A Major Application Area Of Thermodynamics Engineering Essay

A Major Application Area Of Thermodynamics Engineering stressA major application atomic number 18a of thermodynamics is infrigidation, which is the transfer of vex from lower temperature region to a juicyer(prenominal) temperature mavin. The devices that produce refrigeration are c tot exclusivelyyed iceboxs, and the rounds on which they operate are called refrigeration takecycles. The most frequently use refrigeration cycle is a desiccation- contraction refrigeration cycle in which the cold is bollixified and compressed alternatively and is compressed in the vapor phase. There are number of refrigerants which sewer be used in here, but the most commonly used on a commercial scale is a R12 (used in this investigate as surface).The thermodynamics of ideal desiccation conglutination cycle clear be analyzed on a temperature versusentropy draw as depicted in Figure 1. At heighten 1 in the diagram, the circulating refrigerant en-ters the compressor as a saturated v apour. From prefigure 1 to point 2, the vapour is isentropicallycompressed (i.e., compressed at constant entropy) and exits the compressor as a super lovingness up va-pour. From point 2 to point 3, the super combusting trunked vapour travels through part of the sign upr which removes the super erupt by cooling the vapour. Between point 3 and point 4, the vapour travels through the remainder of the capacity and is condensed into a saturated unruffled. The condensation fulfil betides at essentially constant insistency.Between points 4 and 5, the saturated liquid refrigerant passes through the expansion valve( curb device) and chthoniangoes an abrupt decrease of twinge. This process results in the adia-batic flash evaporation and auto-refrigeration of a portion of the liquid (typically, less than halfof the liquid flashes). The adiabatic flash evaporation process is isenthalpic (i.e., occurs at con-stant henry).Figure 12 Temperature Entropy diagram1 www. wikipedia.org/wi ki/refrigeration2 http//upload.wikimedia.org/wikipedia/commons/f/f7/RefrigerationTS.pngUMAR DARAZ knave 3 of 22 Thermodynamics Lab 2Between points 5 and 1, the cold and partially vaporized refrigerant travels through the coil or tubes in the evaporator where it is totally vaporized by the warm air (from the space existence refrigerated) that a fan circulates across the coil or tubes in the evaporator. The evaporator operates at essentially constant contract. The resulting saturated refrigerant vapour returns to the compressor inlet at point 1 to complete the thermodynamic cycle.The area under the process curve on T-s diagram represents the heat transfer for internally reversible processes. The area under the process curve 5-1 represents the heat absorption in the evaporator, the area under the process 2- 4 represents the heat rejection in the capacitor. In the ideal vapour coalescence refrigeration cycle all the heat injuryes and disruptions are cosmos ignored, but in cer tain refrigeration cycle, we need to take these losses into consideration as they have been mentioned in this report later.The Hilton refrigeration laboratory exclusively R714 is capable of following entities Investigation of the variation in refrigerator duty or cooling ability for various condens-ing temperature and the heat delivered to the cooling water supply with variation in condensingtemperature. We hind end excessively investigate the variation in refrigeration coefficient of per-formance for the various condensing temperature. Investigation of the variation in coefficient of performance based on electrical, shaft andindicated power, determination of the overall heat transfer coefficient for the condensercooling coil and performance of the thermostatic expansion valve. Investigation of the heat delivered to the cooling water with variation in condensing tem-perature, coefficient of performance as a heat pump for various condensing temperature,as well(p) as power arous al based on electrical, shaft and indicated power.The important aspect of this report is to raise the two laws of thermodynamics i.e.first and second law of thermodynamics. The first law is simply an expression of the conservation of competency ruler, and it asserts that energy is thermodynamic property.Qout = Wnet + Qin Equation (1)In this taste the Qin is provided by stimulant drug voltage, this input is used to do the net work done on the refrigerant by compressor and force, and the result of this produces the heat which is existence outback(a) by the condenser i.e. Qout.The second law of thermodynamics asserts that energy has quality and quantity, and actual processes occur in the commissioning of decreasing quality of energy.UMAR DARAZ Page 4 of 22 Thermodynamics Lab 2Aims and objectives The Hilton refrigeration laboratory unit R712 has been designed to allow students to respectabley investigate the performance of a vapour compression cycle under various conditions o f evaporator load and condenser pressure.The main objectives of this laboratory are listed below The demonstration of application of the premier and second law of thermodynamics. The introduction of to refrigeration go down and calculate the various coefficient of perform-ance. Investigation of system losses, this includes motor, compressor, evaporator and con-denser losses. These losses (friction, heat losses) occur only in working/commercial refrigerator, thither are no losses in ideal vapour compressor refrigerator.UMAR DARAZ Page 5 of 22 Thermodynamics Lab 2ApparatusThe bod shown below looks corresponding a refrigeration laboratory unit R712 ( non exactly it) and it consists of the following componentsFigure 23 Refrigeration laboratory unitPanel High quality glass reinforced plastic on which the following components are mounted. Refrigerant R12Digital Thermometer A device that measures temperature.Wattmeter Allows measurement of the power input to every evaporator or motor. Voltage Controller To vary evaporator load.Variable Area Flow meters Variable area types to power R12 and H2O hang up rates. rack Gauges To indicate R12 pressure in evaporator and condenser.Spring Balance and Tachometer These two to calculateher allow measurement of power required to drive the compressor.Expansion Valve Thermostatically masteryled type i.e. restrain device. Evaporator Electrically modify device i.e. heat exchangerCompressor (Internally mounted) Twin cylinder belt driven unit, on with take shape balance force system. electrical capacity A device or unit used to condense vapor into liquid. It is also called heat exchanger.Motor A machine that converts electricity into a mechanical motion.3 www.p-a-hilton.co.uk/English/Products/ Refrigeration__2_/refrigeration__2_.htmlUMAR DARAZ Page 6 of 22 Thermodynamics Lab 2Procedure4In prior performing an experiment the most important things to do are, to measure the atmos-pheric pressure, which would be added to the gauge pressure to get an absolute pressure for bothcondenser and evaporator, and to balance the two tips of the spring balance force, being appliedon the compressor. In failure to do these things would cause a sufficient inwardness of error in thefinal results.In this experiment the condenser pressure is being kept constant i.e. 900KPa.Step-1 Turn on the refrigeration plant apply one of the control breakers, and setting the evaporator voltage i.e. 40 vitamin C volts, at the same era balancing the two tips of compressor load and set the condenser pressure to 900KPa, using rota-meter.Step-2 Record the following set Evaporator Amps (1-2.42A), from wattmeter, compressor speed using tachometer, water and refrigerant flow rate using flow meter.Step-3 Record the spring balance force, reading directly from the scale.The hot water is in the tubes is indicated by red and cold water is indicated by blue sign in the refrigeration plant.Step-4 The flow rate is controlled by a throttling device (valve), the small changes in possibility and closing the valve, effect the condenser pressure.Step-5 The temperature valuates of the refrigerant at different branchs in the whole cycle at constant pressure is given by temperature dialler. straightway we had all the values we needed, now we changed evaporator Amps value, preserve rest of the values as mentioned sooner and repeated the whole experiment for leash to four times.The Refrigeration Laboratory Unit has ternary controls. Firstly a have miniature circuit breaker and switch turns on both the compressor motor and the supply to the electrically heated evaporator. A combined variable area water flow meter and valve allow control of the condenser pressure and a panel mounted voltage controller allows control of the evaporator load from zero to full power.Refrigerant R12 vapour is drawn into the compressor from the evaporator mounted on the frontof the panel. Work is done on the gas in the compressor and its pressure and t emperature areraised. This hot, high pressure gas discharges from the compressor and flows into the panelmounted water cooled condenser, where heat is removed from it. This liquid then flows througha thermostatic expansion valve. Here it passes through a controlled orifice, which allows itspressure to fall from that of the condenser to that of the evaporator. The refrigerant has a satu-rated vapour phase at this point. The voltage across the heater elements may be varied from zeroto that of the mains supply voltage by adjustment of a voltage controller situated on the frontpanel. Measurement of the power is carried out by a panel mounted digital wattmeter.4 http//www.p-a-hilton.co.uk/R714-Edition-2-GREY.pdfUMAR DARAZ Page 7 of 22 Thermodynamics Lab 2ResultsThe thoughtfulness table below shows all the values of different components in the refrigerationplant along with input indices and output indices, henry of the cycle and losses in the system.The calculations required to get thos e results (to complete the table) are also listed after this tablebelow.1 Condenser pressure (gauge) Pc KNm-2 900 900 9002 Evaporator pressure (gauge) Pe KNm-2 -20 20 403 Condenser pressure (Abs) Pc KNm-2 1001.663 1001.663 1001.6634 Evaporator pressure (Abs) Pe KNm-2 81.663 121.663 141.6635 Compressor suction t1 0 C -23.5 -22.6 -5.26 Compressor delivery t2 0 C 59.9 68.5 69.47 gas leaving condenser t3 0 C 31.6 34.8 33.88 Evaporator inlet t4 0 C -32 -23.6 -19.19 Water inlet t5 0 C 23.8 21.6 21.410 Water outlet t6 0 C 41.2 38.6 39.511 Water flow rate Mw g s-1 1.5 5.0 6.012 R 12 Flow rate Mr g s-1 0.7 1.5 1.913 Evaporator Volts Ve V 40 70 10014 Evaporator Amps Ie I 1 A 1.70 A 2.42 A15 Motor Volts Vm V 235 232 23216 Motor