Pharmacy as a Career Essay Example for Free

Pharmacy as a Career Essay One of the most dynamic industries in health care is pharmacy. I chose this career because it provides various outlets for professional growth, excellent financial gains, and the opportunity to take care of people all the time. As the â€Å"medication expert on the health care team,† my task is to manage the medication therapy of patients and clients by providing information and advice as well as improving the quality of their lives. In addition, I picked this line of work since it is one of the most accessible health care professionals. New challenges come each day as pharmacists assist patients with their health care needs in terms of medications. Coincidentally, I live in a city where health care demands are high and the standard of living is extreme and active. In this set-up, a career in Pharmacy offers enough resources, opportunities, and flexibility needed to maintain balanced health care career and fulfilling personal life. The fact that you have to deal with different types of people and personalities is interesting and stimulating. What is great about this profession is the lifetime learning as well taken from institutions and everyday actual experiences. Continuous education allows for professional and personal development in all aspects. A degree in Doctor of Pharmacy allows for better positions and job offerings in health care facilities in both immediate and long-term basis. It will also give me the break of exploring other fields such as teaching or publishing written works in educational institutions. Practice in Pharmacy can also be privatized. This further study in Pharmacy will offer me more options for other careers which are all equally motivating and inspiring.

Exploring theatrical intertextuality

Exploring theatrical intertextuality Investigating how the relationship between two texts, Hamlet and Rosencrantz and Guildenstern are dead, are inextricably linked thematically and thus the outcome of what is lost and what is gained in both plays; by discussing how Stoppard translates his play Rosencrantz and Guildenstern are dead, from Shakespeares Hamlet. Stoppards technique of extracting two minor characters from probably the most famous play in literatures history, hamlet, enables the audience to gain a unique and enlightening perspective of these characters. The way in which Stoppard deals with his play, by exploring many interesting themes, presents the modern idealisms of movements such as existentialism and debates such as free will versus determinism. By referring to Hamlet we are able to gain new insight, as if peeling away the layers of an onion to infinitely seek hidden meanings; perhaps a consequence of our modern thinking. Stoppards play can be described as searching for the meaning of life and the certainty of death, the links of which can be discussed within the context of existentialism. In brief, existentialism refers to a doctrine that concentrates on the existence of the individual, who, being free and responsible, is held to be what he makes himself by the self-development of his essence through acts of the will. (OED 27/11/09) With existentialism opposing any absolutes and that choice is always possible and when an individual fulfils himself, he exists; and that fulfilling can come only through the agony of choices; human existence is thus replete with lack of fulfillment, emptiness, and frustration. (Stephens 27/11/09) In discussion to Rosencrantz and Guildenstern are Dead, the two characters Ros and Guil are unable to comprehend their own identities and thus their own individualities, which prevents them from conceiving their own free will. The lack of making choices and taking control of their lives, ultimately leads to them falling into the hands of fate, which leads them to questioning the meaning of life. This is explicit in the opening scene where they discover probabilities. In this regard, they are conscious of a world that seems to be controlled around them, and chance is warped as a spun coin continually comes up heads. (HSC Notes 27/11/09) However, one could argue that the characters in Stoppards play are bound by their previous existence in Shakespeares Hamlet and thus their existence is already contrived as Stoppard deliberately chose to manipulate two characters and reveal their minor story by creating an intertextual play. Furthermore, in regard to the philosophy of existentialism, Gabriel Marcel states that no two beings and no two situations are really commensurable with each other. (Flynn 2006) By dissecting this comment we can apply the first part two beings to Rosencrantz and Guildenstern. They seem to be two characters, but alternatively they appear to be linked as if they are two sides of the same coin. Even in Hamlet, Gertrude mixes the two characters up, thus contributing to the lack of distinction between each of their identities, and the quest for their purpose in life, portrayed more relentlessly by Guil. In comparison to Hamlet, the clearest examples of existentialism are in Hamlets speech, and his contemplation of suicide near the end of the play. To be or not to be that is the question. (Shakespeare III.i.56-88) On one significant level, one could argue that through an existentialist perspective, the argument of existence, and moving through choices and more poignantly the questions between the choice of life and death can be deciphered through this one line, as Dan Nguyen comments Hamlet explores his own mortality. (Nguyen 27/11/09) In exploring the elements of life and death, both plays delve into these themes, and not only because Hamlet is a tragedy, but because of the character Hamlets, inability to seek the meaning of life and his obsession of death, which consolidates my suspicion of finding truth through death because it seems to the characters of both plays to be the only certainty. As Jimmy Stephens asserts that life is a mystery and that this mystery ends in death, are the two truths Rosencrantz and Guildenstern do discover as the play proceeds. (Stephens 27/11/09) Ros and Guils refusal to accept responsibility for making choices and taking control of their existence, leads them to suffer almost in a purgatory made inevitably by themselves; which is supported by Nguyens statement that Rosencrantz and Guildenstern never quite grasp the plight of their destiny, reflecting modern uncertainty and disillusionment of the twentieth century, where the only beginning is birth, and the only end is death. (Nguyen 