With Life Comes Problems :: psu

With Life Comes Problems 1 In todays world there is nobody who can honestly say that they take a crap absolutely no problems or worries in their life. Everyone has something to deal with and things to get over in their life--thats why its called life. As long as youre alive, you will incessantly have to battle the burdens of life that all plurality encounter. Some are destroyed by the harships Hostage 50 and others overcome them. In Kate Chopins The Story of an Hour she gives a glimpse at the life of one woman who, for a brief time, felt she would have no more problems, but then is shocked in to into death by realizing that her problems were not yet gone. The theme of the myth is that you are never really free from the troubles of life until you are dead. 2 The conflicts in the story are ones that we all encounter and deal with until the day we die. In the story there is conflict betwixt Louise (woman) and her husband (man). It said that sometimes she loved her husban d, but often she did not (par. 14). This says to me that they did not have a superb relationship together, and and were probably constantly battling. Evidence from the story? Another conflict would be Mrs. Mallards life vs. Mr. Mallards death. ? Because of Mr. Mallards suppossed Hostage 50 death, Louise would now live her life happier and for herself (par. 13). Then, when Mr. Mallard came home, Louise was faced with the conflict of choosing between the freedom she would have had or the repression she would now suffer, from her husband, for the rest of her life if she would stay alive. At the end she, in a way, chooses death over repression. The only real way for her to be free was to die. 3 The symbols in The Story of an Hour give a look at the good life and rebirth Louise would have had if Mr. Mallard would have actually been dead. The actual word mallard refer to a wild duck. SV -1 The meaning of duck, other than the animal, is to avoid a blow. Mrs. Mallard was constantly duc king wildly from her husbands blows, whether mental or physical. Evidence? The calm after her storm of grief (par.

Was there really a revolution in Germany in 1918? Discuss :: essays research papers fc

A revolution is a complete overthrow of an established government or political system, which means that the events occurring in Germany in 1918 didnt constitute a revolution. Groups changed in and out of power, but in the end it was always one group ruling over the people, provided as the Kaiser had. The Social Democrats, a right-wing political group, eventually took his place, using the Freikorps to control people. The Spartacists wanted a revolution exactly like that in Russia in the previous year, but they were never allowed the chance to come into coarse power. And so the governmental and social system remained fairly similar to that of the Kaisers rule.The general in the public eye(predicate) of Germany had never had any say in political matters they allowed the Kaiser to make all the decisions regarding themselves and their once-prosperous country. The groups controlling Germany began to change during October and November 1918. More power began to fall into the hands of the people as they realised the blame for their involvement in the war was the Kaisers. People such as the armed soldiers, sailors and workers started protesting and going on strike. This was a far cry from in the lead the war, when Germany was wealthy, proud and ambitious. So for a brief period, it seemed that a revolution would take place, with the people of Germany wanting a social and political revolution.The Social Democrats were the leading ships company during and after the fight to remove the Kaiser from his powerful position. They were greatly influenced by the Elite, the rich Germans they thought essential to the prosperity of Germany. They recruited armed forces, the Freikorps, to aid them in controlling those contend their ideas and policies. The Social Democrats often associated themselves with the Bolsheviks, one half of the Social Democrats that leaded the Russian Revolution the year before. But when it came down to it, the Social Democrats werent in party favor of a change in government, and they believed getting rid of the Kaiser was the end of the revolution (Lacey and Shephard, 2002, p.13). The fact that there was a revolution wasnt true, because no groups had actually wielded great power over the rest of Germany, and they hadnt established any kind of government system. The Kaisers abdication, initiated by the Social Democrats, should have started a change, but alternatively it just made way for their party to gain control.

Nova Scotia :: essays research papers

Nova ScotiaNova Scotia, one of the three Maritime and one of the four Atlanticprovinces of Canada, border on the north by the Bay of Fundy, the province ofNew Brunswick, Northumberland Strait, and the Gulf of Saint Lawrence and on theeast, south, and west by the Atlantic Ocean. Nova Scotia consists primarily of amainland section, associate to New Brunswick by the Isthmus of Chignecto, and CapeBreton Island, separated from the mainland by the Strait of Canso. On July 1,1867, Nova Scotia became one of the founding members of the CanadianConfederation. The provinces name, which is Latin for New Scotland, was first-year utilize to the region in the 1620s by settlers from Scotland.Physical GeographyNova Scotia can be divided into four major geographical regions-theAtlantic Uplands, the Nova Scotia Highlands, the Annapolis Lowland, and theMaritime Plain. The Atlantic Uplands, which occupy most of the southern part ofthe province, are made up of ancient resistant rocks largely overlain by rockyglacial deposits. The Nova Scotia Highlands are make up of three separate areasof uplands. The western section includes North Mountain, a long ridge oftraprock along the Bay of Fundy the central section takes in the CobequidMountains, which rise to 367 m (1204 ft) atop Nuttby Mountain and the easternsection contains the Cape Breton Highlands, with the provinces highest point.The Annapolis Lowland, in the west, is a small area with considerable fertilesoil. Nova Scotias fourth region, the Maritime Plain, occupies a small regionfronting on Northumberland Strait. The plain is characterized by a low,undulating landscape and substantial areas of fertile soil.HistoryThe area now known as Nova Scotia was in the beginning inhabited by tribes ofAbenaki and Micmac peoples. The Venetian explorer John Cabot, sailing under theEnglish flag, may have reached Cape Breton Island in 1497.Colonial PeriodThe first settlers of the area were the French, who called it Acadia andfounded Port Roya l in 1605. Acadia included present-day New Brunswick, NovaScotia, and Prince Edward Island. The English, rivals of the French in Europeand the New World, refused to recognize French claims to Acadia, which theycalled Nova Scotia (New Scotland) and granted to the Scotch poet and courtierSir William Alexander in 1621. This act initiated nearly a century of Anglo-French conflict, resolved by the British capture of Port Royal (now AnnapolisRoyal) in 1710 and the French cession of mainland Acadia to the British by thePeace of Utrecht in 1713. Thus, the bulk of the Roman Catholic French-Acadianscame under Protestant British rule.

Hesters Deconstruction of Puritan Ideals in Nathaniel Hawthornes The

The Scarlet Letter - Hesters Deconstruction of Puritan Ideals Hester, the protagonist in Hawthornes novel The Scarlet Letter, effectively challenges the efforts of the Puritan theocracy to subtend her, and at the same time, contain the threat she poses to the social order. Throughout the novel Hester bears the mark of an A embroidered on her chest which was originally intended to label her as a social outcast, more specifically an adulteress to the rest of society. She wears the A for many years after she bears her illegitimate child with virtually no objection. She graciously accepts the punishment bestowed upon her by the strict Puritanical decree that rules, unimpeded, over the New England town where she finds residence. just as the novel progresses Hester remains subservient, dutiful and humble, living in slight seclusion with her child on the edge of town. Hawthorne writes As was usually the case wherever Hester stood, a small, vacant area - a sort of deceptio n circle - had formed itself about her, into which, though the people were elbowing one another at a little distance, none ventured, or felt inclined to intrude. It was a forcible type of the moral solitude in which the scarlet letter enveloped its fated wearer partly by her own reserve, and partly by the instinctive, though no longer so unkindly, withdrawal of her fellow-creatures (Hawthorne 181). This excerpt from the text give tongue tos how Hester does, to some extent, impose strict limits upon herself which she lives by, and which helps to reinforce her punishment, and at the same time preserve and show respect to the Puritan theocracy. Hester cooperatively plays the role of the scapegoat for the rest of soci... ...forts of the Puritan theocracy as she refuses to divulge the identity of her fellow adulterer, revealing a weakness in the governance and facilitating her with a certain sense of power. This power Hester experiences, along with her child, are her tes timony to the contribution she makes in the deconstruction of some patriarchal Puritan ideals. But at the same time Hester does lead a virtuous life that harmonizes quite well with this Puritan theocracy, this enables Hester to deconstruct parts of the social order at its very source. The upright way of life that Hester chose to live by, after time, resulted in a near metamorphosis of the originally stigmatized definition that the letter A held in society, to one that carried a much more positive connotation. Work Cited Hawthorne, Nathaniel. The Scarlet Letter. New York St. Martins, 1991.

Yale :: essays research papers

In January of 1997, Yale University was brought up on Charges of unfair labor practices. The National Labor Relations Board (NLRB) claimed that Yale should pay its teacher assistants as part cadence faculty. Although these teacher assistants ar working they are also graduate students at the instruct. The NLRB stated that the teacher assistants at the school are a very meaty part of the universitys structure. Jut a month prior to all this controversy, Yale University had just settled on a long drawn out direct dispute with its food service and maintenance crew. A spoke person for the university said he hoped that this new problem could be solved quickly and painlessly. The school does not want to tame the reputation of being constantly involved in contract negotiations or legal controversy. The school does not want to hold the reputation of being constantly involved in contract disputes, but as of now it they are. Yale believes that there is no reason for them to pay students f or learning how to do their job. The institution feels as though this is just another step in into the real world, its a learning experience. On the other hand, the NLRB feels as though the graduate students working as teacher assistants should be paid as a Yale employee. They believe the students ate entitled to receive benefits and fair pay. The NLRB is trying to tip out the importance of teacher assistants, without them professors would be forced to teach a larger sized class on their own. The teacher assistants break the group isolated into smaller sections of about 25 to 30 students, this gives the students a better teacher-student ratio. Although Yale does hold a strong case, I feel as though the NLRBs beliefs are the correct one. These students as they are called by Yale university are not just ones ordinary undergraduates, some have other jobs and are working toward their own PHD or masters degree. These individuals are well qualified to teach a small group of undergraduat es, therefore they should be paid a reasonable wage. The teacher assistants could be looked at as an extension of the head professor. Some of these TAs know the students a lot better than the professor does, on a in-person or educational level. The Yale University Board claims that they are students who are learning another aspect of teaching, and therefore are still considered students.

Yale :: essays research papers

In January of 1997, Yale University was brought up on Charges of unfair labor practices. The National Labor Relations Board (NLRB) claimed that Yale should pay its teacher assistants as go time faculty. Although these teacher assistants are working they are also graduate students at the school. The NLRB stated that the teacher assistants at the school are a precise essential part of the universitys structure. Jut a month prior to all this controversy, Yale University had just settled on a long drawn come in contract dispute with its food service and maintenance crew. A spoke person for the university said he hoped that this new problem could be solved quick and painlessly. The school does not wishing to hold the reputation of being constantly involved in contract negotiations or legal controversy. The school does not want to hold the reputation of being constantly involved in contract disputes, but as of now it they are. Yale believes that there is no reason for them to pay stu dents for learn how to do their job. The institution feels as though this is just another step in into the real world, its a learning experience. On the other hand, the NLRB feels as though the graduate students working as teacher assistants should be paid as a Yale employee. They believe the students ate entitled to receive benefits and fair pay. The NLRB is onerous to point out the importance of teacher assistants, without them professors would be forced to teach a larger sized class on their give. The teacher assistants break the separate apart into smaller sections of about 25 to 30 students, this gives the students a better teacher-student ratio. Although Yale does hold a strong case, I feel as though the NLRBs beliefs are the correct one. These students as they are called by Yale university are not just ones ordinary undergraduates, some have other jobs and are working toward their own PHD or masters degree. These individuals are well qualified to teach a small group of un dergraduates, therefore they should be paid a reasonable wage. The teacher assistants could be looked at as an extension of the head professor. Some of these TAs know the students a lot better than the professor does, on a personal or educational level. The Yale University Board claims that they are students who are learning another aspect of teaching, and therefore are still considered students.

