Admiral Togo Heihachiro in the Russo-Japanese War

Subway Case Analysis Essay - 1296 Words

Case Study #1 Ââ€" Subway Sandwich Shop Analysis Case Study One Ââ€" Subway Sandwich Shop Situation Analysis A situation analysis is an honest valuation of the opportunities and potential problems facing a prospective or existing company. Through analysis a deeper understanding of an industry, competitor and possible options can be examined. Subway Sandwich shops early history roots can be traced back to the summer of 1965, with a $1,000 investment a new venture was born. Fred DeLuca and Dr. Peter Buck worked hard to expand their business by 1974; the duo owned and operated 16 units throughout the state of Connecticut. (Subway History, 2006). A turning point for the partners was 1974, at this juncture the duo decided to take†¦show more content†¦We have become a wealthier, older, more educated society along with being more ethnically diverse. Along the way traditions have changed what was uncommon is now common when it comes to dining out. Places like Subway appeal to time crunched consumers looking for a healthy low cost meal. Market Trends The sub sandwich franchise Subway, has been trail blazing the sandwich the market for years coming up on the tails of Subway is Quiznos. Consumers are noticing what restaurant industry analysts have seen for years. By making toasted sandwiches a hot item, Denver-based Quiznos has become the fastest-growing restaurant chain in the country, trailing only Subway as the nations No. 2 sandwich shop Ââ€" not counting hamburgers ( Apuzzo, Quiznos vs. Subway, 2005). Quiznos menu offers slightly more expensive food in larger more open retail locations. The sandwich wars continue between Subway and Quiznos but smaller local competitors want to give the submarine sandwich kings a run for their money. Submarina Inc., the San Marcos-based fast-casual chain with 45 stores in the West, is looking to take its cutting board nationwide against the ubiquitous sandwich kings Subway and Quiznos. Submarina, Inc. believes the sandwich market is still underserved according to one restaurateur . Subway appeals more to lower-income, price-weary folk while we have a little more costly, higher-endShow MoreRelatedEssay on Subway Case Analysis1273 Words   |  6 PagesSubway Case Analysis SUBWAY ® is the market leader in sub and sandwich shops offering a healthier alternative to traditional fast foods. SUBWAYs ® annual sales exceeded $6.3 billion dollars, while countless awards and accolades have been bestowed its chain over the past 40 years. SUBWAY ® had 7,825 units worldwide with 7,750 units in North America whilst its rapid growth has attracted many investments and brought it many competitors such as KFC and Burger King. 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Are You a Good Listener free essay sample

I allow them to learn on me until they can fix their situation but sometime that can become a problem if you don’t apply rules and/or standards. I am an analytical listener because I want to make sure that I understand exactly what is being conveyed to me is interpreted in the corrected manner. Therefore, I can advise the individual correctly, and the situation is familiar to me. I believe that my experience may be able to help or is helpful to someone. Lastly, I like to give advice, input to the problem, and/or my suggestion/solution to assist in any way to help resolve the situation. I want the individual or person to know that I am here to help because I care and understand where they are coming from because I may have actually been faced with this situation before and it may be something that I can help them through. We will write a custom essay sample on Are You a Good Listener or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The listening quiz revealed that my listening effectiveness is extremely poor and my score was less than 4 (Always). I am very surprised and sadden about my score and ability to listen effective because I really felt that I am a good listener. I really didn’t want to admit that I agree with what the quiz reveals about me, but deep down in my heart I know that the quiz is somewhat true. I know this because of the conversations in which I have had with my children and friends. My oldest son tells me all the time that I don’t listen and I only hear what I want to hear. After taking the quiz I feel that I need to re-evaluate myself and do better with my listening abilities. Other people don’t think that I am a good listener because they say that I monopolize the conversation and I am always judging them. I been told that I never let them finish what the individual is trying to say before I interrupt the conversation, and I am always right about whatever the situation is or what they are trying to explain. I have also been told that I hear only what I want to hear and make the determination of what they want me to know instead of letting them explain. However, my son says he don’t like to talk to me because after he does tell me something I judge him in a negative way even if what he is saying is positive. He feels that I find a way to take what is bad out of the conversation and uses that against him, but I am only trying to find ways to make him understand my point of view and what others might say if they were involved in the situation. When conversing with my children I try to make them see all sides of how things can get misinterpreted and how they need to handle it in order to get positive results.

Margaret Bouke Essays - Photography, Arts, , Term Papers

Margaret Bouke White never thought she would be a famous photographer. In 1921, when Margaret was 17, she went to college to study herpetology, or the study of snakes and reptiles. That same year her father died leaving her family with little money. To stay in college Margaret got a job taking and selling pictures of the college campus using her father's broken camera. That summer she got a job as the photographer and counselor at a summer camp. Even though she liked taking pictures, for Margaret, photography was still a hobby. But architects and other photographers were impressed with her photographs and encouraged her to use her talent. When she graduated in 1927, Margaret turned down a position at the Museum of Natural History and went to Cleveland to open her own photography studio. Margaret had courage and talent from the beginning. At first she did advertising work for schools and other businesses but never stopped working on her artistic skills. For example, as she was walking by she noticed a preacher speaking in a square with only a group of pigeons to hear. Margaret wanted to take his picture but she didn't have her camera with her. She ran into a camera store and asked to rent or borrow a camera. The picture became one of her first works of art and the owner of the store became one of her best friends. One of Margaret's early dreams was to photograph the inside of a steel mill but women weren't allowed inside. Being a woman didn't stop her and the pictures were a success. Her shots were published in magazines all over the country and got Margaret her first big job, at Fortune magazine in New York. With Margaret's photos Fortune became one of the leading photography magazines. The magazine had also made her a star but Margaret still kept her studio, which had grown to a staff of eight and moved to the Chrysler building. In 1930 Fortune sent Margaret on one of her biggest assignments, to Germany to capture foreign industry. Curious about the Soviet Union she wanted to extend her trip but very few foreigners were allowed into the country. As she once said, "nothing attracts me like a closed door." Margaret never gave up and, after impressing Russian officials with her portfolio, was admitted into the country. She made a total of three trips and gained a reputation for being and expert on Russian industry. In 1931 she wrote her first book, Eyes on Russia. During World War II Margaret was sent Europe to cover the war. She got pictures of her own ship being torpedoed and became the first woman in a bomber. She also went with General Patton's troops to be one of the firsts to photograph a concentration camp. When she returned to the U.S. she wrote another book about the war, Purple Heart Valley. In 1950 Margaret was awarded an American Women of Achievement award but only seven years later she would no longer be able to hold a camera. She was diagnosed with Parkinson's disease but at first refused to believe the diagnosis. Margaret Bourke- White died in 1971, at 67 years old. Margaret was one of the greatest photographers but also one of the greatest women. She paved the way for many women in all professions, not just photographers, with her courage and determination.

An Overview of the Dysphagia Diet Essay Example

An Overview of the Dysphagia Diet Essay Example An Overview of the Dysphagia Diet Paper An Overview of the Dysphagia Diet Paper The Dysphagia Diet is a specialized diet developed for people suffering from dysphagia. Dysphagia is a medical condition in which swallowing food becomes difficult and poses a danger to the patient. Dysphagia can be a result of trauma or injury such as stroke and thus predisposes the client to malnutrition. The dysphagia diet was developed to address this condition and consists of five levels (levels I-V), with each level designed to cater to a patient’s specific situation and/or condition. An Overview of the Dysphagia Diet There is no question that food, plays a very important role in mankind’s health and being. After all it is one of man’s most basic needs and people require sustenance to live and function. Food plays a central role in everybody’s lives. It dictates livelihoods, it represents culture and most importantly it affects health. Diet is generally defined as the food intake habits/practice of individuals in order to gain nutrition. In healthcare, diet may be used as a preventive, therapeutic or rehabilitative tool. One such kind of diet that has a rehabilitative/supportive purpose is what is known as Dysphagia diet. Dysphagia diet in the simplest terms is a specialized form of food preparation for individuals suffering from dysphagia. Dysphagia is a medical condition wherein it becomes difficult to chew or swallow food or liquids. This condition is a result of a blockage or malfunction in the system that controls the swallowing mechanism (Jackson-Seigelbaum, 2008). This interruption may occur in any of the three phases of the swallowing process and can be dangerous to the patient as this predisposes the patient to asphyxiation, aspiration and complications such as pneumonia (Lippincott, Williams Wilkins, 2007). There are two types of dysphagia. First is esophageal dysphagia which â€Å"occurs when food/liquid stops in the esophagus. This happens most often because of consistent stomach acid refluxing (backing up) into the esophagus† and the second is termed as oropharyngeal dysphagia which â€Å"involves difficulty moving food to the back of the mouth and starting the swallowing process† (Jackson-Seigelbaum, 2008). Since these individuals have difficulty taking in food, they become prone to malnutrition. It then becomes an important part of the treatment to provide the patient with adequate nutrition while at the same time safeguarding against possible complications of the condition such as asphyxiation, aspiration and pneumonia. Thus the situation requires a specialized diet: the dysphagia diet. According to the National Dysphagia Diet (NDD) published by the American Dietetic Association, â€Å"there are five different diet levels from pureed (level 1) up through modified regular food (level 5). The diets vary in texture and consistency, and are chosen depending on which would be most effective for a specific patient† (Jackson-Seigelbaum, 2008). There are four frequently used terms in describing the consistency of liquid viscosity to be used in preparing foods for the dysphagia diet: thin, nectar-like, honey-like and spoon-thick. However there are â€Å"texture modifications for dysphagia management†¦one that is open to wide variation across clinicians and the facilities Previous research has demonstrated that clinicians, including speech-language pathologists (SLPs), show significant variation in the amount of thickening powder they feel is necessary to mix a liquid to nectar-thick or honey-thick consistency† (McCullough, Pelletier Steele, 2003, p. 16,27). Level I of the dysphagia diet includes pureed foods pureed to a smooth consistency similar to mashed potatoes. This level is reserved for individuals that cannot tolerate solid foods at all. Level II involves mincing or chopping food into small pieces (1/8 inch) about the size of a sesame seed. This level is reserved for those who can slightly tolerate whole food. Foods in the level III group are ground/diced into 1/4-inch pieces similar in size to rice. On the other hand Level IV includes food chopped into ? inch sizes – about the size of an elbow macaroni or croutons. Lastly, Level V includes soft, moist, regularly textured foods (Jackson-Seigelbaum, 2008). These diets are chosen depending on the current status of the patient and according to the tolerability of the diet. Ideally, as a patient is treated for dysphagia, the diet provided is started with the one that is most tolerated and as the patient improves the diet level is also adjusted until the patient resumes normal function. Foods in the dysphagia diet are thinned or thickened depending on the necessity. Thinning agents include hot or cold milk (depending on the food being thinned), broth, gravy and other sauces. Thickening agents include commercially available agents including unflavored gelatin, baby rice and potato flakes. Gravy and other thick sauces may also be used (Jackson-Seigelbaum, 2008). Patients on dysphagia diet must be monitored closely especially in the early phases of the treatment and diet initiation. Nursing considerations that must be taken into account include the following: Consult the speech therapist to assess the patient for aspiration risk and swallowing exercises that can help decrease the risk; coordinate with the dietician about the foods with distinct textures and temperatures apt for the client; before beginning the meal, â€Å"stimulate salivation by talking with the patient about food, adding a lemon slice or dill pickle to his tray, and providing mouth care before and after meals†; and lastly, when feeding, place the patient in upright position with his neck slightly flexed forward keeping his chin at midline (Lippincott, Williams Wilkins, 2007). Additionally, compensatory techniques may be taught in order to reduce aspiration risks and improve pharyngeal clearance. Examples of such compensatory techniques include the chin-tuck position which â€Å"decreases the space between the base of the tongue and the posterior pharyngeal wall, creating increased phar yngeal pressure to move the bolus through the pharyngeal region† (Paik, 2008). Other techniques involve any of the following: head rotation to the affected side, tilting the head towards the strong side and lying on the side or back when swallowing. Maneuvers are also available to protect the airway and safeguard against aspiration. These maneuvers are the supraglottic swallow, extended supraglottic swallow, supersupraglottic swallow, effortful swallow, the Mendelson maneuver, the Shaker exercise and the well known Heimlich maneuver (Paik, 2008). Lastly, upon discharge of the patient, the client must be taught and made sure to understand the following: which foods and textures to avoid, be taught measures to reduce the risk of aspiration and choking hazards and make sure that the client has full understanding of the diagnosis and treatment plan developed by the healthcare team (Lippincott, Williams Wilkins, 2007) References Jackson-Seigelbaum. (2008). Dysphagia Diet: 5 levels for difficulty in swallowing diet. Retrieved 11 February 2009 from gicare. com/Diets/Dysphagia. aspx Lippincott, Williams Wilkins. (2007) Nursing: interpreting signs and symptoms. Retrieved on 11 February 2009 from wrongdiagnosis. com/symptoms/throat_symp-toms/book-causes-16a. htm McCullough, Gary; Pelletier, Cathy, Steele, Catriona. (2003, Nov. 4). National dysphagia diet: what to swallow? The ASHA Leader, pp. 16, 27. Paik, N. (2008, June 25). Dysphagia. eMedicine. com. Retrieved 11 February 2009 from http://emedicine. medscape. com/article/324096-overview