27/11/09) By referring to a definition existent in existentialism, Because of what I am I cannot stop time, except through death, suicide, insanity, alcoholism, or narcotics addiction (Stephens 27/11/09) We can aptly see the universal ideas of existentialism revolving around the theme of death, explicit in both of these plays. Therefore, in reply to the statement above, by considering the extent of what is lost and what is gained by Stoppard intertextualising his play alongside Shakespeares is we see an inextricable link of themes and ideas. However, what is lost by reading both plays separately is the extent of how two minds from two different periods are so alike in their philosophy yet so vastly apart in their language and the outcomes of this consequence dependent on the audience target they seek. Thus as discussed above the elements in Shakespeares Hamlet are not apparent in Stoppards play, so it would be deduced that the extent of the theme existentialism would not seemingly run parallel throughout the two plays if read separately. Yet if the texts are read concurrently then ultimately much is gained by the reflection of themes within a different historical and social context in comparison to another as we can fully understand appreciate their value within our own contexts as a modern audience. Moving on, in contemplating what is lost and what is gained, it is important to establish a definition of which this can be measured. By these terms I seek to explore from an audience perspective what is revealed through Stoppards play, that we would not necessarily have found through just reading Hamlet alone. As it is common knowledge, Stoppard takes two minor characters from Hamlet and transforms them into two major characters, with much of the action happening in Hamlet, taking place in a minor context in Stoppards play. My initial reaction to Hamlet, informed me of the two minor characters of Rosencrantz and Guildenstern, were that they were a function to help move the action of the plot along, they were a device that enabled Shakespeare to enhance further the manipulating and deceiving nature of Claudius. The characters themselves did seem strange in the context that they are Hamlets childhood friends, and as Hamlet subtly reveals in Act III scene II, lines 340-63 he perceives them to be conniving. Hamlet Will you play upon this pipe? to Guildenstern It is as easy as lying However, Stoppards revelation of the characters provokes a more sympathetic/ pitiful visualization of the two characters. They seem to be unaware of their true existence, forgetting their past and who they are. Recurring expression of the need to seek the true meaning of their existence is prolonged continually up until their death, even when Guildenstern and Rosencrantz learn of their fate they are still unable to comprehend it, and further question what was it all about? In addition the lack of control over their existence and environment possibly lends itself to the religious backdrop that is a subtle subtext. For example, in Hamlet the religious emphasis often inhibits the action of the play in one respect, as he puts off killing his uncle, because hes afraid he has sought absolution through prayer. However, Rosencrantz and Guildenstern (from Stoppard) are taken from that context a nd placed in an entirely different one, whereby emphasis on God and religion is no longer precedent in the society. Thus everything becomes meaningless to these characters as there are no absolutes, as discussed in the existentialist example above, and they are forever stuck in a purgatory where change is non existent is some respect. They are unable to influence their environment and thus lack the ability to transform or effect their fate, unlike Hamlet who knows his ability to bring about change, and we can witness this through his psychological state yet Hamlet is confined by fate purely because of the difference in religious backdrops that are set up in either play and the conventions it must adhere to it is a tragedy in exactly the Shakespearian era sense. Thus, in conclusion there are many definite links and themes that are inextricably linked within the two plays, which in one sense must be predictable as Stoppard is lending from Shakespeares Hamlet. However the set up is extremely clever with Stoppard lending an additional perceptive, by reflecting on common ideas but with a modern viewpoint he manipulates the text to reveal an uncanny interpretation of two characters and the themes that are present in Hamlet. Therefore it must be said that much is gained, through Stoppards creation, however in my opinion it is meant as a source to be read parallel to Hamlet in order to benefit from the subtle undertones that link the sources so well, and to give a picture of modern society and its reaction. Bibliography Author unknown, English Stage 6 Transformations, http://members.optusnet.com.au/badtz_style/HSC%20stuff/English%20Study%20Notes.pdf. Date accessed: 27/11/09. Author unknown, Hamlet and Rosencrantz and Guildenstern: Understanding the Relationship, www.harrisonhigh.org//Rosencrantz%20and%20Guildenstern.doc .Date accessed: 27/11/09. Cannon, Ryan, Confusing the Critics: Tom Stoppards Rosencrantz Guildenstern Are Dead, http://newmedia.alma.edu/english/420/cannon/eng320.pdf. Date accessed: 27/11/09. De Vos, Jozef, Rosencrantz and Guildenstern are Dead: Tom Stoppards artistic failure', Neophilologus, vol. 61, I, Jan 1977, p. 1. Flynn, R. Thomas, Existentialism: a very short introduction, Oxford: Oxford University Press, 2006. HSC Notes: 2 Unit Related English: Tom Stoppard, Rosencrantz and Guildenstern are Dead, http://lardcave.net/hsc/english.2ur.stoppard.rosencrantzandguildenstern.html. Date accessed: 27/11/09. Mattern, Karl, Analysis of Rosencrantz and Guildenstern are Dead, Norderstedt: Grin Verlag, 2006. Mitchell, Marea, Hamlet and Rosencrantz and Guildenstern Are Dead, http://escholarship.usyd.edu.au/journals/index.php/SSE/article/viewFile/50/44. Date accessed: 27/11/09. Nguyen Dan, Transformation of Hamlet to Rosencrantz Guildenstern Are Dead, www.kewpid.net. Date accessed: 27/11/09. Shakespeare, William, Hamlet, in Thompson, A. and Taylor, N. (eds) London: The Arden Shakespeare, 2006. Stephens C. Jimmy, Rosencrantz And Guildenstern Are Dead, Diem Perdidi Titus, Student Notes And Exercises, www.unicorncollector.com. Date accessed: 27/11/09. Stoppard, Tom, Rosencrantz and Guildenstern Are Dead, London: Faber, 1967. www.oed.com, Oxford University Press, 1989. Date accessed: 27/11/09.

