Flow in Pipe Network Analysed Using Hardy Cross Method

Flow in Pipe Network Analysed Using Hardy Cross Method Table of Contents 1.0 Introduction 2.0 Procedure for Hardy Cross method: 3.0 Flow in Pipe Network analysed using Hardy Cross method 4.0 Advantages 5.0 Conclusion 6.0 References 1.0 Introduction Piping networks have quite a wide range of practical applications, from water and gas distribution systems to air conditioning installations. Although simple problems, such as for instance, a single branch connecting two reservoirs, may be solved analytically, more complex network problems need an iterative approach, recurring to a digital computer. The most popular method for solving this type of problems is the Hardy-Cross method. The Hardy Cross method is an iterative method for determining the flow in pipe network systems where the input and output flows are known, but the flow inside the network is unknown. Also, the pipe length, diameter, roughness and other key characteristics should be known. Before the method was introduced, solving complex pipe systems for distribution was extremely difficult due to the nonlinear relationship between head loss and flow. Water distribution system models have become very important and practical tool for civil engineers. Models are often used to optimize the design of new distribution systems or analyze major extensions or modifications to existing distribution systems. The introduction of the Hardy Cross method for analyzing pipe flow networks revolutionized  municipal water supply design (Pdhengineer.com, 2014). The Hardy Cross method is normally used as the pipe network analysis by most engineers. Computer models help engineers to solve difficult situations, namely: What is the maximum fire flow at a given point in the system? How long can that fire flow be provided for? What size pipe installation would be necessary between two points in a system to increase the pressure at one of the points to the minimum pressure required? If a subdivision or commercial development is built, will adequate pressures and flows exist? If not, what length and size of water mains must be upgraded by the developer to allow for the proposed construction? 2.0 Procedure for Hardy Cross method: This method is applicable to closed-loop pipe networks. The outflows from the system are assumed to occur at the nodes, where a node is the end of each pipe. This assumption would therefore result uniform flow in the pipelines distribution systems. The Hardy-Cross analysis is based on the principles that At each junction, the total inflow must be equal to total outflow. Head balance criterion: algebraic sum of the head losses around any closed-loop is zero. For a given pipe system, with known junction outflows, the Hardy-Cross method is an iterative procedure based on initially estimated flows in pipes. Estimated pipe flows are corrected with iteration until head losses in the clockwise direction and in the anticlockwise direction are equal within each loop. A trial distribution is madearbitrarily but in such a way that continuity equation is satisfied at each juction. With the assumed value of Q, the head loss in each pipe is calculated according to the equation Where : head loss r : head loss per unit flow n : flow exponent The net headloss around each loop is calculated. If the net head loss due to assumed values of Q round the loop is zero, then the assumed values of Q in that loop are correct. If this is not the case, then the assumed values of Q are corrected by including a correction à ¯Ã‚ Ã¢â‚¬Å¾Q for the flows till the circuit is balanced. The correction factor à ¯Ã‚ Ã¢â‚¬Å¾Q is obtained by For turbulent flow, the value of n=2 and hence the correction factor becomes If the value of à ¯Ã‚ Ã¢â‚¬Å¾Q is positive, then it is added to the flow in the clockwise direction and subtracted from the flows in the anticlockwise direction. After the correction have been applied to each pipe in a loop and to all loops, a second trial calculation is made for all loops. This procedure is repeated till à ¯Ã‚ Ã¢â‚¬Å¾Q becomes negligible. 3.0 Flow in Pipe Network analysed using Hardy Cross method 4.0 Advantages The Hardy Cross method is useful because it relies on only simple math, circumventing the need to solve a system of equations. Without the Hardy Cross methods, engineers would have to solve complex systems of equations with variable exponents that cannot easily be solved by hand. The Hardy Cross method iteratively corrects for the mistakes in the initial guess used to solve the problem. Subsequent mistakes in calculation are also iteratively corrected. If the method is followed correctly, the proper flow in each pipe can still be found if small mathematical errors are consistently made in the process. This method is based on the successive addition of flow-rate corrections in each branch, in order to achieve satisfaction of energy conservation along every path in the network. The easiness of building a new network or modifying an existing one allows the engineer to readily observe how small changes in the network configuration may produce interesting results such as a flow reversal in a certain branch. 