Practical Detail B Tech Mechanical Heat Transfer Lab

The equipment consists of a metallic container in which steam generation takes place. The lower portion houses suitable electric heater for steam generation. A special arrangement is provided for the container for filling the water.
The glass cylinder houses two water cooled copper condensers, one of which Is chromium plated to promote drop wise condensation and the other is in its natural state to give film wise condensation. A connection for pressure gauge Is provided. Separate connections of two condensers for passing water are provided. One Rota meter with appropriate can be used for measuring water flow rate in one of the condensers under test. A digital temperature Indicator provided has multiplying connections.
Which measures temperatures of steam, two condensers, water inlet & outlet temperature of condenser water flow. To find the heat transfer coefficient for Drowses condensation and Film wise condensation process. Condensers : One chromium plated for drop wise condensation & one natural finish for Film wise condensation otherwise identical in construction. 19 mm outer did. 170 mm length. Fabricated from copper with reverse flow in concentric tubes. Fitted with temperature sensor for surface temp Measurement.

M. S. Fabricated construction comprising test section & steam generation section. Test section provided with glass cylinder for visualization of the process. Suitable water heater. 1) Temperature Indicator: Digital 0-199. 9 0 C with multinational switch. 2) Temperature Sensors : RD PUT – 100 Type 3) Rota meter for measuring water flow rate. 4) Pressure Gauge: Dial type 0-2 Keg/cam Dimensions Mall unit 1 OFF Heating Elements : Instrumentation Web S tit : www. Etherealness. Com Email: [email protected] reengineering. Com, [email protected] Com

Aging Successfully [WLOs: 1, 2, 3] [CLOs: 1, 2, 3, 4]

 Prior to completing this discussion read Chapter 16: A Thoughtful Approach to Life: Aspects of Successful Aging in Understanding Development: A Lifespan Perspective, the course textbook that is required reading for this week.

An elderly lady posing in front of a blank screen.jpg

Mossler and Ziegler (2019) suggest numerous variables that attribute to successful aging: selection processes [Selection, optimization, and compensation theory (SOC)]; engagement with life, avoiding disease and disability, and high cognitive and physical functioning [Rowe and Kahn’s (1997) Model of Successful Aging]; psychosocial strengths (family and friends), and even specific predictors such as “a stable marriage by age 50 (positive relationships), [a] college education, using mature adaptations, not smoking or quitting at a young age, not abusing alcohol, regular exercise, and a healthy weight” (Mossler & Ziegler, 2019, section 16.2).

Before you submit your discussion, you are encouraged to review the Writing Center’s Grammarly (Links to an external site.) page, which includes a link to The Grammarly Guide (Links to an external site.), set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then, carefully review all issues identified by Grammarly and revise your work as needed.

In your initial post, address the following:

Based on these numerous factors, what variables do you consider to be most important, from your own experiences (self, vicarious, or fictional) to successful aging?
Why? Support your assertions with known experiences and information you have learned throughout the course. Share only information that you are comfortable with.
Peer Responses: Review several of your classmates’ posts. Provide a substantive response to at least two of your peers, in a minimum of 300 words, by Day 7 (Monday). Based on your own reading and experiences, add important information to the conversation. Clearly and elaborately provide valuable information to each peer’s original postings.

Instructor Responses: Review any instructor feedback on your postings. Often feedback is shared to help you to elevate your level of critical thought or make corrections. Reply based on this feedback to advance your understanding of the content addressed.

Continue to monitor this discussion through 5:00 p.m. (Mountain Time) on Day 7 of the week. Comment on at least one of your classmates’ responses to your initial post.

Remember that our forums should be conversations; dialogue is encouraged throughout this course. Your grade will reflect the quality of your initial post, the depth of your peer replies, and your active support of forum dialogue.

Observe the following guidelines for all responses:

Remember that our forums should be conversations; dialogue is encouraged throughout this course. Your grade will reflect the quality of your initial post, the depth of your peer replies, and your active support of forum dialogue.
Provide a courteous and interactive learning environment.
Continue to monitor this discussion through 5:00 p.m. (Mountain Time) on Day 7 of the week and reply to anyone (instructor or classmate) who has chosen to respond to your original post.
Your responses should demonstrate that you have read the existing replies on the board (in your response, mention information and viewpoints already expressed by existing responses to the same post).  

Present your viewpoints about whether scientists are correct in stating that most people do see differences between virtual friending and real befriending. Is this an important distinction?

Author Michael Bugeja writes: “‘Friending really appeals to the ego, where friendships appeal to the conscience” (p. 107). Yet, many scientists are hopeful that people understand the difference between “friending,” forming virtual links, and “befriending,” forming real connections.