Effective Instructional Strategies For Adult Learners

Effective Instructional Strategies For Adult Learners College and universities across America are experience a change in student demographics from traditional to adult students. The adult student (those 25 and older) population in higher education continues to grows (Palazesci Bower, 2006; ODonnell Tobbell,2007; Giancola, Grawitch, Borchert, 2009; Vaccaro Lovell, 2010). The U.S. Department of Education reported an increase in nontraditional students from 28% in 1970 to 39% in 1999. Today, the U.S. Department of Education reported in its National Center for Educational Statistics(2006) reported that first-time full-time students are now in the minority in higher education. This growing population of adult learners bring unique characteristics to the learning environment. One might then expect to observe significant difference in instructional strategies of instructors of traditional and adult students. However, despite the unique characteristics of adult learners, the traditional approach to instructional strategies, in particular the lecture method, used in many traditional classrooms is utilized in the adult learning environment as well. While there are no inherent negative outcomes associated with the lecture method (Masikunis, Panayiotidis, Burke, 2009; Giers Kreiner, 2009; Revell, Wainwright, 2009), characteristics of adult learners may provoke the investigation of alternative instructional strategies. Adult Learning Malcom Knowles first introduced the idea that adult and children learning differently due to developmental and experiential differences in the 1970s (Knowles, Holton, Swanson, 2005). Prior to Knowles work, pedagogy was the focus of instructional strategies in higher education. The pedagogy model required the instructor to be in control of the learning and was the main focus of Knowles coined the term andragogy to describe a core set of principles of adult learning to build a more effective learning process for adults (p. 2). The six principles of andragogy are: The learners need to know; Self-concept of the learner; Prior experience of the learner; Readiness to learn; Orientation to learning; and Motivation to learn. (p. 3) Knowles stressed andragogy as a process model rather than the content model characteristic of pedagogy. The difference is not that one deals with content and the other does not; the difference is that the content model is concerned with transmitting information and skills whereas the process model is concerned with providing procedures and resources for helping learners acquire information and skills. (Knowles, Holton, Swanson, 2005, p. 115) Knowles maintained these principles, or assumptions, as foundational in designing meaningful learning experiences for adult learners (Merriam, Caffarella, Baumgartner, 2007). In addition to considering the characteristics of adult learners, Merriam, Caffarella, and Baumgartner (2005) emphasize the importance of recognizing learning in an adults life occurs in structured and informal learning environments. This recognition allows educators of adults to take into consideration the vast experience and knowledge adult students bring to the learning environment. Prior knowledge then becomes foundational to the learning experience. Also, the recognition that learning occurs in multiple arenas of life enables educators to assist adult learners in understanding they are lifelong learners. This may lessen the adults anxiety of entering a formal educational setting. The learning environment may be new, but the experience of learning new knowledge or skills is not. Lifelong learner is part of the adults life. Brookfield (1986) addressed the social aspect of adult learning. the acts of teaching and learning and the creation and alteration of our beliefs, values, actions, relationships, and social forms that result from this are ways in which we realize our humanity (p. 1). From this belief, Brookfield (1986) presented six principles for facilitating learning: Participation in learning is voluntary; adult engage in learning as a result of their own volition. Effective practice is characterized by a respect among participants for each others self-worth. Facilitation is collaborative. Facilitators and learners are in a cooperative enterprise in which, at different times and for different purposes, leadership and facilitation roles will be assumed by different group