5.0 Conclusion Distribution system is a network of pipelines that distribute water to the consumers. They are designed to adequately satisfy the water requirement for a combination of domestic, commercial, industrial and fire fighting purposes. In any pipe network, the algebraic sum of pressure drops around a closed loop must be zero (there can be no discontinuity in pressure) as well as the flow entering a junction must be equal to the flow leaving that junction; i.e. the law of continuity must be satisfied (Nptel.ac.in, 2014). A good distribution system should provide adequate water pressure at the consumers taps for a specific rate of flow. The pressures should not only be great enough to adequately meet fire fighting needs, but should also not be excessive due to pressure leakages which is cost-effective. However, in tall buildings, booster pumps are required to elevate the water to upper floors. Moreover, distribution system of purified water should be completely water-tight and the purity of distributed water should be maintained. Maintenance of the distribution system should be easy and economical. Even, during breakdown periods of pipeline, water should remain available. If a particular pipe length is under repair and has been shut down, the water to the population living in the down-stream side of this pipeline should be available from other pipeline. The distribution pipes systems should not be placed under highways, carriage ways as they will obstruct any traffic flow, but should be laid under foo t paths. Figure 1: Pipe network for Municipal water distribution systems in cities (Scribd.com, 2014) 6.0 References Gupta, R.K., 2005. A Text Book of Fluid Mechanics and Hydraulic Machines. 9th ed. New Delhi: Laxmi Publications. Nptel.ac.in, (2014).Objectives template. [Online] Available at: http://nptel.ac.in/courses/Webcourse-contents/IIT-KANPUR/FLUID-MECHANICS/lecture-36/36-3_pipe_soln_hardy.htm [Accessed on 27 March 2014]. Nptel.ac.in, (2014).Water Supply Network Design. [Online] Available at: http://nptel.ac.in/courses/Webcourse-contents/IIT KANPUR/wasteWater/Lecture%2015.htm [Accessed on 27 March 2014]. Pdhengineer.com, (2014).The Hardy Cross Method and its Successors in Water Distribution PDHengineer Course EN-2034. [Online] Available at: http://www.pdhengineer.com/catalog/index.php?route=product/productproduct_id=1320 [Accessed on 31 March 2014]. Scribd.com, (2014).Pipe Network Analysis using Hardy Cross method. [Online] Available at: http://www.scribd.com/doc/42173408/Pipe-Network-Analysis-using-Hardy-Cross-method [Accessed on 29 March 2014]. https://estudogeral.sib.uc.pt/bitstream/10316/8169/1/obra.pdf) http://en.wikipedia.org/wiki/Hardy_Cross_method

The True Meaning of Halloween Essay -- History of Halloween

The True Meaning of Halloween Halloween is a holiday which has been around for a lot longer than many may think. Even the traditions which seem so modern and economically rooted are almost as old as the tradition of Halloween itself. There is a lot of confusion as to when the tradition of Halloween began. Many think that Halloween began with the Celts. The Celts celebrated Samhain which was a holiday that symbolized the end of the time of the light and the beginning of the time of the dark. During the time of the dark it was said that the wall between the spirit world and that of the living was weakened and spirits were able to obtain access to the living more easily. Hence this could be one of the reasons children today think of Halloween as a scary holiday, they unknowingly are going along with ancient traditions. Along with the tradition of Samhain other traditions fused into that one to form the Holiday we know today. According to one website their research shows that, â€Å"After the Romans conquered the Celtic world, they merged Samhain with their own festivals, a harvest fest called Poloma, and a celebration for the dead called Feralia.†(A Traditional Halloween) Though the celebration itself has been explained, the acts in which children celebrate it have not. â€Å"Some believe that Druids, who threatened dire consequences to residence who didn’t respond generously to their demands for free goods or money.