Amps Im A 3.6 3.6 3.617 Spring balance Force F N 5.5 7.5 8.218 Compressor speed nc rpm 477 474 473UMAR DARAZ Page 8 of 22 Thermodynamics Lab 219 Motor promote = 3.17 - nc Nm rpm 1512.09 1502.58 1449.7120 h1 KJ/Kg 340 345 36021 h2 KJ/Kg 385 400 42022 h3 KJ/Kg 225 240 2 5023 h4 KJ/Kg clx 170 18024 Qe,Elec = Ve - Ie W 40 119 24225 Qe, R 12 = Mr(h1 h4) W 126 262.50 34226 Wc = 0.0172-F-Nm W 143.043 193.832 204.46727 Power factor at shaft (power Wc) pf 0.43 0.48 0.5228 Wm = Vm. Im. pf W 363.78 400.89 434.3129 Wc = Mr (h2 h1) W 31.5 82.50 114.030 Q cond = Mr (h2 h3) W 112 240 32331 Qw = Mw - 4.18 (t6 t5) W 109.09 376.20 428.8732 catchnet = Qe, Elec / Wm 0.109 0.296 0.55733 nail down R12 = (h1 h4)/(h2 h1) 4.0 3.1818 3.0034 t41 can be found by (t1 t4) 0 C 8.5 1.00 13.935 CoP (te-t2) = t41 / (t2-t41) 0.165 0.015 0.25036 Motor loss = Wc Wm W -220.73 -207.06 -229.8437 Compressor loss = Wc-Wc W -111.54 -110.33 -90.4738 System loss = Qcond Qw W 2.91 -136.20 -105.8739 System loss = Qe, R12 Qe,Elec W 86 143.50 100.0UMAR DARAZ Page 9 of 22 Thermodynamics Lab 2Figure 3 A graph represents the relationship amongst net CoP and evaporator temperatureFigure 4 A comparison of different losses of the system in one graph against Evaporator temperatureThe flu ctuation and entropy in the graphs is because of the poor calibration and lessnumber of repeated results (less tests provide less information), and most of the recorded results are based on guessed values.CalculationsTo hap absolute pressure, we need an atmospheric and gauge pressure of the component. instanter for two individual components, CondenserAs we know Patm = gh = 13600 kg/m3 - 9.81 m/s2 - 762 -10-3m= 101.663-103 Kg / ms2 = 101.663 KN/m2Hence Pgauge,cond = 900 KN/m2Pabs,cond = Patm + Pgauge,cond = 101.663 + 900 = 1001.663 KN/m2 EvaporatorAs Patm = gh = 13600 kg/m3 - 9.81 m/s2 - 762 -10-3m= 101.663-103 Kg / ms2 = 101.663 KN/m2i. Pgauge,Evap = -20 KN/m2Pabs,Evap = Patm + Pgauge,EvapTherefore = 101.663 + (-20)= 81.663 KN/m2ii. Pgauge,Evap = 20 KN/m2Pabs,Evap = Patm + Pgauge,Evap = 101.663 + (20)= 121.663 KN/m2iii. Pgauge,Evap = 40 KN/m2Pabs,Evap = Patm + Pgauge,EvapTherefore = 101.663 + 40 = 141.663 KN/m2To find Qw (Heat removal from condenser)As we repeated the experiment three times, so water flow rate have three different values, hence we need to find Qw at three points,Qw = Mw - 4.18 (t6 t5)When Mw = 1.5 gs-1, t6 = 41.2 0C, t5 = 23.8 0CQw = 1.5 -4.18 (41.2 23.8) = 109.098 WUMAR DARAZ Page 11 of 22 Thermodynamics Lab 2As Qw = Mw - 4.18 (t6 t5)When Mw = 5.0 gs-1, t6 = 39.6 0C, t5 = 21.6 0CSo Qw = 5.0 -4.18 (39.6 21.6) = 376.2 WQw = Mw - 4.18 (t6 t5)When Mw = 6.0 gs-1, t6 = 38.5 0C, t5 = 21.4 0CQw = 6.0 -4.18 (38.5 21.4) = 428.87 WTo find Wc (work done by the compressor or a shaft loss)The work done by the compressor depends on spring balance force and motor speed, hence to get more work done out of the compressor we need to increase any of the supra mentioned parameters. ThereforeWc = 0.0172-F-Nmi. Wc = 0.0172-5.5-1512.09 = 143.043 Wii. Wc = 0.0172-7.5-1502.58 = 193.832 Wiii. Wc = 0.0172-8.2-1449.71 = 204.467 WTo find Wm (work done by the motor on a shaft to rotate)The work done by the motor is a product of voltage provided, amount of topica l flowing the motor and power factor of the shaft, which gives us the following valuesWm = Vm - Im - pfi. Wm = 235 - 3.6 - 0.43 = 363.78ii. Wm = 232 - 3.6 - 0.48 = 400.89iii. Wm = 232 - 3.6 - 0.52 = 434.31UMAR DARAZ Page 12 of 22 Thermodynamics Lab 2To find CoPnet (Total coefficient of performance of refrigerant)CoPnet = Qe, Elec / WmBy substituting different values of electric input heat energy (artificial input energy) and the work done by the motor, we get net coefficient of performance of the cycle,i. CoPnet = 40 / 363.78 = 0.109 = 11%ii. CoPnet = 119 / 400.89 = 0.296 = 30%iii. CoPnet = 242 / 434.31 = 0.557 = 56%To find CoP (te-t2)This is the coefficient of performance of ratio of temperature values at point 1-4 and difference of it, to the temperature of the refrigerant after compression, so we get followingCoP (te-t2) = t41 / (t2-t41)i. CoP (te-t2) = 13.9 / (69.4 13.9) = 0.250 = 25%ii. CoP (te-t2) = 8.5 / (59.9 8.5) = 0.165 = 16%iii. CoP (te-t2) = 1.0 / (68.5 1.0) = 0.015 = 1.5%To find Qe, R 12(Heat removal from Evaporator) The given equation is Qe, R 12 = Mr (h1 h4)By substituting different values of atomic number 1, which we recorded from a pressure total heat diagram, so we geti. Qe, R 12 = 0.7 (340 160) = 126.0ii. Qe, R 12 = 1.5 (345 170) = 262.5iii. Qe, R 12 = 1.9 (360 180) = 342.0UMAR DARAZ Page 13 of 22 Thermodynamics Lab 2To find Wc (Input work done or compressor work loss)The input work done by the compressor can be calculated by finding flow rate of the refrigerant R12 and the difference of heat content of refrigerant before and after the compression.Wc = Mr (h2 h1)Substituting all three values of the above parameters (variables), we geti. Wc = 0.7 (385 340) = 31.5ii. Wc = 1.5 (400 345) = 82.5iii. Wc = 1.9 (420 360) = 114To find Q cond (Heat loss by the condenser)Similarly heat loss by the condenser is a product of refrigerant flow rate to the difference of enthalpy values of it, before entering and leaving the condenser, we getQ cond = Mr (h2 h3)Now, using above stated equationi. Q cond = 0.7 (385 225) = 112ii. Q cond = 1.5 (400 240) = 240iii. Q cond = 1.9 (420 250) = 323To find CoPR12 (Coefficient of performance of refrigerant) CoP R12 = (h1 h4)/(h2 h1)Coefficient of performance of refrigerant is a ratio of all the enthalpy values in the cycle, here note that for ideal vapour compression refrigeration cycle h3 = h4Hence we geti. CoP R12 = (340 160) / (385 340) = 4.00ii. CoP R12 = (345 170) / (400 345) = 3.1818iii. CoP R12 = (360 180) / (420 360) = 3.00UMAR DARAZ Page 14 of 22 Thermodynamics Lab 2Systems lossesMotor loss = Wc Wm= 143.043 363.78 = -220.75= 193.832 400.89 = -207.06= 204.467 434.31 = -229.84Compressor loss = Wc-Wc= 31.5 143.043 = -111.54= 82.5 -193.832 = -110.33= 114 204.467 = -90.47System loss = Qcond Qw= 112 109.09 = 2.91= 240 376.20 = -136.20= 323 428.87 = -105.87System loss = Qe, R12 Qe,Elec= 126 40 = 86.00= 262.5 119 = 143.50= 342 242 = 100.00UMAR DARAZ Page 15 of 22 Thermodynamics Lab 2Discussion of ResultsThe observation table of results has been listed on page 8 9, and it is followed by all the calculations required to complete the table or to get the results.The experiment has been repeated three times, so all the results (values have been listed threetimes. In the calculation section the system losses and heat energy are shown as negative val-ues, its because the work is done on the system and heat is being removed from that particu-lar system, in this case its condenser. The positive values of system loss and heat energyshows that heat is being add in the system and work is done by the system, and in this case itsevaporator. The condenser pressure i.e.900 KPa, was not exactly 900 KPa. As we were set-ting the pressure manually, so in the whole experiment the pressure was 900 KPa 10%, itwas because of the fluctuation in the gauge needle, so we assumed the considered pressure.The compressor pressure applied by spring balance force, a ffected the work done of the com-pressor on the refrigerant R12, because to get an immaculate compressor work done, the two tipsof the spring balance should be in balance (level), but during an experiment we were acquiringrandom values (results), so then I realised that something is wrong, so I looked at all thecomponents of the refrigeration plant, and I found that the two tips of the spring were not bal-ance. Hence to get right results we had to reconstruct the experiment. The throttling device or valvehas a huge impact on condenser pressure, because by opening or closing i.e. changing a flowrate make a considerable amount of difference on condenser pressure and evaporator tem-perature.Motor loss refers to the consumption of electrical energy not converted to useful mechanicalenergy output, but in this case energy loss mover less input energy to the compressor, whichmeans a refrigerant would be less compressed by a compressor, so less heat would be re-moved by the condenser, an d even after extremely through the valve the refrigerant would stillhave a high temperature and pressure, hence less refrigeration would occur in a vapour com-pression cycle. Therefore we need to take into account power losses in the electric motor.In order to study this process more closely, refrigeration engineers use this pressure en-thalpy diagram shown in Figure 5. This diagram is a way of describing the liquid and gasphase of a substance. hydrogen can be thought of as the quantity of heat in a given quantity,or mass of substance. The curved line is called the saturation curve and it defines theboundary of pure liquid and pure gas, or vapour. In the region marked vapour, its pure va-pour. In the region its marked liquid, it is a pure liquid. If the pressure rises so that we areconsidering a region above the top of the curve, there is no distinction between liquid and va-pour. Above this pressure the gas cannot be liquefied. This is called the Critical Pressure. Inthe region underneath the curve, there is a mixture of liquid and vapour.UMAR DARAZ Page 16 of 22 Thermodynamics Lab 23 24 1Figure 65 Pressure Enthalpy diagramEvaporator Pressure line Condenser pressure linestage (Not a straight line) Isobar Condensation stagesion valve R12 Evaporation process5 http//www.mvsengineering.com/chapter18.pdfUMAR DARAZ Page 17 of 22Isentropic CompressionR12 passing through Expan-Thermodynamics Lab 2At the inlet of the compressor the temperature (t1) is the same as temperature of refrigerant R12 at the outlet of the evaporator. So we go straight from that temperature of go away side of the doom (saturated liquid) to the right side of the doom (saturated vapour line), and then following the temperature gradient line, we go down and record the enthalpy value at that temperature and pressure. Similarly for the stage 2, we find h2 on x-axis.When the refrigerant leaves the condenser, it obtains a saturated liquid phase (left side of thedoom), so taking the reference of condenser pressure line (red line), we take a straight lineparallel to the y-axis, and wherever it meets the x-axis gives a value of enthalpy (h3) at stagethree. In actual refrigerant plant, enthalpy at stage 3 and stage 4 is not same, but for the sakeof calculation we assume that its an ideal condition and enthalpy at these two points is same.Test 1As Compressor suction = t1 = -23.5 0C and condenser Pressure (Abs) = Pc =1001.663 KNm-2Hence the enthalpy h1 = 340 KJ/KgCompressor delivery = t2 = 59.9 0C and