In this week’s reading material, the following philosophers discuss their views on this topic: Aristotle, Kuhn, Turkle, Greenfield, Bugia, Smallwood, Block, and Teilhard. Make sure to incorporate their views as you answer each discussion question. Think about how their views may be similar or different from your own. Please answer both of the following questions:  

Present your viewpoints about whether scientists are correct in stating that most people do see differences between virtual friending and real befriending. Is this an important distinction?
After reviewing the Stanford piece, how do online friendships stand up, ethically speaking?

The prompts below are suggested themes for continued dialogue during the week. You are not required to respond to these, but may find the prompts to be helpful to the dialogue.

Do you think that friending as a concept was already in the culture and in social life, as a different term, before Internet friending was created? 
To what extent do you believe that friending appeals to the ego? Is it about popularity? A genuine social interest and connection? Other?
Can friending transform into friends?  Does that require in-person contact? Or other modes of virtuality?
Is friendship more engaged in terms of matters of conscience, ethics, genuine emotion, as compared to friending?
Do you see friending as a form of creating trust between people online? What type of measurement is it to you? Is it a preliminary to closeness?
If you are very comfortable with online social networking, to what extent and in what degree is social networking a friendship community?  
Vernon, The Meaning of Friendship:

Chapter 4: Friending Online

Bennet, Helm. (2013). “Friendship (Links to an external site.).” The Stanford Encyclopedia of Philosophy. Retrieved from

Barack Obama, “Dreams from My Father”.

Being still young, Barack Obama started searching for society and reason, with the large function forms of the public rights movement. In his search he does well and deserves respect. He had a lot of abilities to set the connections with the society and this is told in his autobiography “Dreams from My Father”. The fame days of the public rights actions passed away when Obama receives a coordinating position in a needy district on Chicago’s South Side inundated by broken public lodgings, dying constructing occupations, and increasing misdeed. Obama decodes the bounds of their beginning situation.

The community’s creator is a person who is not entirely respected by the society. Its primary partners are the Catholic Churches, which have unhealthy relations with their new Black worshippers. In Chicago the population has just chosen Harold Washington, the first Black foremost who is respected as a worship person, but whose benefaction is providing restricted advantages to the groups that voted for him. At the same time as Obama persistently fixes the vagueness and refinement of Black people, there are a couple of things where he doesn’t accept enough.

When Obama began the coordinating job, one of the primary difficulties was the antipathy of the three women, who were irritated that the supervisor brought the young guy Obama has his own understanding, control and esteem, charm and empathy to believe in his achievement, but he doesn’t completely accept the advantages of the middle class viewpoint and male advantage that understood him as “in charge” and “going places. ” When Obama decodes the supporting background, he creates individual links. He communicates with the three Black women who have some positions in the community, and gets acquainted with an odd, Catholic coordinator.
He founds Kyle, the child of an assistant who is in risk to appear in difficult situation. One of the most touching places in the book is the place telling how Obama informs the community he is leaving to Harvard Law school, and gives his word to his acquaintances in the district that he’ll come. The combination of optimism, political insightfulness and individual links are the foundations of Obama’s political success. Works Cited Graff, E. J. “Dreams from My Father: A Story of Race and Inheritance. ” The American Prospect 10 Sept. 2001: 42.

The Four Contexts of Motivation

Malcolm Knowles’ research in adult motivational learning produced four “distinct contexts”; Practical, Personal, Experiential, and Idealistic. The Practical context is motivated by a direct desired benefit result received from the learning such as a specific employment position, for financial wisdom and gain, or to apply the learning towards greater competency and confidence in making life decisions in situations anywhere from family to work, or even building that dream house that may have previously thought to be unattainable.
The Personal context involves motivation directed by self fulfillment goals to overall better oneself and therein the quality of life. An adult student may for example want to learn in this context to increase self worth. Experiential learning differs from the other contexts in that one draws from real-life and past experiences motivated by a desire for renewal by consolidating with more current and forward ideas with the goal of improving and refreshing their experience.
The final Idealistic context motivation attracts those who just desire to continuously learn for the sake of the ongoing discovery of knowledge and new ideas throughout their lifep. Learning wine tasting may be a venture for this type of learner. My learning motivation is Experiential. Professionally I have experienced a long career in the Human Resources field and held BA degree positions despite the fact that I did not have one. I do have my PHR but have learned mostly in a hands-on context. I have experienced both successful and unsuccessful situations during my career.

I started my college education years ago and have procrastinated about returning for many years. I finally came to the realization that I need that degree and everything it offers in order to become more competent and confident in my business decisions. The unsuccessful situations I have experienced were due to my lack of a solid educational background. When I lacked the educational background to perform some of the tasks I was assigned I became panicked, stressed and found it necessary to be reactive.
My motto during those times became ‘‘fake it until you make it! ”. That attitude eventually caught up with me and forced me to face what I was missing. It took my losing a couple of positions to overcome the denial I was in. I know that I need this degree to enhance my performance and definitely for organizational development. I am know on a serious mission to complete this goal and believe attending Ashford University will give me the competency, knowledge and confidence I need to be successful resulting in a much happier and less stressful lifestyle.