†(A Traditional Halloween) Yet another clue where the tradition of trick or treating may come from is that author Joan Lee Faust has pointed out that â€Å"The Roman harvest festival honoring Pomona, the goddess of fruits, was held about the same time of year. Historians suggest this festival also infl... ...ty rules and try to be as careful as possible Halloween can stay an enjoyable holiday for all. So centuries later after the Celts and Romans and early Christians the tradition of Halloween still lives on. Though one is unsure who to specifically thank for this exciting day, everyone at one point in their life or another has celebrated this holiday and really has enjoyed the day with family and friends. Sources Cited Faust, Joan Lee â€Å"Around the Garden† New York Times 31 Oct. 1965 Mealia, Bernie personal interview 8 Dec. 2003 Sanders, Dan â€Å"Halloween Traditions Change from Childhood to Adulthood† The Keystone 8 Dec. 2003 http://www.keystoneonline.com/story.asp?Art_id=779 â€Å"A Traditional Halloween† www.a-traditional-halloween.com 8 Dec. 2003 Wilson, Jerry â€Å"History and Customs of Halloween† http://wilstar.net/holidays/halloween.htm 8 Dec. 2003

Dell Ad Campaign Essay -- GCSE Business Marketing Coursework

Dell Ad Campaign The biggest area of expansion for Dell is the consumer market. In order to develop more sales in this market Dell needs to focus more advertising on the needs and wants of the consumer. Currently Dell promotes its direct model, which is a key factor Dell needs to create a better position for itself in the consumer market. With all of the PCs in the market being more or less equal, Dell needs to focus on what differentiates its products from the competition, namely service and support. The advertising campaign need to focus on the emotions of the PC users as oppose to merely their logical side. With a strong emotional ad campaign focusing on the anxieties and fears of the consumers when it comes to making the decision for a computer purchase Dell can reassure the consumers that we are there for them. The direct model and more importantly the virtual integration should be the focus of the campaign as oppose to a â€Å"teen-age† part-time employee at your local mall. Why would anyone want to go into a super store where the salesperson pitches everything under the sun to you before you finish telling them what it is you need. With the build-to-order direct way Dell operates â€Å"you tell us what you want, we don’t tell you what you want.† The advertisement campaign will need to be coordinated in print, television, radio and obviously the Internet. Dell can also integrate the direct mail pieces and catalogs with the new pitch to further expand its reach and frequency. Dell can also continue to work towards the small and medium businesses through this strategy using a similar â€Å"mirror† campaign in the trade publications and in trade show displays. The idea will be to have the campaign as recognizable and incorporating the â€Å"Be Direct† slogan that made Dell what it is. According to the Boston Consulting Matrix a â€Å"Star† is in a high growth market such as the PC market and the company has a high market share as in Dell’s case. With a â€Å"Star† the recommended strategy is to build. In this case the all of Dell’s products, desktops, notebooks, workstations, and servers fall into the â€Å"Star† scenario and as such Dell needs to utilize strategies that will build the market. By building the market a company can realize the maximum potential of the product line, if a â€Å"Star† is left alone its true potential may never be realized. With the PC marke... ...are being discussed and investigated. Given the failure Dell had in the retail channel these experiences could be shown to bring more customers to the direct model which would be informative for the consumer. With Dell’s â€Å"Be Direct† position already commonplace, Dell will be associated with the direct model to cut off the competitors trying to â€Å"be like Dell†. Advertising Schedule As stated in our recommendations we will be beginning an advertising campaign to increase Dell’s share of mind and share of heart in the market. The campaign will be primarily focused on the consumer and small business segments. A pulsing strategy is recommended, built around our existing sales trends. The campaign will run for nine months from April to December, with three different but related messages. Below is our corresponding sales trend that will allow us to best choose the pulsing strategy. As you can see from the trend line between April and December our peak sales times are April, July and August, and December. We will schedule our strongest reach and frequencies to correspond to these peaks. By increasing our total GRP during peak months Dell can best use its advertising resources.