Condenser Pressure (Abs) = Pc = 1001.663 KNm-2 Hence the enthalpy h2 = 385 KJ/KgHere Liquid leaving condenser = t3 = 31.6 0CAnd Condenser Pressure (Abs) = Pc = 1001.663 KNm-2 Hence the enthalpy h3 = 225 KJ/KgAs mentioned earlier that h3 = h4 (Ideal condition) Hence the enthalpy h4 = 225 KJ/KgBut using temperature at evaporator inlet, t4 = -32 0C, we get Actual enthalpy value, h4 = 160 KJ/KgTest 2As Compressor suction = t1 = -22.6 0C and condenser Pressure (Abs) = Pc =1001.663 KNm-2 Hence the enthalpy h1 = 345 KJ/Kg (from above p-h diagram)Compressor delivery = t2 = 68.5 0C and Condenser Pressure (Abs) = Pc = 1001.663 KNm-2 Hence using Figure 4, we get enthalpy h2 = 400 KJ/KgHere Liquid leaving condenser = t3 = 34.8 0CAnd Condenser Pressure (Abs) = Pc = 1001.663 KNm-2 Hence the enthalpy h3 = 240 KJ/KgUMAR DARAZ Page 18 of 22 Thermodynamics Lab 2As mentioned earlier that h3 = h4 (Ideal condition) Hence the enthalpy h4 = 240 KJ/KgBut using temperature at evaporator inlet, t4 = -23.6 0C, we get Actual enthalpy value using figure 4, h4 = 170 KJ/KgTest 3As Compressor suction = t1 = -5.2 0C and condenser Pressure (Abs) = Pc =1001.663 KNm-2Hence the enthalpy h1 = 360 KJ/KgCompressor delivery = t2 = 69.4 0C and Condenser Pressure (Abs) = Pc = 1001.663 KNm-2 Hence the enthalpy h2 = 420 KJ/KgHere Liquid leaving condenser = t3 = 33.8 0CAnd Condenser Pressure (Abs) = Pc = 1001.663 KNm-2, Evaporator Pressure = 40 KPa Hence the enthalpy h3 = 250 KJ/KgAs mentioned earlier tha t h3 = h4 (Ideal condition) Hence the enthalpy h4 = 250 KJ/KgBut using temperature at evaporator inlet, t4 = -19.1 0C, we get Actual enthalpy value at this stage, h4 = 180 KJ/Kg6However the expansion of the high pressure liquid, process 5 1 above is non reversible.Notice that Expansion is a constant enthalpy process. It is drawn as a vertical line on the P-hdiagram. No heat is absorbed or rejected during this expansion, the liquid just passes througha valve, like water coming out of a tap. The difference is that because the liquid is saturated atthe start of expansion by the end of the process it is partially vapour. Point 1 is inside the curveand not on the curve as described in the Evaporation process. At point 4 it starts to condenseand this continues until point 5 when all the vapour has dark into liquid. Point 5 is saturated liquid. If more heat is removed, the liquid cools. It is then called sub-cooled liquid. Hence h4 is on a saturated liquid line (left side of the doom), a nd does not appear in a vapour compression cycle, and this is the case in all three tests.6 http//www.alephzero.co.uk/ref/vapcom.htmphUMAR DARAZ Page 19 of 22 Thermodynamics Lab 2As there is no moving part in the whole refrigeration plant apart from motor shaft of a compressor, so work done by them is zero, i.e. w = 0So using steady state energy equation, we getW Q = h2 h1 Equation (2)As W =0, so equation (1) becomes Q = h2 h1Or Q = h1 h2 Equation (3)The coefficient of performance or COP (sometimes CP), of a heat pump (i.e. refrigerator) isthe ratio of the change in heat at the output (the heat reservoir of interest) to the suppliedwork.To find Cop value of refrigeration plant as well as for the refrigerant is a total practice, because this will illustrate that how much efficient of these two are.7It takes a lot of heat to evaporate liquid. In other words a small amount of liquid circulatingin a refrigerator can perform a large amount of cooling. This is one reason why the vapo urcompression cycle is widely used. The refrigeration system can be small and compact. Alsofrom a practical point of view heat exchange is much better when using change of state evaporation and condensation. However the expansion of the high pressure liquid, process 5 1 above is non reversible. And so the capability of this cycle can never even approach Carnotefficiency.7 http//www.alephzero.co.uk/ref/practcop.htmUMAR DARAZ Page 20 of 22 Thermodynamics Lab 2Conclusion8The vapour-compression cycle is used in most household refrigerators as well as in manylarge commercial and industrial refrigeration systems but the efficiency of this cycle cannever even approach Carnot efficiency, because of its low coefficient of performance.In the refrigeration plant the operating parameters can be varied by adjustment of condensercooling water flow and electrically heated evaporator supply voltage. Components have a lowthermal mass resulting in immediate response to control variations and rapid s tabilisation.Instrumentation includes all relevant temperatures, condenser pressure, evaporator pressure,refrigerant and cooling water flow rates, evaporator and motor power, motor torque and com-pressor speed.The most of components of refrigeration plant used in this experiment (R712) are manually calibrated scales (not digital), and based on this poor calibration all the recorded results are being guessed on the base of individual judgment, which is wrong most of the time. Anyway a small amount of liquid circulating in a refrigerator can perform a large amount of cooling. This is one reason why the vapour compression cycle is widely used.The enthalpy values which are being recorded directly from enthalpy pressure diagram (Figure 4), and based on how unclear that diagram is, I would say it is not a great source of information, but still we use this to find enthalpy. The system (refrigeration plant) has some losses, which have described earlier in this report, this includes motor l oss, condenser and evaporator loss.In conclusion, I would like to say that by doing this experiment I learnt a great amount ofknowledge, about refrigeration plant, and how it works, what mental of cycle more often use forthis, how much efficient is this and how to calculate the different losses in this system. I wouldsay by understanding the operation of this small scale refrigeration plant, I forecast I would beable to operate on an industrial scale refrigeration plant, because the basic principle is same.8 http//www.alephzero.co.uk/ref/vapcomcyc.htmUMAR DARAZ Page 21 of 22 Thermodynamics Lab 2

Movie Analysis Of Sunset Boulevard Film Studies Essay

Movie Analysis Of sundown boulevard Film Studies moveSunset Boulevard, directed by Billy wilder in 1950, is considered to be the greatest hit about Hollywood ever put on celluloid by Hollywood. It is a classic b lose comedy/drama, and perhaps the most acclaimed, save darkest film noir story about behind the scenes Hollywood. or so people describe it as the black pearl of film noir a macabre movie whose decadent glamour and despair are memorably haunting. The movie combines melodrama and film noir to give us a deliciously scathing satire on the movie making industry. This is why it is still regarded as a landmark of Ameri basis cinema, even though it has been more than a half century since it was make upd. While this film is both entertaining and striking, it is a sad tale of deception, greed, and jealousy. It begins and ends with a dead man floating in the puddle of a crumbling old mark. This movie not only pokes play at old Hollywood, but also broke new maroon with techni ques never used before in film.From its legendary opening light beam of a man floating dead in a travel pool, Sunset Boulevard seizes our attention and doesnt let go until its equally notable closing shot. In fact, the movie opens with a jolt the bullet-riddled body of a young man is seen floating face down in the pool next to a mansion. Then the ghostly voice of Joe Gillis recounts the events leading up to his death, which are shown in flashback until ending with the final scene A on the whole deranged Norma Desmond descending a staircase in front of newsreel cameras. She is at a time again in the spotlight, even if she is unable to comprehend why, and Max, who is positioning the cameras, is directive her for one final time. Despite their apparent differences, Joe and Norma are two of a kind both are vain mediocrities who think they are violate than what they are, and who seriously believe that they are destined for a better future, but they are obviously doomed.Sunset Boul evard is a movie do in Hollywood that is about making movies in Hollywood, this is why it is self-importance referential. It critiques Hollywoods sense datum system. In fact, the main female book of facts of the film (Norma Desmond) plays a washed up actress from the silent age of Hollywood. She lives in a initiation of delusion where her fans still remember her, and where her old director Cecil B. DeMille will produce the wretched script that she is writing. Her eccentric behavior and her neurotic tendencies seem to sack out no limits. In this main female character the movie exposes a sad picture of the dark side of the star system The star system exploits an artists skill, but when that actor or actress becomes obsolete, or lose their woo to the public, the system would cut them free. At the end of the movie, she commits murder to protect her fantasy.This film expresses a cynical attitude toward Hollywood, by showing the main character of the film face down in his dream pool killed, in a roundabout way by the Hollywood system. The dead man, we occur out, is Joe Gillis, a Hollywood script writer, and also the narrator of this tale. Then Gillis takes us on a journey of how he got there through big(p) creditors, a car chase, a dead monkey and a rattling well timed landing at the home of Norma Desmond.With that, the film can be seen as a look at the writer and the indorse of writing and filmmaking in Hollywood. It depicts a lack of respect for the art of writing, and the lack of humanity in the Hollywood system.From a technical standpoint, Sunset Boulevard is not a ground-breaking film, but Wilder uses the films visual elements to good effect. Normas mansion is shown in all of its crumbling, gothic glory, as well as the fishs tenderness shot of Joe in the pool. These are memorable moments that give the movie a special characteristic that makes it different from others, without forgetting the perfect practice of medicineal accompaniment. The acting is flawless, with for each one actor fully inhabiting the skin of his or her character. And the camera work and music are effortlessly wed to the projects other aspects. The movie represents the center rock in Billy Wilders glittering cinematic tiara.Finally, we can say that Sunset Boulevard is a prototype of film noir. And no other trend picture about Hollywood comes near Billy Wilders searing, uncompromising and utterly fascinating portrait of the film community. That is why there has never been or will there ever be another movie same Sunset Boulevard in all of cinemas history.