How Small Business Drives US Economy

How Small Business Drives US Economy What really drives the U.S. economy? No, it is not war. In fact, it is small business firms with fewer than 500 employees that drives the U.S. economy by providing jobs for over half of the nations private workforce. In 2010, there were 27.9 million small businesses in the United States, compared to 18,500 larger firms with 500 employees or more, according to the U.S. Census Bureau. These and other statistics outlining small business contribution to the economy are contained in the Small Business Profiles for the States and Territories, 2005 Edition from the Office of Advocacy of the U.S. Small Business Administration (SBA). The SBA Office of Advocacy, the small business watchdog of the government, examines the role and status of small business in the economy and independently represents the views of small business to federal government agencies, Congress, and the President of the United States. It is the source for small business statistics presented in user-friendly formats and it funds research into small business issues. Small business drives the American economy, said Dr. Chad Moutray, Chief Economist for the Office of Advocacy in a press release. Main Street provides the jobs and spurs our economic growth. American entrepreneurs are creative and productive, and these numbers prove it. Small Businesses Are Job Creators SBA Office of Advocacy-funded data and research shows that small businesses create more than half of the new private non-farm gross domestic product, and they create 60 to 80 percent of the net new jobs. Census Bureau data shows that in 2010, American small businesses accounted for: 99.7% of U.S. employer firms;64% of net new private-sector jobs;49.2%   of private-sector employment; and42.9% of private-sector payroll Leading the Way Out of the Recession Small businesses accounted for 64% of the net new jobs created between 1993 and 2011 (or 11.8 million of the 18.5 million net new jobs). During the recovery from the great recession, from mid-2009 to 2011, small firms led by the larger ones with 20-499 employees accounted for 67% of the net new jobs created nationwide. Do the Unemployed Become Self-Employed? During periods of high unemployment, like the U.S. suffered during the great recession, starting a small business can be just as hard, if not harder than finding a job. However, in March 2011, about 5.5% or nearly 1 million self-employed people – had been unemployed the previous year. This figure was up from March 2006 and March 2001, when it was 3.6% and 3.1%, respectively, according to the SBA. Small Businesses Are the Real Innovators Innovation – new ideas and product improvements – is generally measured by the number of patents issued to a firm. Among firms considered â€Å"high patenting† firms – those being granted 15 or more patents in a four-year period small businesses produce 16 times more patents per employee than large patenting firms, according to the SBA. In addition, SBA research also shows that increasing the number of employees correlates with increased innovation while increasing sales does not. Do Women, Minorities, and Veterans Own Small Businesses? In 2007, the nation’s 7.8 million women-owned small businesses averaged $130,000 each in receipts. Asian-owned businesses numbered 1.6 million in 2007 and have average receipts of $290,000. African-American-owned businesses numbered 1.9 million in 2007 and have average receipts of $50,000. Hispanic-American-owned businesses numbered 2.3 million in 2007 and have average receipts of $120,000. Native American/Islander-owned businesses numbered 0.3 million in 2007 and have average receipts of $120,000, according to the SBA. In addition, veteran-owned small businesses numbered 3.7 million in 2007, with average receipts of $450,000.

Religion and theology Assignment Example | Topics and Well Written Essays - 500 words

Religion and theology - Assignment Example This is specifically evident in the Scopes trial. Through this trial, it became clear that many people began to question religion and as a result, the government and strong supporters of religion sought to ensure that religious values are enshrined even if it meant passing laws. The significance of religion and particularly Christianity is seen through the role that Graham played. He not only pushed for Christianity but also offered counsel to many presidents and this affirms the role and perception that the American societies have had over religion. There have been debates of the 20th century brought enlightenment and questioning of religion but through the efforts of people like Graham, there is clear attempt to salvage the significance of religion in society. Graham used his influence by ensuring that his ideologies were shared with the people who held the highest offices in the society.he offered counsel to presidents and this shows how influential he was and still remains. Despite the skepticism that many had over religion as demonstrated by Ingersol and people like him, the role of people like Graham in cementing religion cannot go unnoticed. The belief system as portrayed through the views of Ingersol and Graham demonstrated the society’s overall view of religion. Even so, most members of the society still hold religion in high esteem. Skepticism and cynicism over religion have not over showed the significance that of religion; at least, going by what has been discussed here in.

Music essay Example | Topics and Well Written Essays - 500 words

Music - Essay Example Occasionally, certain similarities in musical characteristics may emerge between different eras. However, there are unique and notable distinction between musical styles from the medieval and that from baroque or renaissance periods. Medieval, also referred to as the Middle Ages, is characterized by monophonic musical texture. Monophonic texture has a single melody. Melodic lines are not only simple but also pure in vocal uniformity. In medieval music, the relationship between voices is in perfect consonance. In terms of accompanying sounds, medieval music used limited instruments. Absence of instruments can be witnessed in the iconic music, Canticles of Ecstasy by Hildegard. In fact, simple instruments like bells and flutes were introduced towards the end of the medieval period. Among the most famous composers of medieval music include Hildegard von Bingen from Germany, Guillaume, de Machaut from France and Francesco Landini from Italy (Smith 29). Despite the difference in the composers’ cultural backgrounds, all their music had pure and solemn melodic textures. This style of solemnity and purity in melody is a unique characteristic of medieval music. Renaissance is synonymous to rebirth. This was a period of renewal. Renaissance witnessed increased advances in social, cultural and economic aspects of life. Music from this period evolved substantially. Medieval music was monophonic with pure melodies and limited use of instruments. Contrarily, renaissance musical styles disregarded monophonic melodies at the expense of polyphonic melodies. In medieval music, there was no range in tonal variations. However, renaissance favored a wide range of tonal variation and often blended different tones to create intervallic polyphony (Smith 31). Unlike medieval music with only one tone, renaissance music comprised of two-four tones. Multiplicty in tones is evidenced in Farnon’s song, The

Innovative company Essay Example for Free

Innovative company Essay ?Innovative Engineering Company was founded by two partners: Meredith Gale and Shelley Yeaton, shortly after they graduated from engineering school. Within five years the partners had built a thriving business, primarily through the development of a product line of measuring instruments based on the laser principle. Success brought with it the need for new permanent capital. After careful calculation, the partners placed the amount of this need at $1. 2 million. This would replace a term loan that was about to mature and provide for plant expansion and related working capital. At first, they sought a wealthy investor, or group of investors, who would provide the $1. 2 million in return for an interest in the partnership. They soon discovered, however, that although some investors were interested in participating in new ventures, none of them was willing to participate as partner in an industrial company because of the risks to their personal fortunes that were inherent in such an arrangement. Gale and Yeaton therefore planned to incorporate the Innovative Engineering Company, in which they would own all the stock. After further investigation, they learned that Arbor Capital Corporation, a venture capital firm, might be interested in providing permanent financing. In thinking about what they might propose to Arbor, their first idea was that Arbor would be asked for $1. 2 million, of which $1. 1 million would be a long-term loan. For the other $100,000, Arbor would receive 10 percent of the Innovative common stock as a sweetener. If Arbor would pay $100,000 for 10 percent of the stock, this would mean that the 90 percent that would be owned by Gale and Yeaton would have a value of $900,000. Although this was considerably higher than Innovative’s net assets, they thought this amount was appropriate in view of the profitability of the product line they had successfully developed. A little calculation convinced them, however, that this idea (hereafter, proposal A) was too risky. The resulting ratio of debt to equity would be greater than 100 percent, which was considered unsound for an industrial company. Their next idea was to change the debt/ equity ratio by using preferred stock in lieu of most of the debt. Specifically, they thought of a package consisting of $200,00 debt, $900,000 preferred stock, and $100,000 common stock (proposal B). They learned, however, that Arbor Capital Corporation was not interested in accepting preferred stock, even at a dividend which exceeded the interest rate on debt. Thereupon, they approached Arbor with a proposal of $600,000 debt and $600,000 equity (proposal C). For the $600,000 equity, Arbor would receive 6/15 (i. e. , 40 percent) of the common stock. . . . Assignment 1. For each of the four proposals, calculate the return on common shareholders’ equity (net income after preferred dividends divided by common shareholders’ equity) that would be earned under each of the three income assumptions. Round calculations to the nearest $1,000 and 1/10 percent. 2. Calculate the pre-tax earnings and return on its $1. 2 million investment to Arbor Capital Corporation under each of the four proposals. Assume that Arbor receives a dividend equal to its portion of common stock ownership times Innovative’s net income after preferred dividends (if any); assume a â€Å"negative dividend† if Innovative has a net loss. 3. Were the partners correct in rejecting proposals A and B? 4. Comment on the likelihood that Innovative Engineering Company could find a more attractive financing proposal than proposal D. Answer : A. 1. 100k long term loan, 100k = 10% of Common Stock. B. 200k Debt, 900k Preferred Stock, 100k Common Stock. C. 600k Debt, 600k Equity, arbor will get 40% of the equity D. 300k debt, 900k equity, 50% Interest 8% Dividend 10%