Conservation of Water Essay

Nothing could be truer and telling than the fact that water is the elixir of life. Conservation of water is as much essential as preserving our flora and fauna and also protecting our heritage. With the highly disturbing reports of our water sources drying up or depleting in nature and nuance, it is time that we sat up and gave a serious thought and consideration to measures that could help save water and conserve it for use, both for the present and future generations. There is no denying that with the fast changing patterns of life, the demand for water is going to increase, both for domestic and non-domestic purposes. Unless some prompt and purposeful measures are taken to save and conserve water, the day would not be far away when we might be asked to face the music for want of adequate and regular supply of water, for domestic, agricultural, industrial and many other usages. The problem of depleting water sources is real and therefore the measures to meet the challenge should be equally robust and realistic. Knowledgeable people visualise the solution in traditional wisdom and modern technology. Just as the subject of environmental studies is being taught at different levels of school and college education, similarly the subject of water (how to avoid its wastage and conserve it) should be included in school curriculum. If students, in particular, and the public, in general, are made aware how to use water prudently and conserve every drop, we can face the dilemma of scarce water resources and increasing demand for this precious liquid. With modern technology at our disposal, waste-water from cities and industry should be recycled. A comprehensive water policy that addresses the issues related to water resources, water-table going down in certain States, crop pattern or diversification ensuring linkages with sectors like energy, forestry and agriculture, should be drawn up. Last but not least is the crying need to work in harmony with nature and give back what we take. After all the havoc that we have done to nature, the latter is still benign and bountiful. To make the best use of nature’s benevolence, all users of water in India are required to know that discretion is the better part of valor and prudence is the panacea for many a man-made mess.

Self-Proclaimed Philosopher “Charlotte Perkins Gilman”

Charlotte Perkins Gilman was a self-proclaimed philosopher, writer, educator and an intellectual activist of the women's movement from the late 1890's through the mid-1920's. She demanded equal treatment for women as the best means to advance society's progress. She was an extraordinary woman who waged a lifelong battle against the restrictive social codes for women in late nineteenth-century America. Mrs. Gilman was born Charlotte Anna Perkins on July 3, 1860, in Providence, Rhode Island. She was the grandniece of Harriet Beecher Stowe. She attributed her lifelong talent for speaking and her writing ability to her Beecher heritage. Most of what Charlotte learned was self-taught, since her formal schooling was only about six or seven years. Gilman believed early on that she was destined to dedicate her life to serving humanity. When her lover unexpectedly proposed, she was suddenly torn between work and marriage. After years of debating whether to marry or not to marry, she consented and to the best of her abilities carried on the traditional roles of wife and mother, only to suffer a nervous breakdown. When her treatment of total rest drove her close to insanity, she was cured by removing herself physically from her home, husband, and finally her daughter, and by taking part in and writing about the social movements of the day. Later in life she married her first cousin, George Gilman, and again suffered from depression though not as severely as she had suffered throughout her first marriage. Using her life experiences as a female within a male dominated society, Gilman wanted to redefine womanhood. She declared that women were equal to men in all aspects of life. This new woman she described was to be an intelligent, well-informed and well-educated thinker. She would also be the creator and the expresser of her own ideas. She was to be economically self-sufficient, socially independent, and politically active. She would share the opportunities, duties and responsibilities of the workplace with men, and together they would take care of their home. Finally, this new woman was to be informed, assertive, confident, and influential, as well as compassionate, loving, and sensitive, at work and at home. This vision of the future female went against the traditional role of womanhood, not to mention the concepts and values of family, home, religion, community, and democracy. These views have labeled Gilman as a feminist, but theses ideas clearly have a place within educational history. Gilman showed the need to develop higher learning institutions for teacher education and to offer women a place that would train them to think more critically. She viewed the education of women as an essential part of a democratic society. She felt by educating women and thus feminizing society that gender discrepancies within society would end. Gilman began to explore the issue of gender discrepancy within society in the mid-1880's when she first began her career as a writer. Her first published essays focused on the inequality found within marriage and child-rearing. Her well received short story The Yellow Wallpaper told the story of a new mother who was nearly driven insane by the overwhelming traditional duties piled upon her as a wife and mother. The story mirrored that of her own experiences after the birth of her only child. In her highly successful publication of Women and Economics, she studied the issues of gender discrepancy and the relationship between education and women. Gilman stated that humans â€Å"are the only animal species in which the female depends upon the male for food, the only animal in which the sex-relation is also an economic relation. † She said that women's economic dependence resulted in their being â€Å"denied the enlarged activities, which have developed intelligence in man, denied the education of the will, which only comes, by freedom and power. To Gilman, the liberation of women required education and the opportunity to use what they learned to establish social as well as economic