Mythology: Edith Hamilton Archetypes Essay

In the myth of Dionysus there isnt exactly a conflict betwixt two sides of tidy sum battling for good or evil, its more as a battle amid the two sides of Dionysus inner self. Un homogeneous most examples of good versus evil, there isnt a triumphant side. Just the per boyality switches between Dionysus organism the joy-god or the heartless, savage, brutal-god. The reason for this change is due to the fact that he is the vine god Wine is bad as well as good. Hed bring up peoples hopes and make them believe that they were capable of anything, but once they were sober again or they became drunk, you could see his dark side begin to arise. The hopefulness would go and indeed you could see the people transition into dimness. emblematic Archetype Water versus DesertIn the story of Dionysus, theres a part where he comes across a crew from a pirate ship in Greece by the sea. The sailors tried to capture him and saw him as a mortal, rather than the son of a god. In the complete, Dionys us turned into a lion and turned all but one of the sailors into dolphins and sent them into the ocean. At this point in the story it shows the prototypic glimpse at Dionysus ruthless side, almost as if theyre using this scene in the book at the birth of his second side, scope up the second view point of Dionysus personality for future conflicts.Character Archetype The OutcastIn the myth, Dionysus was born in Thebes, he was the son of genus Zeus and Theban princess Semele- he was the only god whose parents were not both immortal. Before Dionysus birth he was snatched from his mother and hidden by Zeus side, almost as if he was ashamed by Dionysus. Dionysus was passed from person to person, his mother, Zeus, Hermes, and accordingly to the nymphs of Nysa to be raised. As he became a man, Dionysus became a wanderer, wandering far to weird and strange places. done and throughout his life he was often shunnedbecause many didnt see him to be as he was- a god. They treated him as a les ser cosmos and in the majority of the myth he is set on proving that he is mighty and punishing those who face him with disbelief. discriminate Two Stories of Love and Adventureelect Myth Cupid and PsycheSituational Archetype The TaskPsyche was repeatedly put through seemingly impossible tests by Venus, such(prenominal) as sorting seeds, taking golden wool, and going to the underworld to ask Proserpine for a box of her beauty. Venus put her through these unruly tasks in hopes to keep Psyche a route from her son. scarce on the other hand, Psyche only completed these tasks due to the fact that she thought it would bring her to her lovemaking, Cupid. In the end, Cupid and Psyches love prevailed and Psyches ultimate goal of being with her maintain was completed.Symbolic Archetype Light versus DarknessThe battle between light versus darkness can be seen when Psyche and Cupid are in concert in the undermine with each other. Although to Cupid the darkness represented trust and faithf ulness in his and Psyches relationship, to Psyche the darkness represented the unknown and fear of her economise being a snake in the grass rather than the son of Venus. When Psyche was about to attack Cupid in the cave, she brought the factor of light into their relationship with the use of the candle. To Psyche, this use of light confirmed her love in the relationship, but also brought along the realization that she had upset Cupid with her lack of trust in the relationship. So all in all the battle of light versus darkness was really a battle of trust.Character Archetype The Star-Crossed LoversUnlike the play, Romeo and Juliet, Psyche and Cupids love affair didnt end in tragedy, like the showtime of the myth would lead you to believe. In the myth, Venus followers began to shrink and more of the attention from her followers were focused upon Psyche because she was more beautiful than Venus. Venus arranged her son Cupid to make Psyche fall in love with pretty much a scumbag, but instead Cupid fell in love it Psyche. When they weretogether Cupid hid himself from Psyche because he knew the repercussions that their love could have. They were two people destined to not be together with every obstacle in their way, but in the end they do it work.Part Three The Great Heroes before the Trojan fightChosen Myth PerseusSituational Archetype Supernatural InterventionOn Perseus journey for medusans head it was very much expected that he would fail and die, which was Polydectes goal. But in the end he prevailed and completed the mission, due to the fact that he had the luck and support of the Gods on his side. doneout his voyage he was aided by the support of Hermes and Athena. This can be seen in Perseus use of Athenas shield and Hermes sword that he used to attack Medusa. Also, without the help of Hermes, Perseus wouldnt have been able to find the nymphs of the North, whose gifts (winged sandals, magic wallet, and an invisible cap) also aided him in the defeat of Medusa.Symbolic Archetype The WhirlpoolIn the beginning of the myth, Perseus grand buzz off, King Acrisius, was told by a priestess that his daughter would have a son and that her son would come out him. So Acrisius goes out of his way to rid himself of his daughter. He locks her in a castle in hopes that she wont come across other people and become pregnant. at a time he finds out that his daughter does have a son, Perseus, he locks them both into a chest and throws them into the sea. And even though King Acrisius goes through all of this to avoid his death, he learns that helping is unavoidable. In the end Perseus still kills him but rather on accident, not like Acrisius had imagined. So no matter what you do to avoid fate, itll happen.Character Archetype The hero/heroineThroughout Perseus journey for Medusas head he experienced fluctuations in his motives for the head. He didnt set himself onto the path of killing Medusa to be a hero, he did it in hopes of making Polydectes happy and giving his mother a n crosspatch interlocking gift. But when he came back to theisland after the mission and realized that it was in shambles, he used the gifts he got from the gods and Medusas head to bring satisfaction to the island. By play Polydectes and his followers into stone he freed the people and rid them of their tyrant leader. Thus becoming the hero to the islanders.Part Four The Heroes of the Trojan WarChosen Myth The Trojan fightSituational Archetype The Unhealable WoundIn the Trojan War the unhelable wound represents both physical and psychological wounds. The first was the hold up of all of the rest, the kidnapping of Helen from Menelaus, her father, by Aphrodite and Paris. The loss of his daughter brought an unbelievable amount of pain onto the King, driving him to drastic measures, such as war. Also, this archetype can be seen in the sacrificing of Iphigenia, the eldest daughter of the Commander in Chief, Agamemnon. By having to kill his own beloved daughter it brought grief upon him that would linger throughout the war. When the Greek ships reached the rivers of troy weight there was a man named Protesilaus, he was the first man to leap ashore, and also the first man to die.His wife, Laodamia, was so sickened with sadness at the loss of her husband that she killed herself just so she could go to the underworld with him Showing that she felt that she could never be happy without her husband. Another example is when the quarrel between Achilles and Agamemnon sparked over Agamemnons prize of honor, Chryseis. Agamemnons prize of honor had to be returned and then he ordered his men to steal Briseis, Achilles prize of honor. Achilles became so upset over the turning of his own men that he spent his days in his tent wrapped in sorrow. Throughout this myth there were countless of other examples of unhelable wounds like the loss of Hector, the relationships between the gods, the loss of Patroclus, and the abuse of Hectors dead body. S ymbolic Archetype Haven versus WildernessThis archetype can be seen in the comparison of the war versus taking refuge in the tents. Youd think after Achilles prize of honor taken away from him and he stayed back at camp rather than fighting in the war that hishaven would be the tents and the wilderness would be the war. But it was just the opposite of that. When Achilles was in the tents he was consumed with despair. When he finally got payback for Patroclus death, he was himself once again. Bringing him back into battle made him whole again and brought balance back to the war. Character Archetype The Damsel in sorrowThe Trojan War was centered around two sides, the Greeks and the Trojans, fighting over one person- Helen. Helen was the fairest woman in the world, and Paris was promised her as his wife by Aphrodite. The hassle with that being that the role of Helens husband was already being championed off by her father, Menelaus, to powerful families in the area. Paris was then r esponsible for kidnapping Helen, indeed causing Menelaus to call the Greeks together and start a war with the Trojans to save the damsel in distress, his daughter. In the view of Menelaus, the heroes were the Greeks fighting to save his daughter and the villains were the Trojans.Part Five The Great Families of MythologyChosen Myth The Royal House of ThebesSituational Archetype The FallIn the start of the city of Thebes, it was blessed with prosperity and wisdom by the gods, but by its end it had experienced some of the worst hardships known to man. When Cadmus and Harmonia, the founders of Thebes, fled from the city to Illyria, the couple was turned into serpents by the gods. They were turned due to their fate, not because of punishment. Their fate was proof of that the innocent suffered as much as the guilty. They turned from the rulers of a great city into serpents. This archetype is also seen in the sub story of Oedipus. In the beginning Oedipus kills the Sphinx and is then made the King of Thebes. In the end, after the truth is revealed about his life, he begins a transition from light to darkness. He becomes blind and then his uncle/brother in law and his sons expel him from the city and he lives the rest of his life in penalty for crimes he wasnt aware he was committing.Symbolic Archetype NumbersIn the House of Thebes you repeatedly see the use of numbers in the work, such as the numbers five and cardinal. The number septenary is seen in the amount of champions that attack the gates and the seven champions that protect it. The number seven represents the completion of the cycle, and throughout the myth the importance of the seven is burying the seven dead warriors bodies. By burying their bodies it brings peace to the community and restores the balance.Character Archetype Young person from the provincesThe hero, Oedipus, was separated from his family as an infant because an oracle had told his father that someday his son would kill him. He was raised a way from Thebes, by King Polybus in Corinth. As an adult Oedipus returned to Thebes and overnight became their hero. In Thebes there was an leave with a Sphinx, and for the Sphinx to surrender and kill herself a riddle had to be solved. Seeing the riddle in a new light, Oedipus solved the riddle and freed the people of Thebes from the Sphinx. They made Oedipus their king and for quite some time he ruled the area peacefully.Part Six The Less Important MythsChosen Myth Midas- And OthersSituational Archetype The foundationIn the myth about Pomona, all she cares about are her fruits and orchids. Rather than her coming to a realization about her problems, she came to a realization about love. No matter the man, she was never interested in them because she felt that her plants were enough. She encountered the epiphany when Vertumnus finally revealed his true identity after kissing her and telling her how much he loved her. Once she saw him in the light of who he really was she saw her c alling, to be with him and garden together.Symbolic Archetype The CrossroadsThe Danaids were the daughters of Danaus, and in the myth his fifty daughters were being forced to marry their 50 cousins, Danaus brother, Aegyptus, fifty sons. Throughout the myth they sisters were trying to avoidmarrying their cousins, but at some point the wedding between them arrived. The crossroads, symbolizes their fathers decision to tell the girls to kill their husbands after they got married. Because of this decision all but one of his daughters were sentenced to life in hell. And Danaus punished the one daughter who didnt follow his orders. Because of this one choice the daughters fate was changed forever.Character Archetype The TemptressUsually when you think of a temptress you imagine a hero dropping for a girl, and then the girl is the source of his wrong doings, almost as if she urged him to do it. But in this case, it was a little different. Glaucus was a fisherman who was then turned intoa se a-god. Glaucus was in love with a nymph, Scylla. He did everything in his power to try and make her love him. But one day, he went to Circe for a love potion in hopes that itd make the wonderful Scylla fall for him. But instead, Circe fell in love with him and used a vile of potion to turn Scylla into a monster. So because of Scyllas beauty and Glaucus love for her, his downfall was the jealousy of others centered around love. Its almost as if you combined Circe and Scyllas characters into one and itd diversity the perfect temptress.Part Seven The Mythology of NorsemenChosen Myth The Stories of Signy and SigurdSituational Archetype The QuestBrynhild was a Valkyrie that was punished and put to sleep until some man shall crawl through the flaming fire and awake her. Brynhild wanted a man that was brave to rescue her and the man responsible for that was Sigurd, the son of Sigmund. He completes the journey of having to make his way through the flames with his horse. Once he reaches his end goal, awakening Brynhild, she gives herself to him because he had proved his worthiness and bravery through awakening her.Symbolic Archetype Fire versus iceIn the myth, fire is a reoccurring element. It first shows up when Signys children and husband are being burned and she allows herself to burn todeath. It pops up again Brinhilds roll is surrounded with fire, a task for Sigurd to save her from. And again when Gudrun kills herself and prays to be laid on her husbands funeral pyre. So as you can see, fire is very much colligate to life, rebirth, and death. Rebirth and death in the first scenario, birth of opportunities and love in the second, and death in the third.Character Archetype Hunting Group of CompanionsSigny made such an effort to make sure she remained close to her family.extremely close. She had a child with her brother, Sinfiotli. The three of them were most often very close together, a close knit family. Through their plans of revenge to avenge the dead they com pleted the deeds with one another. They were very support of one another and loving.

EFFECTIVENESS ON TRAINING AND DEVELOPMENT Essay

This survey go away be kept entirely confidential and is designed to solicit honest and candid feedback that will be used as a baseline for further and on-going work that will be done to improve overall governanceal climate.Dear Sir/Madam,Thank you for fetching part in this study. I am a MBA student in conducting analysis study on Training and Development in this organization. The basic use of goods and services of this study is to identify hard-hittingness of the rearing and development imparted by you and its results in the performance of the employees. Kindly take some of your valuable time to fill prohibited the questionnaire. Thank you for your valuable time.PERSONAL DETAILSName GenderQ1) Does your company organises a training and development programme?YesNoQ2) Does your organisation identify the training needs for employees?YesNoQ3) How often training programmes organised in your company?QuarterlyHalf yearlyAnnuallyEvery 2 yearsQ4) How healthful do you participate in va rious training programmes being conducted in organisation?HighlyFairly intumescenot alwaysQ5) Training programmes armed service to improve the performance of employees and productivity of organization?Strongly agree hold backDisagreeStrongly disagreeQ6) Do you agree that your company have well designed training policy? Strongly agreeAgreeDisagreeStrongly disagreeQ7) Training programmes helps to increase your motivation?Strongly agreeAgreeDisagreeStrongly disagreeQ8) Training programmes improved your confidence towards work?YesNoQ9) Do you think training programmes are helpful to you in gaining bran-new idea?YesNoQ10) Who in your opinion should give training?Expert from outsideInternal facultyPersonal departmentSupervisorsQ11) Training helps to reduce tautness at work?YesNoQ12) Is there any emphasis given on development of leadership skills through training programmes?Yes alwayssometimesNot alwaysQ13) Does the training programmes help you in good decision making at your jobs?YesN oQ14) In your opinion which method of training is useful for your organisation?On the job trainingOff the job trainingQ15) How did the training programmes benefit you during your service?Appreciation from superiorsImprovement in workQuality enhancementImprovement in attitudeQ16) Are you always motivated and looking forward for new training programmes after each programme?Yes alwaysSometimesNot alwaysQ17) On the whole how will you rate the training programme being conducted in your organisation?Very goodGood copesetticPoorVery poorQ18) Does the present system of training need any modification?If yes what are the suggestions to make future training programmes more effective?