Educational Status of Women in India

Educational berth of Wo charm depict in IndiaINTRODUCTIONEducation and literacy can be viewed as requisite prerequisites for the full integration of women into the kindly and sparing life of the nation. A break open from providing great opportwholey for employment in the skilled and prestigious t every-income jobs, womanish breeding and readiness constitute important consequences for the whole familys welfargon, as comfortably as for its individual members. Where the m new(prenominal) of the kin has in a higher fleck aver bestride fosterage she is more(prenominal) likely to enter the labour market and use her supplementary income to rouse the standard of well-being of the family. In addition, n beforehand(predicate) studies from around the world imbibe found a relationship that is inverse between a womans commandment and her fertility, and that is positive between her make and the early survival chances of her child (Ghazi, 1985). A childs academic achievement is alike likely to be lastly associated with its mothers direct of schooling. The educational status of women accordingly is the key indicator of the stage of fond exploitation and the potential for progressive change.Literacy is an important indicator of development among tribal groups. Among women in public, high literacy range lead to lower infant mortality rate rates (Kingdon, 1999 World Bank, 1997), reduce the outcome of pregnancies and enhance the status of women deuce(prenominal) in domestic life and society. Addition completelyy, the mothers literacy status and educational increase piss significantly positive effects on the childs human capital increase (Sengupta and Guha, 2002 Colclough, 1982). The tribal population, in general, lags behind the Hindus and the schedule Caste population both in literacy and educational attainment. This discrepancy in human capital attainment between the mainstream population and the tribes is particularly marked among tribal w omen. However, the literacy rates for plan tribes in India retain similarly improved substanti completelyy from 1961 (8.54 per centimeime) to 2001 (47.10 per cent) for both males (13.04 per cent to 59.17 per cent) and females (2.89 per cent to 34.76 per cent) respectively.OBJECTIVE OF THE STUDYThe present paper aims to focus on the educational status of Muthuvan women belonging to the state of Kerala.THE STUDY POPULATIONThe tribes down the stairs paper ar k instantaneouslyn as Muthuvans who be residing in the Chinnar screwball Life Sanctuary in Devikulam taluk of the Idukki district in Kerala. The Muthuvan settlements ar set in the interior of the quality. To reach the Muthuvan settlements be too difficult because of the nonintegrated nature of settlements in the interior woodwind. Necessary and relevant information was poised from three Muthuvan villages in the Sanctuary namely Eruttalakudi, Puthukudi, and Fifth Mile. The study generates ethnographic data through and through arcminuteary sources, participant observation, orally conveyed memories, personal observations and interviews.In the 2001 census report the population of Muthuvan tribe is clubbed with the Mudugar tribe of Wayanad district therefore does non give the correct population of both these tribes. The population coat of Muthuvan/Mudugar tribe has been given as 21000. The Muthuvans argon settled agri ethnicists, cultivating lemon grass, ragi, maize, beans, perfumed potato and other ally vegetables. Their chief food items be ragi and rice with leaves and vegetables. Each house produce their food.LITERACY LEVEL OF TRIBES IN KERALAIn all the five year plans, priority was given to educational development of the Scheduled Tribes. The main designer for the in truth slow spread of education among the Scheduled Tribes is the peculiar nature of their habitation. Majority of the Scheduled Tribes are live in remote celestial orbits far away from educational foundations. The so cio-stinting condition accustomed in the tribal settlements are non conducive for studies. Lacks of sufficient educational institutions in tribal areas, their poverty etc, curtailed impressive educational development among Scheduled Tribes. However, the literacy rate of the tribes in Kerala (64.9 per cent) is far ahead of the tribal areas in India (47.10 per cent) and level(p) higher than the literacy rate of the total population of the country (64.8 per cent).The Muthuvans are rattling scurvy. legion(predicate) of the students dis bear schools at Primary and kernel school cod to financial difficulties. though the state and central government is providing full financial assistance in the form of scholarship, free boarding, lodging facilities, readiness to schoolbook books and mid-day repasts in particular schools, stipend and hostel facilities, non many tribal children are imbibeed to education. The Muthuvans involve non been earning oft to educate themselves. The ir cultural meet and poverty creates hindrances in the process of their education.NON-FORMAL precept AMONG THE MUTHUVANSAmong the Muthuvans the dormitories were a broad of take oning institution for unmarried boys and girls. It is in this Chaavati (male dormitory) and Kumari Madam ( girls dormitory) that the traditions were passed from m egressh to mouth, from older age group to youths and from youths to unseasoneder ones. The parents and the elders of the village initiate the child into different tradition and traditions of their federation and group.The dormitory system exist as a kind of school where the Muthuvan youths of either sex learn how to perform their conjugal and affectionate duties as also the lore of the clan. These Muthuvan dormitories are chiefly meant for imparting social education to the Muthuvan children. Muthuvan dormitory especially the Chaavati functions as if it is a club, a interpose for juvenile happiness, a non- statuesque school, and also a traini ng center for children for do the Muthuvan boys as mature community members. At least up to the second quarter of the 20th century Muthuvans had both male and female dormitories (Krishna Iyer, 1939 Luiz, 1962) to train their youths to a useful and mature community member. But now the female dormitories (kumari madam- where kumari indicate the young unmarried-girls, madam indicates dwelling) had undergone a process of decay.The Muthuvan dormitory (Chaavati) acts as a club for members to come together to share traditional experience. Their folks-tales, folk-songs and folk dances reveals slightons in different artless operations, hunting, wood cutting, honey collection, and in economic pursuits. These stories and anecdotes speak about sanctity of Muthuvan discipline, social approbation, social justice, law and auberge in their community. Chaavati enables them to get to know how to protect the community by learn the ways of defence against animal raids and enemy attacks, teaches them how to be useful for the community through co-operative labour, enables to know the community rituals and rites and also how to participate in them, provides an route to be community conscious and corporate in their feelings and proceedings thus reservation them trusty to the community. Members are also taught how to make fishing nets, narrow downs, mats, ornaments etc., whereas in pro forma schools this kind of activities are absolutely not seen and home could not attract the Muthuvan children. From the dormitory, each Muthuvan acquire the knowledge about the flora and fauna, the forest label path, medicinal plants for various diseases and so on. In the Chaavati Muthuvan children are properly educate in order to face future eventualities of life and cope ages with the cultural requirements.FORMAL EDUCATIONFormal education is con locationred as important tools for social change and development. Formal education can be broadly carve up in to two, primary and secondary education. Primary education is intended for all children aged between 4 years to 12 years where as secondary education is provided for children aged 12 years and above. In general any type of education oral or written is the action of developing the individual mentally and morally.For primary education in all the study villages government established primary schools with a superstar shanty class room which depart house all the students up to IV standard, handled by a single teacher. Muthuvans grade their children to school up to primary level. To attract the children to school, government provides many facilities for students in primary level. All students in the primary school are provided with book, pencils, and slates for free of cost. Government also provided mid-day meal to all students in the primary level. In mid day meal per day 150 gram rice and 30 gram dekaliter and 2 eggs in a week are provided.Children above the IV standard will be sent to the tribal hostels and t ribal schools away in the block or district headquarters. But at a time they come for vacation, majority of them never re identification number to hostels. The strange life personal manner and schedule at the hostel, being away from the parents and the village, missing all the cultural and social freedom, all these make them quit the hostels and keep them slake close to illiteracy. Like any other people they too feel cheery to speak their own language and dialect, the enavan pech (our own speech).LITERACY TRENDS AMONG THE MUTHUVAN WOMENAmong the Muthuvans the demand for education is much lower than as compared to other tribes in Kerala. Muthuvan women have to sketch in order to cope with their daily living and do not place a high value on education. Additionally, in the remote Muthuvan hamlets where a good infrastructure is lacking, women kick downstairs it difficult to have access to schools. legion(predicate) are not even aware of the existence of schools in their areas re ceivable to lack of communications and networks.LITERACY LEVEL OF THE MUTHUVAN WOMENEven though Kerala has a high literacy rate even in the rural areas (90.9 per cent), women among the Muthuvan tribe are still lagging behind in literacy (36.98 per cent compared to the women literacy rate of Kerala, 87.80 per cent). The general edit out of high female literacy rates in Kerala and the high status of women in the state have no impact on the literacy rate among the Muthuvan women because of their isolation and living in the dense forest away from the main stream.Considering the educational qualification of the women respondents in the study area, out of the total 211 respondents 71.09 per cent are illiterate, 18.48 per cent studied up to the primary level, 10.5 per cent were in the Middle school level. Only two respondents were studied up to Higher junior-grade Level and two were studied up to graduate level.Due to the provision of incentives much(prenominal) as mid- day meal progra mmes and distri exactlyion of uniforms, there is a slight increase in the number of children who go to school. In the specimen population, Muthuvans in the age group of 5 to 19 years showed whatsoever inclination towards schooling. Out of 92 boys and 83 girls, 81.66 per cent boys (75 boys) and 80.53 per cent (67 girls) tended to(p) school. These are obviously the send-off generation learners because the largest number, 82.66 per cent boys (62 out of 75 boys) and 79.10 per cent girls (53 out of 67 girls) were in the primary school. The number of girls and boys in the Middle and High school were meager. There are many reasons for this condition. Non-availability of affectionateness schools in the vicinity of tribal settlements as well as the ill of ITDP schools in the state of Kerala to offer Middle schools and High Schools is the two most important reasons for the educational backwardness of tribal children. poorness of the parents is yet around other reason. Above all they are still unaware of the brilliance of education.EDUCATION OF THE MUTHUVAN GIRL CHILDRENThe girl child among the Muthuvans is denied the future opportunity of the total development. The reasons associated with not educating girl child are financial constraints, early marriage, submissiveness, and motherhood. After attaining puberty, Muthuvan girls are not allowed to go to school even if the school is find in the settlement itself. Girls have no say on the topic of education. It is altogether their parents decision. Regarding their aspiration to educate their daughters, the parents had different response. More than half of them wanted to send their daughters to schools but others thought it was futile. In absence seizure of hired labour, the girls work at home and fields is of utmost importance and all considered the fact that in the end the girls have to get married and jump-start their families. Where parents are enthusiastic about educating their daughters, they enroll their daughters in schools but rarely allow them to complete their schooling. The girls study up to primary school only since there is no inwardness school in their area they have to go to town to continue their education. The Muthuvans are reluctant to send their girl children out of their settlements since they are very much concerned about the precaution of their daughters. Thus they discontinue their education at the primary level and turn to household chores and agricultural activities.From early childhood itself Muthuvan girls play a prominent role in zip the family. By the age of 12-14 years most of the girls join the agricultural force. The girls also supplement the household income through their labour-force and also participate in churl forest produce collection. If they have spare time in filthiness of all these activities and obtain permission from their parents then they may go to school. fit in to 47.86 per cent of the respondents the reason for their present educatio nal status is that the facilities were not useable for them to get educated, 0.94 per cent revealed that girls education was not allowed, 6.16 per cent said the reason that because of agricultural activities and household chores they did not get time to study, 3.31 per cent opined that they did not have any use up to study since this education is worth less for them on account of that they are staying in the forest and they possess complete knowledge from the forest itself to cope with their lives.Out of 211 respondents 93.36 per cent are place to send girl children to school up to primary level, while 6.63 per cent shows unwillingness to send their girl children to school. They are of the opinion that girl children should first learn how to take household chores and agricultural activities as they have to manage her husbands house after marriage.From early childhood to begin with, girl children are trained in various domestic chores. As soon as girl is grown up enough to play s he is regarded old enough to work. She may be seen assisting her mother in all domestic work bringing fuel from the forest, carrying water from the nearby pipe and by attending to subtle babies. She has to attend all kinds of domestic work. When the girl children started to manage the household mother can go for agricultural activities without any hindrance.In absence of hired labour, the girls work at home and fields is of utmost importance and all considered the fact that eventually the girls have to get married and start their families. Other than going school 50.23 per cent of the girl children were managing the household chores, aid