independence. In Gilman's journal called the Forerunner, she said the goal of education was to teach men, women and children to think for themselves instead of excepting other people's opinions as their own. She felt that learning centers at the turn of the century were teaching females with masculine content and philosophy. Gilman maintained that the educational philosophy needed to be changed because it was still too narrow in thinking since masculine traits were defined as human while female traits were defined as something other. She felt that these women were being educated to think like men. Once education was feminized, she believed that women could place an emphasis on social responsibility and specialized knowledge, which would develop them to their full potential. Gilman said that by teaching women to dedicate their lives to the common good that it would free them from the daily household routines and help them to recognize their connection and contribution to the world around them and become active members of the economy. In her work entitled Concerning Children she stated that a civilized society is responsible for raising civilized children and that it was the responsibility of everyone in the community to accomplish this by attending to the needs of its young. In Herland, another of her works, she said that children should start their education in infancy. Well-trained professionals should teach this education since motherhood was not a guarantee of teaching abilities. Throughout her long career as a feminist writer and lecturer, Gilman was never comfortable with labels. â€Å"I was not a reformer but a philosopher,† she wrote in her autobiography. â€Å"I worked for various reforms†¦ my business was to find out what ailed society, and how most easily and naturally to improve it. This method was through education. She used her lectures and publications to teach present and future generations about the possibilities that lay open to them. Gilman's writings about the tensions and struggles between marriage and career, social expectations, and personal goals continue to impact women's decisions. Her arguments have greatly heightened our understanding of the power of social norms on individuals, making Gilman's life and literary works a role model for many. Even though these works were written a century ago, Gilman's view of womanhood and education remains important as society continues to struggle with issues of gender and women continue to struggle for equality and independence. Self-Proclaimed Philosopher â€Å"Charlotte Perkins Gilman† Charlotte Perkins Gilman was a self-proclaimed philosopher, writer, educator and an intellectual activist of the women's movement from the late 1890's through the mid-1920's. She demanded equal treatment for women as the best means to advance society's progress. She was an extraordinary woman who waged a lifelong battle against the restrictive social codes for women in late nineteenth-century America. Mrs. Gilman was born Charlotte Anna Perkins on July 3, 1860, in Providence, Rhode Island. She was the grandniece of Harriet Beecher Stowe. She attributed her lifelong talent for speaking and her writing ability to her Beecher heritage. Most of what Charlotte learned was self-taught, since her formal schooling was only about six or seven years. Gilman believed early on that she was destined to dedicate her life to serving humanity. When her lover unexpectedly proposed, she was suddenly torn between work and marriage. After years of debating whether to marry or not to marry, she consented and to the best of her abilities carried on the traditional roles of wife and mother, only to suffer a nervous breakdown. When her treatment of total rest drove her close to insanity, she was cured by removing herself physically from her home, husband, and finally her daughter, and by taking part in and writing about the social movements of the day. Later in life she married her first cousin, George Gilman, and again suffered from depression though not as severely as she had suffered throughout her first marriage. Using her life experiences as a female within a male dominated society, Gilman wanted to redefine womanhood. She declared that women were equal to men in all aspects of life. This new woman she described was to be an intelligent, well-informed and well-educated thinker. She would also be the creator and the expresser of her own ideas. She was to be economically self-sufficient, socially independent, and politically active. She would share the opportunities, duties and responsibilities of the workplace with men, and together they would take care of their home. Finally, this new woman was to be informed, assertive, confident, and influential, as well as compassionate, loving, and sensitive, at work and at home. This vision of the future female went against the traditional role of womanhood, not to mention the concepts and values of family, home, religion, community, and democracy. These views have labeled Gilman as a feminist, but theses ideas clearly have a place within educational history. Gilman showed the need to develop higher learning institutions for teacher education and to offer women a place that would train them to think more critically. She viewed the education of women as an essential part of a democratic society. She felt by educating women and thus feminizing society that gender discrepancies within society would end. Gilman began to explore the issue of gender discrepancy within society in the mid-1880's when she first began her career as a writer. Her first published essays focused on the inequality found within marriage and child-rearing. Her well received short story The Yellow Wallpaper told the story of a new mother who was nearly driven insane by the overwhelming traditional duties piled upon her as a wife and mother. The story mirrored that of her own experiences after the birth of her only child. In her highly successful publication of Women and Economics, she studied the issues of gender discrepancy and the relationship between education and women. Gilman stated that humans â€Å"are the only animal species in which the female depends upon the male for food, the only animal in which the sex-relation is also an economic relation. † She said that women's economic dependence resulted in their being â€Å"denied the enlarged activities, which have developed intelligence in