Trends in Indian Rainfall

National Climate Centre Research Report No 2/2006 Trends in the rain pattern over India P. Guhathakurta and M. Rajeevan National Climate Centre India Meteorological Department PUNE. INDIA 41 coulomb5 emailprotected gov. in Abstract Monthly, seasonal and annual rainf each time serial publication of 36 meteorologic gun-divisions of India were constructed exploitation a fixed but a pear-shaped ne 2rk of ab give away 1476 rain-gauge stations. These pelting serial publication atomic number 18 thus tempor wholey as well as spati whollyy homogenous. Trend analysis was carried out to examine the ache-term trends in rainwater over antithetical sub divisions.Also monthly parts of each of the monsoon months to annual pelting in each social class were computed and the trend analysis was performed. It has been found that the persona of June, July and family pelting to annual rain is diminish for few sub-divisions while part of August pelting is increase in few other subdivision s. 1 1. Introduction In the context of use of climate change, it is pertinent to ascertain whether the characteristics of Indian pass monsoon in like manner is changing.The Indian summer monsoon (June to September) pelting is very crucial for the economic development, disaster management, hydrological planning for the earth. Earlier, Mooley and Parthasarathy (1984), Parthasarathy et al. (1993), Parthasarathy et al. (1994), constructed all in all India rainfall series based on 306 uniformly distributed stations. They be in possession of also apply area plodding method to calculate all India rainfall using rainfall data of the 306 districts outside the hilly regions like Jammu and Kashmir, Himachal Pradesh, Hills of westerly Uttar Pradesh, Sikkim and Arunachal Pradesh, Bay Islands and Arabian Sea Island.Presently this time series is updated by the Indian Institute of tropic Meteorology, Pune (www. tropmet. res. in) and this rainfall time series was extensively used by many researchers. At present there are more than 500 districts in the nation. development only 306 raingauge stations, it may not be possible to represent all the districts and prepare district-wise rainfall climatology. entirely the districts are having geographical area more than snow square km (except Andaman and Nicobar Islands). Only one station in the district may not produce reliable district rainfall climatology as rainfall is highly variable (WMO, 1983).Spatial homogeneity cannot be achieved with one or two stations in a district. Long term trends of Indian monsoon rainfall for the country as a whole as well as for smaller regions have been studied by several researchers. Most of the studies are based on the rainfall series constructed by Parthasarathy et al. (1994). They have found that the monsoon rainfall is without any trend and mainly random in nature over a long spot of time, particularly on the all India time scale (Mooley and Parthasarathy, 1984). But on the spatial scale, existence of trends was noticed by Parthasarathy (1984) and Rupa Kumar et al. (1992).Parthasarathy (1984) found that the monsoon rainfall for the two subdivisions viz. sub-Himalayan West Bengal & Sikkim and the Bihar Plains are having fall trends while for the cardinal sub- 2 divisions viz. Punjab, Konkan & Goa, West Madhya Pradesh and Telangana are having increasing trends. Using the network of 306 stations and for the period 18711984, Rupa Kumar et al. (1992) identified the areas having decreasing and increasing trends of monsoon rainfall. The past performances of the monsoon rainfall may give an indication of the future scenario. But in order to do so we should also understand the climatology in a better way.The construction of a homogeneous rainfall data series (spatially as well as temporally) was the first quantity in this study. India Meteorological Department (IMD) has a good network of rain gauge stations. From the vast data set archived at the National Data Cen tre, IMD, Pune, a network of 1476 rain-gauge stations was selected which have only 10% or less absent years of data. To construct a homogeneous data series for the eff data period of 1901-2003 missing period of the observatory data are replaced by the neighboring state rain-gauge data and vice versa. Fig. (a) shows the plot of the 1476 stations used for the study while Fig. 1 (b) show the plot of 306 stations used by the Indian Institute of Tropical Meteorology for construction of homogeneous rainfall data (Parthasarathy 1984). Clearly, the network considered in this study is more uniformly spaced and temporally homogeneous, which can be used for analyzing the spatial and temporal variation in a better way. 2. Construction of homogeneous data series To prepare a homogenous rainfall time series, we have selected 1476 rain- gauge stations having upper limit data availability during the period 1901-2003.Data for these stations are available for at least 90% of the years considered fo r this study (1901-2003). However, if virtually data was found missing for a particular station, the data gap was filled up by the rainfall data of a neighboring rain-gauge station. We have considered 458 districts for the present analysis. Each of these 458 districts of the country has two or more representing stations. First of all, the district rainfall is calculated as the arithmetic average of rainfall data of stations in the district. Thus, the rainfall data series was constructed as spatially and temporally homogeneous. Rainfall for the meteorological subdivisions (36) was calculated as the area weighter from Decatured rainfall of the districts within the meteorological sub divisions. 3. Rainfall Over the country as a whole All India monthly, seasonal and annual rainfall series were constructed based on the area weighted rainfall of all the 36 meteorological subdivisions of the country. The results are given in Table 1. The mean, standard deviation and coefficient of variati on are also given in the same Table. Mean (1901-2003) rainfall of July is 286. 5 mm, which is the highest and contributes 24. % of annual rainfall (1182. 8 mm). The August rainfall is slightly lower and it contributes 21. 2% of annual rainfall. June and September rainfall are almost similar and they contributes 13. 8 % and 14. 2 % of annual rainfall respectively. The mean south-west monsoon rainfall (877. 2 mm) contributes 74. 2 % of annual rainfall (1182. 8 mm). Contribution of pre-monsoon rainfall and post-monsoon rainfall in annual rainfall is mostly the same (11%). Coefficient of variation is higher during the months of November, December, January and February. Fig. shows the comparison of the IITM south-west monsoon season (June-September) rainfall series with the rainfall series constructed in this study. The correlation coefficient amid these two series is found to be very large, 0. 97. The mean seasonal rainfall of IITM series is 844. 5 mm whereas the men value of this tim e series is 877. 2 mm. The high mean value of the present series is be vex of the consideration all the 36 meteorological subdivisions, including hilly regions. The standard deviation and coefficient of variability for the IITM series are 81. mm and 9. 6% and the same for the present time series are 71. 0 mm, 8. 1% respectively. Coefficient of variation of the present time series is smaller compared to IITM time series. 4. Epochal patterns of Indian summer monsoon rainfall It is well known that Indian summer monsoon rainfall displays multi-decadal variations in which there is a clustering of wet or dry anomalies (Pant and Kumar, 1997). To examine the epochs of above and below linguistic rule rainfall, 31-year running sum of Indian summer monsoon rainfall (ISMR) was calculated to isolate low 4 requency behavior. These epochs of above and below normal rainfall are shown in Figure 4. Rainfall was above normal for nearly forty years from 1930s to 1960s. To understand the epochal behav ior of rainfall series for different monsoon months, we have also calculated 31-year running means of each of the monsoon months (Figure 5). It is seen that epochal behavior of July and September rainfall is almost similar to that of monsoon seasonal rainfall. In August, the above normal or positive phases started from the middle of mid-fifties and continued till to the end.Both June and August rainfall are in positive phase in the recent decades while July and September rainfall are in the controvert phase. Fig. 6 shows the decadal means of all India summer monsoon rainfall anomalies. The alternating sequence of multi-decadal periods having frequent droughts and overspill years are clearly noticed in Fig. 6. We can delineate (i) 1901-1930 dry period (ii) 1931-60 wet period (iii) 1961-90 Dry period (iv) 1991-2020 (possibly) Wet period. Earlier studies by Pant and Kumar(1997) using the data series of Parthasarathy et al. 1994) also found the similar results of 30 years of alternati ng sequences of dry and wet period. The Table 2 shows the decadal mean, frequencies of drought and flood years. The deficient or dissipation monsoon years are defined for those years where monsoon rainfall percentage departures from the mean rainfall are less or more than the standard deviation (8. 