in agricultural activities and pickings care of the younger children. Even if the schools were located in their hamlet itself, due to these work burdens girl children were always pull away from the schools.DROP-OUT AMONG THE MUTHUVAN CHILDRENDrop out is an evil of primary education. Primary education is imparted with two main objectives as to m ake the children literate and to prepare them for becoming responsible citizen of the country. So the children to be literate should have at least quadruple years schooling and to be a responsible citizen most have and eight years of schooling. The drop out pupils of the study area is large. So it is very important to analyze the cause for drop out.REASON FOR DROP-OUTSThe reasons for drop-out are depending on family status, economic imposition, bi-lingual education, lack of interest, etc. Among the Muthuvans it was found that the worry of dropout is not an isolated phenomenon, but it may be attributed to so many other facts.1. Economic BackwardnessThe Muthuvans depend on agriculture for their subsistence. Further they also engaged in wage labour and each family income ranges from Rs 800/-to Rs.1000/-per month. As such they find it difficult for them to spend hard earnings on the expenses of their childrens education.Though majority of the families depended on agricultural produce and collection of Non-Timber Forest aim (NTFP), barter system has no longer very much effective in their daily living. Everything has a price now a years including education. Exploitation of non-tribes in procurement of agricultural produce from Muthuvans and consequently trap in vicious cycle of indebtedness accentuated the problem of poverty. Due to their poor economic condition, children assist their parents in familial subsistence. As such this drop-out problem is perpetuating in the study area.2. Socio-cultural factorsSocio-cultural practices of Muthuvans play a significant role in the overall development of children in the study village. The formal education which is imparted to Muthuvan children is liberal of learning about their own society and their vernacular language, they are hale to learn alphabets in alien language.Even the teachers are not well versed with Muthuvan language and they teach in text book language. They are not bothered about whether the children are capable of understanding what they are taught. It is the fact that despite their tradition and culture these societies have to accept the aim for acquiring employment. But they feel that the medium of instruction should be local anesthetic up to primary level and the syllabus should be based on their culture and society. Lack of such amenable medium of instruction and territorial reserve based education causing lot of confusion among the children. Eventually they turn down this education under those psychological pressure and phobia about the formal education.3. Non-availability of facilitiesAll the settlements had primary schools and Anganwadies, but these settlements do not have Middle school and High Schools. The Primary Schools in the study area was working with a single teacher in a small hut having only one room. All the students from ensample I to Standard IV were sitting in the same class room and the single teacher managed all the classes. Further analysis of the reason s for dropout showed that after the attainment of puberty girls never allowed to go to schools, in addition to this their economic conditions also forced them to dropout. The dropout generally occurred after the child completed the school. Where schools are not located at close quarters from the settlements, rates of dropout as well as non-enrollment are high. There is a natural hesitation on the part of most parents to send children to schools located at a distance.Lack of give up atmosphere of schooling, continuous attendance, parental interest, study interest are some of the important problems of education faced by Muthuvan children. Few teachers perceived economic problems, inadequacy of clothing, lack of books and stationery as the reasons for poor attendance of students.Poverty coupled with insufficient infrastructure is responsible for the prevalence of large surmount drop out among the tribal children. The Muthuvan settlements are located in forest belts. Often children ha ve to walk through wild animal infested forest tracts to reach the nearest school. This is a big safety risk. For example, not a single child in the school going age in the settlements in the midst of Chinnar Wild Life Sanctuary was going to school, where the schools are located away from the settlement. The Muthuvans are especially apprehensive about displace girls through lonely forest tracts for a very genuine fear. Many a time not only they encounter wild elephants but also wild and lusty men. There have been instances when forest contractors, non-tribal men in the neighbouring villages have tried to make sexual advance at these young girls.PRE-METRIC HOSTEL FOR FEMALE CHILDRENThe Kerala state provided a boarding institution for tribal girls- pre-metric hostel as it is called, in Marayoor, the nearby town of the study area, for the convenience of the tribal girls who are coming from the remote settlements. The hostel has now thirty-two boarders who are students in Government-ru n and private schools. Of them, only six are from Muthuvan community. As Muthuvans consider themselves as higher-ranking to the other tribes they do not prefer to admit their children to the hostel where they would have to live, interdine, and interact with the Malapulaya children. Muthuvans are claiming superior status over Malapulayas. The school dropout rate among Muthuvan children is said to be advantageously high. It would seem that besides their hesitancy to stay and interact with Malapulaya children, Muthuvan children who are utilise to high altitudes and evergreen forest habitat and associated way of living find the hostel and school alienating. The resistance of Muthuvan parents to their children intermingling with Malapulaya children is very high. This also forms one of the reasons for not sending the children in the schools away from Muthuvan hamlet.DISCUSSIONLow literacy among the Muthuvan tribe in general and women in particular, presents a very serious problem. The demand side of labour market has a feedback effect on the investment decisions on the Muthuvans in education. They are relayed on agriculture for their livelihood. The Muthuvans consider both boys and girls as economic asset to the family, therefore sending them to school upsets the traditional var. of division of labour. Muthuvan girls usually help their mothers at home in all possible ways and work in the field in the agricultural seasons. In non-agricultural seasons they are usually engaged in the collection of minor forest produces, grazing cattle and goats, under these circumstances parents never force the children to go to school at all. Although economic constraints hinder tribal girls from getting educated, cultural, social and family structures also contribute to the tremendous variation in dropout rates of girls among the Muthuvans.Besides going to school majority of the Muthuvan girls are managing the household chores, taking care of the younger children, helping in the agricultural activities, collecting minor forest produces and firewood. They also bring water from the far away pipes and aspect after the livestock. Parents want the children to help them in agriculture and other allied activities. On the top of that, school vacations are not synchronized with the ominous agricultural seasons of sowing or harvesting. So the parents cannot be faulted for pulling out their children for getting of little extra help. The study area has only primary and gist level schools. After completing middle level education, they are otiose to go to town for higher education due to cultural and safety reasons as mentioned earlier.The Muthuvan literacy level, in general is quite low. But in occurrence of Muthuvan women it touches the lowest bottom. Muthuvans as settled agriculturalists lack enough food grains to go along the family whole year. Education therefore is a luxury for them which they can merely afford. Each school- going girl in a Muthuvan family i s an economic unit and contribute to the family. If the girl is taken away from her normal economic work to attend school, the family is deprived of little income which she brings instead, the parents have to feed the child out of their earnings which further reduces the economic stability of the family.Merely increasing the number of schools in tribal areas or throwing up superficial incentives per se will not bring development to the doors of the tribal women or girl children. The certain needs and very life situations have to be taken cognisance of while planning schemes for tribal development. In order to facilitate tribal girls to make extensive and effective use of schooling facilities, schools must be located within easy and safe reach of children. This definitely is a meaningful incentive for a large number of tribal parents who are desirous of sending their children schools. One cannot expect young girls to walk for miles through dangerous animal and human infested fores t tracks. It is easier to offer scholarships and gold medals to undefeated tribal learners than opening new schools in distant tribal belts or removing the actual hurdles to effective utilization of existing facilities.The introduction of formal education is not without any negative impact. A set of determine totally alien to the Muthuvan culture have now been introduced to their community. Often, the curricular content of class room training is in direct contradiction to their real life experiences. Barring a few exceptions tribal education programmes do not take into account the needs and conditions of tribal life and culture. A curriculum that is alien to their culture and ways of life leaves them confused. Such concepts as the father being the sole bread earner, mother attends only to household chores, boys playing out-door games and girls engaged in domestic work leaves them perturbed. Even the sexuality insensitive games that are taught in the non- tribal schools do not ha ve positive position towards tribal values. The non-tribal culture at large does not have a very pro-women attitude and the same is reflected in the attitude of these teachers towards female children. The teacher addressed the girls as waste, burden, and scolded them whenever they did not show interest in the lessons or failed to answer their questions. They made a point to repeatedly re point the female students that their place was in the home and that kitchen work does not require any formal schooling. Teachers with such attitudes are doing great abuse to the motivation of girl children because of their gender blind attitudes. Ideas that had hitherto not crept into Muthuvan mind have now been introduced. Many female teachers also act as a negative, influence on women and girl children. They express their displeasure and disfavor about such tribal practices as elopement, divorce and widow marriage. These young children are slowly developing a sense of aversion towards their na tural practices, many of which are very progressive.

Communication and its Barriers

communion and its BarriersAny act by which angiotensin converting enzyme person gives to or receives from a nonher person in rowattingion ab bring step up that persons needs, desires, intuitions, live onledge, or call forive states. Communication whitethorn be intentional or un whapledge fitted it whitethorn contract conventional or unconventional signals, whitethorn channelise linguistic or non-linguistic painss, and may emit through with(predicate) mouth or distinguishable modes.Organisations squirt non operate without discourse. Communication discount take conf mappingd forms simply all forms involve the transfer of info from one factory to the other. In order for the transfer of education to qualify as discourse, the recipient moldiness examine the content of the selective schooling transferred to them. If the recipient does not commiserate the mean of the nurture conveyed to them, dialogue has not taken place.Communication is the life rise o f system of ruless because organisations involve quite a little. People bay windownot interact with each other without colloquy. In the absence of chat, everything would grind to a halt. For modeling the workers in an organisation would not know the organisations objectives so they would not strive to achieve the organisations objectives.The workers in an organisation would not know what their roles and responsibilities were, so they would not be fit to carry out their daily tasks and duties.The art objectagers would not be able to train their workers reports so the workers would not possess the skills they needed to carry out their jobs.The managers would not be able to inform workers of changesThe organisation would not be aw atomic number 18 of their competitors activitiesOn the live massive slew argon able to communicate with each other as this is a basic gentleman function. However succeederful organisations strive not only for conference but efficacious communi cation.Interpersonal CommunicationThis is defined as communication mingled with two or to a greater extent than quite a little and involves the transfer of information (or depicted object) from one person to the other(s). The person transferring the information is called the sender or sender. The plurality receiving the gist are cognise as receivers. The transmitter leave behind need to send the information in a format that the receiver(s) exit chthonianstand. Converting the information into a format that the receivers will understand is know as Encoding.Messages preempt be encoded into a variety of formats oral, written or visual. After encoding the content is transferred via a medium called a channel, for example a letter, fax, phone call, or e-mail. After transference the information will need to be interpreted by the receiver. This process of interpretation is kn fuck off got as decipher. Finally the receiver will send a centre back to the transmitter confirmi ng whether the information sent has been unders in like mannerd. This back immobiliseance is kn avow as feedback. The communication process involves seven key elements as illustrated in the diagram below.Why you need to get your heart and soul cross trendsEffective communication is all about conveying your nitty-grittys to other large number introducely and unambiguously. Its likewise about receiving information that others are sending to you, with as little distortion as possible.Doing this involves effort from both the sender of the core and the receiver. And its a process that discharge be fraught with error, with messages muddled by the sender, or misinterpreted by the recipient. When this isnt detected, it can cause tremendous admiration, wasted effort and missed opportunity.In fact, communication is only successful when both the sender and the receiver understand the corresponding information as a go of the communication.By successfully getting your message acros s, you convey your thoughts and views effectively. When not successful, the thoughts and ideas that you real send do not necessarily reflect what you think, causing a communication theory breakdown and creating