man, denied the education of the will, which only comes, by freedom and power. To Gilman, the liberation of women required education and the opportunity to use what they learned to establish social as well as economic independence. In Gilman's journal called the Forerunner, she said the goal of education was to teach men, women and children to think for themselves instead of excepting other people's opinions as their own. She felt that learning centers at the turn of the century were teaching females with masculine content and philosophy. Gilman maintained that the educational philosophy needed to be changed because it was still too narrow in thinking since masculine traits were defined as human while female traits were defined as something other. She felt that these women were being educated to think like men. Once education was feminized, she believed that women could place an emphasis on social responsibility and specialized knowledge, which would develop them to their full potential. Gilman said that by teaching women to dedicate their lives to the common good that it would free them from the daily household routines and help them to recognize their connection and contribution to the world around them and become active members of the economy. In her work entitled Concerning Children she stated that a civilized society is responsible for raising civilized children and that it was the responsibility of everyone in the community to accomplish this by attending to the needs of its young. In Herland, another of her works, she said that children should start their education in infancy. Well-trained professionals should teach this education since motherhood was not a guarantee of teaching abilities. Throughout her long career as a feminist writer and lecturer, Gilman was never comfortable with labels. â€Å"I was not a reformer but a philosopher,† she wrote in her autobiography. â€Å"I worked for various reforms†¦ my business was to find out what ailed society, and how most easily and naturally to improve it. This method was through education. She used her lectures and publications to teach present and future generations about the possibilities that lay open to them. Gilman's writings about the tensions and struggles between marriage and career, social expectations, and personal goals continue to impact women's decisions. Her arguments have greatly heightened our understanding of the power of social norms on individuals, making Gilman's life and literary works a role model for many. Even though these works were written a century ago, Gilman's view of womanhood and education remains important as society continues to struggle with issues of gender and women continue to struggle for equality and independence. Self-Proclaimed Philosopher â€Å"Charlotte Perkins Gilman† Charlotte Perkins Gilman was a self-proclaimed philosopher, writer, educator and an intellectual activist of the women's movement from the late 1890's through the mid-1920's. She demanded equal treatment for women as the best means to advance society's progress. She was an extraordinary woman who waged a lifelong battle against the restrictive social codes for women in late nineteenth-century America. Mrs. Gilman was born Charlotte Anna Perkins on July 3, 1860, in Providence, Rhode Island. She was the grandniece of Harriet Beecher Stowe. She attributed her lifelong talent for speaking and her writing ability to her Beecher heritage. Most of what Charlotte learned was self-taught, since her formal schooling was only about six or seven years. Gilman believed early on that she was destined to dedicate her life to serving humanity. When her lover unexpectedly proposed, she was suddenly torn between work and marriage. After years of debating whether to marry or not to marry, she consented and to the best of her abilities carried on the traditional roles of wife and mother, only to suffer a nervous breakdown. When her treatment of total rest drove her close to insanity, she was cured by removing herself physically from her home, husband, and finally her daughter, and by taking part in and writing about the social movements of the day. Later in life she married her first cousin, George Gilman, and again suffered from depression though not as severely as she had suffered throughout her first marriage. Using her life experiences as a female within a male dominated society, Gilman wanted to redefine womanhood. She declared that women were equal to men in all aspects of life. This new woman she described was to be an intelligent, well-informed and well-educated thinker. She would also be the creator and the expresser of her own ideas. She was to be economically self-sufficient, socially independent, and politically active. She would share the opportunities, duties and responsibilities of the workplace with men, and together they would take care of their home. Finally, this new woman was to be informed, assertive, confident, and influential, as well as compassionate, loving, and sensitive, at work and at home. This vision of the future female went against the traditional role of womanhood, not to mention the concepts and values of family, home, religion, community, and democracy. These views have labeled Gilman as a feminist, but theses ideas clearly have a place within educational history. Gilman showed the need to develop higher learning institutions for teacher education and to offer women a place that would train them to think more critically. She viewed the education of women as an essential part of a democratic society. She felt by educating women and thus feminizing society that gender discrepancies within society would end. Gilman began to explore the issue of gender discrepancy within society in the mid-1880's when she first began her career as a writer. Her first published essays focused on the inequality found within marriage and child-rearing. Her well received short story The Yellow Wallpaper told the story of a new mother who was nearly driven insane by the overwhelming traditional duties piled upon her as a wife and mother. The story mirrored that of her own experiences after the birth of her only child. In her highly successful publication of Women and Economics, she studied the issues of gender discrepancy and the relationship between education and women. Gilman stated that humans â€Å"are the only animal species in which the female depends upon the male for food, the