members. Praxis is placed at the heart of effective facilitation. Learners and facilitators are involved in a continual process of activity, reflection upon activity collaborative analysis of activity, new activity, further reflection, and collaborative analysis, and so on. Facilitation aims to foster in adults a spirit of critical reflection. The aim of facilitation is the nurturing of self=-directed, empowered adults. While Knowles advocated that adults learn differently than children, he understood the application of andragogy assumptions were dependent on the learning situation. In all learning situations, the needs of the learner are paramount in designing an effective learning experience. Knowles (as cited in Knowles, Holton, Swanson, 2005) stated: My intention, therefore, was to present an alternative set of assumptions to those that had been traditionally made by teachers of children, so that others would have another choice. I saw them as assumptions to be tested (not to be presumed), so that if a pedagogical assumption was the realistic condition given situation then pedagogical strategies would be appropriate. For example, if I were now, at age 66, to undertake to learn a body of totally strange content (for example, the higher mathematics of nuclear physics), I would be a totally dependent learner. I would have very little previous experience to build on, I probably would have a low degree of readiness to learn it, and I dont know what developmental task I would be preparing for. The assumptions of pedagogical assumptions would be appropriate. (p. 146) However, with that said, in many learning situations adult learners do bring a readiness to learn, do have experiential background, and XXXXXXXXXXXXX. In this context, learning strategies appropriate to the adult learner should be considered. Institutional Reaction to Adult Learners Despite the continual struggle of adult learners for voice and value in higher education (Sissel, Hansman, Kasworm, 2001), institutions appear to acknowledge the unique population of adult learners (Simpson, 2004). Institutions offer degree programs specifically addressing the need to provide alternative student services, multiple delivery modes (in-seat and online), and flexibility in scheduling (Durey, 2007). Matkin (2004) identifies two distinct markets in higher education: the residential student (traditional students) and the nonresidential (nontraditional student). The members of the two markets have different reasons for seeking education, different backgrounds, different service needs, and different pathways through which they are attracted (recruited) to education (p. 62). While, some in higher education academy may still harbor distrust in these nontraditional programs for adult learners, Tweedell (2007) contends many programs that target the adult population have been mor e deliberate in planning and implementing quality than other education programs whose theories and practices are rooted only in tradition (p. 5). In addition to addressing opportunities for adult students to pursue higher education opportunities, educators must investigate and implement instructional strategies that address the needs of adult learners. Instructional Strategies Several models of adult learning inform best practices in adult learning. Knowles (as cited in Brewer, 2005) provided guidelines for development and practice in adult learning programs. Central components of Knowles theory are self-directedness , a focus on experiential learning, learner reliance on past experiences, adult motivation to learn, and goal orientation associated with problem solving (p. 23). Effective instructional strategies for adult learners: Incorporates learners goals and objectives Provides opportunities for content to build on past experiences and knowledge Focus on problem oriented and practical strategies Require active learner participation Provides opportunities for application of new knowledge and skills Provide opportunities for both independent and collaborative learning Implications for Faculty Development Conclusion

Catalytic Converters :: essays research papers fc