1% of mean). In the decade 1911-20, there were four deficient and three pleonastic years. During the dry period of 1901-30, we had eight deficient years and three excess years. During the future(a) three decades of wet period, we had three deficient years and five excess years.In the dry period of 1961-90, there were seven deficient years and four excess years. Also during the period of 1901-2003, number of deficient years (19) is more than the number of excess years (13). Fig. 7 shows a similar picture for each of the four monsoon months. Except for the decade 1921-30, behavior of July rainfall was almost similar to that of monsoon seasonal rainfall. During the decade 1921-30, in spit e of high contribution from July, seasonal rainfall became negative because of high negative contribution of June and August rainfall. Decadal variability is more in June where alternating equence of wet and dry periods are seen on almost every decade. Coefficient of variability of July (12. 3%) and August (12. 0%) rainfall are also less compared to June (18. 1%) and September (19. 1%) rainfall. 5 5. Trends in All India monsoon rainfall Fig. 8 shows the All India monsoon seasonal rainfall series as percentage departure from long period average. The series was subjected to a low- pass filter in order to suppress the high frequency oscillations. The weights used were nine point Gaussian probability curve (0. 01, 0. 05, 0. 12, 0. 20, 0. 24, 0. 20, 0. 12, 0. 5, 0. 01). It is clearly seen that no linear trend exists in this series. We have also used linear regression technique and the Students t test for testing if there is any significance in the trend. All India summer monsoon rainfall as well the rainfall during the four monsoon months do not show any important trend. 6. Trends in Sub-divisional rainfall It is interest to see that for the country as a whole, the all India monsoon rainfall and monthly rainfall for the monsoon months do not show any significant trend. But there can be large variations in the regional scale.In order to study the secular variations of regional rainfall we have then carried out the trend analysis for the monthly rainfall series of June, July, August, and September and also for the season as a whole for all the 36 subdivisions. The results are shown in Fig 9, which shows significant and remarkable variations on the regional scale. We have analyzed July and August rainfall, which contributes major portion of monsoon seasonal rainfall. We find in July, six subdivisions have shown decreasing trends and eight subdivisions have increasing trends. In August, four (ten) subdivisions have decreasing (increasing) trends for August rainfall.We have considered all the cases of 99%, 95% and 90% levels of statistical significance. June rainfall has shown increasing trend for the western sandwich and southwestern parts of the country whereas decreasing trends are observed for the central and eastern parts of the country. But July rainfall has decreased for most parts of the central and peninsular India but increased significantly in the northeastern parts of the country. August rainfall has increased significantly (at 95% significance level) for the subdivisions Konkan & Goa, Marathwada, Madhya Maharashtra, Vidarbha, West M.P. , Telangana and west U. P. September rainfall is increasing significantly (at 95% level of significance) in Gangetic West Bengal and decreasing significantly (at 90% level of significance) for 6 the sub-divisions Marathwada, Vidarbha and Telangana. Fig. 10 shows the trends in southwest monsoon rainfall (in mm in 100 year) for each of the 36 subdivisions. Different levels of significance are shaded with colours. During the season, three subdivisions viz. Jharkhand (95%), Chattisgarh (99%), Kerala (90%) show significant decreasing trends and eight subdivisions viz.Gangetic WB (90%), West UP (90%), Jammu & Kashmir (90%), Konkan & Goa (95%), Madhya Maharashtra (90%), Rayalseema (90%), Coastal A P (90%) and North indoor Karnataka (95%) show significant increasing trends. In order to examine further, whether the contribution of each months rainfall in the annual rainfall shows any significant trend, we have prepared a time series of contribution of rainfall for each month towards the annual total rainfall for each year in percentages. Trend analyses are carried out for each month and for all the 36 subdivisions.Results suggest that contribution of June and August rainfall exhibited significant increasing trends, while contribution of July rainfall exhibited decreasing trends. Fig. 11 shows some very interesting results. June rainfall is getting importance as its contribution to annual rainfall is increasing in almost 19 subdivisions while decreasing in the remain 17 subdivisions. Contribution of July rainfall is decreasing in central and west peninsular India (significantly in South interior Karnataka (95%), East M. P. (90%) Vidarbha (90%), Madhya Maharashtra (90%), Marathwada (90%), Konkan & Goa (90%), and North interior Karnataka (90%)).Interestingly, contribution of August rainfall is increasing in all these subdivisions. Therefore, we see a major shift in rainfall pattern spatially and temperally during the recent years. 7. Trends in sub-divisional rainfall during other seasons Though south-west monsoon is the major rain producing season over the country, other seasons have also significant contribution in some specific areas. The rainfall during the winter and pre-monsoon seasons are mostly predominant by western disturbances and convective activities whereas during northeast monsoon is predominant over southern states during the October-December period.Th erefore, trends analysis was also carried out on sub-divisional rainfall series for the winter 7 season (January February), pre-monsoon season (March-May), post-monsoon season (October-December) and also for the annual rainfall. Fig. 12 shows the increase/decrease in mm in 100 year in each of 36 subdivisions for the winter, premonsoon, post-monsoon seasons and annual. Different levels of significance are shaded with different colours. Rainfall is decreasing in almost all the sub-divisions except for the sub-divisions Himachal Pradesh, Jharkhand and Nagaland, Manipur, Mizoram & Tripura during the winter season.The rainfall for the subdivisions viz. east Uttar Pradesh, Bihar, east Madhya Pradesh where winter rainfall is mostly due to western disturbances is also decreasing significantly. Rainfall is decreasing significantly for the eighteen sub-divisions of the country during the winter season. During the pre-monsoon season, rainfall is decreasing over most parts of the central India . This may indirectly suggests that the convective activity which is the main cause for the rainfall activities during the pre-monsoon season is decreasing over the central parts of the country.Rainfall is decreasing significantly for the six subdivisions viz. Gujarat Region, west M. P. , east M. P. , Vidarbha, Chattisgarh and Jharkhand. However during the post-monsoon season, rainfall is increasing for almost all the sub-divisions except for the nine sub-divisions. It is increasing significantly for the sub-divisions viz. Saurashtra & Kutch, Marathwada and Rayalseema. For the sub-divisions Chattisgarh, Jharkhand and Kerala significant decrease in rainfall is even observed in annual scale.Significant increasing trend is observed in the annual scale for the sub-divisions Konkan & Goa, Madhya Maharashtra, North Interior Karnataka, Rayalseema, coastal Andhra Pradesh, Gangetic West Bengal, Assam & Meghalaya and Jammu & Kashmir. 8. Conclusions There was a need for development of a homoge neous (spatially and temporally) rainfall series for all the 36 meteorological subdivisions as well as for the country as a whole. The newly constructed rainfall series is uniformly distributed through out the country and it represents all the existing districts.Though Indian monsoon rainfall as a whole does not show any significant trend, significant rainfall trends are observed over some specific areas. Present study brings out some of the interesting and also significant changes in the rainfall pattern of the country. The 8 alternating sequence of multi-decadal periods of thirty years having frequent droughts and flood years are observed in the all India monsoon rainfall data. The decades 1961-70, 1971-80 and 1981-90 were dry periods. The first decade (19912000) in the next 30 years period already experienced wet period (Fig. 6).Therefore, there is a risk of wet period for the subsequent two decades viz. 2001-2010 and 2011-2020. Decadal variability is more for the June and Septe mber months while decadal variability of July rainfall is almost similar to that of monsoon rainfall. July rainfall is decreasing for most parts of central India while it is decreasing for the north eastern parts of the country. However June and August rainfall is increasing for the central and south western parts of the country. During the southwest monsoon season, three subdivisions viz. Jharkhand, Chattisgarh, Kerala show significant decreasing trend and eight subdivisions viz.Gangetic WB, West UP, Jammu & Kashmir , Konkan & Goa , Madhya Maharashtra, Rayalseema , Coastal A P and North Interior Karnataka show significant increasing trends. For the first time, we have also studied contribution of each of major rain producing months (i. e. June, July, August and September) in annual rainfall and examine whether there is any significant change in their contribution. June rainfall is getting importance as its contribution to annual rainfall is increasing in almost 19 sub-divisions whi le decreasing in the remaining 17 subdivisions. Contribution of July rainfall is decreasing in central and