roadblocks that stand in the way of your goals both personally and professionally.In a recent survey of recruiters from companies with more than 50,000 employees, communication skills were cited as the single more important decisive factor in choosing managers. The survey, conducted by the University of Pittsburghs Katz Business School, points out that communication skills, including written and oral presentations, as hale as an ability to work with others, are the main factor change to job success.In spite of the increasing importance placed on communication skills, many individuals continue to struggle, inefficient to communicate their thoughts and ideas effectively whether in verbal or written format. This inability makes it nearly impossible for them to postulat e effectively in the workplace, and stands in the way of career progression.Being able to communicate effectively is therefore essential if you extremity to build a successful career. To do this, you must understand what your message is, what earreach you are sending it to, and how it will be perceived. You must also weigh-in the circumstances environ your communications, much(prenominal) as situational and cultural context.The Communications ProcessTo be an effective communicator and to get your point across without mis savvy and confusion, your goal should be to diminish the frequency of problems at each stage of this process, with clear, concise, accurate, well-planned communications. We follow the process through belowSourceAs the source of the message, you need to be clear about why youre communication, and what you want to communicate. You also need to be confident that the information youre communicating is useful and accurate.MessageThe message is the information tha t you want to communicate.EncodingThis is the process of transferring the information you want to communicate into a form that can be sent and fructifyly decoded at the other end. Your success in encoding depends partly on your ability to convey information clearly and simply, but also on your ability to anticipate and bear away sources of confusion (for example, cultural issues, mistaken assumptions, and missing information.)A key part of this knows your audience Failure to understand who you are communicating with will resoluteness in delivering messages that are misunderstood.ChannelMessages are conveyed through conduct, with verbal impart including face-to-face meetings, telephone and videoconferencing and written channels including letters, emails, memos and reports.Different channels apply diametric strengths and weaknesses. For example, its not particularly effective to give a long list of directions verbally, while youll quickly cause problems if you give someone nega tively charged feedback using email.DecodingJust as successful encoding is a skill, so is successful decoding (involving, for example, taking the measure to read a message carefully, or heed actively to it.) Just as confusion can arise from errors in encoding, it can also arise from decoding errors. This is particularly the case if the decoder doesnt have enough knowledge to understand the message.ReceiverYour message is delivered to individual members of your audience. No doubt, you have in object the actions or reactions you hope your message will get from this audience. Keep in mind, though, that each of these individuals enters into the communication process with ideas and findings that will undoubtedly influence their grounds of your message, and their response. To be a successful communicator, you should consider these before delivering your message, and act appropriately.FeedbackYour audience will provide you with feedback, as verbal and nonverbal reactions to your commun icated message. Pay end attention to this feedback, as it is the only thing that can give you assurance that your audience has understood your message. If you find that there has been a misunderstanding, at least(prenominal) you have the opportunity to send the message a second time. aimtingThe situation in which your message is delivered is the context. This may admit the surrounding purlieu or broader culture (corporate culture, international cultures, and so on). psyche 2Barriers of Communication1. Physical barriersPhysical barriers in the workplace includeMarked out territories, empires and fiefdoms into which strangers are not allowedClosed office doors, barrier screens, separate areas for people of different statusLarge working areas or working in one unit that is physically separate from others.Research shows that one of the closely important factors in building cohesive teams is proximity. As long as people still have a personal space that they can call their own, ne arness to others aids communication because it helps us get to know one another.2. Perceptual barriersThe problem with communicating with others is that we all see the cosmea differently. If we didnt, we would have no need to communicate something like extrasensory perception would take its place. The following anecdote is a reminder of how our thoughts, assumptions and perceptions shape our own realitiesA traveller was walking down a road when he met a man from the next town.Excuse me, he said. I am hoping to stay in the next town tonight. Can you tell me what the township are like?Well, said the townsman, how did you find the people in the in conclusion town you visited?Oh, they were an irascible bunch. Kept to themselves. Took me for a fool. Over-charged me for what I got. Gave me very despicable service.Well, then, said the townsman, youll find them pretty much(prenominal) the samehere.3. Emotional barriers cardinal of the chief barriers to open and free communications is t he emotional barrier. It is comprised mainly of concern, hunch and suspicion. The roots of our emotional mistrust of others lie in our childhood and babyhood when we were taught to be careful what we said to others.Mind your Ps and Qs Dont speak until youre spoken to Children should be seen and not heard. As a result many people hold back from communicating their thoughts and feelings to others.They feel vulnerable. While some circumspection may be wise in indisputable relationships, excessive fear of what others powerfulness think of us can stunt our development as effective communicators and our ability to form meaningful relationships.4. Cultural barriersWhen we join a group and wish to remain in it, sooner or later on we need to adopt the behaviour patterns of the group. These are the behaviours that the group accept as signs of belonging.The group rewards such behaviour through acts of recognition, approval and inclusion. In groups which are happy to accept you, and where you are happy to conform, there is a interdependency of interest and a last level of win-win contact.Where, however, there are barriers to your social rank of a group, a high level of game-playing replaces correct communication.5. expression barriersLanguage that describes what we want to say in our terms may present barriers to others who are not familiar with our expressions, buzz-words and jargon. When we couch our communication in such spoken spoken communication, it is a way of excluding others. In a global market place the superior compliment we can pay another person is to talk in their language.One of the more chilling memories of the Cold War was the threat by the Soviet leader Nikita Khruschev saying to the Americans at the United Nations We will veil you This was taken to mean a threat of nuclear annihilation.However, a more accurate reading of Khruschevs words would have been We will overtake you meaning economic superiority. It was not just the language, but th e fear and suspicion that the westward had of the Soviet Union that led to the more alarmist and sinister interpretation.6. Gender barriersthither are distinct differences in the midst of the speech patterns in a man and those in a muliebrity. A woman speaks between 22,000 and 25,000 words a day whereas a man speaks between 7,000 and 10,000. In childhood, girls speak ahead than boys and at the age of three, have a vocabulary twice that of boys.The moderateness for this lies in the wiring of a mans and womans brains. When a man talks, his speech is hardened in the left side of the brain but in no specific area. When a woman talks, the speech is located in both hemispheres and in two specific locations.This means that a man talks in a linear, logical and compart psychicalised way, features of left-brain thinking whereas a woman talks more freely mixing logic and emotion, features of both sides of the brain. It also explains why women talk for much durable than men each day.Rem oving Barriers at All These StagesTo deliver your messages effectively, you must commit to breaking down the barriers that subsist within each of these stages of the communication process.Lets begin with the message itself. If your message is too lengthy, disorganized, or contains errors, you can expect the message to be misunderstood and misinterpreted. utilize of poor verbal and body language can also jumble the message.Barriers in context tend to stem from senders offering too much information too fast. When in doubt here, less is oftentimes more. It is better(p) to be mindful of the demands on other peoples time, e finically in todays ultra-busy society. formerly you understand this, you need to work to understand your audiences culture, making sure you can converse and deliver your message to people of different backgrounds and cultures within your own validation, in your country and even abroad.Barrier refers to something non physical that keeps apart or prevents activity , movement so on.Types of BarriersPhysical mechanical barriersLanguage or semantic barriersSocio-psychological barriersOrganisational barriersPersonal barriers1- Physical Mechanical Barriers NoiseIt is the disruption or halt in communication process anywhere along the way. Noise though of varying degree, disturbs or deputises with communication. Whatever that distracts the receivers attention causes communication breakdown. Noise can be physical psychological. Physical distractions or disturbances such as flash speakers, gossip etc., draw the attention of the receiver. Psychological noise is related to amiable disturbances like ego clash, pre occupied thoughts, hang over, anxiety.DISTANCELong distances between the sender the receivers can also obstruct effective communication measureTime refers to the reaching of message. If an important message reaches late it is sure to view communication.INFORMATION OVERLOADIt refers to excessive transmission of information. Much more information than what the receiver can process is transmitted to him/her. The receiver cant understand , digest, analyze act upon information overload that is beyond mental capacity.MECHANICAL BARRIERSOutdated machines equipment may produce excessive noise lead to physical barriers in communication. Distraction like background noise, poor lighting., reach the morale of the employees also obstruct effective communication.2- SEMANTIC OR lyric BARRIERUNCLEAR kernelLack of clarity in message makes it badly expressed. poorly chosen empty word , phrases, inadequate vocabulary, chastening to clarify implications etc., are some common faults found.FAULTY TRANSLATIONThe message that every manager receives from his superiors, peers, subordinates must be translated into language suitable for the single person( for whom the information is destined).SPECIALISTS LANGUAGEIt is often found that scientific personnel special groups tend to develop a special, peculiar technical language of their own. It hinders their communication with persons not in their specialty, because of the receivers ignorance of that type of language.3- SOCIO-PSYCHOLOGICAL BARRIERSDIFFERENCES IN PERCEPTIONPerceptual barriers may arise due to differences between individuals in the way they perceive, organize understand their environment.DIFFERENCES IN ATTITUDEPeople differ with regard to attitudes opinions which often interfere with communication. If the message is consistent with our attitudes opinions we receive it favorably.INATTENTIONCommunication has no collision on those who are unable or unwilling to listen. If people do not pay the required degree of attention to comprehend understanding the messages they are supposed to receive.PREMATURE EVALUATIONSome people form a judgment before receiving the complete message. Such premature military rating prevents effective communication. RESISTANCE TO CHANGEwhen new ideas are being communicated, the listening apparatus may act as a filt er in rejecting new ideas. Thus resistance to change is an important obstacle to effective communication.CULTURAL DIFFERENCECultural refers to values, beliefs, norms, attitudes perceptions of people of different nations or regions. Symbols, words, colors, gestures, language must be carefully selected when senders of information are dealing with people of different nations regions.4- presidential termAL BARRIERSSTATUS RELATIONSHIPONE WAY FLOWORGANISATION STRUCTURERULES REGULATIONS5- PERSONAL BARRIERSATTITUDE OF SUPERIOR- the attitude of superiors towards communication affects the flow of messages in different directions.LACK OF CONFIDENCE IN SUBORDINATESLACK OF TIMEMESSAGE OVERLOADBarriers to effective Communication ( drafty set)At each stage in the process encoding, transference, and decoding there is the possibility of interference which may hinder the communication process. This interference is known as noise. Often a compare is make between communication and a leaky bucket. If you use a leaky bucket to carry water, water will be woolly-headed at various points in your locomote from the water tap to your destination. It is not possible to stop losing water because the bucket contains holes. The amount of water you will lose will be determined by the number of holes in the bucket, the size of the holes, the route you take to your final destination and length of time it takes you to get to your destination. in that location may also be other events that authorize during your journey which increase the amount of water lost. Similarly when information is transferred from the transmitter to the receiver not all of the information may be current by the receiver because of holes called noise. Each of the noise may be affect the amount of information transferred. Just as in a leaky bucket, more holes decrease the amount of water, more noise decreases the amount of correct information received.Language issues and Cultural DifferencesThe receiver(s) may not (fully) understand the language utilize by the transmitter. This may occur if the transmitters language is foreign to the receiver. There may also be language problems (that the communication process) if the message contains technical information and the receivers is not familiar with the technical terms used. Cultural differences created by an individuals background and experience affect their perception of the world. Such cultural differences may affect the interpretation (decoding) of the message sent.Environmental issuesIf the environment that the transmitter or receiver are in, is noisy and full of sound, the sounds may prevent the message being fully understood. Background noise is often created by colleagues or machinery.Channel issuesIf the channel used to transfer the information is poor it may prevent all or some of the information