Character Building in School Essay example -- essays papers

Character Building in School In a society with a vast array of different beliefs and mediums through which these beliefs are presented, children can get lost in an overwhelming sea of influential ideas and concepts not necessarily intended for their eyes and ears. Character education is a concept that calls for teachers and school curriculums to guide students in learning what Edward F. DeRoche and Mary M. Williams (2001, p. 25) described as â€Å"core values held sacred by a democratic society.† Parents are generally considered the teachers of morals, but if values like sharing, compassion, and honesty are never enforced or addressed outside the home, these values may never be established as a stable foundation in the child’s mind. Character education’s purpose is to help children choose to be well-mannered, stable, cooperative individuals. Character education is not in every school system, but its support is growing along with the amount of research evidence increasing in its favor (Vi adero, 2003). The teaching of values in education has evolved into character education, and today there are different studies, designs, and resources for character education programs in schools to foster moral growth and citizenship in children. History of Character Education The methods and approaches to teaching values in the United States have varied over the last couple centuries. When early settlers arrived in America, village schools were established and religion, especially Christianity, was incorporated into the lessons. Religion was very important to the early settlers. After all, the primary reason for many of them leaving their homes overseas was for religious freedom. It was normal to have teachings about salvation, hon... ...r the years. Slowinski, J. (Jan/Feb 2002). What will the future of education look like? Book Report, 20(4), 18-20. Retrieved November 10, 2003, from Academic Search/Ebsco. This article describes technological advances and predicts what the future classroom and class will be like. Viadero, D. (2003, April 30). Nice work. Education Week, 22(33), 38-41. Retrieved September 24, 2003, from Academic Search Premier/Ebsco. Viadero explains how character education is making progress and showing evidence that it is effective and beneficial to school programs. Unger, G. E. (2001). Character development. Encyclopedia of American education. (Vol. 1, pp. 199-200). New York: Facts on File, Inc. This encyclopedic entry defines character education and goes on to describe the points of people in favor or character education and points of people against it.

America

Dry. Genera Bole As Americans we strongly believe in having the right to do what we please. After all, this is a free country. So if we want to smoke around our kids, build a fast food diet, or Just be plain lazy we can go right ahead and do it and who will tell us otherwise? No one. We can continue to slowly kill ourselves through all of our bad habits and ignorance in health and then pass on this gift onto our children. Something needs be done soon before it is too.Americans should take better care of their health by developing better eating habits, focusing on future health issues, and y not being so lazy. It is no secret that America is look at as a fat country. If other countries were to compare themselves with us they might represent the USA with a big McDonald's symbol or something similar. And for good reason. With fast food being so convenient and Just about anywhere it is so easy to a busy American to Just use that drive though and the Burger King and pick up some food.Ther e is no second guessing something easy that tastes good. Say an American doesn't eat so much fast food and shops for themselves. Just look at the prices of Junk or processed food in comparison to organic and healthier food. How can it be possible to sell something with added chemicals cheaper than something off the earth? According to the U. S. Department of Health and Human Services (KIDDUSH) and the Centers for Disease Control and Prevention (CDC), there has been a dramatic increase in obesity in the United States over the past 20 years .Similarly, in 1990, no state had obesity rates higher than 15%. By 2005, only 6 states had an obesity rate less than 20%. Obesity has been directly linked to hypertension, diabetes, cancer, and depression. Each year, over 300,000 adults in the U. S. Will die from obesity related causes. Minefield, Charles E, Peeved profile; Dotty, Nicole, MPH; Fletcher, Autumn, PhD, APRON, CUFF-BC. BAND Journal. 3 (Summer 2008): 83-8. Although It is understandable that lower income families don't have the funds to buy all the organic food.In 2011, the low-income threshold for a family of four with two children was $45,622. Between 2007 and 2011, the share of working families who are low income increased from 28 percent to 32. 1 percent (Annie e. Casey 2014). In 2011, the top 20 percent of working families received 10. 1 times the total income received by the bottom 20 percent of working families, up room 9. 5 in 2007. The same goes for busy families who are Just looking to eat whatever is easiest. Is America targeting certain families? Is there more money in junk than in organic food?Or is it Just the ignorance of a people not concerned about future health. Issues in health later on in the future seem to be at the bottom of the charts when it comes to what Americans worry about. It is all about the here and now that's important. That is until someone comes down with a life altering health issue. â€Å"We cannot treat our way out of the canc er problem,†. New cancer cases will rise from an estimated 14 million annually in 2012 to 22 million within two decades. Over the same period, cancer deaths are predicted to rise from 8. Million a year to 13 million â€Å"More commitment to prevention and early detection is desperately needed in order to complement improved treatments and address the alarming rise in cancer burden globally. † By Tim Hum and Jean Christensen, CNN Feb. (2014). It seems as though the only time health is important is when life is at stake. The crazy thing is, life was at stake and being damaged from the day any harmful substance was consumed or a bad habit was formed. Today's youth has a mindset of live fast die young but it is not entirely their fault for having this thought process.It's the fault of the generation before them. Our youths parents or anyone who the they look up to is to blame because chances are that generation had bad health habits and passed it down whether they knew it o r not. Today's children have lost the ability to pretend and imagine. This is most definitely to no fault of their own. Children do not have to create their own fantasy worlds because they have an pad, a big screen TV or a WI to do it for them. Taylor Finn, Iowa State Daily (2014). What we do know will affect us later on in life and in some cases might even effect someone else.Forming unhealthy habits doesn't stop at diet choice, ignorance, or lack of caring. Finding an easier way for things causes a bigger issue. And that issue is Laziness. Too much of our lives too easy. In fact, everything is made to be easier or shrouded with the word â€Å"convenience†. Americans can Just go to a drive through for food or even order food and there is no need to even get out of the house. Media has taken over the life of Americans as well. Americans of all ages these days cannot stray too ar away from their home for fear of their smart phone dying or there not being any Wi-If.Youth spend their days behind tablets, televisions, and smart phones rather than using imagination outside or being active. Videotapes can be looked at as a way to pass the time but for our youth it could possibly be causing them to be desensitizing to the world and can hinder their ability to use their own imagination for entertainment. America is focused on the easy way out of things rather than taking the time out to educate themselves about lifestyle, diet, and exercise. If it squires activity outside of the normal sedentary house life it is almost shunned and thought of as nonsense.Without the will to understand and learn about what a good diet is, how to make changes to avoid future health issues, and how to get away from the normal lazy lifestyle America will continue its downward spiral in to cancers, a poisoned youth, and obesity. Simple things like looking at the ingredients of food normally consumed, or getting out once in while Just walk for a half hour can be enough to chance a lif estyle. We as Americans need to find a way for lower income families to be able to arches food healthier to themselves and more importantly their kids.Many families are very busy and have no time to think of the issues of grab and go foods and should consider creating a plan to eat better while on the move. Most important is America's youth. Higher intake of sugar-sweetened beverages is associated with increased IBM and considered a contributing factor of childhood obesity. From 1989 to 2008, there has been a significant increase in total per capita consumption of sugar-sweetened beverages, from 130 to 212 collieries (kcal) per day, in children 6- 1 years of age.Placing an emphasis on reducing the empty energy intake from sugar-sweetened beverages and increasing the intake of nutrient-dense beverages, such as low-fat milk, is an essential component to decreasing the prevalence of obesity in children. Higher levels of education and positive parental behaviors, such as parent support and limiting weekly fast-food intake, are associated with lower intakes of sugar-sweetened beverages. Current Opinion in Endocrinology & Diabetes and Obesity (2013) Why should our youth suffer from the actions of the current enervation when simple changes can make a difference In our future.