west peninsular India.But contribution of August rainfall is increasing in all these areas. Significant increasing trend is also observed in the annual rainfall for the sub-divisions Konkan & Goa, Madhya Maharashtra, North Interior Karnataka, Rayalseema, coastal Andhra Pradesh, Gangetic West Bengal, Assam & Meghalaya and Jammu & Kashmir. Acknowledgements The authors are thankful to Dr (Mrs) N. Jayanthi, LACD ADGM(R) and Shri Thakur Prasad, DDGM (C) for providing kind support and encouragements for this research work. We also acknowledge the help provided by the staff of the Hydrology section.Note electronic version of the all India monthly rainfall shown in Table 1 can be obtained from National Climate Centre (emailprotected pune. gov. in) 9 References Pant, G. B. & Rupa Kumar, K. , 1997, Climates of South Asia. whoremaster Wiley & Sons, Chichester, 320 pp. Parthasarathy B, 1984, Inter-annual and long term variability of Indian summer monsoon rainfall, Proc. Indian Acad. Sci. (Earth Planet. Sci. ), 93, 371-385. Parthasarathy B, Rupa Kumar K and Munot A 1993 Homogeneous Indian monsoon rainfall variability and prediction Proc. Indian Acad. Sci. (Earth Planet Science) 102 121-155.Parthasarathy, B. , Munot A and Kothawale D R 1994 All-India monthly and seasonal rainfall series 1887-1993 Theoretical and Applied Climatology 49 217-224. Rupa Kumar, K. , Pant G. B. , Parthasarathy, B. and Sontakke, N. A. 1992, Spatial and sub-seasonal patterns of the long-term trends of Indian summer monsoon rainfall, Int. J. of Climatol. , 12, 257-268. Mooley, D. A. & Parthasarathy, B. , 1984 Fluctuations in All-India summer monsoon rainfall during 1871-1978. Climatic Change, 6, 287-301. World Meteorological Organization, 1983, Guide to Climatological Practices, WMO No 100. 10Table-1 All India monthly, seasonal and annual rainfall Rainfall in mm YEAR 1901 1902 1903 1904 1905 1906 1907 1908 1909 1910 1911 1912 1913 1914 1915 1916 1917 1918 1919 1920 1921 1922 1923 1924 1925 1926 1927 1928 1929 1930 1931 1932 1933 1934 1935 1936 1937 1938 1939 1940 1941 1942 1943 1944 1945 1946 1947 1948 1949 1950 1951 JAN 34. 1 11. 4 18. 7 17. 5 24. 9 23. 0 15. 8 22. 2 25. 7 16. 2 41. 1 23. 4 8. 9 6. 4 22. 1 5. 8 9. 6 14. 1 50. 6 24. 9 39. 9 29. 4 26. 0 21. 3 14. 6 29. 4 14. 3 23. 2 28. 0 23. 6 13. 8 10. 0 17. 8 24. 8 30. 0 11. 8 7. 8 30. 8 14. 1 16. 0 25. 7 25. 0 54. 9 28. 5 34. 8 6. 9 23. 2 25. 6 13. 2 30. 2 15. FEB 40. 2 12. 4 14. 0 15. 6 26. 3 49. 2 48. 6 23. 0 21. 4 15. 2 11. 1 23. 7 41. 7 32. 8 42. 1 22. 3 35. 7 7. 1 24. 4 23. 6 10. 8 12. 5 42. 2 25. 7 13. 4 13. 2 34. 2 42. 5 22. 4 22. 2 33. 2 25. 1 32. 9 11. 4 21. 3 41. 5 53. 6 32. 6 33. 4 27. 9 17. 4 45. 1 12. 2 43. 0 10. 8 21. 5 21. 0 29. 0 29. 7 25. 0 15. 3 MAR 29. 6 28. 6 35. 8 38. 5 45. 1 39. 1 46. 7 21. 5 19. 3 22. 5 52. 9 27. 5 31. 0 33. 2 51. 8 17. 8 29. 7 39. 6 27. 6 49. 4 20. 0 18. 4 29. 0 20. 7 20. 9 59 . 0 27. 6 25. 6 18. 4 27. 1 22. 2 26. 7 31. 0 22. 2 22. 7 41. 1 24. 6 28. 2 36. 5 45. 1 21. 2 19. 3 26. 7 59. 7 23. 2 26. 0 29. 1 42. 4 24. 4 37. 4 43. 1 APR 41. 9 48. 28. 8 38. 5 39. 5 25. 5 66. 8 38. 2 69. 4 35. 8 32. 4 43. 9 33. 4 50. 6 42. 8 36. 0 43. 2 41. 1 34. 9 36. 8 41. 1 32. 7 32. 4 35. 1 42. 3 42. 9 33. 5 39. 8 50. 4 47. 2 33. 6 32. 6 48. 7 36. 5 46. 9 32. 1 57. 9 31. 1 38. 3 32. 9 30. 7 45. 5 48. 6 37. 6 48. 0 48. 5 35. 4 40. 2 48. 0 26. 9 46. 2 MAY 59. 1 57. 3 66. 3 77. 2 62. 3 45. 6 41. 8 52. 5 59. 9 50. 6 52. 5 49. 7 77. 1 72. 5 62. 0 57. 6 80. 0 89. 4 60. 0 57. 5 40. 1 47. 4 55. 3 59. 7 86. 2 59. 6 54. 5 48. 6 55. 0 59. 8 56. 4 72. 1 98. 8 41. 5 36. 2 79. 4 53. 8 69. 4 39. 4 76. 0 69. 4 56. 1 86. 0 47. 6 50. 4 63. 5 47. 2 75. 2 78. 1 50. 2 58. 4 JUN 129. 4 123. 8 131. 169. 2 112. 1 185. 3 160. 9 135. 7 208. 1 213. 2 196. 8 115. 3 218. 8 166. 9 161. 8 215. 0 221. 3 181. 2 185. 7 151. 4 172. 5 184. 4 98. 6 121. 3 199. 2 95. 1 164. 5 158. 8 179. 0 172. 2 114. 5 125. 0 2 06. 9 197. 5 141. 9 241. 9 160. 2 245. 5 153. 7 170. 4 162. 2 172. 3 154. 6 138. 1 155. 7 201. 1 124. 0 153. 9 146. 7 142. 7 150. 3 JUL 252. 7 285. 6 298. 9 271. 9 263. 5 290. 7 236. 3 327. 0 314. 9 251. 3 174. 0 329. 3 278. 5 348. 6 232. 9 269. 8 267. 4 160. 9 294. 3 294. 2 274. 6 304. 1 321. 1 315. 0 297. 7 301. 8 333. 6 291. 3 292. 6 289. 1 294. 7 326. 7 275. 7 273. 5 312. 3 276. 2 329. 3 283. 5 262. 5 296. 0 234. 0 339. 305. 5 343. 4 315. 2 297. 4 294. 7 308. 3 298. 9 335. 5 251. 6 AUG 268. 6 209. 8 269. 3 216. 4 211. 3 252. 2 310. 9 308. 5 229. 0 285. 5 214. 6 262. 2 198. 3 239. 8 225. 8 302. 6 287. 3 231. 0 288. 6 177. 9 259. 9 214. 4 272. 2 249. 4 232. 2 326. 6 251. 9 216. 4 240. 9 196. 7 305. 5 227. 8 301. 9 290. 6 228. 1 228. 4 194. 9 239. 6 235. 6 282. 9 223. 4 286. 0 228. 3 288. 4 232. 9 286. 5 287. 4 275. 2 236. 8 235. 6 223. 9 SEP 137. 3 201. 1 195. 3 141. 6 175. 6 182. 5 104. 0 158. 8 165. 9 191. 6 181. 3 128. 8 117. 9 198. 2 175. 8 197. 4 277. 6 105. 2 152. 6 122. 3 1 93. 5 200. 6 167. 9 232. 9 123. 4 205. 5 152. 6 139. 1 122. 173. 5 186. 3 173. 8 211. 1 164. 4 178. 1 185. 4 174. 0 156. 2 150. 3 115. 1 148. 0 180. 4 203. 0 148. 1 210. 6 141. 6 234. 3 176. 5 217. 2 196. 7 130. 5 OCT 59. 5 69. 9 116. 1 73. 7 60. 2 55. 7 31. 8 46. 8 45. 2 111. 8 71. 0 61. 3 69. 6 52. 6 93. 8 140. 4 157. 1 23. 5 77. 1 47. 0 69. 3 56. 5 63. 0 63. 3 72. 2 54. 9 62. 8 115. 3 95. 8 93. 1 121. 7 68. 9 95. 9 62. 2 57. 1 64. 3 94. 5 75. 0 88. 9 62. 4 62. 9 44. 0 90. 5 90. 4 82. 4 79. 6 66. 9 63. 4 93. 2 56. 6 75. 4 NOV 37. 1 29. 3 39. 3 13. 4 12. 9 19. 2 24. 5 8. 9 12. 6 36. 1 43. 8 50. 3 18. 7 22. 3 47. 6 45. 5 27. 4 44. 7 50. 4 26. 5 16. 8 55. 2 17. 7 54. 6 42. 4 11. 8 56. 23. 4 19. 6 47. 7 41. 2 55. 7 21. 3 29. 5 17. 3 56. 2 21. 9 16. 1 29. 7 41. 4 27. 6 18. 2 18. 1 30. 3 21. 2 76. 9 9. 8 70. 0 12. 6 25. 4 31. 7 DEC 14. 0 27. 3 22. 6 19. 7 14. 2 29. 8 16. 6 12. 6 31. 4 9. 5 14. 8 8. 5 25. 1 23. 2 11. 2 5. 8 13. 4 18. 7 22. 5 6. 2 19. 3 16. 5 18. 3 18. 7 18. 4 11. 7 13. 7 29. 1 39. 7 12. 6 23. 8 17. 2 19. 1 14. 7 12. 9 22. 6 21. 0 7. 9 4. 5 18. 0 21. 5 29. 2 8. 5 17. 9 7. 8 39. 4 26. 4 12. 6 5. 7 10. 6 8. 7 J-F 74. 3 23. 8 32. 7 33. 1 51. 2 72. 2 64. 4 45. 2 47. 1 31. 4 52. 2 47. 1 50. 6 39. 2 64. 2 28. 1 45. 3 21. 2 75. 0 48. 5 50. 7 41. 9 68. 2 47. 0 28. 0 42. 6 48. 5 65. 7 50. 4 45. 8 47. 35. 1 50. 7 36. 2 51. 3 53. 3 61. 4 63. 4 47. 5 43. 9 43. 1 70. 1 67. 1 71. 5 45. 6 28. 4 44. 2 54. 6 42. 9 55. 2 31. 2 MAM 130. 6 134. 0 130. 9 154. 2 146. 9 110. 2 155. 3 112. 2 148. 6 108. 9 137. 8 121. 1 141. 5 156. 3 156. 6 111. 4 152. 9 170. 1 122. 5 143. 7 101. 2 98. 5 116. 7 115. 5 149. 4 161. 5 115. 6 114. 0 123. 8 134. 1 112. 2 131. 4 178. 5 100. 2 105. 8 152. 6 136. 3 128. 7 114. 2 154. 0 121. 3 120. 9 161. 3 144. 9 121. 6 138. 0 111. 7 157. 8 150. 5 114. 5 147. 7 J-S 788. 0 820. 3 894. 9 799. 1 762. 5 910. 7 812. 1 930. 0 917. 9 941. 6 766. 7 835. 6 813. 5 953. 5 796. 3 984. 8 1053. 6 678. 3 921. 2 745. 8 900. 903. 5 859. 8 918. 6 852. 5 929. 0 902. 6 805. 6 835. 4 831. 5 901. 0 853. 3 995. 6 926. 0 860. 4 931. 9 858. 4 924. 8 802. 1 864. 4 767. 6 978. 2 891. 4 918. 0 914. 4 926. 6 940. 4 913. 9 899. 6 910. 5 756. 3 O-D 110. 6 126. 5 178. 0 106. 8 87. 3 104. 7 72. 9 68. 3 89. 2 157. 4 129. 6 120. 1 113. 4 98. 1 152. 6 191. 7 197. 9 86. 9 150. 0 79. 7 105. 4 128. 2 99. 0 136. 6 133. 0 78. 4 133. 4 167. 8 155. 1 153. 4 186. 7 141. 8 136. 3 106. 4 87. 3 143. 1 137. 4 99. 0 123. 1 121. 8 112. 0 91. 4 117. 1 138. 6 111. 4 195. 9 103. 1 146. 0 111. 5 92. 6 115. 8 ANNUAL 1103. 5 1104. 6 1236. 5 1093. 2 1047. 9 1197. 8 1104. 7 1155. 1202. 8 1239. 3 1086. 3 1123. 9 1119. 0 1247. 1 1169. 7 1316. 0 1449. 7 956. 5 1268. 7 1017. 7 1157. 8 1172. 1 1143. 7 1217. 7 1162. 9 1211. 5 1200. 1 1153. 1 1164. 7 1164. 8 1246. 9 1161. 6 1361. 1 1168. 8 1104. 8 1280. 9 1193. 5 1215. 9 1086. 9 1184. 1 1044. 0 1260. 6 1236. 9 1273. 0 1193. 0 1288. 9 1199. 4 1272. 3 1204. 5 1172. 8 1051. 0 11 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962 1963 1964 1965 1966 1967 1968 1969 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 Mean (1901-2003) S. D.C. V. 11. 0 26. 2 30. 4 23. 5 17. 5 32. 2 15. 1 28. 7 16. 3 24. 9 14. 9 13. 5 13. 2 13. 3 15. 7 12. 9 24. 3 12. 7 23. 2 17. 4 12. 4 15. 0 11. 7 17. 3 12. 7 17. 9 14. 8 20. 0 15. 0 26. 9 25. 9 18. 2 20. 4 23. 0 17. 8 17. 7 11. 0 15. 8 16. 8 14. 6 19. 2 18. 6 23. 9 27. 5 22. 3 16. 2 16. 9 20. 3 22. 0 11. 3 20. 4 15. 5 20. 3 8. 5 41. 8 22. 6 13. 9 36. 6 11. 1 16. 6 18. 8 20. 5 25. 1 9. 2 33. 9 24. 1 16. 2 19. 0 22. 9 23. 8 14. 1 21. 4 16. 4 27. 4 23. 1 25. 3 19. 4 14. 4 21. 3 22. 2 18. 4 28. 6 34. 7 21. 5 20. 3 25. 1 23. 5 31. 8 14. 4 34. 5 20. 4 24. 9 17. 8 42. 5 25. 7 23. 5 26. 9 25. 9 29. 0 22. 8 13. 0 33. 7 13. 6 26. 8 14. 20. 1 30. 9 24. 6 10. 0 40. 4 35. 1 24. 8 27. 9 29. 9 36. 7 41. 3 29. 8 30. 0 39. 7 27. 8 26. 3 38. 7 27. 9 34. 2 24. 8 55. 0 30. 5 26. 9 33. 3 26. 3 24. 8 27. 5 25. 0 32. 5 32. 3 27. 9 40. 7 34. 1 31. 7 45. 3 41. 1 38. 4 31. 0 30. 8 28. 5 29. 0 43. 8 32. 2 49. 5 29. 8 33. 9 40. 0 27. 3 28. 7 36. 5 33. 8 41. 9 18. 2 22. 9 23. 2 28. 5 32. 8 32. 0 9. 2 28. 8 37. 8 42. 4 30. 2 39. 5 37. 4 35. 3 39. 8 34. 1 28. 1 33. 5 47. 3 45. 6 38. 0 41. 6 34. 9 33. 1 37. 0 42. 5 37. 4 49. 0 37. 4 31. 9 35. 8 31. 5 39. 6 58. 3 32. 9 26. 9 38. 8 36. 1 50. 0 49. 7 42. 6 36. 6 48. 5 39. 4 45. 6 34. 4 43. 4 50. 9 32. 5 30. 7 47. 2 34. 5 35. 5 2. 9 41. 7 24. 2 43. 7 44. 2 42. 3 39. 0 39. 8 7. 9 19. 9 69. 9 48. 7 56. 3 77. 4 85. 8 62. 4 66. 9 68. 5 64. 3 73. 2 63. 6 58. 7 53. 6 50. 9 59. 8 48. 5 45. 6 66. 0 66. 1 73. 7 60. 4 61. 3 66. 2 54. 5 50. 4 81. 3 64. 1 56. 9 50. 6 60. 9 63. 3 63. 8 56. 3 54. 2 53. 9 64. 0 68. 3 56. 