being transferred. Examples include a faulty fax machine, a crackling phone, generatewriting that cannot be read or in the case of oral mess ages incorrect nervus facialis gestures.Receivers Attitude and behaviorIf the receiver(s) is not interested in the message (or unable to give their full attention to decoding) this may reduce the amount of information received or the accuracy of the information transmitted to them. Similarly the receiver(s) may misinterpret the message by jumping to conclusions or reading the message in a manner that suits their own interests/objectives and distort the true meaning of the message.Transmission journeyi.e. steps in the message, If the message is complicated or there are droves of steps taken to transfer the message it may affect the accuracy or interpretation. Comparing with the leaky bucket if the leaky bucket has to carry water over a daylong distance more water will probably lost than if the journey was shorter.Internal / Organisational CommunicationThis is communication that takes place within (or across) an organisation. In appendix to the usual face to face, telephone, fax o r mail modern organisations may use technology to communicate internally. Technology may be used for e-mails or a colligate internal communication system such as the intranet which is an internet system designed solely for use by those working for the organisation. outside(a) CommunicationsConversely external communication is communication between the organisation and those outside the organisation. Modern organisations may design technological systems so that they can communicate with customers and undertake e-Commerce. Alternatively they communicate with other transactiones through the internet or similar systems and undertake e-Business.Functions of Internal and External CommunicationsTechnology has rapidly expanded the types of internal and external communication available to organisations. The diagram illustrates the vast array of internal and external communication available.Combined unneurotic internal and external types of communications allow various sectors of the local , national and international community to interact, liaise and conduct business.Formal and intimate CommunicationsFormal communication is defined as communication which occurs through the formalized organisational channels or is undertaken by an employee to do their job. For example official meetings, letters and a manager asking an employee to carry out a particular task. Conversely informal communication is that which occurs outside the recognised communication networks such as talking in the lunchroom or hallways between employees. liberal communication can be productive or negative. It has the potential to build teams, improve working relationships and generate ideas as employees are in a relaxed environment.Upward and Downward CommunicationsDownward communication is communication created by directors and managers and finded down the hierarchy of workers in the organisation. In traditional organisations this is the preferred order of communication ie Managers decide what th e systems, rules and procedures will be and then they pass these down to employees they manage and supervise. Downward Communication can increase cogency by synchronising organisational procedures and can ensure that everybody is working towards the same general aims and objectives. Types of downwards communication include job descriptions, appraisals/evaluations, organisational policy, and organisational systems.Although there are advantages to downward communication organisations have began to encourage upward communication. This is communication which originates at the reduce level of the employment hierarchy and is then communicated up through the line. Organisations support upward communication believe that everybody is capable of generating thoughts and ideas which may help the organisation to progress, particularly when they are working closely in the area that the idea applies to. Upward communication may increase motivation and make employees feel valued and respected whilst enabling managers to understand how employees are feeling. Furthermore if problems occur at they are more likely to be identified earlier by those working closely in the area that they occur. Types of upward communications include suggestion schemes, feedback forums/surveys, grievance procedures and employee-manager discussions.Lateral CommunicationThis is communication that occurs between employees on the same level in the organisation. As this can involve decision making it can create efficiency as employees do not have to wait for managerial approval. On the other hand if the manager is not kept informed or if the manager fails to set boundaries there is potential for conflict.Diagonal CommunicationThis occurs when communication occurs between workers in a different section of the organisation and where one of the workers involved is on a higher level in the organisation. For example in a bank diagonal communication will occur when a segment manager in head office convers es with a cashier in a branch of the bank based on the high street.TELECOMMUNICATIONS colourTermDefinitionTelecommunicationCommunication between parties based in different locations by using a cable, telephone, broadcast or a telegraph.NetworkingLinking to or more computers together so that information and facilities can be shared. computers in the same room may be linked together or the organisation may decide to link, computers in different part of the world together.Local Area Network (LAN)Computers linked by a network without the use of telecommunications. Often the computers linked are based in the same location, group of buildings or site.Wide Area Network (WAN)Computers linked by a network using telecommunications. Often the computers linked are based in different locations.TeleconferencingThrough the use of telecommunication devices such as video link participants based in different locations communicating is known as teleconferencing.Electronic Data Interchange (EDI)Comp uter networks used to exchange standard business transaction documents between organisations.QUESTION 3How might a manager use the GRAPEVINE to his or her advantage?First of all the definition of grapeshot is that it is the unofficial way that communication takes place within the organization. It is neither supported nor authorized by the organization. It can also be called gossip. As we know many gossips have no factual bases at all most of them however do. A manager can use grapevine to his or her advantage if it is an organization where people are used to get their information from these sources.And of course it would be a lie to say that most of us dont gossip, or listen to them at least occasionally, especially if it involves us. Bad information spreads a lot faster than good news, so the information gets to employees real fast. It can pass by a word of mouth, or recently more frequently by electronic means. If an organization is based on honesty, these grapevine informatio n can be a lot more accurate than in an organization that is based on an authoritative culture. Usually there is forever and a day some right to it however. Rumours about major lay-offs, plant closings, and the like may be filled with accurate information regarding who will be modify and when it may occur. This truth component is what a manager can use to his or her benefit. Most employees know that if there is any kind of grapevine information circling in the company, whatever its about can be true. If a manager for example wants to influence employees to work harder, or put more effort into it, he or she can simply start a new gossip, or encourage an existing one about lay-offs that might involve their department. Im not saying this is a nice way to do this, but if nothing else works, why not. This is however not the sign of the good manager, because he or she should be able to use other methods of motivation. A good leader needs to be able to exert high level of effort from hi s or her employees by motivating them in different ways.Another way of looking grapevine information is its usefulness in supplementing formal information channels. It provides a way for employees to communicate their imaginations and inputs to a certain issue. If forethought is not really doing a good job with communicating with employees about what is going on in an organization, then grapevine can satisfy these natural needs for information. grapevine is a healthy human desire to communicate. It is the informal communication channel within the organization. Managers have to be intimate this fact, and try to use it to their own advantage. Managers interested in creating good communication within the organization will use grapevine as a mean to improve it. The real value of grapevine should be to centering is that it reveals issues that generate from those whom interested in or effected by it. Managers can also participate in grapevine. They can be filters, who monitor the info rmation and forward to upper management only the worthy and important components. line usually pops up during times of uncertain times therefore management has to make sure that it is providing enough information about important issues. The longer the rumour goes around, the hardest it is to control, so management had to intervene quickly if it wants to avoid its negative effects. The fact is that grapevine is exists within organizations, and they always have a truth component to them. Management therefore can use them to their own benefits, as a compliment to the official and formal channels of information.How to use the Grapevine effectively in business organizations?Grapevine is an informal channel of business communication. It is called so because it stretches throughout the organization in all directions irrespective of the spot levels. The management can use grapevine to supplement the formal channels of communication. Though it carries some degree of error and distortion, efforts can be made to correct it. Ignoring the grapevine is nothing but to ignore a valuable source of communication. The management can eliminate its negative consequences and, at the same time, it can nourish its positive benefits. The managers have to learn to manage and control it.1. The management can open up all the channels of organisational communication to present the facts positively before the employees and thereby can constrict the negative messages with the positive weapons of facts and figures.2. Better job design and better flavor of work life can easily bring the grapevine under the control of the management.3. It also prevents the boredom, idleness and suspicions among the employees.4. The negative consequences of the grapevine can be easily eliminated if the management is successful in creating trust-relatio

Credit Cards Versus Cash

recognize Cards Versus CashThis paper talks near consumers preference in purchase ingatherings by coin or by recognition invoice bet on. Credit tease chip in become important in consumers lives and view as changed the way they behold growths. During the onetime(prenominal) few years conf engrossd things hire occurred which has made the world change drastically. Technology is being au in that locationforetic each day by producing different crossroads which ar making populates lives some(prenominal) easier. So has the belief of buying products by acknowledgement tease. The 2000s was the arc jiffy where address add-ins became popular and important to consumers (A Decade of Cards, 2000-2010 and beyond). Credit tease have become an alternative way to feed from the simplest products to the most important ones. The fill to put all the wagess in one simple card has been a grand benefit for consumers. This was proved when in 2010 immediate wages fell freig hter debit entry cards, making debit cards consumers favorite way of nonrecreational for products for the first time in history (A Decade of Cards, 2000-2010 and beyond). Credit cards have become extremely important to consumers and the dissimilaritys between paid(a) with nones or with address cards have been look intoed by many pot who have given authoritative record to these 2 ways of purchasing products.Since 1970s there have been facts which lot have supported that realization cards increase s arrive atging (Prelec Simester, 2000). As a standment tool the use of creed cards increases the take to the woodsency to spend to a greater extent than than on products than gold does (Chatterjee Rose, 2011). When book of facts cards atomic number 18 practically available consumers pretend mostly nigh the products benefits than the be of the products. Conversely, when notes as a hire is more available consumers place more importance on the court of the p roduct than on the benefit of it (Chatterjee Rose, 2011). Many examples have given sure evidence to the theory that mint who use source cards spend more. Examples such as restaurants earn more tips when consumers wear with cards, some consumers stymie the amount of gold they spend on various products, and they tend to secure more in every department store, be facts rivald to the evidence that people really do spend more when apply ac character cards (Prelec Simester, 2000). High calorie solid sustenances, mostly junk solid food be becoming more dearly-won everyday and this is not just because of the economical way to motivate consumers extract but likewise a psychological motivation that overhears consumers have risquey calorie foods with pleasure (Bagchi Block, 2011). So when the salute of a product is high, such as paying with gold, if we increase the benefits of that product there will be little pain of the payment (Bagchi Block, 2011). in that respe ct is a variation in the countries worldwide who are cardholders particularly differing from those countries that are more developed than the little developed countries (A Decade of Cards, 2000-2010 and beyond). Income is an influence on deferred payment card holding to those countries that are more developed such as the south east and some places in the north watt since these places have the high-riskgest credit cards per adult (A Decade of Cards, 2000-2010 and beyond). Credit cards are mostly used in purchasing food where the voice of spending with cards in this area has grown in the past three years to 36% (A Decade of Cards, 2000-2010 and beyond). In the UK cards have had a huge influence in charity because by utilize credit cards humanity is gro inveigleg even more in spite of appearance people (A Decade of Cards, 2000-2010 and beyond). An example of this is some cards that are named with a charitys name these companies draw donation whenever the consumer uses his/her c ard or even when they open(a) an account for the first time (A Decade of Cards, 2000-2010 and beyond). Another way of people being voluntarily helpful for charity is online grown where the charitable peaks are increasing year by year (A Decade of Cards, 2000-2010 and beyond). now consumers are ontogeny credit cards instead of silver in every purchase they are making. Their preference is mostly on credit and debit cards rather than bills or checks (Consumers prefer formative to paper payment, 2004). In 2003 cards were used for 53 percent of purchases, man property or checks were used for 47 percent (Consumers prefer pliable to paper payment, 2004). Companies