Catalytic Converters   Ã‚  Ã‚  Ã‚  Ã‚  Notice when a vehicle drives by nowadays, that it is so much quieter than those loud oldies that pour out the blue smoke. Ever wonder just what is underneath a vehicle that makes the new ones so much cleaner. It is called a catalytic converter. The main function of a catalytic converter is to decrease pollution emitted from a vehicles exhaust. The concept behind this is to add a catalyst and force a reaction between the automobile's exhaust and oxygen in the converter. To see just how this happens let's look inside of a catalytic converter.   Ã‚  Ã‚  Ã‚  Ã‚  A catalytic converter is made up mainly of a mufflerlike chamber which contains porous, heat-resistant materials coated with either platinum or palladium. These materials are known as catalysts. A catalyst is an element which although causing a reaction to occur, does not change at all during the reaction. This is the idea behind a catalytic converter. The carbon monoxide gas and hydrocarbons emitted from the engine will travel along the exhaust system until they reach they catalytic converter. There it comes into contact with the described catalyst. This forces a reaction between the carbon monoxide and hydrocarbons with the oxygen inside the converter creating products of carbon dioxide and water vapor. The reaction which occurs inside the converter is as follows:   Ã‚  Ã‚  Ã‚  Ã‚  The main compounds involved are carbon monoxide and hydrocarbons (compounds of hydrogen and carbon), as well as oxygen. When these three are combined with the provided catalyst, a reaction occurs as above. During the reaction the oxygen splits apart the carbon monoxide and the hydrocarbons and allows them to combine with its elements forming the aforementioned products.   Ã‚  Ã‚  Ã‚  Ã‚  The catalytic converter first made an appearance in vehicles in 1975. The government of the United States of America had established a law controlling auto emissions. There was one minor detail that was outlined in the use of a catalytic converter, however. There must only be the use of lead-free gasoline. The reasoning behind this was that if a leaded gasoline was used the lead would cover the platinum and palladium pellets rendering them ineffective and thereby ceasing the reaction to exist. Phosphorus had much of the same effect on the pellets so the gasoline must contain minimal amounts of it as well.   Ã‚  Ã‚  Ã‚  Ã‚  A catalytic converter can be located in every new vehicle today, unless the vehicle runs on diesel fuel. In case you were interested in finding the catalytic converter nearest you, you may want to take a look under the nearest vehicle. It looks like the muffler only it is a little bit larger and more to

Disillusionment in Europe During the years 1914-1918 :: essays research papers

Analyze the spirit of promise that gave way to disillusionment in Europe during the years 1914-1918.   Ã‚  Ã‚  Ã‚  Ã‚  Prior to the devastation of the first World War, a spirit of optimism and enthusiasm engulfed the minds of citizens across Europe. Relating the potential outcome of another war to the short, decisive, progressive wars in the nineteenth century, Europeans greeted the opportunity for war as a tool to cleanse the current ailments of Europe. The people, blinded by an overwhelming belief in progress and a developing sense of nationalism, failed to foresee that they were heading for disaster. World War I emanated from European leaders' aggression toward other countries, which was supported by the rising nationalism. Economic and imperial competition and fear of war prompted military alliances and an arms race, which further escalated the tension contributing to the outbreak of a war greatly exceeding the lethality of European expectation.   Ã‚  Ã‚  Ã‚  Ã‚  A spirit of nationalism rang high in the atmosphere pre-world war Europe. Many were engrossed by potential benefits war could bring to their lives. Nationalism, however, was not a new idea; at the settlement of the Congress of Vienna in 1815, the principle of nationalism was ignored in favor of preserving the peace. Despite the settlement, the principle was rejuvenated by the onset of the World War. The ardent nationalists fussed in masses to champion the need for war. â€Å"Patriotic demonstrations had an intoxicating effect and excited the war-mongers to excess...† (Phillip Schneidemanan). Under false aspirations and expectations the naive soldiers marched off to war, unexpectant of the tragedies they would encounter.   Ã‚  Ã‚  Ã‚  Ã‚  In only a few short months, the soldiers realized how false their assumptions were. Nationalism presented itself as a misleading concept rendering the soldiers to a rude awakening. â€Å"Oh, God how those men looked, as they came nearer-- those utterly immobile faces under their steel helmets...