1 101. 7 73. 5 53. 9 67. 6 50. 9 77. 7 60. 9 51. 0 58. 9 81. 9 69. 9 61. 4 59. 7 55. 7 61. 9 12. 5 20. 2 168. 4 163. 3 148. 6 180. 3 208. 4 152. 3 123. 9 162. 6 152. 0 185. 8 123. 5 148. 8 152. 3 121. 0 169. 1 146. 3 146. 5 131. 8 195. 5 203. 3 137. 1 148. 5 126. 0 176. 1 157. 7 184. 3 187. 2 151. 1 212. 2 158. 9 139. 9 150. 3 164. 3 153. 0 174. 130. 1 159. 9 183. 3 180. 8 181. 8 141. 9 165. 7 199. 8 137. 4 170. 7 166. 7 162. 4 167. 3 178. 1 185. 6 161. 2 167. 8 163. 4 29. 5 18. 1 281. 8 312. 9 297. 7 241. 2 351. 3 288. 9 314. 5 345. 5 290. 6 329. 0 272. 9 254. 4 320. 6 279. 4 253. 1 296. 4 302. 4 305. 2 248. 8 260. 3 226. 3 284. 5 271. 6 295. 3 294. 1 305. 7 291. 4 244. 4 290. 4 303. 6 242. 7 279. 8 282. 1 270. 9 265. 7 237. 6 353. 4 308. 2 279. 0 281. 4 257. 9 314. 1 336. 3 301. 3 277. 0 284. 8 293. 1 274. 8 274. 5 275. 4 163. 9 305. 9 286. 7 35. 3 12. 3 249. 0 286. 0 237. 5 313. 9 259. 6 264. 9 285. 4 255. 5 244. 6 277. 3 257. 6 294. 9 273. 2 210. 1 229. 5 266. 214. 8 260. 6 300. 8 260. 3 234. 1 293. 4 240. 0 284. 8 292. 1 254. 9 277. 9 235. 1 263. 3 239. 3 274. 5 294. 4 260. 7 238. 7 235. 2 237. 1 285. 2 238. 1 292. 7 256. 0 269. 0 209. 8 278. 9 256. 1 283. 4 270. 5 253. 3 251. 0 240. 2 229. 8 244. 0 250. 1 255. 3 30. 6 12. 0 121. 9 169. 8 244. 5 217. 7 169. 0 130. 3 215. 0 219. 1 168. 6 228. 0 207. 0 163. 2 198. 4 145. 5 151. 7 176. 8 144. 3 179. 6 203. 3 159. 2 138. 9 182. 7 155. 8 224. 1 150. 2 152. 2 160. 4 146. 4 144. 8 193. 5 135. 5 224. 4 149. 7 157. 6 142. 0 152. 0 214. 0 170. 2 195. 2 135. 6 169. 2 200. 6 153. 3 183. 8 147. 0 163. 0 195. 5 191. 5 154. 3 138. 3 173. 0 181. 171. 8 32. 8 19. 1 76. 7 88. 5 81. 6 145. 9 149. 7 66. 4 103. 9 118. 6 75. 3 116. 7 80. 8 93. 0 68. 5 45. 3 62. 1 52. 0 73. 2 63. 5 75. 2 95. 5 70. 8 106. 2 101. 1 109. 8 39. 0 88. 7 62. 7 63. 5 56. 3 53. 8 60. 3 85. 1 69. 1 115. 0 72. 0 88. 4 57. 1 54. 2 99. 9 63. 9 69. 0 87. 8 87. 6 76. 3 98. 8 68. 1 102. 1 106. 5 60. 7 95. 0 69. 8 93. 8 78. 4 24. 8 31. 6 9. 4 14. 1 5. 6 28. 4 42. 8 27. 2 35. 4 25. 4 34. 8 22. 9 19. 9 25. 9 26. 4 18. 7 49. 4 14. 8 23. 4 35. 5 20. 0 16. 1 31. 3 17. 8 14. 4 23. 8 53. 5 61. 8 44. 5 71. 8 26. 0 29. 1 43. 9 14. 0 18. 2 20. 9 43. 9 45. 2 17. 9 20. 6 32. 2 33. 7 42. 3 29. 0 26. 8 35. 7 16. 5 56. 38. 9 23. 2 20. 6 26. 7 27. 0 26. 0 30. 7 15. 1 49. 3 24. 5 9. 8 16. 9 12. 9 15. 8 16. 3 18. 7 11. 6 12. 6 13. 6 31. 5 19. 1 14. 8 25. 4 18. 4 46. 1 14. 6 17. 5 10. 0 18. 1 23. 8 19. 3 11. 9 9. 8 13. 0 15. 1 24. 6 16. 4 23. 4 16. 8 15. 0 24. 1 16. 9 22. 5 25. 9 21. 3 17. 0 18. 1 25. 2 22. 0 7. 6 18. 6 19. 1 10. 6 18. 6 45. 1 12. 5 8. 5 11. 5 11. 8 12. 0 20. 7 17. 9 7. 9 44. 0 33. 6 40. 1 67. 0 34. 6 34. 1 51. 0 35. 6 53. 8 25. 5 58. 8 39. 0 29. 7 32. 2 36. 2 39. 5 27. 0 45. 7 29. 1 50. 6 40. 5 37. 7 34. 4 26. 1 38. 6 34. 9 36. 3 43. 4 54. 7 36. 5 47. 2 51. 0 41. 7 52. 2 37. 4 52. 3 38. 1 35. 9 33. 6 59. 3 40. 3 42. 7 45. 49. 8 56. 5 45. 1 29. 2 50. 6 33. 9 48. 8 25. 4 40. 5 46. 4 44. 9 12. 3 27. 3 142. 8 115. 9 114. 4 146. 8 159. 9 139. 0 136. 5 132. 6 132. 1 134. 5 137. 2 143. 0 119. 5 126. 7 119. 5 136. 6 113. 1 135. 4 136. 8 149. 0 122. 6 120. 7 127. 0 118. 5 122. 3 167. 5 137. 7 117. 9 121. 1 142. 3 154. 4 151. 9 129. 9 121. 6 130. 9 132. 4 157. 7 122. 7 194. 6 154. 2 120. 3 138. 3 125. 4 140. 9 132. 9 127. 7 142. 5 124. 3 136. 5 128. 8 130. 5 127. 5 133. 7 17. 7 13. 2 821. 1 932. 0 928. 3 953. 1 988. 3 836. 4 938. 8 982. 7 855. 8 1020. 1 861. 0 861. 3 944. 5 756. 0 803. 4 885. 8 808. 0 877. 2 948. 4 883. 1 736. 4 909. 1 793. 4 980. 894. 1 897. 1 916. 9 777. 0 910. 7 895. 3 792. 6 948. 9 856. 8 820. 2 817. 0 756. 8 1012. 5 899. 8 947. 7 854. 8 838. 0 890. 2 968. 3 878. 6 878. 1 885. 0 904. 3 884. 6 847. 1 829. 1 742. 2 905. 7 877. 2 71. 0 8. 1 110. 6 112. 4 104. 1 187. 2 208. 3 109. 9 158. 0 155. 6 122. 7 153. 2 132. 2 138. 0 109. 7 89. 4 129. 9 112. 9 111. 2 116. 5 105. 2 129. 7 125. 9 143. 3 127. 4 143. 4 105. 5 165. 6 131. 8 151. 7 105. 7 99. 7 119. 2 123. 2 104. 2 158. 4 141. 8 154. 9 92. 0 92. 9 157. 3 119. 6 118. 9 135. 4 133. 5 122. 6 133. 9 169. 9 153. 5 138. 2 92. 8 133. 5 108. 8 140. 5 126. 9 28. 8 22. 7 1108. 1 1200. 4 1213. 8 1321. 7 1390. 1136. 3 1268. 9 1324. 7 1136. 1 1366. 6 1169. 4 1172. 0 1205. 9 1008. 3 1092. 3 1162. 3 1078. 0 1158. 2 1241. 0 1202. 3 1022. 6 1207. 5 1073. 9 1280. 8 1156. 8 1266. 5 1229. 8 1101. 3 1174. 0 1184. 5 1117. 2 1265. 7 1143. 1 1137. 6 1142. 0 1082. 2 1298. 1 1149. 0 1358. 9 1168. 9 1119. 9 1209. 4 1277. 0 1198. 6 1190. 0 1211. 8 1250. 9 1181. 0 1125. 2 1116. 8 1022. 0 1220. 1 1182. 8 87. 0 7. 4 12 Table-2 Decadal mean (% departure from normal), frequency of drought and flood years Decadal mean DECADE Per cent departure from normal 1901-10 1911-20 1921-30 1931-40 1941-50 1951-60 1961-70 1971-80 1981-90 1991-2000 2001-2003 -2. -2. 5 -0. 4 1. 7 3. 3 2. 5 -0. 1 -0. 8 -0. 3 0. 6 -5. 9 3 4 1 1 1 1 2 3 2 0 1 0 3 0 1 1 3 1 1 2 1 0 Freq. of Deficient year Freq. of Excess year 13 Fig. 1 localisation of function of raingauge stations considered for the study 14 Fig. 2. Location of raingauge stations used by IITM (Parthasarathy et al. 1994) 15 R/F IN MM 0. 5 1. 5 2. 5 3. 5 -1 0 1 2 3 -0. 5 -1. 5 1000 1100 -2 500 600 700 800 900 1901 1904 1901 1904 1907 1910 1913 1916 1919 1922 1925 1928 1931 1934 1937 1940 1943 1946 1949 1952 1955 1958 1961 1964 1967 1970 1973 1976 1979 1982 1985 1988 1991 1994 1997 2000 2003 YEAR 1907 1910 1913 1916 1919 1922 1925 928 1931 1934 1937 1940 1943 1946 1949 IITM(Parthosarothy Series) series and the new IMD series Fig. 3. Comparison between IITM South-West monsoon seasonal rainfall Fig. 4. The 31 year moving averages of all India south-west monsoon seasonal rainfall 16 1952 1955 1958 1961 1964 1967 1970 1973 1976 1979 1982 1985 IMD series 1988 1991 1994 1997 2000 2003 PERCENTAGE DEPARTURE -4 0 1 2 3 4 1901 -6 -4 -2 0 2 4 PERCENTAGE DEPARTURE 6 8 1901 1904 1907 1910 1913 1916 1919 1922 1925 1928 1931 1934 1937 1940 1943 1946 1949 1952 1955 1958 1961 1964 1967 1970 1973 1976 1979 1982 1985 1988 1991 1994 1997 2000 2003 3 -2 -1 1991-2000 1904 1907 1910 1913 1916 1919 1922 1925 1928 1931 1934 1937 1940 1943 1946 1949 1952 1955 YEAR 2001-03 1901-10 -8. 0 31 YEAR paltry AVERAGE totally INDIA AUGUST rainfall 1981-90 -6. 0 YEAR 1958 19 61 1964 1967 1970 1973 1976 1979 1982 1985 1988 1991 1994 1997 2000 2003 1971-80 -4. 0 -2. 0 1961-70 1951-60 1941-50 1931-40 1921-30 1911-20 31 YEAR MOVING AVERAGE ALL INDIA JUNE RAINFAL DECADAL MEANS OF ALL INDIA SUMMER MONSOON RAINFALL (% DEPARTURE FROM MEAN) (June, July, August, September) Fig. 5. 31 year moving average of all India rainfall for the four monsoon months Fig 6.Decadal means of all India summer monsoon rainfall (% departure from mean) 17 -4 1901 1904 1907 1910 1913 1916 1919 1922 1925 1928 1931 1934 1937 1940 1943 1946 1949 YEAR 1952 1955 1958 1961 1964 1967 1970 1973 1976 1979 1982 1985 1988 1991 1994 1997 2000 2003 -3 -2 -1 0 PERCENTAGE DEPARTURE PERCENTAG E DEPAR TURE 1 2 3 4 5 6 7 -3 1901 1904 1907 1910 1913 1916 1919 1922 1925 1928 1931 1934 1937 1940 1943 1946 1949 YEAR 1952 1955 1958 1961 1964 1967 1970 1973 1976 1979 1982 1985 1988 1991 1994 1997 2000 2003 -2 -1 0 1 2 3 4 5 6 0. 0 2. 0 4. 0 31 YEAR MOVING AVERAGE ALL INDIA JULY RAINFALL 1 YEAR MOVING AVERAGE ALL INDIA SEPTEMBER RAINFALL June DECADAL MEANS OF ALL INDIA JUNE RAINFALL (% DEPARTURE FROM MEAN) -8. 0 1901-10 1911-20 1911-20 1921-30 1921-30 1931-40 1931-40 DECADE -6. 0 -4. 0 -2. 0 0. 0 2. 0 4. 0 6. 0 8. 0 10. 0 12. 0 -15. 0 1901-10 July DECADAL MEANS OF ALL INDIA JULY RAINFALL (%DEPARTURE FROM MEAN) -10. 0 -5. 0 0. 0 5. 0 10. 0 1941-50 1941-50 Decade DECADE 1951-60 1951-60 1961-70 1961-70 1971-80 1971-80 1981-90 1981-90 1991-2000 1991-2000 2001-03 2001-03 August DECADAL MEANS OF ALL INDIA AUGUST RAINFALL (% DEPARTURER FROM MEAN) -8. 1901-10 -6. 0 -4. 0 -2. 0 0. 0 2. 0 4. 0 6. 0 -10. 0 1901-10 -5. 0 0. 0 Septermber DECADAL MEANS OF ALL INDIA SEPTEMBER RAINFALL (%DEPARTURE FROM MEAN) 5. 0 10. 0 15. 0 20. 0 1911-20 1911-20 1921-30 1921-30 1931-40 DECADE 1931-40 1941-50 1941-50 1951-60 1951-60 1961-70 1961-70 1971-80 1971-80 1981-90 1981-90 1991-2000 1991-2000 2001-03 2001-03 Fig. 7. Decadal means of all India rainfall (% departure from mean) for the month of June, July, August a nd September 25. 0 20. 0 15. 0 10. 0 5. 0 0. 0 -5. 0 -10. 0 -15. 0 ALL INDIA MONSOON R. F -20. 0 -25. 1901 1904 1907 1910 1913 1916 1919 1922 1925 1928 1931 1934 1937 1940 1943 1946 1949 1952 1955 1958 1961 1964 1967 1970 1973 1976 1979 1982 1985 1988 1991 1994 1997 2000 2003 Nine point gaussian filter PERCENTAGE DEPARTURE YEAR Fig. 8. All India Monsoon rainfall and its nine point Gaussian filter 18 Fig. 9. Increase/Decrease in rainfall in mm in 100 year for each of 36 subdivisions for the monsoon months. Different levels of significance are shaded with colors 19 Fig. 10. Increase/Decrease in rainfall in mm in 100 year for each of 36 subdivisions for the south-west monsoon season.Different levels of significance are shaded with colors 20 Fig. 11. Increase/Decrease in rainfall in percentage in 100 years in monthly contribution of rainfall to annual rainfall for each of the four monsoon months for 36 subdivisions 21 Fig. 12. Increase/Decrease in rainfall in mm in 100 year in each of 3 6 subdivisions for the winter, pre-monsoon, post-monsoon seasons and annual. Different levels of significance are shaded with colors 22 N C C RESEARCH REPORTS New statistical models for long range forecasting of southwest monsoon rainfall over India, M. Rajeevan, D. S. Pai and Anil Kumar Rohilla, Sept. 2005. 23