only animal in which the sex-relation is also an economic relation. † She said that women's economic dependence resulted in their being â€Å"denied the enlarged activities, which have developed intelligence in man, denied the education of the will, which only comes, by freedom and power. To Gilman, the liberation of women required education and the opportunity to use what they learned to establish social as well as economic independence. In Gilman's journal called the Forerunner, she said the goal of education was to teach men, women and children to think for themselves instead of excepting other people's opinions as their own. She felt that learning centers at the turn of the century were teaching females with masculine content and philosophy. Gilman maintained that the educational philosophy needed to be changed because it was still too narrow in thinking since masculine traits were defined as human while female traits were defined as something other. She felt that these women were being educated to think like men. Once education was feminized, she believed that women could place an emphasis on social responsibility and specialized knowledge, which would develop them to their full potential. Gilman said that by teaching women to dedicate their lives to the common good that it would free them from the daily household routines and help them to recognize their connection and contribution to the world around them and become active members of the economy. In her work entitled Concerning Children she stated that a civilized society is responsible for raising civilized children and that it was the responsibility of everyone in the community to accomplish this by attending to the needs of its young. In Herland, another of her works, she said that children should start their education in infancy. Well-trained professionals should teach this education since motherhood was not a guarantee of teaching abilities. Throughout her long career as a feminist writer and lecturer, Gilman was never comfortable with labels. â€Å"I was not a reformer but a philosopher,† she wrote in her autobiography. â€Å"I worked for various reforms†¦ my business was to find out what ailed society, and how most easily and naturally to improve it. This method was through education. She used her lectures and publications to teach present and future generations about the possibilities that lay open to them. Gilman's writings about the tensions and struggles between marriage and career, social expectations, and personal goals continue to impact women's decisions. Her arguments have greatly heightened our understanding of the power of social norms on individuals, making Gilman's life and literary works a role model for many. Even though these works were written a century ago, Gilman's view of womanhood and education remains important as society continues to struggle with issues of gender and women continue to struggle for equality and independence.

Research Papers

E. W. Clay’s Life in Philadelphia Series During the 1830’s, among the antislavery protest, freeborn blacks of Philadelphia represented the wealthiest and most educated group of African Americans in the country. They established their own schools, churches, and even a social order. Associated to the cultural and social economic status, African American clubwomen of Philadelphia were greatly ridiculed in racially prejudiced cartoons such as E. W. Clay’s popular â€Å"Life in Philadelphia† series. E. W.Clay was inspired to make these series by George and Robert Cruikshank who had published a â€Å"Life in London† series. His late 1820s feature series â€Å"Life in Philadelphia† fight with who African Americans could be in the social world; a world that relied on race and slavery as powerful signs of inequity. His response was brutally racist: in Philadelphia, those African Americans who took on the frills of urban life were strained and out of p lace. Clay’s analysis came in the form of fourteen engraved plates, a series that was one part observation, one part artistry, and one part imagination.Clay’s series presented American spectators a cruel portrayal of black figures that offered an exaggeration in overdressed clothing and proportions, awkward poses, and thus failed to measure up to the demands of freedom and citizenship. In Clay’s cartoons, not only was their style being ridicule but their language as well. In his 1828 â€Å"Is Miss Dina at home? † cartoon he mocks the person by declaring that an African American with a business card is simply a laughable concept. Blackness, as illustrated by Clay, provided his free black subjects mistaken aspirants, were always controlled by incomparable distinction.Clay’s varieties of drawings were inspired by the way some of the African American women had started to carry themselves out. They added a touch of certain things, that perhaps were not permissible by their society, and it made them give the impression trying to be different. They might have imitated their middle-class etiquette and their ways of life, but they always overreached, or as one of Clay’s characters put it, â€Å"aspire too much†. This series of cartoons were an observation that everything they did was taken as a joke.Clay was not the only American caricaturist active during the Jacksonian era, but he was the first American artist to specialize in political caricature. His work was pointed towards African Americans; therefore in the south it was pointless for southern whites to purchase these images. The south already had slavery and was establishing social perimeters. Nevertheless, many people still bought his cartoons. The early success of Clay’s images is example to his ability to tap into the nations fears and appeal with the dilemma on slavery and in abolition.His â€Å"Life in Philadelphia† etchings mocked the fancy dre sses, their manners, and dialects of Philadelphians, white and black. Today these images are often used as basic examples of discrimination against blacks. However, an inspection shows humorous, theatrical pictorial satire, grounded in Philadelphia culture just before the rise of the Abolition Movement. Clay’s work shows that he reserved that right to comment on events and personalities regardless of political affiliation as well as the right to change his mind on issues. Although Clay’s point of view varies from topic to topic, he did not always follow a party line in his caricatures.