Ultrasonic Speed Measurement

â€Å"ULTRA SONIC SPEED MEASUREMENT DEVICE† A PROJECT REPORT Submitted in partial fulfillment Of requirements for award of the degree Of BACHELOR OF TECHNOLOGY In ELECTRONICS & COMMUNICATION ENGINEERING By: Nimisha Sharma Nishant Tyagi Gaurav Sharma [pic] Department of Electronics & communication engineering Radha Govind Engineering College Meerut, U. P 2009-2010 ULTRA SONIC SPEED MEASUREMENT DEVICE By: Nimisha sharma Nishant tyagi Gaurav sharma [pic] Department of Electronics & communication engineering Radha govind Engineering College Meerut, U. P 2009-2010 ACKNOWLEDGEMENT Before we get in to thick of things we would like to add a few heartfelt words for the people who were the part of the project in numerous ways. People who gave unending support right from the stage the idea were conceived. In particular, we wish to thank Mr. P. K Singh Head of the Department, Electronics & Communication and Mr. Abhishek Singh lecturer, Electronics & Communication Department for providing this opportunity to us. After doing this project we can confidently say that this experience would not only enriched us with technical knowledge but also has unparsed the maturity of thought and vision . he attributes required being a successful professional. Gaurav Sharma Nimisha Sharma Nishant Tyagi CANDIDATE’S DECLARATION We, here by certify that the work which is being presented in the project report entitled Ultra sonic speed measurement device in partial fulfillment of the requirement for the award of degree of BACHELOR OF TECHNOLOGY in Electronics & Communication Engin eering submitted in the department of Electronics & Communication Engineering of the Institute, is an authentic record of our own work carried out during final year of B. tech degree under the supervision of Mr. P. K Singh Head of the Department, Electronics & Communication and Mr. Abhishek Singh lecturer, Department Electronics & Communication Project group:- Gaurav Sharma (0606931023) Nimisha Sharma (0606931045) Nishant Tyagi (0606931047) This is to certify that the above statement made by the above candidates is correct to the best of my knowledge. Mr. P. K Singh Mr. Abhishek Singh (H. O. D) (Lecturer) Dept. of Electronics & Comm. Dept. of Electronics & Comm. R. G. E. C R. G. E. C Meerut, U. P Meerut, U. P Date†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Date†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Place†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Place†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ TABLE OF CONTENTS 1. INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ a. MEANING OF THE WORD PROJECT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . ABSTRACT †¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ c. PARTS OF SPEED MEASUREMENT DEVICE†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2. GENERAL DISCRIPTION AND FEATURES OF MICRO CONTROLLER †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3. HARDWARE DISCRIPTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ a. VOLTAGE REGULATOR LM 7805†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. b. COMPONENTS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4. PCB LAYOUT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ a. STEPS FOR MAKING PCB †¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦ b. CIRCUIT LAY OUT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5. SOFTWARE PROGRAM †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6. TESTING†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7. TROUBLESHOOTING †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8. CONCLUSION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9. REFERENCES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10. APPENDIX†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. INTRODUCTION MEANING OF PROJECT The project gives the significance of the following field of engineering – P-signifies the phenomenon of planning which deals with symbolic nation and proper arrangement of sense and suggestion receptivity accordingly to the needs R-it is associate with the word resources wh ich guides to promote planning . OJ-this letter signifies the overhead expenses in unestimated expenses that may occur in the manufacture design or layout of the project. E- signifies the word engineering. C- signifies the convey about phenomenon of construction low cost. T-the word T stands for technique. unless there is a technique; it is impossible to complete the project . The conclusion thus arrived is that project is a systematic consideration discussed and proposal in a particular subject . we can say that project includes complete requirement of mechanism , tools , application and needs. It considers the circuit diagram and various operational performances in sequence and data about the instrument and in the last we can say about the project profit loss. CERTIFICATE This is to certify that Mr. GAURAV SHARMA, student of B. Tech (Electronics & communication Engineering) Final year from Radha Govind Engineering College has successfully completed his project â€Å"ULTRA SPEED MEASUREMENT DEVICE†. During the project period he was working under the guidance of Mr. Abhishek Singh (lecturer, Electronics & Communication Engineering Department). His performance during the project has been Excellent. We wish him all the best for his future. Mr. P. K Singh Mr. Abhishek Singh (H. O. D) (Lecturer) Electronics & Comm. Dept. Electronics & Comm. Dept. R. G. E. C R. G. E. C Meerut, (U. P) Meerut, (U. P) CERTIFICATE This is to certify that Ms. NIMISHA SHARMA, student of B. Tech (Electronics & communication Engineering) Final year from Radha Govind Engineering College has successfully completed her project â€Å"ULTRA SPEED MEASUREMENT DEVICE†. During the project period she was working under the guidance of Mr. Abhishek Singh (lecturer, Electronics & Communication Engineering Department). Her performance during the project has been Excellent. We wish her all the best for her future. Mr. P. K Singh Mr. Abhishek Singh (H. O. D) (Lecturer) Electronics & Comm. Dept. Electronics & Comm. Dept. R. G. E. C R. G. E. C Meerut, (U. P) Meerut, (U. P) CERTIFICATE This is to certify that Mr. NISHANT TYAGI, student of B. Tech (Electronics & communication Engineering) Final year from Radha Govind Engineering College has successfully completed his project â€Å"ULTRA SPEED MEASUREMENT DEVICE†. During the project period he was working under the guidance of Mr. Abhishek Singh (lecturer, Electronics & Communication Engineering Department). His performance during the project has been Excellent. We wish him all the best for his future. Mr. P. K Singh Mr. Abhishek Singh (H. O. D) (Lecturer) Electronics & Comm. Dept. Electronics & Comm. Dept. R. G. E. C R. G. E. C Meerut, (U. P) Meerut, (U. P) CHAPTER 1 ABOUT OUR PROJECT Our project the ultrasonic speed measurement device is used to measure speed of a vehicle moving in front of it using ultrasonic waves. The concept of using ultrasonic waves instead of any other communicating tools as infrared and RF is its high preciseness and very less interference by the surrounding. There can various methods that can be opted to design this instrument such as Doppler Effect etc. but we have used the concept of distance measurement at a regular interval. The pulse is being transmitted at a regular interval and the corresponding distance is measured of the two pulses. The difference in the distances is observed and is then divided by the time duration between the two pulses. As result the corresponding speed is obtained. The range of this device is directly dependent on the performance of the transmitter and the receiver. Higher the transmitting and receiving frequency better will be its range. Mathematical analysis(hypothetical) The duration of pulse is 5 milliseconds. The distance for the signal1 be say 3 cm. The distance for the signal2 be say 2. 95 cm. Difference of distances is (3-2. 95) = . 05 cm. Speed = distance/ time Speed = . 05/5 = 10 meters/sec ADVANTAGE AND DISADVANTAGE The major advantages of our project are One of the major advantages our project is its multi utility. It can be used as 1 Speed measurement 2 Distance measurement 3 Car parking controller The other advantage of this project is its cost. Its cost is less than 1000 INR. The precise result is one more advantage of our project. Limitation of our project. The major disadvantage of our project is its range. Due to the use of low frequency transmitter and receiver. High frequency transmitter and receiver give higher range of upto 10 to 15 mtrs Block diagram [pic] Circuit diagram Working In our project Ultrasonic Speed Measurement Device we are going to measure the speed of a moving vehicle. For this we are using the Ultrasonic Sensors. We first generate a 40 KHz signal by taking the time period of 25 microseconds. Then we actually generate the pulse burst with a delay of 5 milliseconds. For this we programmed the microcontroller. We send the pulse by pressing the switch that is connected to the pin no. 1 of the microcontroller. At this moment the distance of the object from the device is measured and is stored in the microcontroller. Then after the delay of 5 milliseconds the second pulse hits the moving object. Again the distance of the object is measured and is stored in the microcontroller. Then we can easily find out the difference in the distance by simply subtracting these two distances. Now we have the distance and also the time. Therefore by the formula speed = distance / time we can find out the speed of the moving object. In the transmitter part we have LM311which is a voltage comparator and is used here as the precision squarer whose pin no. 2 is connected to the pin no. 2 of the microcontroller. Then at pin no. 7 and pin no. 8 the ultrasonic transmitter is placed. In the receiver part we have LM833 for amplification and 74HC14N as the Hex inverting Schmitt trigger. The pin no. 1 of 74HC14N is connected to the pin no. of LM833. The ultrasonic receiver is connected between pin no. 6 of LM833 and ground. These ultrasonic transmitter and receiver are placed close to each other so that there will be minimum noise. Why ultrasonic signal ? ‘ULTRA'-sonic is a sound wave with a frequency above the normal range of human hearing. Most humans can hear up to 16,000 He rtz. Young people can hear almost to 20,000 Hertz. Bats and mice and other small critters can hear much higher and use those sounds to ‘see' the world around them. An ultrasonic imaging device sends a signal into a medium and then listens for the reflected waves. The more receiving transducers you use to pick up the sound the better you can tell what you are ‘looking' at. Reflected waves will reach one receiver before the next based on where the reflecting object is located. Electronics are fast enough to determine the direction and distance to the reflected objects. Also the higher the frequency you broadcast the better resolution you will see. A computer is interfaced with an array of receiving tranceducers and it calculates the direction and distance that the many echos must represent and then it plots the picture of the results. The Image can be displayed or printed. In ultrasonic non destructive testing, high-frequency sound vibrations are transmitted into material by an ultrasonic transducer. The test instrument then analyzes the ultrasonic signals which are received using either a pulse-echo or through-transmission method. In the pulse-echo mode, the transmitting transducer also serves as the ultrasonic receiver and analyzes the reflected signal with respect to amplitude and time. In the through-transmission mode, the ultrasonic signal is received by a separate transducer which analyzes the amplitude loss of signal. These ultrasonic NDT methods will indicate material defects such as longitudinal and transverse cracks, inclusions and others as well as ID/OD dimensions and dimensional changes such as thickness and ovality. Components Component required 1. Ultrasonic Transmitter and Receiver 2. Resistor 3. Capacitor 4. Crystal 5. Preset 6. Switch 7. LCD 8. Power Supply 9. IC’s †¢ LM833 †¢ LM311 †¢ 74HC14N †¢ 7805 10. Micro controller †¢ AT89S52 11. Wires 12. Burst Strip 13. IC Base Specification ULTRASONIC SENSORS [pic] Selection and use of ultrasonic ceramic transducers : The purpose of this application note is to aid the user in the selection and application of the Ultrasonic ceramic transducers. The general transducer design features a piezo ceramic disc bender that is resonant at a nominal frequency of 20 – 60 KHz and radiates or receives ultrasonic energy. They are distinguished from the piezo ceramic audio transducer in that they produce sound waves above 20 KHz that are inaudible to humans and the ultrasonic energy is radiated or received in a relatively narrow