† The illusion brought about by nationalist ideals encouraged war, and under false pretenses delivered the devastation of the war as a shock exceeding all expectations.   Ã‚  Ã‚  Ã‚  Ã‚  The power of alliances also played a key role in the creation and devastation of World War I. Dating back to the time of Bismarck, most alliances formed for the sake of reassurance or to postpone the outbreak of a war. But as time passed, alliances greatly increased international tension by dividing Europe into two armed camps. â€Å"I felt strongly that England ought to remain neutral, and I collected the signatures of a large number of professors and fellows to a statement.

Computer Literacy Essay

Thou shall not vandalize Web pages. Thou shall not shut down Web sites. Thou shall not covet thy neighbor’s MP3s. FBI agents are spreading a new gospel to parents and teachers, hoping they’ll better educate youths that vandalism in cyberspace can be economically costly and just as criminal as mailbox bashing and graffiti spraying. The Justice Department and the Information Technology Association of America, a trade group, has launched the Cybercitizen Partnership to encourage educators and parents to talk to children in ways that equate computer crimes with old-fashioned wrongdoing. The nascent effort includes a series of seminars around the country for teachers, classroom materials and guides and a Web site to help parents talk to children. â€Å"In a democracy in general, we can’t have the police everywhere,† said Michael Vatis, director of the FBI’s National Infrastructure Protection Center, which guards against computer attacks by terrorists, foreign agents and teen hackers. â€Å"One of the most important ways of reducing crime is trying to teach ethics and morality to our kids. That same principle needs to apply to the cyber world,† he said. Recognizing Virtual Crime Vatis and other FBI agents attended a kickoff seminar, titled the National Conference on Cyber Ethics, last weekend at Marymount University in Arlington, Va. Part of the challenge: Many teens still consider computer mischief harmless. A recent survey found that 48 percent of students in elementary and middle school don’t consider hacking illegal. Gail Chmura, a computer science teacher at Oakton High School in Vienna, Va., makes ethics a constant in her curriculum, teaching kids about topics such as computer law, software piracy and online cheating. She has argued with students who don’t see that stealing from a computer with bad security is as wrong as  stealing from an unlocked house. â€Å"It’s always interesting that they don’t see a connection between the two,† Chmura said. â€Å"They just don’t get it.† The FBI’s Vatis tells students, â€Å"Do you think it would be OK to go spray-paint your neighbor’s house or the grocery store down the street? On a Web site, it’s the same sort of thing. It’s somebody’s storefront or an extension of themselves.† Chmura tries similar messages. For instance, she asks a budding composer how he would feel if his music was stolen and given away online. â€Å"They do sometimes realize that when they’re copying someone’s product, it’s not just that 5 cent disk, but someone’s work that they’re copying,† she said. â€Å"I think they do come to appreciate the fact that it’s somebody’s salary they’re stealing.† Driving Home Consequences Vatis cites a long list of cyber crimes perpetrated by minors, including attacks on defense department computers in 1998 and the February jamming of major Web sites such as Amazon.com and eBay. He tries to drive home the consequences of hacking — including the resources it drains from his center, as law enforcement scrambles to find who is responsible at the outset of an attack. Authorities â€Å"don’t know if it’s a terrorist or a foreign military,† Vatis said. â€Å"It diverts very scarce resources of people who are trying to focus on crime, warfare and terrorism.† And children aren’t the only ones in need of training. College students and parents also are frequently undecided about what crosses an ethical boundary in cyberspace, where anyone can download pirated musical recordings. â€Å"We had some discussion about the legalities of whether you’re sharing something with your friend or burning CDs to sell at your school,† said Deborah Price of Lewisville, N.C., parent of a 14-year-old daughter. â€Å"I’m not real certain about Napster ethics myself.† Price — whose daughter uses Napster, the music-sharing service considered a threat to the recording industry — feels that computer ethics are an important issue. â€Å"I think it should be part of the discussion at the school,† Price said. â€Å"It’s only going to get bigger.† References: ABC News W A S H I N G T O N, Oct. 10 FBI Pushes for Cyber Ethics Education By D. Ian Hopper http://abcnews.go.com/Technology/story?id=119369