No directly quoted material may be used in this project paper.
Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Theory Case Study
The course materials present a number of criminological, sociological, and developmental theories that endeavor to explain delinquent behavior among juveniles. In this assignment, you will select a real-life, notorious crime committed by a juvenile. This may be a crime perpetrated by a juvenile many years ago, or a case that is still active and in current events. You will argue for one of the particular delinquency theories as the most appropriate explanation for the perpetrator’s actions.
Examples could include:

Eric Harris and Dylan Klebold, the shooters in the 1999 Columbine High School massacre
Lee Boyd Malvo, the juvenile half of the infamous Washington, D.C., snipers in 2002
Erik Menendez, age 17, murderer of his parents, assisted by his adult brother, Joseph Menendez, in 1989
the juvenile perpetrators (Eric Rivera, Jr., age 17; and Timothy Brown, age 16) involved in the home invasion and murder of Washington Redskins star player Sean Taylor in 2007
other juvenile offenders well-known at either the national or local level may be used with the prior approval of the instructor

The paper should include the following sections:

an introduction presenting an overview of the crime, including BRIEFLY the basic facts of what happened
an analysis in which you present how one particular criminological, sociological, or developmental theory best explains the perpetrator’s actions, and why
a discussion of the strengths and weaknesses of that particular theory—how it is that the theory may fall short in explaining certain aspects of the crime. In light of this, discuss what other theory or combination of theories may better account for those particular aspects of the crime
concluding thoughts summarizing your research and analysis
All outside sources must adhere to APA citation format for both narrative/content citations and bibliography page.

Format Requirements

Paper should be a minimum of 1,250 words or about five FULL narrative pages
Double space
12 pt. font
1” margins
Use APA citations for all sources (outside references not required)
Include APA reference page (not included in word count)

Additionally –

· Create a cover page for your assignment (not included in word count)

Include your name
Course title and number
Project title
Topic selected
Date of submission

Application of Game Theory Essay (2 page minimum)

Your paper must be a minimum of (2) two pages in length. Use APA style format when writing your paper, including citations and references for any sources used.

Safe Assign will be used to check for originality

For this assignment, you will write a paper on how game theory can be applied in the oligopoly market of your choice.
Select a game theory, and apply it to an industry. For example, you might choose to explain a fluctuation in the price of oil or address pricing and competition in the airline industry, the mobile phone industry, or any other industry of your choice.

Include the following in your paper:
 Name the industry.

 Identify the structure of the industry.

 Describe the performance of the industry during the past three years.

 Indicate a game theory and a major decision the industry might make based on that theory.

 Use a decision tree or payoff matrix to show players, strategy, and payoff (you can use hypothetical numbers).

 Apply the Nash equilibrium, and identify a dominant strategy involved, if one is in play.

 Discuss if a player can change the game to his or her advantage.

Commercial transactions essay

Therefore, she has no duty of care to Frank and Beeline, while Douglas Pity Ltd, as a professional company has a duty of care to them. Sub Issue 1. 3 and 1. 4: although Black was employed by Brown & Co, it can be reasonably assumed that he wasn’t given actual authority to give advice to someone out of his accounting firm, nor was there any implied authority for Black to let him give advice on his employer’s behalf. By the way, it was reasonable to expect that Frank and Beeline would act on Black, a professional accountant’s advice to sign the purchase contract. Therefore Black has a duty of care o Frank and Beeline, but Brown & Co does not.
Issue 2 & Sub Issue 2. 1 and 2. 2: Frank and Beeline cannot sue Marie, but they can make an action against Douglas Pity Ltd. If they can prove that Marie has provided negligent misstatement about the motel business, such as phone call records, they can ask Douglas Pity Ltd to pay part of their losses. They also need to prove that Douglas Pity Ltd has breached their duty of care to them. Sub Issue 2. 3 and 2. 4: When everything was ready Frank said that they could not sign the contract unless Black gave them advice to sign it. Black, a professional accountant indicated them to do so.
Therefore, Brown & Co is not liable for Frank and Bellini’s damage, but Black is, because Black has breached his duty of care to Frank and Beeline. CONCLUSION Under the tort of negligence, both Douglas Pity Ltd and Black are liable for Frank and Bellini’s losses. Frank and Beeline can sue them and if they can prove that Douglas and Black had given negligent misstatement about profitability of the motel business. For instance, Frank and Beeline need to provide evidence that Black had given unachievable occupancy rate of the motel. However, Frank and Beeline cannot themselves and they were not entirely relying upon Blacks advice.