beam. The â€Å"open† type ultrasonic transducer design exposes the piezo bender bonded with a metal conical cone behind a protective screen. The â€Å"enclosed† type transducer design has the piezo bender mounted directly on the underside of the top of the case which is then machined to resonant at the desired frequency. The â€Å"PT and EP† type transducer has more internal damper for minimizing â€Å"ringing†, which usually operates as a transceiver – oscillating in a short period and then switching to receiving mode. Comparative characteristics : When compared to the enclosed transducer, the open type receiver will develop more electrical output at a given sound pressure level (high sensitivity) and exhibit less reduction in output as the operating frequency deviates from normal resonant frequency (greater bandwidth). The open type transmitter will produce more output for a specific drive level (more efficient). The enclosed type transducer is designed for very dusty or outdoor applications. The face of the transducer must be kept clean and free of damage to prevent losses. The transmitter is designed to have low impedance at the resonant frequency to obtain high mechanical efficiency. The receiver is constructed to maximize the impedance at the specified anti-resonant frequency to provide high electrical efficiency. Sound propagation : In order to properly select a transducer for a given application, it is important to be aware of the principles of sound propagation. Since sound is a wave phenomenon, its propagation and directivity are related to its wavelength (? ). A typical radiation power pattern for either a generator or receiver of waves is shown in Figure 1. Due to the reciprocity of transmission and reception, the graph portrays both power radiated along a given direction (in case of wave production), and the sensitivity along a given direction (in case of wave reception). As an example of a typical situation, a transducer of 400ET250 has an effective diameter of 23 mm (1mm wall thickness) will produce a main beam (-6dB) with full width of 30 ° at a frequency of 40 KHz. For open type transducers, the beam is decided by the angular and diameter of conical cone attached on the bender inside of housing and the opening diameter so it can not be simply calculated by the diameter of the housing. The intensity of sound waves decrease with the distance from the sound source, as might be expected for any wave phenomenon. This decrease is principal a combination of two effects. The first is the inverse square law or spherical divergence in which the intensity drop 6dB per distance doubled. This rate is common to all wave phenomena regardless of frequency. The second effect causing the intensity to decrease is the absorption of the wave by the air (see figure 2). Absorption effects vary with humidity and dust content of the air and most importantly, they vary with frequency of the wave. Absorption at 20 KHz is about 0. 02dB/30 cm. It is clear that lower frequencies are better suited for long range propagation. Of course, the selection of a lower frequency will result in less directivity (for a given diameter of source of receiver). [pic] How far the transducer could reach? One of the most frequently asked questions is â€Å"How far the transducer could reach? †. This question can be answered by a simple calculation that is based on the published specifications in the Ultrasonic Ceramic Transducer Data Sheets. The basic procedure is to first determine the minimum sound pressure level developed at the front end of the receiver for a specific transmitter driving voltage and distance between the transmitter and receiver (transceiver has double distance between reflect target). This SPL must then be converted â€Å"Pa† (Pascal) or â€Å"? bar† (microbar) units. The sensitivity of the receiver must then be converted from a dB reference to an absolute mV/Pa or ? bar level resent to obtain the final output. Assume a 400ST160 transmitter is driven at a level of 20Vrms and a 400SR160 receiver is located 5 meters from the ransmitter and loaded with a 3. K Ohm resistor (loaded resistor value varies receiver sensitivity, please see â€Å"Acoustic Performance† of transducer data sheet). The analysis is necessary to the fundamental understanding of the principals of sound wave propagation and detection but it is tedious. The figure 10 below is a graphical representation of previous analysis which may be used once in the SPL at the receiver is determined. Enter the graph from the SPL axis and proceed upward to an intersection with –dB sensitivity level of the receiver using the 1V/? bar referenced data. Follow a horizontal line to the â€Å"Y† axis to obtain the receiver output in V. At Receiver Ultrasonic echo ranging : Ultrasonic ranging systems are used to determine the distance to an object by measuring the time required for an ultrasonic wave to travel to the object and return to the source. This technique is frequently referred to as â€Å"echo ranging†. The distance to the object may be related to the time it will take for an ultrasonic pulse to propagate the distance to the object and return to the source by dividing the total distance by the speed of sound which is 344 meters/second or 13. 54 inches/millisecond. IC’s [pic] BASIC OF LM833 Low noise dual operational amplifier It is a monolithic dual operational amplifier particularly well suited for audio applications. It Offers low voltage noise (4. 5nV/vHz) and high frequency performances (15MHz Gain Bandwidth Product, 7V/? s slew rate). In addition the LM833 has also a very low distortion (0. 002%) and excellent phase/gain margins. [pic] TOP VIEW AND PIN SET [pic] Features of LM833 †¢ LOW VOLTAGE NOISE: 4. 5nV/vHz †¢ HIGH GAIN BANDWIDTH PRODUCT: †¢ 15MHz †¢ HIGH SLEW RATE: 7V/? s †¢ LOW DISTORTION: 0. 002% †¢ EXCELLENT FREQUENCY STABILITY †¢ ESD PROTECTION 2kV Basic of LM311 The LM111 series are voltage comparators that have input currents approximately a hundred times lower than devices like the mA710. They are designed to operate over a wider range of supply voltages; from standard  ±15 V op amp supplies down to a single 3 V supply. Their output is compatible with RTL, DTL, and TTL as well as MOS circuits. Further, they can drive lamps or relays, switching voltages up to 50 V at currents as high as 50mA. Both the inputs and the outputs of the LM111 series can be isolated from system ground, and the output can drive loads referred to ground, the positive supply, or the negative supply. Offset balancing and strobe capability are provided and outputs can be wire-ORed. Although slower than the mA710 (200 ns response time versus 40 ns), the devices are also much less prone to spurious oscillations. [pic] TOP VIEW AND PIN SET [pic] features FEATURES †¢ Operates from single 3 V supply (LM311B) †¢ Maximum input bias current: 150 nA (LM311: 250 nA) †¢ Maximum offset current: 20 nA (LM311: 50 nA) †¢ Differential input voltage range:  ±30 V †¢ Power consumption: 135 mW at  ±15 V †¢ High sensitivity: 200 V/mV †¢ Zero crossing detector 7805 The 7805 series of three-terminal positive regulator are available in the TO-220/D-PAK package and with several fixed output voltages, making them useful in a wide range of applications. Each type employs internal current limiting, thermal shut down and safe operating area protection, making it essentially indestructible. If adequate heat sinking is provided, they can deliver over 1A output current. Although designed primarily as fixed voltage regulators, these devices can be used with external components to obtain adjustable voltages and currents. [pic] 1 2 3 [pic] Internal diagram [pic] Features †¢ Output Current up to 1A Output Voltages of 5, 6, 8, 9, 10, 12, 15, 18, 24V †¢ Thermal Overload Protection †¢ Short Circuit Protection †¢ Output Transistor Safe Operating Area Protection 74HC14N HEX SCHMITT TRIGGER INVERTER Basic of 7414 Each circuit functions as an inverter, but because of the Schmitt action, it has different input threshold levels for positive (VT+) and for negative going(Vt-) signals. These circuit are temperature compensated and can be triggered from the slowest Micro controller AT89S52 Basic of AT89S52 The AT89S52 is a low-power, high-performance CMOS 8-bit microcontroller with 8K bytes of in-system programmable Flash memory. The device is manufactured using Atmel’s high-density nonvolatile memory technology and is compatible with the industry- standard 80C51 instruction set and pinout. The on-chip Flash allows the program memory to be reprogrammed in-system or by a conventional nonvolatile memory programmer. By combining a versatile 8-bit CPU with in-system programmable Flash on a monolithic chip, the Atmel AT89S52 is a powerful microcontroller which provides a highly-flexible and cost-effective solution to many embedded control applications. The AT89S52 provides the following standard features: 8K bytes of Flash, 256 bytes of RAM, 32 I/O lines, Watchdog timer, two data pointers, three 16-bit timer/counters, a six-vector two-level interrupt architecture, a full duplex serial port, on-chip oscillator, and clock circuitry. In addition, the AT89S52 is designed with static logic for operation down to zero frequency and supports two software selectable power saving modes. The Idle Mode stops the CPU while allowing the RAM, timer/counters, serial port, and interrupt system to continue functioning. The Power-down mode saves the RAM contents but freezes the oscillator, disabling all other chip functions until the next interrupt or hardware reset. [pic] Features of AT89S52 †¢ Compatible with MCS-51 ® Products †¢ 8K Bytes of In-System Programmable (ISP) Flash Memory – Endurance: 1000 Write/Erase Cycles †¢ 4. 0V to 5. 5V Operating Range †¢ Fully Static Operation: 0 Hz to 33 MHz †¢ Three-level Program Memory Lock †¢ 256 x 8-bit Internal RAM †¢ 32 Programmable I/O Lines †¢ Three 16-bit Timer/Counters †¢ Eight Interrupt Sources †¢ Full Duplex UART Serial Channel †¢ Low-power Idle and Power-down Modes †¢ Interrupt Recovery from Power-down Mode Watchdog Timer †¢ Dual Data Pointer †¢ Power-off Flag †¢ Fast Programming Time †¢ Flexible ISP Programming (Byte and Page Mode) Coding ; line 1 ; #include CLINE0 ; end of line 0 ; line 1 ; /* CLINE1 ; end of line 1 ; line 2 ; SFR31. H CLINE2 ; end of line 2 ; line 3 ; Copyright 1995 SPJ Systems, Pune CLINE3 ; end of line 3 ; line 4 ; CLINE4 ; end of line 4 ; line 5 ; This header file contains SFR declarations for the CPU 8031 CLINE5 ; end of line 5 ; line 6 ; Please note that you will have to include SFR31. H in your program, if you CLINE6 ; end of line 6 ; line 7 ; wish to access the SFRs from your C program. CLINE7 ; end of line 7 line 8 ; */ CLINE8 ; end of line 8 ; line 9 ; CLINE9 ; end of line 9 ; line 10 ; SFRACC0xe0 CLINE10 ACCequ0e0h ; end of line 10 ; line 11 ; SFRREG_B0xf0 CLINE11 REG_Bequ0f0h ; end of line 11 ; line 12 ; SFRPSW0xd0 CLINE12 PSWequ0d0h ; end of line 12 ; line 13 ; SFRSP0x81 CLINE13 SPequ081h ; end of line 13 ; line 14 ; SFRDPL0x82 CLINE14 DPLequ082h ; end of line 14 ; line 15 ; SFRDPH0x83 CLINE15 DPHequ083h ; end of line 15 ; line 16 ; SFRP00x80 CLINE16 P0equ080h ; end of line 16 ; line 17 ; SFRP10x90 CLINE17 P1equ090h ; end of line 17 ; line 18 ; SFRP20xa0 CLINE18 P2equ0a0h ; end of line 18 ; line 19 ; SFRP30x b0 CLINE19 P3equ0b0h end of line 19 ; line 20 ; SFRIP0xb8 CLINE20 IPequ0b8h ; end of line 20 ; line 21 ; SFRIE0xa8 CLINE21 IEequ0a8h ; end of line 21 ; line 22 ; SFRTMOD0x89 CLINE22 TMODequ089h ; end of line 22 ; line 23 ; SFRTCON0x88 CLINE23 TCONequ088h ; end of line 23 ; line 24 ; SFRTH00x8c CLINE24 TH0equ08ch ; end of line 24 ; line 25 ; SFRTL00x8a CLINE25 TL0equ08ah ; end of line 25 ; line 26 ; SFRTH10x8d CLINE26 TH1equ08dh ; end of line 26 ; line 27 ; SFRTL10x8b CLINE27 TL1equ08bh ; end of line 27 ; line 28 ; SFRSCON0x98 CLINE28 SCONequ098h ; end of line 28 ; line 29 ; SFRSBUF0x99 CLINE29 SBUFequ099h ; end of line 29 ; line 30 ; SFRPCON0x87 CLINE30 PCONequ087h ; end of line 30 ; line 31 ; CLINE31 ; end of line 31 ; line 2 CLINE0 ; end of line 0 ; line 1 ; /*float. h CLINE1 ; end of line 1 ; line 2 ; CLINE2 ; end of line 2 ; line 3 ; Copyright (c) SPJ Systems 1998 CLINE3 ; end of line 3 ; line 4 ; All Rights Reserved. CLINE4 ; end of line 4 ; line 5 ; */ CLINE5 ; end of line 5 ; line 6 ; CLINE6 ; end of line 6 ; line 7 ; #define FLT_RADIX2 CLINE7 ; end of line 7 ; line 8 ; #define FLT_DIG6 CLINE8 ; end of line 8 ; line 9 ; CLINE9 ; end of line 9 ; line 10 ; #define FLT_MANT_DIG24 CLINE10 ; end of line 10 ; line 11 ; #define FLT_MAX_EXP+128 CLINE11 ; end of line 11 ; line 12 #define FLT_MIN_EXP-125 CLINE12 ; end of line 12 ; line 13 ; CLINE13 ; end of line 13 ; line 3 CLINE0 ; end of line 0 ; line 1 ; #definestart_timer0()asmsetbtcon. 4 CLINE1 ; end of line 1 ; line 2 ; #definestop_timer0()asmclrtcon. 4 CLINE2 ; end of line 2 ; line 3 ; #definestart_timer1()asmsetbtcon. 