Heat Load

PROPOSAL NO PROJECT REF. FLOWRATE m? /h Bharath Babu DATA SHEET 19389 rev. 1 pos. 4 DATE: FOs FAHU-1-FINAL REVISED 7758 MODEL ITEM NO. PRINTED 3/17/2013 23MK0608 89230608 3/17/2013 MEKAR is participating in the EUROVENT CERTIFICATION Programme for Air Handling Units. 23MK range is certified under the number 09. 04. 418 and presented on www. eurovent-certification. com. Eurovent – Air handling units – Energy efficiency class A Section [m2] 1. 1625 Velocity [m/s] 1. 85 Type: With Recirculation 100[%] external winter design temperature  °C -25 GENERAL FEATURES Supply flowrate [m3/h] 7758 17. 5 400 3 50 Not available [l/s] 2155 Face velocity [m/s] 2. 51 2490 1370 1200 452. 58 1 RH RH 8000 global 69 [dB(A)] 87. 9 38 [dB(A)] 77. 9 33 [dB(A)] 74. 0 Feed Installed el. power [kW] : Tension [V] : Phase: Cycles [Hz] : Switchboard: Dimensions and mass Length [mm] Width [mm] Height [mm] Mass (no fluids) [kg] N ° sections [frames] Inspection side Header side 250 500 1000 81 88 82 73 80 69 73 75 67 Sound power Sound power at supply Outlet Sound power at supply Inlet Sound power outside panels Hz] [dB] [dB] [dB] 63 81 74 75 125 81 76 73 2000 78 62 62 4000 76 53 45  · CASING Type: Thermal break: Panel thickness [mm]: Outer skin: Inner skin: Insulation: Framework Roof: Handles: Drainable floor floor with checkered plate Baseframe Conduit for wiring Acoustic insulation: (M) [Hz] [dB] Frame with panels Std 60 Galvanised prepainted 0. 6 [mm] Galvanised 0. 6 [mm] Polyurethane 45 [kg]/m? anodized aluminium Not available nylon Not available Not available Galvanised Not available 63 6 125 8 250 8 500 13 Classification according to EN1886 Mech. trength: Leakage -/Leakage +: Filter by-pass Transmittance: Thermal bridges: Doors with sightglas Technical room: Light: D1 (M) L2/L2 (M) F9 (M) T2 (M) TB3 (M) No Not available Not available 1000 15 2000 16 4000 31 8000 36  · S001 FILTER SECTION 1 2 872306070608 80650000-1006 RIGID BAG FILTER SECTION WITH SIDE WITHDRAWAL WIT H PREFILTER 23MK0608 SYNTHETIC CORRUGATED FILTER THK 48 CL. G3 592 X 592 Viale Caduti sul Lavoro, 25 – 37063 Isola della Scala (VR) – Italy Tel. +39 045 6630536 – Fax +39 045 6630513 – www. mekar. it – [email  protected] it config23 V10. 9 8. 3 E6 M Sheet 1/5 PROPOSAL NO PROJECT REF.FLOWRATE m? /h Bharath Babu DATA SHEET 19389 rev. 1 pos. 4 DATE: FOs FAHU-1-FINAL REVISED 7758 MODEL ITEM NO. PRINTED 3/17/2013 23MK0608 89230608 3/17/2013 2 2 2 80650000-1007 80654025-0000 80654025-0001 SYNTHETIC CORRUGATED FILTER THK 48 CL. G3 290 X 592 RIGID BAG FILTER THK 290 CL. F7 592 X 592 RIGID BAG FILTER THK 290 CL. F7 290 X 592 Sinthetic 48 G3 lateral 36 93 150 1 63 3 125 2 250 4 500 4 Filter type Thickness/Length [mm] EN class Extraction Initial pressure drop [Pa] Average pressure drop [Pa] Final pressure drop [Pa] Filter kit 1000 6 2000 8 4000 11 8000 16 rigid bags 290 F7 lateral 58 129 200 1Pre-filter type Thickness/Length [mm] EN class Extraction Initial pressure drop [Pa] Average pressure drop [Pa] Final pressure drop [Pa] Prefilter kit Acoustic brakedown [Hz] [dB]  · S002 WATER COOLING COIL SECTION 1 1 2 1 1 872307040608 88Y271020060204330 80480000-0002 872321010308 822336006776 COIL SECTION COOLING LENGTH 480 MM 23MK0608 WATER COIL 23MK0608 P312_CUAL_TUBE THK 0. 35SP. AL 0. 12_27T_1020L_6R_20C_ _3PA_1 1/2†³RH_ENCLOSURES 40 RUBBER RING 3 MM THK INNER DIAMETER 1 1/2†³ DRAIN PAN EMBEDDED FOR COIL 1 RAILS L03 W08 MOD TIE BAR FOR DRAIN PAN RAILS 250L P312 CU 0. 5 12 staggered smooth Al 0. 115 3 corrugated 1020 27 6 20 1 1/2†³ 60 Peraluman 1†³ Power [kW] Sens. pow. [kW] AIR SIDE [m/s] Flowrate [m3/h] / [kg/h] Inlet temperature [ °C] Relative humidity Inlet [%] Outlet temperature [ °C] Relative humidity Outlet [%] Pressure drop [Pa] TUBE SIDE Flowrate [dm3/h] / [kg/h] Inlet temperature [ °C] Outlet temperature [ °C] Pressure drop [kPa] Fluid Internal volume [l] 500 3 1000 5 2000 6 4000 8 8000 11 94. 5 64. 2 2. 47 7758 / 9309. 6 46. 1 28 22 82 120 9142 / 9137 5. 5 14. 4 26 water 24. 