Steel Design

STEEL BEAM DESIGN asquintly demented electron circulate Dr. A Aziz Saim 2010 EC3 highflying(prenominal) diffuse 1 Non-dimensional sl block offerness smile behaviour analogous to yielding/buckling of columns. M Wyfy Material yielding (in-plane b deceaseing) MEd MEd Elastic member buckling Mcr Lcr 1. 0 Dr. A Aziz Saim 2010 EC3 Non-dimensional slenderness unreserved b atomic number 18 ? LT 2 asquint torsional buckling Lateral torsional buckling Lateral torsional buckling is the member buckling mode associated with slender spreads thined rough their major axis, without continuous asquint chasteness.If continuous lateral restraint is provided to the beam, then lateral torsional buckling will be prevented and failure will occur in an a nonher(prenominal) mode, generally in-plane bending (and/or shear). Dr. A Aziz Saim 2010 EC3 unhindered radiation 3 Eurocode 3 Eurocode 3 states, as with BS 5950, that both crosssectional and member bending unsusceptibility must be confirm MEd ? Mc ,Rd Cross-section check (In-plane bending) MEd ? Mb,Rd Dr. A Aziz Saim 2010 EC3 Unrestrained publicize Member buckling check 4 Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 5 Laterally Unrestrained BeamThe design of beam in this Lecture 3 is considering beams in which either no lateral restraint or only intermittent lateral restraint is provided to the compression flange Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 6 Lateral Torsional Buckling Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 7 Lateral Torsional Buckling Figure 3-1 shows an unrestrained beam subjected to load increment. The compression flange unrestrained and beam is not stiff enough. There is a tendency for the beam to deform sideways and twist about the longitudinal axis. The failure mode which may occur to the beam is called lateral torsional buckling.Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 8 ?Involves both deflection and twisting revolution ?Out-of plane buckling. Bending Resistance M c, Rd ? M pl ? W pl f y ?M0 Due to the effect of LTB, the bending metro of cross section fashion less. Failure may occurs earlier then expected Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 9 showcases of Laterally Unrestrained Beam Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 10 Restrained Beam Comparsion Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 11 Intermittent Lateral Restrained Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 12Torsional restraint ordinarily both flanges are held in their relative positions by external members during bending. May be provided by load bearing stiffeners or provision of adequate end connection details. See Figure 3-4. Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 13 Beam without torsional restraint Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 14 Can be discounted when Minor axis bending CHS, SHS, circular or square bar Fully laterally restrained beams ? LT 0. 2 (or 0. 4 in some cases) Unrestrained length Cross-sectional shape End restrained condition The moment along the beam L oading tension or compression Unrestrained Beam 16Dr. A Aziz Saim 2010 EC3 Lateral torsional buckling resistance Checks should be carried out on all unrestrained portions of beams ( amid the points where lateral restraint exists). Lateral restraint Lateral restraint Lcr = 1. 0 L Lateral restraint Beam on plan Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 17 Three modes to check LTB in EC3 The primary method adopts the lateral torsional buckling curves given by equations 6. 56 and 6. 57, and is set out in clause 6. 3. 2. 2 (general case) and clause 6. 3. 2. 3 (for rolled sections and equivalent welded sections). The second is a simplified assessment method for beams with restraints in buildings, and is set out in clause 6. 3. 2. 4. The third is a general method for lateral and lateral torsional buckling of geomorphological components, given in clause 6. 3. 4. Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 18 Eurocode 3 states, as with BS 5950, that both cross sectional and member bend ing resistance must be verified MEd ? Mc ,Rd Cross-section check (In-plane bending) MEd ? Mb,Rd Dr. A Aziz Saim 2010 EC3 Unrestrained Beam Member buckling check 19 Lateral-torsional buckling Eurocode 3 design show up for lateral torsional buckling is analogous to the olumn buckling treatment. The design buckling resistance Mb,Rd of a laterally unrestrained beam (or segment of beam) should be taken as Mb,Rd ? ?LT Wy fy ? M1 Reduction performer for LTB Lateral torsional buckling resistance Mb,Rd = ?LT Wy fy ? M1 Equation (6. 55) Wy will be Wpl,y or Wel,y ?LT Dr. A Aziz Saim 2010 EC3 is the reduction factor for lateral torsional buckling Unrestrained Beam 21 Buckling curves general case (Cl 6. 3. 2. 2) Lateral torsional buckling curves for the general case are given below (as in Eq (6. 56)) ?LT ? 1 2 ? LT ? ?LT ? ?2 LT but ? LT ? 1. 0 ?LT ? 0. 5 1 ? ?LT (? LT ? 0. ) ? ?2 LT Plateau length Imperfection factor from tabular array 6. 3 Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 22 I mperfection factor ? LT Imperfection factors ? LT for 4 buckling curves ( conjure Table 6. 3) Buckling curve Imperfection factor ? LT a 0. 21 b 0. 34 c 0. 49 d 0. 76 Buckling curve selection For the general case, refer to Table 6. 4 Cross-section Rolled I-sections Welded Isections Limits h/b ? 2 h/b 2 h/b ? 2 h/b 2 Buckling curve a b c d d Other crosssections Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 24 LTB curves 4 buckling curves for LTB (a, b, c and d) 1. 2 Reduction factor ? LT . 0 0. 8 0. 6 0. 4 0. 2 0. 0 0 0. 5 1 1. 5 loop a Curve b Curve c Curve d 2 2. 5 0. 2 Dr. A Aziz Saim 2010 EC3 Non-dimensional slenderness Unrestrained Beam ?LT 25 Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 26 lateral torsional buckling slenderness ? LT Mcr ? Wy f y Mcr Elastic critical buckling moment Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 27 Non-dimensional slenderness calculate lateral torsional buckling slenderness ? LT ? Wy f y Mcr Buckling curves as for compression (except curve a0) Wy depends on section classification Mcr is the elastic critical LTB moment Dr. A Aziz Saim 2010 EC3Unrestrained Beam 28 BS EN 1993-1-1 does not give a method for determining the elastic critical moment for lateraltorsional buckling Mcr May use LTBeam software (can be downloaded from CTICM website) Or may use method presented by L. Gardner . Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 29 Mcr at a lower place uniform moment For typical end conditions, and under uniform moment the elastic critical lateral torsional buckling moment Mcr is Mcr ,0 G IT Iw Iz Lcr ? EIz ? 2 Lcr 2 ? Iw Lcr can ? ? ? 2 ? ? EIz ? ? Iz 2 0. 5 is the shear modulus is the torsion constant is the warping constant is the inor axis second moment of area is the buckling length of the beam Unrestrained Beam 30 Dr. A Aziz Saim 2010 EC3 Mcr under non-uniform moment Numerical solutions have been calculated for a number of other loading conditions. For uniform doubly-symmetric cross-sections, loaded through the shear ce ntre at the level of the centroidal axis, and with the standard conditions of restraint described, Mcr may be calculated by ? EIz Mcr ? C1 2 Lcr 2 Dr. A Aziz Saim 2010 EC3 Unrestrained Beam ? Iw Lcr GIT ? ? ? 2 ? ? EIz ? ? Iz 2 0. 5 31 C1 factor end momentsFor end moment loading C1 may be approximated by the equation below, though other approximations also exist. C1= 1. 88 1. 40y + 0. 52y2 but C1 ? 2. 70 where y is the proportionality of the end moments (defined in the chase table). Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 32 C1 factor thwartwise loading Loading and support conditions Bending moment diagram Value of C1 1. 132 1. 285 1. 365 1. 565 1. 046 Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 33 Design cognitive process for LTB Design procedure for LTB 1. Determine BMD and SFD from design loads 2. Select section and determine geometry 3. Classify cross-section (Class 1, 2, 3 or 4) 4.Determine effective (buckling) length Lcr depends on boundary conditions and load level 5. Calculate Mcr and Wyfy Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 34 Design procedure for LTB 6. Non-dimensional slenderness ? LT ? Wy fy Mcr 7. Determine imperfection factor ? LT 8. Calculate buckling reduction factor ? LT 9. Design buckling resistance 10. Check Mb,Rd ? ?LT Wy fy ? M1 MEd ? 1. 0 Mb,Rd for each unrestrained portion Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 35 LTB guinea pig General arrangement Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 36 LTB Example Design loading is as follows 425. 1 kN A B C 319. 6 kN D 2. 5 m 3. 2 m 5. 1 mLoading Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 37 LTB Example 267. 1 kN A B D 52. 5 kN SF C 477. 6 kN Shear force diagram B A C D BM 1194 kNm 1362 kNm Bending moment diagram Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 38 LTB Example For the purposes of this example, lateral torsional buckling curves for the general case will be utilised. Lateral torsional buckling checks to be carried out on segments BC and CD. By inspection, segment AB is not critical. Try 762? 267? 173 UB in grade S 275 steel. Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 39 LTB Example b z tw h d y y r z tf h = 762. 2 mm b = 266. 7 mm tw = 14. 3 mm tf = 21. 6 mm r = 16. mm A = 22000 mm2 Wy,pl = 6198? 103 mm3 Iz = 68. 50? 106 mm4 It = 2670? 103 mm4 Iw = 9390? 109 mm6 Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 40 LTB Example For a nominal material thickness (tf = 21. 6 mm and tw = 14. 3 mm) of between 16 mm and 40 mm the nominal values of yield strength fy for grade S 275 steel (to EN 10025-2) is 265 N/mm2. From clause 3. 2. 6 N/mm2. E = 210000 N/mm2 and G ? 81000 Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 41 LTB Example Cross-section classification (clause 5. 5. 2) e ? 235 / fy ? 235 / 265 ? 0. 94 Outstand flanges (Table 5. 2, sheet 2) cf = (b tw 2r) / 2 = 109. 7 mm cf / tf = 109. 7 / 21. 6 = 5. 8 Limit for Class 1 flange = 9e = 8. 48 5. 08 ? Flange is Class 1 Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 42 LTB Example Web internal part in bendin g (Table 5. 2, sheet 1) cw = h 2tf 2r = 686. 0 mm cw / tw= 686. 0 / 14. 3 = 48. 0 Limit for Class 1 web = 72 e = 67. 8 48. 0 ? Web is Class 1 Overall cross-section classification is therefore Class 1. Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 43 LTB Example Bending resistance of cross-section (clause 6. 2. 5) Mc ,y,Rd ? Wpl,y fy ? M0 for Class 1 and 2 sec tions 6198 ? 103 ? 265 ? ? 1642 ? 106 Nmm 1. 0 ? 1642 kNm ? 1362 kNm ? Cross-section resistance in bending is OK.Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 44 LTB Example Lateral torsional buckling check (clause 6. 3. 2. 2) surgical incision BC MEd ? 1362 kNm Mb ,Rd ? ? LT Wy fy ? M1 where Wy = Wpl,y for Class 1 and 2 sections Determine Mcr for segment BC (Lcr = 3200 mm) Dr. A Aziz Saim 2010 EC3 ? EIz Mcr ? C1 2 Lcr 2 ? Iw Lcr GIT ? ? ? 2 ? ? EIz ? ? Iz Unrestrained Beam 2 0. 5 45 LTB Example For end moment loading C1 may be approximated from C1 = 1. 88 1. 40y + 0. 52y2 but C1 ? 2. 70 1194 y is the ratio of the end moments ? ? 0. 88 1362 ? C1 ? 1. 05 ? 2 ? 210000 ? 68. 5 ? 106 Mcr ? 1. 05 ? 32002 ? 9390 ? 109 32002 ? 81000 ? 2670 ? 103 ? ? ? 68. 5 ? 106 ? 2 ? 210000 ? 68. 5 ? 106 ? ? 0. 5 = 5699106 Nmm = 5699 kNm Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 46 LTB Example Non-dimensional lateral torsional slenderness for segment BC ? LT ? Wy fy Mcr 6198 ? 103 ? 265 ? ? 0. 54 6 5699 ? 10 Select buckling curve and imperfection factor ? LT From Table 6. 4 h/b = 762. 2/266. 7 = 2. 85 For a rolled I-section with h/b 2, use buckling curve b Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 47 LTB Example From Table 6. 3 of EN 1993-1-1 For buckling curve b, ? LT = 0. 34 Calculate reduction factor for lateral torsional buckling, ? LT Segment BC ?LT ? 1 ? LT ? ? 2 LT LT but ? LT ? 1. 0 where ? LT ? 0. 5 1 ? ?LT (? LT ? 0. 2) ? ?2 LT Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 48 LTB Example ?LT = 0. 51+0. 34(0. 54-0. 2) + 0. 542 = 0. 70 ? ? LT ? 1 0. 70 ? 0. 70 ? 0. 54 2 2 ? 0. 87 Lateral torsional buckling resistanc e Mb,Rd Segment BC Mb,Rd ? ? LT Wy fy ? M1 265 ? 0. 87 ? 6198 ? 10 ? 1 . 0 3 ? 1425 ? 106 Nmm ? 1425 kNm Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 49 LTB Example MEd 1362 ? ? 0. 96 ? 1. 0 ? Segment BC is OK Mb,Rd 1425 Lateral torsional buckling check (clause 6. 3. 2. 2) Segment CD MEd ? 1362 kNm Mb ,Rd ? ? LT Wy fy ? M1 where Wy = Wpl,y for Class 1 and 2 sectionsDetermine Mcr for segment CD (Lcr = 5100 mm) Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 50 LTB Example ? EIz Mcr ? C1 2 Lcr 2 ? Iw Lcr GIT ? ? ? 2 ? Iz ? EIz ? ? 2 0. 5 Determine y from Table 0 y is the ratio of the end moments ? ?0 1362 ? C1 ? 1. 88 ? 2 ? 210000 ? 68. 5 ? 106 Mcr ? 1. 88 51002 ? 9390 ? 109 51002 ? 81000 ? 2670 ? 103 ? ? ? ? 68. 5 ? 106 ? 2 ? 210000 ? 68. 5 ? 106 ? ? 0. 5 = 4311? 106 Nmm = 4311 kNm Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 51 LTB Example Non-dimensional lateral torsional slenderness for segment CD ? LT ? Wy fy Mcr 6198 ? 103 ? 265 ? ? 0. 62 6 4311? 10 The buckling curve and imperfection factor ?LT are as for segment BC. Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 52 LTB Example Calculate reduction factor for lateral torsional buckling, ? LT Segment CD ?LT ? 1 ? LT ? ? 2 LT 2 LT but ? LT ? 1. 0 where ? LT ? 0. 5 1 ? ?LT (? LT ? 0. 2) ? ?2 LT = 0. 51+0. 34(0. 62-0. 2) + 0. 622 = 0. 76 ? ? LT Dr. A Aziz Saim 2010 EC3 ? 1 0. 76 ? 0. 76 ? 0. 62 2 Unrestrained Beam 2 ? 0. 83 53 LTB Example Lateral torsional buckling resistance Mb,Rd Segment CD Mb,Rd ? ?LT Wy fy ? M1 265 ? 0. 83 ? 6198 ? 10 ? 1. 0 3 ? 1360 ? 106 Nmm ? 1360 kNm MEd 1362 ? ? 1. 00 Mb,Rd 1360 Segment CD is critical and marginally fails LTB check.Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 54 Blank Page Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 55 Simplified assessment of ? LT For hot-rolled doubly symmetric I and H sections without destabilising loads,? may be conservatively simplified to LT ? LT ? 1 0. 9 ? z ? C1 ?z 1 0. 9 ? 1 C1 E ? z ? L / iz ? 1 ? ? fy As a further simplification, C1 may also be c onservatively taken = 1. 0. Simplified assessment of ? LT Substituting in numerical values for simplified expressions result. ? 1 , the following S235 ? LT ? 1 L / iz C1 104 S275 ? LT ? 1 L / iz C1 96 S355 ? LT ? 1 L / iz C1 85 C1 may be conservatively taken = 1. , though the level of conservatism increases the more the actual bending moment diagram differs from uniform moment. Simplified method (Cl. 6. 3. 2. 4) Simplified method for beams with restraints in buildings (Clause 6. 3. 2. 4) This method treats the compression flange of the beam and part of the web as a strut b b Compression h Tension Compression flange + 1/3 of the mean area of web Strut Dr. A Aziz Saim 2010 EC3 Beam Unrestrained Beam 58 General method (Cl. 6. 3. 4) General method for lateral and lateral torsional buckling of geomorphological components May be applied to single members, plane frames etc. Requires determination of plastic and elastic (buckling) resistance of structure, which subsequently defines glob al slenderness Generally requires FE Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 59 Blank Page Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 60 Important Notes (End Connections) When full torsional restraint exist -both the compression and tension flanges are fully restrained against rotation on plan -both flanges are partially restrained against rotation on plan both flanges are free to rotate on plan Unrestrained Beam 61 Dr. A Aziz Saim 2010 EC3 Connection DetailDr. A Aziz Saim 2010 EC3 Unrestrained Beam 62 Important Notes (End Connections) Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 63 Important Notes (End Connections) When both flanges are free to rotate on plan and the compression flange is unrestrained i. torsional restraint is provided all by connection of the tension flange to the supports, ii. torsional restraint is provided solely by dead bearing of the tension flange on support. Unrestrained Beam 64 Dr. A Aziz Saim 2010 EC3 Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 65 Dr. A Aziz Saim 2010 EC3 Unrestrained Beam 66

