes exports, imports and international money flows. Imports are goods and services produced overseas but sold in Australia and these payments represent leakages from the circular flow. Exports are goods and services produced in Australia but sold overseas to overseas customers and increase the size of the circular flow, as they are injections.

The School Systems on Bilingual Education

Throughout the world, language defines who you are and where you come from. Something unique to the United States of America is that we not only have one language that unites us, we have hundreds that separate us; that is the core of the problem. Instead of forcing people to learn English as soon as they enter the country, the government has been mollycoddling and pampering non-English speakers. Such programs as bilingual education have been at the source of the problem. Bilingual education has said to many foreigners that its ok if you come to America and don†t speak English, it†s only our language, but we†ll cater to you. It all simmers down to one simple point that bilingual education is not necessary and is harmful to the United States as a whole. Voting ballots were just sent out in the mail last week. Something was very noticeable, not only was it in English, but it was in Spanish as well. One very common sign that English education in this country has not improved was just sent to millions of voters all over the country. If things do not improve, the children of those Spanish speaking citizens, in ten twenty years down the road, will be as illiterate in English as they were the day they were born. â€Å"The character of American life 50 years hence will determined†¦ by what happens in elementary school classrooms where immigrants† children are learning – or not learning – English† (Barone). Everything that influences a child†s life happens in their early years, and if English does not influence them then, they may never be. â€Å"†¦for many years Latino kids failed to learn enough English to score well on tests and qualify for good jobs, thanks to ‘bilingual education,† which in most cases was neither bilingual or education†(B! arone) The school system for non-native speakers seems not only inadequate, but in the need of great reform. Immersion seems to be the only answer to that great problem. It is not only theorized that immersing and teaching straight English would be the solution, it was actually tested out. Last June, California was the first state to completely do away with bilingual education with Proposition 227. â€Å"The proposition mandated that these students take English immersion classes, unless their parents specifically requested that they continue traditional bilingual education programs.† (Forbes) The government gave parents the right to allow their children to continue with the slower bilingual programs instead of letting them mainstream into English. Not only were educators against this move, but also President Clinton himself did not condone it. (Samuelson) The results, however, were overwhelming. â€Å"Test scores of children from Spanish-speaking families†¦.rose. In second grade, average reading scores of students with limited English ability have jumped in the past two years from the 19th percentile nationally to the 28th percentile. In math, the same ! students went from the 27th to the 41st percentile..† (Samuelson). With everyone against this new idea of reform for schooling, not only did they succeed, they out-witted 28 and 41 percent of the country. Something must be done right if such numbers jump in such a short amount of time. † ‘The kids have taken to English and are absorbing it like sponges†Ã¢â‚¬  (Wildavsky). Younger students have more of the want and the need to learn, they don†t become lazy or intolerant of school, something that develops during the teenage years. They have gained a language and a new place and outlook on the world. Along with this fast paced English education called immersion, comes along a new identity. Until a person understands and can speak the language of the country, he or she doesn†t really feel like a citizen, or an American. Many immigrants want this education for their sons and daughters, so that they can have a better life in this country knowing English, unlike them. â€Å"A recent national survey conducted by Public Agenda, a nonpartisan organization, reports that 75 percent of the foreign-born parents say that the school†s first priority should be to teach English quickly..† (Pedalino Porter) Immigrant parents are usually very strict on the English education issue, like most parents feel, they want their children to grow up and live American lives, better lives than their parents had back where they came from. Not only do these parents condone the teaching of straight English, they become quite rowdy if it doesn†t happen. â€Å"In Los Angeles, the parents of Mexican-American children! in the Ninth Street School staged a boycott, keeping their children out of school for several days in 1996 to protest the school principal†s unwillingness to increase the amount of English language instruction after appeals by the parents† (Pedalino Porter) The passion that these parents possess is so fierce for their wish for their children to have a better life, they would give up or protest anything, including a couple of days of their child†s education. â€Å"Of course, my parents replied. What would they not do for their children†s well-being?† (Rodriguez 532). With every parent comes that special bond with a child, life seems so trivial when you can give everything you have to better that child†s life and education. With the knowledge of English, American identity is finally found. â€Å"I came to believe what had been technically true since my birth: I was an American citizen† (Rodriguez 533). That identity can only be found through the English language, the only official and primary language of our country. The English language is what makes us, it is our identity, and it signifies that we are from America, one of the only countries in the world where a beggar can make it as a middle-class person. The downtrodden and persecuted alike flee to our country in hopes of a better future for not only themselves but also their children. Immersion of the English language is the only way that those people and their children can really identify themselves as being American. Without the language, those people are still what they were before, oppressed in the darkness of ignorance and disillusion. The only way to remedy that is to teach our younger generation, and teach them early enough, the only langu!