5 Type Tube material/thickness [mm] Tube O. D. mm] Tube pattern Tube inner surface Fin material/thickness [mm] Fin pitch [mm] Fin type Length [mm] [n °] Tubes [n °] Rows [n °] Circuits Header†s diameter [â€Å"] Weight [kg] Drain pan material Drain Acoustic brakedown [Hz] [dB] 63 3 125 2 250 3  · S003 ELECTRIC BATTERY SECTION 1 1 872307010608 806206080001 COIL SECTION HEATING LENGTH 320 MM 23MK0608 ELECTRIC BATTERY 23MK0608 13. 5 KW 3 ST 9 EL 400 V 3 PH 50 HZ Power [kW] FE FE corrugated 1000 9 21. 1 AIR SIDE [m/s] Flowrate [m3/h] / [kg/h] Inlet temperature [ °C] Relative humidity Inlet [%] Outlet temperature [ °C] Relative humidity Inlet [%] [% 13. 5 2. 51 7758 / 9309. 22 82 27. 8 58 Type Tube material/thickness [mm] Fin material/thickness [mm] Fin type Length [mm] [n °] Elements Weight [kg] Viale Caduti sul Lavoro, 25 – 37063 Isola della Scala (VR) – Italy Tel. +39 045 6 630536 – Fax +39 045 6630513 – www. mekar. it – [email  protected] it config23 V10. 9 8. 3 E6 M Sheet 2/5 PROPOSAL NO PROJECT REF. FLOWRATE m? /h Bharath Babu DATA SHEET 19389 rev. 1 pos. 4 DATE: FOs FAHU-1-FINAL REVISED 7758 MODEL ITEM NO. PRINTED 3/17/2013 23MK0608 89230608 3/17/2013 Pressure drop [Pa] Feed Tension [V] Phase [n °] Steps Acoustic brakedown [Hz] [dB] 63 1 125 1 250 1 500 1 1000 2 2000 2 4000 4 8000 4 3 400 3 3  · S004 SUPPLY FAN SECTION 1 1 1 1 1 1 1 1 2 4 872305020608 80505012-0006 80560025-0032 80562025-0010 80530000-0012 80560025-0014 80562025-0009 80564000-0001 80566000-0041 80150030-0002 FAN SECTION 90 ° SIZE2 23MK0608 FAN RDH 355 E2 PULLEY FIXED PITCH 2 SPA 112-1610 BUSH 1610 DIAMETER 30 ELECTRIC MOTOR IP55 CL F 3 PH 4 KW 2 POLES 230-400V [V]50 [HZ] PULLEY FIXED PITCH 2 SPA 90-1610 BUSH 1610 DIAMETER 28 MOTOR SLIDE 90/132 V-BELT SPA 1482 RUBBER ANTIVIBRATING SUPPORT 45SH D30X25 M8 7758 500 0 355 855 66 921 88 250 81 [m3/h] [Pa] [Pa ] [Pa] [Pa] [Pa] [Pa] [dB(A)] 500 88Flowrate External static pressure Additional pressure drop Internal pressure drop Total static pressure Velocity pressure Total pressure Sound power spectrum [Hz] [dB] 63 81 125 81 1000 82 2000 78 4000 76 8000 69 Fan [n °] Model Blades Twin Absorbed power [kW] Rotation speed [rpm] Efficiency [%] Outlet velocity [m/s] 1 RDH 355 E2 Backward No 2. 67 2347 74 10. 5 Motor n °] Model Poles Protection/Insulation class Absorbed power at mains [kW] Nominal power [kW] Rotation speed [rpm] Motor vs Fan pwr oversize [%] Nominal current [A] Starting current [A] Tension [V] Phase Cycles [Hz] Bimetal protection/Antispark Efficiency class Motor pulley Motor taperlock Operating Frequency [Hz] 1 C112 2 IP55/F 3. 42 4 2880 49. 8 7. 7 57. 8 230-400V 3 50 No/No IE1 ex eff2 SPA90 1610-28 40. 75 Fan pulley Fan taperlock Belts Efficiency [%] SPA112 1610-30 2 x SPA 1482 91  ·  · ACCESSORIES 1 872326001001 872328000011 MICROSWITCH AT FAN SECTION DOOR (SUPPLY) PACKI NG: HOOVES IN WOOD Viale Caduti sul Lavoro, 25 – 37063 Isola della Scala (VR) – Italy Tel. +39 045 6630536 – Fax +39 045 6630513 – www. mekar. it – [email  protected] it config23 V10. 9 8. 3 E6 M Sheet 3/5 PROPOSAL NO PROJECT REF. FLOWRATE m? /h Bharath Babu DATA SHEET 19389 rev. 1 pos. 4 DATE: FOs FAHU-1-FINAL REVISED 7758 MODEL ITEM NO. PRINTED 3/17/2013 23MK0608 89230608 3/17/2013  · SPARE PARTS  · ORDINARY MAINTENANCE Q. ty 2 2 2 2 2 Code 80650000-1006 80650000-1007 80654025-0000 80654025-0001 80566000-0041Description SYNTHETIC CORRUGATED FILTER THK 48 CL. G3 592 X 592 SYNTHETIC CORRUGATED FILTER THK 48 CL. G3 290 X 592 RIGID BAG FILTER THK 290 CL. F7 592 X 592 RIGID BAG FILTER THK 290 CL. F7 290 X 592 V-BELT SPA 1482  · EXTRAORDINARY MAINTENANCE Q. ty 1 1 Code 80505012-0006 80530000-0012 Description FAN RDH 355 E2 ELECTRIC MOTOR IP55 CL F 3 PH 4 KW 2 POLES 230-400V [V]50 [HZ] Note: the indicated amounts are those present on the air han dling unit Viale Caduti sul Lavoro, 25 – 37063 Isola della Scala (VR) – Italy Tel. +39 045 6630536 – Fax +39 045 6630513 – www. ekar. it – [email  protected] it config23 V10. 9 8. 3 E6 M Sheet 4/5 PROPOSAL NO PROJECT REF. FLOWRATE m? /h Bharath Babu DXF DRAWING 19389 rev. 1 pos. 4 DATE: FOs FAHU-1-FINAL REVISED 7758 MODEL ITEM NO. PRINTED 3/17/2013 23MK0608 89230608 3/17/2013 LEGENDA : A: mm B: mm C: mm 515 453 458 D: mm 453 E: mm 1370 F: mm 2490 G: mm 1050 H: mm 150 (452Kg) Viale Caduti sul Lavoro, 25 – 37063 Isola della Scala (VR) – Italy Tel. +39 045 6630536 – Fax +39 045 6630513 – www. mekar. it – [email  protected] it config23 V10. 9 8. 3 E6 M Sheet 5/5