6 CLINE3 ; end of line 3 ; line 4 ; #definestop_timer1()asmc lrtcon. 6 CLINE4 ; end of line 4 ; line 5 ; #defineex0_edge()asmsetbtcon. 0 CLINE5 ; end of line 5 ; line 6 ; #defineex0_level()asmclrtcon. 0 CLINE6 ; end of line 6 ; line 7 ; #defineex1_edge()asmsetbtcon. 2 CLINE7 ; end of line 7 ; line 8 ; #defineex1_level()asmclrtcon. 2 CLINE8 ; end of line 8 ; line 9 ; #defineenable_rx()asmsetbscon. 4 CLINE9 ; end of line 9 ; line 10 ; #definedisable_rx()asmclrscon. 4 CLINE10 ; end of line 10 ; line 11 ; #defineclr_ti()asmclrscon. 1 CLINE11 ; end of line 11 ; line 12 ; #defineclr_ri()asmclrscon. 0 CLINE12 ; end of line 12 ; line 13 ; #defineenable_ex0()asmorlie,#81h CLINE13 ; end of line 13 ; line 14 ; #defineenable_t0()asmorlie,#82h CLINE14 ; end of line 14 ; line 15 ; #defineenable_ex1()asmorlie,#84h CLINE15 ; end of line 15 ; line 16 ; #defineenable_t1()asmorlie,#88h CLINE16 ; end of line 16 ; line 17 ; #defineenable_ser()asmorlie,#90h CLINE17 ; end of line 17 line 18 ; #defineenable_t2()asmorlie,#0a0h CLINE18 ; end of line 18 ; line 19 ; #defineenable_all()asmmovie,#0bfh CLINE19 ; end of line 19 ; line 20 ; #defineenable()asmsetbie. 7 ; sets only the MSB CLINE20 ; end of line 20 ; line 21 ; #definedisable_ex0()asmanlie,#0feh CLINE21 ; end of line 21 ; line 22 ; #definedisable_t0()asmanlie,#0fdh CLINE22 ; end of line 22 ; line 23 ; #definedisable_ex1()asmanlie,#0fbh CLINE23 ; end of line 23 ; line 24 ; #definedisable_t1()asmanlie,#0f7h CLINE24 ; end of line 24 ; line 25 ; #definedisable_ser()asmanlie,#0efh CLINE25 ; end of line 25 ; line 26 ; #definedisable_t2()asmanlie,#0dfh CLINE26 end of line 26 ; line 27 ; #definedisable_all()asmmovie,#0 CLINE27 ; end of line 27 ; line 28 ; #definedisable()asmclrie. 7 ; clears only the MSB CLINE28 ; end of line 28 ; line 29 ; #defineset_hi_ex0()asmorlip,#1h CLINE29 ; end of line 29 ; line 30 ; #defineset_hi_t0()asmorlip,#2h CLINE30 ; end of line 30 ; line 31 ; #defineset_hi_ex1()asmorlip,#4h CLINE31 ; end of line 31 ; line 32 ; #defineset_hi_t1()asmorlip,#8h CLINE32 ; end of line 32 ; line 33 ; #defineset_hi_ser()asmorlip,#10h CLINE33 ; end of line 33 ; line 34 ; #defineset_hi_t2()asmorlip,#20h CLINE34 ; end of line 34 ; line 35 ; #defineset_lo_ex0()asmanlip,#0feh CLINE35 ; end of line 35 ; line 36 ; #defineset_lo_t0()asmanlip,#0fdh CLINE36 ; end of line 36 ; line 37 ; #defineset_lo_ex1()asmanlip,#0fbh CLINE37 ; end of line 37 ; line 38 ; #defineset_lo_t1()asmanlip,#0f7h CLINE38 ; end of line 38 ; line 39 ; #defineset_lo_ser()asmanlip,#0efh CLINE39 ; end of line 39 ; line 40 ; #defineset_lo_t2()asmanlip,#0dfh CLINE40 ; end of line 40 ; line 41 ; #defineset_double_baud()asmorlpcon,#80h CLINE41 ; end of line 41 ; line 42 ; #defineclr_double_baud()asmanlpcon,#7fh CLINE42 ; end of line 42 ; line 43 ; #definepowerdown()asmorlpcon,#2 CLINE43 ; end of line 43 ; line 44 ; #definego_idle()asmorlpcon,#1 CLINE44 ; end of line 44 ; line 45 ; #defineset_t0_mode(gate,c_t,mode)asmorltmod,#((gate * 8) + (c_t * 4) + mode) CLINE45 ; end of line 45 ; line 46 ; #defineset_t1_mode(gate,c_t,mode)asmorltmod,#(((gate * 8) + (c_t * 4) + mode) * 16) CLINE46 ; end of line 46 ; line 47 ; #defineset_com_mode(mode,sm2,ren)asmmovscon,#((mode * 64) + (sm2 * 32) + (ren * 16)) CLINE47 ; end of line 47 ; line 48 ; CLINE48 ; end of line 48 line 4 CLINE0 ; end of line 0 ; line 1 CLINE1 ; end of line 1 ; line 2 ; CLINE2 ; end of line 2 ; line 3 ; Copyright (c) SPJ Systems 1998 CLINE3 ; end of line 3 ; line 4 ; All Rights Reserved. CLINE4 ; end of line 4 line 5 ; */ CLINE5 ; end of line 5 ; line 6 ; CLINE6 ; end of line 6 ; line 7 ; unsigned char inportb (unsigned int portid) ; CLINE7 ; end of line 7 ; line 8 ; void outportb (unsigned int portid, unsigned int value) ; CLINE8 ; end of line 8 ; line 9 ; unsigned char peekb (unsigned int addr) ; CLINE9 ; end of line 9 ; line 10 ; void pokeb (unsigned int addr, uns igned int value) ; CLINE10 ; end of line 10 ; line 11 ; void set_tcnt (int tnum, unsigned int count) ; CLINE11 ; end of line 11 ; line 12 ; void delay (int count) ; CLINE12 ; end of line 12 ; line 13 ; void delay_ms (int count) ; CLINE13 ; end of line 13 ; line 14 unsigned char lo_nibb (unsigned char ch) ; CLINE14 ; end of line 14 ; line 15 ; unsigned char hi_nibb (unsigned char ch) ; CLINE15 ; end of line 15 ; line 16 ; int getbyte () ; CLINE16 ; end of line 16 ; line 17 ; void sendbyte (unsigned char ch) ; CLINE17 ; end of line 17 ; line 18 ; int ser_rdy () ; CLINE18 ; end of line 18 ; line 19 ; void init_ser () ; CLINE19 ; end of line 19 ; line 20 ; CLINE20 ; end of line 20 ; line 21 ; #defineINT_EXT01 CLINE21 ; end of line 21 ; line 22 ; #defineINT_TMR02 CLINE22 ; end of line 22 ; line 23 ; #defineINT_EXT13 CLINE23 ; end of line 23 ; line 24 ; #defineINT_TMR14 CLINE24 ; end of line 24 line 25 ; #defineINT_SER5 CLINE25 ; end of line 25 ; line 26 ; #defineINT_TMR26 CLINE26 ; end o f line 26 ; line 27 ; CLINE27 ; end of line 27 ; line 5 CLINE0 ; end of line 0 ; line 1 ; /*math. h CLINE1 ; end of line 1 ; line 2 ; CLINE2 ; end of line 2 ; line 3 ; Copyright (c) SPJ Systems 1998 CLINE3 ; end of line 3 ; line 4 ; All Rights Reserved. CLINE4 ; end of line 4 ; line 5 ; */ CLINE5 ; end of line 5 ; line 6 ; CLINE6 ; end of line 6 ; line 7 ; #definepye3. 14285714285714 CLINE7 ; end of line 7 ; line 8 ; #definepyex26. 28571428571429 CLINE8 ; end of line 8 ; line 9 ; #definepye_2 1. 57142857142857 CLINE9 ; end of line 9 line 10 ; #definepyex3_2 4. 71428571428571 CLINE10 ; end of line 10 ; line 11 ; #defineLOG20. 30102999566 CLINE11 ; end of line 11 ; line 12 ; #defineNLOG20. 69314718056 CLINE12 ; end of line 12 ; line 13 ; #defineCONST_M0. 43429 CLINE13 ; end of line 13 ; line 14 ; CLINE14 ; end of line 14 ; line 15 ; float sin (float x) ; CLINE15 ; end of line 15 ; line 16 ; float cos (float x) ; CLINE16 ; end of line 16 ; line 17 ; float tan (float x) ; CLINE17 ; end of line 17 ; line 18 ; float asin(float x) ; CLINE18 ; end of line 18 ; line 19 ; float acos (float x) ; CLINE19 ; end of line 19 ; line 20 ; float sinh (float x) ; CLINE20 ; end of line 20 ; line 21 ; float cosh (float x) ; CLINE21 ; end of line 21 ; line 22 ; float tanh (float x) ; CLINE22 ; end of line 22 ; line 23 ; float exp (float x_flval); CLINE23 ; end of line 23 ; line 24 ; float log (float value) ; CLINE24 ; end of line 24 ; line 25 ; float log10 (float value) ; CLINE25 ; end of line 25 ; line 26 ; float pow (float x, float y) ; CLINE26 ; end of line 26 ; line 27 ; float sqrt (float x) ; CLINE27 ; end of line 27 ; line 28 ; float ceil (float x) ; CLINE28 ; end of line 28 ; line 29 ; float floor (float x) ; CLINE29 ; end of line 29 ; line 30 ; float fabs (float x) ; CLINE30 end of line 30 ; line 31 ; float ldexp (float number, int power) ; CLINE31 ; end of line 31 ; line 32 ; float frexp (float number, int *power) ; CLINE32 ; end of line 32 ; line 33 ; float modf (float x, float *ipart) ; CLINE33 ; end of line 33 ; line 34 ; float fmod (float n1, float n2) ; CLINE34 ; end of line 34 ; line 35 ; CLINE35 ; end of line 35 ; line 6 CLINE0 ; end of line 0 ; line 1 ; /*stdlib. h CLINE1 ; end of line 1 ; line 2 ; CLINE2 ; end of line 2 ; line 3 ; Copyright (c) SPJ Systems 1998 CLINE3 ; end of line 3 ; line 4 ; All Rights Reserved. CLINE4 ; end of line 4 ; line 5 ; */ CLINE5 ; end of line 5 line 6 ; CLINE6 ; end of line 6 ; line 7 ; float atof (char *s) ; CLINE7 ; end of line 7 ; line 8 ; int atoi (char *s) ; CLINE8 ; end of line 8 ; line 9 ; long int atol (char *s) ; CLINE9 ; end of line 9 ; line 10 ; int abs (int n) ; CLINE10 ; end of line 10 ; line 11 ; long int labs (long int n) ; CLINE11 ; end of line 11 ; line 12 ; CLINE12 ; end of line 12 ; line 13 ; void int2bcd (int value, char *dest, int ndigits) ; CLINE13 ; end of line 13 ; line 14 ; void itoa_c31 (int value, char *dest, int ndigits) ; CLINE14 ; end of line 14 ; line 15 ; void ui2a_c31 (unsigned int value, char *dest, int ndigits) ; CLINE15 end of line 15 ; line 16 ; void ui2bcd (unsigned int value, char *dest, int ndigits) ; CLINE16 ; end of line 16 ; line 17 ; CLINE17 ; end of line 17 ; line 18 ; void long2bcd (long int val, char *dest, int cnt) ; CLINE18 ; end of line 18 ; line 19 ; void ltoa_c31 (long int val, char *dest, int cnt) ; CLINE19 ; end of line 19 ; line 20 ; CLINE20 ; end of line 20 ; line 7 ; #include CLINE0 ; end of line 0 ; line 1 ; /*etc. h CLINE1 ; end of line 1 ; line 2 ; CLINE2 ; end of line 2 ; line 3 ; Copyright (c) SPJ Systems 1998 CLINE3 ; end of line 3 ; line 4 ; All Rights Reserved. CLINE4 ; end of line 4 ; line 5 ; */ CLINE5 end of line 5 ; line 6 ; CLINE6 ; end of line 6 ; line 7 ; int bcd2int (char *str, int ndigits) ; CLINE7 ; end of line 7 ; line 8 ; void flot2str (float value, char *dest) ; CLINE8 ; end of line 8 ; line 9 ; CLINE9 ; end of line 9 ; line 8 ; #include CLINE0 ; end of line 0 ; line 1 ; /*string. h CLINE1 ; end of line 1 ; line 2 ; CLINE2 ; end of line 2 ; line 3 ; Copyright (c) SPJ Systems 1998 CLINE3 ; end of line 3 ; line 4 ; All Rights Reserved. CLINE4 ; end of line 4 ; line 5 ; */ CLINE5 ; end of line 5 ; line 6 ; CLINE6 ; end of line 6 ; line 7 ; char * strcpy (char *dest, char *src) ; CLINE7 ; end of line 7 ; line 8 char * strncpy (char *dest, char *src, int maxlen) ; CLINE8 ; end of line 8 ; line 9 ; char * strcat (char *dest, char *src) ; CLINE9 ; end of line 9 ; line 10 ; int strcmp (char *s1, char *s2) ; CLINE10 ; end of line 10 ; line 11 ; unsigned int strlen (char *src) ; CLINE11 ; end of line 11 ; line 12 ; char * strlwr (char *s) ; CLINE12 ; end of line 12 ; line 13 ; char * strupr (char *s) ; CLINE13 ; end of line 13 ; line 14 ; CLINE14 ; end of line 14 ; line 15 ; void * memset (void *s, int c, int n) ; CLINE15 ; end of line 15 ; line 16 ; CLINE16 ; end of line 16 ; line 9 ; CLINE9 ; end of line 9 ; line 10 ; CLINE10 end of line 10 ; line 11 CLINE11 ; end of line 11 ; line 12 CLINE12 ; end of line 12 ; line 13 CLINE13 ; end of line 13 ; line 14 CLINE14 ; end of line 14 ; line 15 ; CLINE15 ; end of line 15 ; line 16 CLINE16 ; end of line 16 ; line 17 CLI NE17 ; end of line 17 ; line 18 ; float f1,f2,s1,s2; CLINE18 ; end of line 18 ; line 19 ; CLINE19 ; end of line 19 ; line 20 ; /*************************************************** CLINE20 ; end of line 20 ; line 21 ; * Prototype(s) * CLINE21 ; end of line 21 ; line 22 ; ***************************************************/ CLINE22 ; end of line 22 line 23 ; CLINE23 ; end of line 23 ; line 24 CLINE24 ; end of line 24 ; line 25 CLINE25 ; end of line 25 ; line 26 CLINE26 ; end of line 26 ; line 27 CLINE27 ; end of line 27 ; line 28 CLINE28 ; end of line 28 ; line 29 ; void LCD_init(); CLINE29 ; end of line 29 ; line 30 ; CLINE30 ; end of line 30 ; line 31 ; /*************************************************** CLINE31 ; end of line 31 ; line 32 ; * Sources * CLINE32 ; end of line 32 ; line 33 ; ***************************************************/ CLINE33 ; end of line 33 ; line 34 CLINE34 ; line 35 ; { CLINE35 _LCD_delay: end of line 35 ; line 36 ; unsigned char n; CLINE36 ; end of line 36 ; line 37 ; unsigned char i; CLINE37 ; end of line 37 ; line 38 CLINE38 pushbp movbp,sp incsp incsp for0: movr1,bp incr1 incr1 [email  protected],#0 for_in0: mova,bp adda,#0fdh movr1,a movmyacc,@r1 movr0,#myacc movr1,bp incr1 incr1 mova,@r1 clrc subba,@r0 clra movacc. 0,c [email  protected],a mova,myacc jnzfor_ok0 ljmpfor_out0 for_ok0: ; line 39 ; { CLINE39 ; line 40 CLINE40 for1: movr1,bp incr1 [email  protected],#0 for_in1: movr1,bp incr1 movr0,#myacc mova,@r1 clrc subba,#100 clra movacc. 0,c [email  protected],a mova,myacc jnzfor_ok1 ljmpfor_out1 for_ok1: ; line 41 ; { CLINE41 ; line 42 asm nop CLINE42 nop ; line 43 ; } CLINE43 for_inc1: movr1,bp incr1 [email  protected] ljmpfor_in1 for_out1: ; line 44 ; } CLINE44 for_inc0: movr1,bp incr1 incr1 [email  protected] ljmpfor_in0 for_out0: ; end of line 44 ; line 45 ; CLINE45 ; end of line 45 ; line 46 ; } CLINE46 movsp,bp popbp ret ; end of line 46 ; line 47 ; CLINE47 ; end of line 47 ; line 48 ; CLINE48 ; end of line 48 ; line 49CLINE49 ; line 50 ; { CLINE50 _LCD_command: ; end of line 50 ; line 51 CLINE51 pushbp movbp,sp mova,bp adda,#0fdh movr1,a mov160,@r1 ; end of line 51 ; line 52 CLINE52 clr P3. 2 ; end of line 52 ; line 53 CLINE53 clr p3. 1 ; end of line 53 line 54 CLINE54 setb P3. 0 ; end of line 54 ; line 55 CLINE55 clr P3. 0 ; end of line 55 ; line 56 CLINE56 mova,#01h pushacc lcall_LCD_delay decsp ; end of line 56 ; line 57 ; } CLINE57 movsp,bp popbp ret ; end of line 57 ; line 58 ; CLINE58 ; end of line 58 ; line 59 CLINE59 ; line 60 ; { CLINE60 _LCD_putc: ; end of line 60 ; line 61 ; P2 = ascii; CLINE61 pushbp movbp,sp mova,bp adda,#0fdh movr1,a mov160,@r1 ; end of line 61 ; line 62 CLINE62 setb P3. 2 ; end of line 62 ; line 63 ; asm clr p3. 1 CLINE63 clr p3. 1 ; end of line 63 ; line 64 CLINE64 setb P3. 0 ; end of line 64 ; line 65 ; asm clr P3. 0 CLINE65