Analyzing a Written Essay Essay

The two moves that I read were A Soul as Free as the ambiance somewhat Lucy Stone and, How to survive as an Online Student. The four types of essay organization discussed in the course readings were1. Topic This development organizes information about the topic in the most analytic way.2. Time order It is using sequential order to write an essay. It organizes the information from one time period to a nonher.3. Space order This deals with location of people, places or things.4. instructive process This is written in a step-by-step arrangement in their natural occurring order.The characteristics that make these essays expository, is that it has facts to inform about the topic. It is used in facts form and not biased.What distinguishes space organization from time organization or informative-process organization in an essay is that Space order deals with location, Time organization refers to placing information in chronological order by date or a specific time, and Informative ess ay would be one that takes on a step-by-step process. The organization of severally essay help the reader understand the subject matter of that essay in the essay How to Succeed as Online Student, it list steps to apprize online students what it takes to be successful in an online atmosphere. The reader understands you must follow these steps to succeed. On the essay, A Soul as Free as the Air About Lucy Stone it helped to learn about Lucy Stone, it showed the order of her achievements. On the essays that I read, the one that has the most effective organization was A Souls as Free as the Air About Lucy Stone.I chose this essay, because it was organized from the beginning to the end, it was in the order of each of her achievements. A different type of organizational style for How to Succeed as Online Student if you change it to a time order or space order, then it would confuse some of the online students. The main part would be lost in the reading. It would definitely have student s wanting to go to class instead of online, so the teacher could clarify things. The type of essay organization that is more suitable for my essay topic on Warming Global Drought, would be Time Order, due to the heat and water levels at the time.

Beowulf and Christianity Essay

A Critical Response to Beowulf After reading the story Beowulf as translated by Burton Raffel, I saw two aspects of this story compose in the Anglo-Saxon period. When reading the story you notice that there are multiple aspects of paganism and of Christianity included in the story. Many scholars endure debated whether of not a monk might have written it during the paganism period or whether a second author might have added to the story later on in history. I believe that it might have been written by a monk who decided to add to t while he wrote the original.I also that even though pagan ideas were implemented into the story, the Christian ideas are more prominent. Firstly, there were many pagan ideas in the book. One of the non-Christian things that Beowulf and his men did was to discombobulate at Herot. (19-20) The men there at Herot were drinking and some were drunk which is a sin in the Bible. Other pagan ideals include that of Beowulf being complete in himself and wanting to be remembered rather than doing it out of the kindness of his heart. 9-20) During this part of the story, Beowulf talks about how many monsters he has slayed and how he will be remembered for cleanup spot Grendel. He also talks about this at the end of the story when Beowulf is dying. (37) He says, The brave Geats build me a tomb, when the funeral flames have burned me, and build it Here, at the waters edge, high on this spit of land, so sailors can see this tower, and remember my name Secondly, in the story I believe that the Christian aspects of the story overpower the pagan beliefs.I think that the story of Beowulf closely resembles the story of Jesus in the Bible. In the Bible, you have the conflict of Jesus and Satan, and in the story you have the conflict of Beowulf and Grendel. It also presents the good vs. wicked theme as well as the Bible. The story also refers to Grendel as being a descendent of Cain (14) from the very beginning. This comes from a story in the Bible. Taking this story another step further, you can parallel the death of Christ to the death of Beowulf.In the 14 ection, literally described as the Final Battle he takes on a dragon, (also a form of Satan) and ends up fighting and defeating the dragon. Beowulf defeats evil unless pays a price in the end. Just as Jesus died on the cross to defeat evil for all of the world, Beowulf also gives his life while defeating evil to save the Geats. In conclusion, I believe that the Christian overtones of the story overpower the pagan beliefs. In the end, I think that a monk might have written this and incorporated the Christian beliefs into the story.

Critically explore some of the issues that should be considered when conducting research in social science

Re look to with children and young mint is essential as it stack improve the understanding of how they develop and live their lives, withal it brush aside add to academic debates and theories, and its discovercomes corporation doctor directly and indirectly on the lives of others in similar situations. Data nearly children can only be understood by studying children(Ross,199897) The best way to support the expansion of childrens studies for children is to enrol them to the full in the look into process. (Oakley, 1994 26).Over the years, on that point has been rapid rise in query with children and young batch and the increased respect and topic for childrens views and outlook in the society alongside the concern about ethics in social skill when implementing the research Kellett (2010). Lansdown(1994) also supports this argument by stating that we do clear a culture of listening to children . The chosen topic for this essay is issues that are to be considered when rese arching children and young people and vulnerable groups.The Relevant issues when researching with children includes ethics, consent, the legal structure, power relations and methodology. It is essential to consider and address issues appropriately. Social acquaintance research mixed the collection, exploration and reporting of information about people and societies. (Yates 1998,p. 3) . There are several(prenominal) number of issues to consider when conducting research in social science according to Alderson& Morrow(2007) like privacy and confidentiality, the beneficial selection of lay outicipants, consent and the impact the research has on children.Research with children commonly draw to emphasis on ethics which moral issue that influence the methodology used governed by the code of practises ( France et al. , 2000) as healthy as the issues of informed consent and confidentiality (Sieber, 1982) Participants might be harmed as a result of their participation as m whatsoever( prenominal) vulnerable groups tend to experience distress when talking about their painful experience that happened in their past. (Cooper,1999). The possible harms may include death stress, guilt, reduction in self-respect or self-esteem, unfair treatment, withheld avails, and comminuted distress.. Cooper,1999). Relationships with others may be damaged through research (Drake ,2011). One of the of import problem in research in social science is that childrens views and opinions are not given much importance and usually there is much large manipulation of the researcher in their research (Miles,2011).This was argued by (Clark et al. 2005) he states that children should be seen as beings whose opinions and understanding are racy in to listen to and not as adults in the making. childishness studies research emphasizes the need to recognise children as agents not objects to represent childrens voice and to have children correctly involved in all stages of research(Gregory et al 2 005,p. 98). Informed consent is vital when it comes to research involved with children, as Informed consent is required to protect privacy. Informed consent documents too guarantee that their identities allow be protected. Such assurances protect them from b missmail, face-to-face attacks and awkwardness (Sieber 1992).Children require the same level of freedom as adults to refuse participation. Sieber,1982). Children who are incapable of giving assent should not be allowed to participate because their participation uses them for the benefit of the society at large while threatening their partially actualized and developing personhood. (Ross,199897). Although a childs assent alone is not sufficient to carry out the research alone parental authority is essential while researching children to ensure protection of the child from possible abuse that could happen during the research process. (Ross,1988). Nelson ,2006) also supports the argument by stating childs assent can only be use d in conjunction with the parental consent.Lansdown (1994) supports the above discussion by stating that children are vulnerable because of their physical weakness and lack of knowledge and experience which allows them to depend upon the adults around them as well as their total lack of political and financial power and their lack of social rights. Factors contributing to the vulner superpower of children include the motivations of parents and guardians who enter children into research ( Kirk 2007, Paulson 2006). round other issue that could be faced by children in research according to (Fraser et al, 2004) and Kirk (2007) is the power imbalance among the researcher and the children , but this could be overcome through helping the child to become a part of the research team as well as to make the child to be aware of the effort for participation in the research and to give the child the sense of control by reviewing or iterate to the child how to withdraw if the child doesnt fee ls comfortable in the study. (Fraser et al, 2004).Time and flexibility are the discern things that is required when researching children and to ensure that the participant have full understanding of the research ( Greene &Hogan 2005). There are laws musical accompaniment the rights of a child . (Landown,1994).. The law supports the childs opportunity to be heard in any judicial or governmental procedures affecting the child. The law came into being in 1990 due to the high demand childrens voice to solve or understand the issues that affect them.The law has provided a major happen upon in appreciation of children as participants in the society. Landown,1994). BPS code of conduct estimable principles states that approval of children to take part in research should be obtained from parents/ guardians as children are considered along side with the adults with impairments but there is no mention given to obtain consent for children with impairments. (Minkes et al,1994 ). Another issu e in social science research is the sensitive research that often researchers do not effectively address the possible activated and psychological harm that may result from research that draws strong emotional reactions Lee & Renzetti,( 1993).One of the main risks in any research is the effect of a violation of confidentiality. Depending on the sensitivity of the focused knowledge domain in research, extra care should be taken to guarantee that participants could not be acknowledged. Maintaining the confidentiality is fundamental to honest research, Kellett (2011)confirmation of research confidentiality can be given about the anonymity of the data, by removing the names of the participant and any identifying information, to meet the concerns of the child and responsible adult.It is suggested that written information should always be provided for the child and responsible adult, and a contact information should be given if they wish to contact the researchers later on. Kellett(2011 ) Eliminating names and other unambiguous identifiers does not assure anonymity as sometimes the demographic information can identify participants if the take in size is small. Buchanan (2007) also supports this argument that anonymity cannot be certain as postings can be traced via online search engines.Qualitative method of listening to the participant by exploring and examining their natural environment while conducting research can be one of the best ways to collect quality information especially from children( Willig ,2001). Punch (1994) States ethical failures in qualitative research scarcely occur. Behavior can be viewed directly through some kind of organized observation Focus groups tend to be increasingly successful with children, as children tend to be comfortable and familiar with the process of conversing matters in groups. (Morgan et al. , 2002).Focus groups can be appreciated for their ability to address inherent power differences that can develop in other forms of research such as interviews or questionnaire . (Morgan &Gibbs 2002) . One of the main advantage of focus groups is that it enables and allows children to discuss and express their insights into certain topic and their , understandings and experiences. (Barbour& Kitzinger,2001)Classroom base focus groups helps to create an informal environment and not school work based which could encouraged their ordained contributions to the research study.Although the main disadvantage of focus groups for children according to (Barbour& Kitzinger,2001) is that some children take part in the research only for a temporary escape from the classroom . Taking part in focus groups can be an enjoyable experience for children as they explore issues of interest with others who might share common elements of personal knowledge and understanding (Kennedy, Kools, & Kruger, 2001)Finally I can conclude is that research with children offers no easy paths but opinion of a child is important for our research of the society as children are a vital part in the construction of the society. The ethical principle that guides us with research with children demands that the research participant mustiness be protected and that any research is necessary to improve our knowledge and understanding of children. This means that research-involving children cannot be ignored, just because we find it difficult to get them to respond in a manner set out by adults.