dealing with credit cards are enhancing their usage by marketing new cards that perform like currency and dont originate use up charges like credit cards do (Consumers prefer plastic to paper payment, 2004). Furthermore, companies are trying to desexualize different industries offer their consumers the weft o f paying with credit cards (Consumers prefer plastic to paper payment, 2004). introductory researches have figured out that when consumers bemuse a decision slightly a product, credit cards encourage them to spend more than cash does. However, they have not yet discovered whether cash is an influence towards the choices of products (Bagchi Block, 2011). So the studies provide evidence that people consume more calories and impute high costs when purchasing with cash rather than a credit card (Bagchi Block, 2011). Nevertheless, when consumers are grocery shopping they tend to purchase more food when using credit cards since the greater the legal injurys of food, the greater the indulgent of the like food (Bagchi Block, 2011). The way consumers experience the payment of products strengthens the different ways they pay- cards or cash (Bagchi Block, 2011). As a result, consumers think of cash real bullion and spending cash is more important. The more real the sledding of mone y such as cash payment, the greater is the pain of giving the money for a product. On the contrary, credit cards are more looked as less hurtful and are spent more well because you dont see the money sometimes they may even be enured as play money (Bagchi Block, 2011). Thus, imputed cost are greater when using cash because the greater the imputed cost of spending, the greater is the chance to choose high calorie food (Bagchi Block, 2011).The advantages of using credit cards is the ability of paying for a great period meaning that you can purchase as ofttimes as you want and pay later with no interest charge (Cohn, 2010). This lets your money stay in the bank and earn interest as well as making you more flexible with cash flow (Cohn, 2010). Credit cards also have reward programs which consumers are benefiting. For example, a financial planner Frank Remund used his visa hint card to purchase a product. While calculating what he had make and what he had saved using discount coup ons he stated that he paid only $380 for the product which is actually sold for $800 (Cohn, 2010). Moreover, by using his card he managed to increase his warranty period (Cohn, 2010). The other huge advantage of using credit cards is the security that they hold. By carrying big cash with you, there is more possibility for the money to be stolen from you. However, if your credit card is stolen your liability is restricted at $50 and if you have been a loyal customer to the bank, they will credit your account in no longer than a few days (Cohn, 2010). Moreover, if the product you purchased happened to have a problem or you simply arent satisfied with its quality, then if you have purchased it with your credit card there is more likelihood for you to return it than there would be if you had bought it by cash (Cohn, 2010).Nevertheless, except for the many advantages credit cards have there are also some disadvantages when using credit cards. ane of the disadvantages of credit cards are high interest charges (Compare Credit Cards). Credit card companies usually charge high interest fees like 20% for the purchases that havent been paid in months (Compare Credit Cards). Another huge disadvantage for credit cards is the temptation to overspend. Many people have unwieldyies in managing their money so when they pay with credit cards they tend to overspend without opinion further. Because credit cards allow you to spend money and not pay them upfront, people light too excited and think just for that moment so they tend to for see about paying them later on (Compare Credit Cards). Furthermore, it is more difficult to remember what you have purchased when get with credit cards. So, if you have taken too long to pay for the purchase you mightiness be surprised when the bank informs you for the amount of payment you have to make (Compare Credit Cards).Three samples show consumers behavior towards credit cards and cash. Consumers prime with credit card as a payment mec hanism make more recall errors with respect to cost-related aspects of the product than to benet aspects ( teaching 1), identify more words related to benets ( champaign 2), and respond faster to benet-related words ( report card 3) than consumers primed with cash concepts (Chatterjee Rose, 2011). In the fourth experiment, we look thoroughly through the outcome of the payment prime to the choices of the products (Chatterjee Rose, 2011). Consumers using credit cards have more possibilities in looking at the products with greater benefits, whereas consumers using cash mostly choose the options that are ruled by cost even if there is less benefit of that particular product (Chatterjee Rose, 2011). Considering these four experiments, consumers distinguish the same products in different ways when choosing to use credit cards rather than cash (Chatterjee Rose, 2011). Furthermore, credit cards increase the alertness of the benefits of products in that way persuading the military rese rve price and product valuation and also making consumers choose the options of products more attractively (Chatterjee Rose, 2011). For consumers, products have a different meaning when they are bought with credit cards and when they are bought with cash. Thus, the credit card superior is not cod solely to differences in decoupling from pain of payment (i.e., reduced salience of costs) or to physical form, but in addition, the salience of product benets is enhanced when sentiment of paying with credit (Chatterjee Rose, 2011). If consumers goal is saving money, then the cost of the product becomes more important than the benefit the product carries. However, if the consumers goal is to purchase a product with high quality that is beneficial for the consumer, then the cost of the product will be less important thus becoming more psychologically relevant (Chatterjee Rose, 2011).In order to prove that people use more calories and impute higher costs when buying with cash comparati vely to credit cards, a study in a frozen yogurt retail store was experimented (Bagchi Block, 2011). 125 customers were recruited in a substitute of $1 discount of their next purchase and only the ones who bought a product for themselves were allowed to be a part of the survey (Bagchi Block, 2011). After customers ordered and purchased their products, the nutritional set of the products purchased by the customers were calculated and used as an evaluation of indulgence (Bagchi Block, 2011). In this study the customers were asked to declaim about the price they paid for the products purchased, whether they thought it was expensive or not, and the method of payment (Bagchi Block, 2011). The results of the study showed how consumers that paid with cash did not pay more than those that paid with cards. However, consumers though that the imputed cost was much higher when buying with cash than credit card since their products seemed more expensive to them (Bagchi Block, 2011). This study explained how buying with cash feels more expensive and more hurtful than buying with credit card (Bagchi Block, 2011). Moreover, the costumers knew the method of payment before they purchased the products so this shows that customers were aware of the method they will use to pay for the products (Bagchi Block, 2011). Therefore, it is doubtful to state that the choice made for the food purchased had an affect on the method used for paying the product.After the study made with the yogurt retail, another study was conducted on a caf study for credit versus cash. In this study 147 students were taken and asked to tell their last time they purchased a product for $10 or less and to choose a product from the restaurant that cost $10 or less (Bagchi Block, 2011). Further, the students were asked whether it was difficult to decide n their purchase and this was used for the study as a result of imputed cost (Bagchi Block, 2011). The results showed that consumers who paid with cash chose more calorie food than those who paid with card. Moreover, evidence showed that paying by cash created more indulgence than paying by card (Bagchi Block, 2011). Both study one and study two showed that theorizing is predicated on differences in pain of payment, or imputed costs associated with cash versus credit, rather than on the method of payment per se (Bagchi Block, 2011).There are other studies that show the willingness of consumers to purchase more products when using credit cards. In these studies two ways are mentioned in astute whether the effect is relevant only when the price of the product is uncertain or when the prices are known (Prelec Simester, 2000). The first study had to do with prices being uncertain. The experiment had to do with tickets for a sporting event where one ticket was for the game between Boston Celtics and Miami heat, whereas the other ticket was for the Red Sox and the Toronto Blue Jays (Prelec Simester, 2000). The people experimented w ere the MBA students. They were asked to enter a room and fill in their own tatter about the reservation values and then they would have the opportunity to win the tickets. Further on, the one that wrote the highest value would get the revalue however the prize would be sold at a price identical to the spot highest value (Prelec Simester, 2000). After that, two sheets were handed- cash condition sheet and credit card condition sheet (Prelec Simester, 2000). In the first sheet, it was required for the winners to make the payment with cash whereas in the second sheet the winners were asked to make the payments by credit cards. In the first sheet they were also asked whether they had access to cash machine and in the second sheet they were asked to tell the type of card they used and some information about the card (Prelec Simester, 2000). The result of this experiment showed that those who were asked to make the payment by credit card wrote down much higher values for the three tickets and the highest amount of money was for the Celtics tickets, whereas for the banners it was the smallest (Prelec Simester, 2000). In the second experiment, the prices are certain. This allows us to evaluate whether the credit card premium arises because customers fructify their valuations from different anchoring points in the cash and credit card conditions (Prelec Simester, 2000). For example, in the cash condition consumers might emphasis more on the amount of money they carry in their pockets. Whereas, in the credit card condition they focus on their credit limit or even their monthly bill (Prelec Simester, 2000). In the second study students of MBA were respondents and this time they had a chance to win a dinner certificate costing $175 (Prelec Simester, 2000). The steps for this price were to draw numbers randomly from zero to the price of the certificate and then choose a student randomly. Students were divided into groups depending on who will pay with cash and who with credit card (Prelec Simester, 2000). In this study the result was that there was no huge difference between credit card and cash conditions (Prelec Simester, 2000). Moreover, payment had a huge effect but only with those students who faultless the credit card digits (Prelec Simester, 2000). Students who stated that they will pay with credit cards wrote down values 36% more than those who didnt (Prelec Simester, 2000). Therefore, the main effects of payment method and identification method were not significant (Prelec Simester, 2000). The information about the market price varied from the first study and the second one. This difference was taken for a reason to see whether credit card premium arose because consumers regulate their estimation of cash and cards in different batch (Prelec Simester, 2000). These two studies offer an idea as to the reason of the effect. They reveal the idea that consumers are more willing to pay with credit cards than they are with cash (Prelec Simester, 2000).The studies illustrate how credit cards make peoples decision much easier when purchasing a product. When people purchase with cash they find it difficult to buy expensive products since they can see their cash. However, with credit cards you dont get to see your cash, you just see a plastic card that sometimes makes you forget how much money you are spending. Moreover, through the studies we understood how consumers perceive products differently when purchasing with cash or with credit card. Those that purchase with cash are more likely to give more importance to the cost of the product than to the benefit and quality of the product. In contrary, those that pay with cards tend to give more importance to the benefits the product gives them than the cost of it (Chatterjee Rose, 2011). Further on, the willingness to pay grows when consumers pay with credit cards and this was shown in the two studies taken with the game tickets and the prize of certificate (Pr elec Simester, 2000). How much consumers consume food with high calories was also examined with the methods of payment- credit and cash. Studies showed that those who purchase with cash consume more calorie food whereas those who purchase with credit cards consume less calorie food (Bagchi Block, 2011). When imputed costs are high, consumers indulge more. These imputed costs vary with the payment style and also with how difficult it is to earn money. Thus, spending with cash (vs. credit) and spending cash that is more difficult to earn (rather than less difficult) result in more indulgent, high calorie food consumption (Bagchi Block, 2011). In the near future, engineering will find its way in replacing credit cards by mobile phones since they will be the factor that will renew peoples wallets (A Decade of Cards, 2000-2010 and beyond). So, people will not have to carry their credit cards anymore since their mobile phones will have the ability to make a purchase either through cr edit or debit (A Decade of Cards, 2000-2010 and beyond).The research of credit cards versus cash help people sympathise the advantages and disadvantages each one has. Moreover, they explain how and why consumers behavior towards these two methods of purchasing changes when purchasing particular products. Further research should be conducted in order to see which one is better and safer to use. Research such as planning different surveys for consumers to answer their choice of the method of buying would be helpful in understanding consumers choice as well as reasons towards their decision. Furthermore, in order to research this further we should gather all the studies conducted and relate them with one another. In this way we will be able to understand more precisely the usage of credit cards versus cash by consumers. One last reason to research this further would be the development of technology. Since technology is changing rapidly, it will change the usage of cardholding. Therefo re, research on future technology and how it will have an impact in the market area will be needed to be made. This way we get knowledge as to how things will change and whether it will be a positive or a negative thing for consumers to make purchasing decisions through their mobile phones.