Free Essays on The Message Of Russians

Patrick Smith Songs are powerful tools used by many people as a way to address certain issues. Sergei Prokofiev and Sting, used a song they titled, â€Å"Russians†, as a way to get the world to see that the Cold War was a useless war that must end. The arms race, lack of trust for political leaders, and peace are major issues covered in â€Å"Russians†. Throughout the years many advances in technology have make life on earth easier. On the other hand, the advances in technology have made life more difficult because weapons of mass destruction are being produced. In â€Å"Russians,† â€Å"Oppenheimer’s deadly toy† hints around about the government of Russia stocking weapons because they fear a war with the United States would happen in the future. The lack of trust for political leaders is still around today and it will likely be around in the future. The writers believed that political leaders had no common sense. They believed that common sense would end the Cold War because both sides would quit finding reasons to fight. On the other hand, the statement could mean that the Cold War was a war fought for no reason. World peace is a major goal that seems impossible. In Russians, the writers believed the Cold War was a war that no one will win. They probably felt this way because the war dragged over many years and little progress was made. World peace was also reiterated throughout the song’s chorus, which said the Russians love their children too. Although Russians may be an outdated song, many of the issues it covered are still present today. The writers of Russians, Sergei Prokofiev and Sting, used the song to relay the message that the Cold War was useless and it had to stop. In their song, the issues of the arms race, lack of trust for political leaders, and peace were strongly promoted. Although the Cold War is over, there are other â€Å"cold wars’ going on around the world. With the help of songs like ... Free Essays on The Message Of Russians Free Essays on The Message Of Russians Patrick Smith Songs are powerful tools used by many people as a way to address certain issues. Sergei Prokofiev and Sting, used a song they titled, â€Å"Russians†, as a way to get the world to see that the Cold War was a useless war that must end. The arms race, lack of trust for political leaders, and peace are major issues covered in â€Å"Russians†. Throughout the years many advances in technology have make life on earth easier. On the other hand, the advances in technology have made life more difficult because weapons of mass destruction are being produced. In â€Å"Russians,† â€Å"Oppenheimer’s deadly toy† hints around about the government of Russia stocking weapons because they fear a war with the United States would happen in the future. The lack of trust for political leaders is still around today and it will likely be around in the future. The writers believed that political leaders had no common sense. They believed that common sense would end the Cold War because both sides would quit finding reasons to fight. On the other hand, the statement could mean that the Cold War was a war fought for no reason. World peace is a major goal that seems impossible. In Russians, the writers believed the Cold War was a war that no one will win. They probably felt this way because the war dragged over many years and little progress was made. World peace was also reiterated throughout the song’s chorus, which said the Russians love their children too. Although Russians may be an outdated song, many of the issues it covered are still present today. The writers of Russians, Sergei Prokofiev and Sting, used the song to relay the message that the Cold War was useless and it had to stop. In their song, the issues of the arms race, lack of trust for political leaders, and peace were strongly promoted. Although the Cold War is over, there are other â€Å"cold wars’ going on around the world. With the help of songs like ...