For example, Frank and Beeline didn’t enquire Black whether the occupancy rates given by him was practical or not. Overall, the chance of successfully getting remedies from Black is the largest, while there is also a reasonable chance to win the case against Douglas Pity Ltd. Frank and Beeline can expect to recover $ 15000 from Douglas Pity Ltd, $ 25000 from Black, but the remaining part of their loss, approximately $ 35000 are their own liabilities. By the way, it would be very difficult for Frank and Beeline to receive any remedy from Marie and Brown & Co even if they chose to sue them.


Chapter 5 discusses decision making using system modeling. The author briefly mentions an open source software tool, EMA Workbench, that can perform EMA and ESDMA modeling. Find EMA Workbench online and go to their main website (not the GitHub download site). Then do the following:
1) Under documentation, go to the Tutorials page.
2) Read through the Simple Model (in your chosen environment), and the Mexican Flu example. 
3) Decide how you could use this software to create a model to help in developing a policy for a Smart City. 
To complete this assignment, you must do the following:
A) Create a new thread. As indicated above, explain how you could use the EMA Workbench software to develop a model to help create a policy for a Smart City. Explain what policy you are trying to create (i.e. traffic light placement, surveillance camera coverage, taxi licenses issued, etc.), and what key features you would use in your model. Then, explain how EMA Workbench would help you. NOTE: keep your models and features simple. You don’t really need more than 2 or 3 features to make your point here. 

B) Select AT LEAST 3 other students’ threads and post substantive comments on those threads. Your comments should extend the conversation started with the thread.

Islam and Confucianism

During the post-classical period, the Islamic and Confucianist “world religions?were based upon the principles of spiritual and intellectual growth. Both valued intelligence and knowledge, and strongly supported education, yet each religion viewed the world and its inhabitants from different vantage points. In Islam, life was a series of tests which determined a person”s stature in the afterlife.
Though not especially rigorous, these “tests?focus people”s lifestyles on ways to better their eternal futures. Islam molded people into charitable, honest, and true Muslims who worked to spread their faith. Confucianism saw the world in a more immediate sense, and felt that it needed to be controlled by properly trained men. Confucianism pushed for social gain, personal happiness, and proper “gentlemanly?composure.
An Islamic education was available to any good Muslim, rich and poor alike, although the wealthy were educated more often, due to fewer time constraints. It was a rarity to see a Muslim woman educated in the same manner as men, however, since Muslim society was strongly patriarchal, and “Men are the managers of the affairs of women? (p. 105, The Koran and Family).

A Confucian education, in contrast, was quite esoteric. Those in the wealthy classes, primarily the aristocracy, were educated, and although it was possible for a lower class citizen to receive an education, it was a rarity, occurring only if said citizen was very wealthy. The Confucian focus on creating a classic “Gentleman?centered the education on men, and not women. “Confucianism was primarily an ethical system…Confucious largely recommended obedience and respect; people should know their place? (World History, p. 46).
Confucianism strove to create an educated man: a ruler, not a peasant. It taught art and literature, nature and proper handling of women, and diplomacy. It stressed composure and proper social skills, with specifics on how to dress and how to act at public gatherings being of the utmost importance. Mannerisms were not the whole of the social education, however. Training the Aristocracy, Confucianism taught ruling, government, law, crime and punishment. A Confucian Gentleman knew how to act properly and rule accordingly in any situation that might present itself.
Islam”s Five Pillars, “testifying that there is no deity save Allah and that Mohammed is his apostle, on performing prayer, on paying legal alms, on the pilgrimage to Mecca, and on the fast of Ramadán.?(document 18, p. 108) strongly focused the Islamic education on religion and philanthropy. An educated Muslim had intricate knowledge of Islam, the Hadith, and the Koran. Generosity was important in Islam, and a good Muslim gave Alms. Islam did not focus on making an Aristocrat, but rather a philanthropist who would spread the religion.
Islam taught the knowledge of travel, trade and bartering as well. Muslim society, was advanced in these areas, and viewed merchants as very powerful and important men. Subsequently trade and bartering were highly valued skills which need to be learned. Scientific knowledge was also important. Muslim science was based on Greek and Hellenistic technology and philosophy, thus their scientific education focused on rationalistic generalizations, theories and hypotheses. Confucian teaching frowned upon trade and bartering, as Merchants were tolerated, but not respected by the upper classes. Confucian scientific teaching was directed towards specific developments and advancements, generalities were not as important.
The Confucian lack of religious teaching was diametrically opposed to the Islamic education”s strong religious focus, and Confucianism taught artistic merit more where Islam taught more trade skills. Scientific advances were important to each. Specific social customs were taught by both, although Islam leaned towards helping the lower classes through charity, and Confucianism leaned towards helping the lower classes through proper rule. Obviously, a Confucian education and an Islamic education both focused on teaching men to better themselves, but their different approaches to the same matter yielded two strikingly different educated persons.