Analysis of Two Views of the River by Mark Twain Essay

Wisdom and knowledge takes the poetry from our hearts.   Ã¢â‚¬Å"Two Views of the River† is an essay that depicts the passing over of an individual from innocence to wisdom and how things loose their significance when they cease to be something new, and later on, what we thought we wanted will become something trivial and insignificant in our eyes as we discover what it truly is. The way Mark Twain said â€Å"the language of the water† reminds me of things in our lives, perhaps trades that we are trying to become the world’s experts of. Indeed, we try to work on our goals and become as great as we could be. We learn every facet of that object, as the river was to him. Referring to his mentioning of romance, it is comparable to falling in love. When people fall in love, they are in a fantasy world where everything is seen in rose-tinted glasses. Seeing only all the wonders of that world and refusing to see all the bad side. Once the glasses are removed, you can still remember all the memories and reminiscing all the thrills and happiness that those memories made you feel just as he recalled the way he was when he first fell in love with the river. When he learned everything he wanted to know, he discovered that what he has found was something worthy but in the process, he lost a part of himself that he could never ever regain nor recapture again and perhaps it is his ability to dream. What he has found disillusioned him. But then he remembers the way he was and the way he used to view things. All the beauty he once saw has turned jaded. It is perhaps his perspective that changed but even, it makes him sad to realize that. Maybe, he also realized that he has become cynical, if you will view his loss of passion in relation to life, politics even. He was reminiscing the way he had first seen the river, like someone â€Å"bewitched† and in awe of all the beauty that he saw and he said that instead of seeing the beauty of it, he should have seen the harm it could do. But then, he said that he slowly saw the beauty in a different light or maybe, he started to take that beauty for granted. In life, there are many times when we get disillusioned. We follow dreams and fantasies as though they are the best thing on earth, only to realize later on that the dream was never quite the way we envisioned it once it turns into reality. A lot of times, people get so absorbed in the chase of one rainbow after another to realize what they really want, in much the same way that in an individual’s pursuit of knowledge in his field of passion, they eventually loose their enthusiasm. There were cause and contrast in Twain’s essay which could be seen in the way he described the river, which differs from the way he described it as someone you would call naà ¯ve to his next paragraph, which I would interpret as a man who has gained knowledge and was disillusioned by that knowledge. In view of life, it is like the passing over of humans and learning the harsh facts of life. The world is still the great place that we know it is, and life is still a precious jewel that matters more than anything in this world. But in our daily lives, we forget to stand back and see the world’s beauty because we have encountered its dark pits, in much the same way that we find life so hard to appreciate because of the irony and unfairness of it. Mankind was all born idealists and optimists, but eventually, that idealism and optimism is lost as the person goes through the hardships of life. The experiences will teach him a great many things and it will leave him equipped to handle the obstacles that he has encountered in the past and overcome the obstacles of the present. But this will take some of the beauty from his eyes. Viewing the essay in different angles and in relation to aspects of society and humanity, it is indeed easier to remain innocent and left with our dreams and not know of all the dark angles because knowing can only hurt as dreams are indeed better than reality.