The Pros and Cons of GMOs From a Vegan Perspective

The Pros and Cons of GMOs From a Vegan Perspective If youre confused about the pros and cons of genetically modified organisms (GMOs), youre not alone. This relatively new technology is riddled with bioethics questions, and the arguments for and against GMOs are difficult to weigh because its hard to know the risks until something goes wrong. Part of this is due largely to the wide scope that the term genetically modified organism includes, though its exclusion of genetic alterations that could be caused by natural mating has narrowed the definition considerably. Still, most argue that not all GMOs are bad. Scientific breakthroughs in manipulating plant genetics are actually largely responsible for the commercial success of crops in the United States, especially that of corn and soy.   New legislation initiatives in the United States are seeking to force products to be labeled as genetically modified as a result of this clarification, and it could lead to a better understanding - or more confusion - of what it means for a good to be a GMO.   What Exactly Is a GMO? The legal definition of a genetically modified organism in the European Union is an organism, with the exception of human beings, in which the genetic material has been altered in a way that does not occur naturally by mating and/or natural recombination. It is illegal in the E.U. to deliberately release a GMO into the environment, and food items containing more than 1% GMOs must be labeled - which is not the case in the U.S. This alteration of the genes usually entails inserting genetic material into an organism in a laboratory without natural mating, breeding or reproduction. Instead of breeding two plants or animals together to bring out certain traits in the offspring, the plant, animal or microbe has DNA from another organism inserted. Creating GMOs is one type of genetic engineering, further broken down into different sub categories like transgenic organisms, which are GMOs that contain DNA from another species and cisgenic organisms, which are GMOs that contain DNA from a member of the same species and is generally regarded as the less risky type of GMO. Arguments for GMO Use GMO technology can develop crops with higher yield, with less fertilizer, less pesticides, and more nutrients. In some ways, GMO technology is more predictable than traditional breeding, in which thousands of genes from each parent are transferred randomly to the offspring. Genetic engineering moves discrete genes or blocks of genes at a time. Further, it speeds up production and evolution. Traditional breeding can be very slow because it might take several generations before the desired trait is sufficiently brought out and the offspring must reach sexual maturity before they can be bred. With GMO technology, the desired genotype can be created instantly in the current generation. If you live in the United States, you are most likely eating GMOs or livestock who were fed GMOs.  Eighty-eight percent  of the corn and ninety-four percent  of the soy grown in the U.S. has been genetically modified to be herbicide-resistant and/or insect-resistant. GMOs may not be natural, but not everything natural is good for us, and not everything unnatural is bad for us. Poisonous mushrooms are natural, but we shouldnt eat them. Washing our food before eating it is not natural, but is healthier for us. GMOs have been on the market since 1996, so if all GMOs were an immediate health threat, we would know it by now. Arguments Against GMO Use The most common arguments against GMOs are that they have not been tested thoroughly, have less predictable outcomes and can be potentially harmful to human, animal and crop health alike as a result.   Studies have already shown that GMOs are dangerous to rats. A  review of 19 studies  in which genetically modified soy and corn were fed to mammals found that a GMO diet often led to liver and kidney problems. Further, genetically modified plants or animals could interbreed with wild populations, creating problems such as population explosions or crashes or offspring with dangerous traits which would go further into harming the delicate ecosystem. Also,  GMOs will inevitably lead to more  monoculture, which is dangerous because it threatens the biological diversity of our food supply. GMOs are transferring genes in a much more unpredictable way compared to natural breeding. One of the built-in safeguards of natural breeding is that  a member of one species  will not produce fertile offspring with a member of another species. With transgenic technology, scientists are transferring genes not just across species but even across kingdoms, inserting animal genes into microbes or plants. This produces genotypes that could never exist in nature. This is far more unpredictable than crossing a Macintosh apple with a Red Delicious apple.   Genetically modified products contain novel proteins that could trigger allergic reactions in people who are either  allergic to one of the components of the GMO or in people who are allergic only to the new substance. Further, food additives that are Generally Recognized As Safe (GRAS) do not have to undergo rigorous toxicity testing to prove their safety. Instead, their safety is generally based on published past toxicity studies. The FDA has awarded GRAS status to  95% of the GMOs  that have been submitted. One of the biggest controversies surrounding GMOs is labeling. Unlike other controversial foods like  veal, trans fats, MSG or artificial sweeteners, GMO ingredients in food are rarely, if ever, identified on the label. GMO opponents advocate a labeling requirement so that consumers can decide for themselves whether or not to consume GMO products. GMOs and Animal Rights Animal rights  activism is the belief that animals have an intrinsic value separate from any value they have to  humans  and have a right to be free of human use, oppression,  confinement, and exploitation. On the plus side, GMOs can make agriculture more efficient, thereby reducing our impact on wildlife and wild habitats. However, genetically modified organisms raise some specific animal rights concerns. On the negative, GMO technology often involves  experimenting on animals  wherein the animal can be the source of the genetic  material or the recipient of genetic material such as when jellyfish and coral were  once used to create genetically modified mice, fish and rabbits as  glowing pets  for the novelty pet trade. The  patenting of genetically modified animals  is also a concern to  animal rights activists. Patenting animals treats the animals more like  property  instead of sentient, living beings. While animal advocates want animals treated less like property and more like sentient beings with their own interests, patenting animals is a step in the opposite direction. Under the U.S. Food,  Drug,  and Cosmetics Act, new food additives must be proven safe. While there are no required tests, the FDA offers  Guidelines for Toxicity Studies  that include rodents and non-rodents, usually dogs. Although some opponents of GMOs are demanding more long-term tests, animal advocates should refrain from doing so. More tests will mean  more animals suffering  in laboratories.

Economics Essay Example | Topics and Well Written Essays - 1000 words - 5

Economics - Essay Example An economic cycle comprises several phases viz. recession, recovery and boom. In the recovery phase, individuals and businesses borrow and invest more causing the aggregate demand to rise up which leads to boom or expansionary pressures in the economy. This boom brings with it problems like inflation and high imports etc. In such a situation, the government needs to take some action through various macroeconomic policies for the purpose of stabilisation of economy. Thus, the recessionary pressures enter the economy characterised by weak investment and business slow down (Smith, 2003). The economy displays several peaks and troughs over a cyclical phase (see Fig 1). The responsibility of government to stabilise the economy leads it to make use of various macroeconomic policies in order to manage the cyclical economic fluctuations. As an advisor to the government, I would like to recommend the use of monetary and fiscal policies for the purpose of curtailing cyclical fluctuations. Macroeconomic policies like monetary and fiscal policies can be utilised by government to control economic fluctuations. Macroeconomic factors like taxation and government spending fall within the realm of fiscal policy whereas inflation, interest rates, exchange rates and other monetary factors are relevant to the monetary policy. Government can control economy by fluctuating interest rates, exchange rates, and the growth of money and credit in the economy (Smith, 2003). Most particularly, changing interest rates on the part of the government affects inflation, supply of money and credit, exchange rates, foreign and domestic investment and business expansions etc. All these factors put a great impact on the cyclical pressures in the economy. Monetary policy can be utilised in two dimensions under cyclical fluctuations in business. In the case of expansionary pressures or boom in the economy, the

Evidence and Expert Interview Paper Term Example | Topics and Well Written Essays - 1000 words

Evidence and Expert Interview - Term Paper Example As stipulated in my goals paper aims â€Å"to explicate the relevance of holistic leadership in healthcare among doctors, nurses, health-based social workers, and psychologists (Connor, 2007). It also aimed at â€Å"inculcating knowledge on healthcare to engage them in self-care management for quality living. This practitioner maximized the experts’ opinions in completing the goals â€Å"(Connor, 2007). Leadership Development The theories on leadership can be acquired through formal education or by alternative trainings aimed at enhancing their capacities to handle organizational development and management (Connor, 2007). Leadership was defined by experts as about possessing such core competence to strategically achieve desired results and outcomes using planning, programming, implementation, and harnessing all possibilities through evaluation and regular monitoring (Kellie, et. al, 2010). Leadership can either be transformational, transactional, charismatic, and principle- centered. All of them direct human resources of an organization to be steadfast in working in according to their vision, mission, goals and programs (Kellie, et. al, 2010). Nowadays, medical practitioners require that they should be multidisciplinary in knowledge and in approaches in dealing with multicultural patients (Kellie, et.al, 2010). They do not only provide diagnoses and prescription of medication but also teach patients about the symptoms of their illnesses, the consequential actions that should be undertaken, the required relations and support from their respective family, the necessary diet that should be strictly enforced for quality health, and to understand not only the patient’s physiological aspect but also their psychological being, including the nature of the relations within his or her immediate family (Kellie, et.al, 2010). This complex way of dealing with the patients is part of the reform agenda of healthcare management in advanced and emerging nations to help nurture among patients such self –reliance and efficacy in healthcare management. The bottom line here is for patients to acquire fundamental knowledge about the extent of personal management they could do to ensure too that life will be prolonged and their lifestyles are directed to positive light. Vast knowledge is available for health care consumption in clinics and from expert medical practitioners, which can be obtained through proper consultation. Related practices can be directly and can be comparatively observed from patients too under hospital or in home-based care. Credible Websites Some of the credible websites that can be maximized to source out general information to advance leadership in healthcare practices are the http://npr.org/health; http://brookings.edu; http://healthcare.nationaljournal.com/?; the website of the Department of Health; http://allhealth.org; the NHS, and those accessible online healthcare journals from universities and public health. In the website of http://ajmc.com otherwise known as the American Journal for Managed Care (2013a), experts discussed about the significance of