How the media influences political elections essays

How the media influences political elections essays How the Media Influences Political Elections It is sadly no mystery that most Americans learn their information concerning upcoming political elections from the media. Most of these people have never talked with a politician, done independent research on one, or even taken a class about politics to further their understanding of the issues at hand. The media hand feeds the people what they want them to know, thus leading to a biased election. It was hugely prevalent when looking at the first televised debate in 1960 that the media had stumbled on a great injustice to the American people, and to the candidates themselves. American politics are now viewed by foreign countries as made for television with campaigns that slide neatly into 3-second television advertisements. The people are taking politics much less seriously due to the fact that their informant, the American media, is more interested in making a spectacle and electing their particular candidate than in the issues or what really matters, who is most capable for the job. September 26, 1960 was the day that changed American politics forever. On this day 70 million people watched then Senator John F. Kennedy and then Vice President Richard Nixon debate live on television. For the first time the candidates were brought into the American household, for everyone to see and watch. This was the first time that the average American could see the demeanor and actions of a candidate. Nixon had been hospitalized for two weeks prior to the debates and was seriously underweight, and ill-appearing, whereas Kennedy had spent much time campaigning in California and was tan and in impeccable shape. This was the first time that the American people could really make a political decision based solely on television and appearance. Had this been a pervious option other great leaders wouldnt have been elected based on appearance. Arguably Franklin D. Roosevelt w...

A Critique of The Zoo Story, a One-Act by Edward Albee

A Critique of The Zoo Story, a One-Act by Edward Albee Social Commentary Essay on Drama: The Zoo Story and Alienation Albee’s â€Å"The Zoo Story† portrays a fairly decent example of alienation of the absolute lower class versus the upper-middle and middle class. The two obviously have completely different backgrounds, which have brought them to their current points in life. Although they are both roughly the same age, Peter is displayed as an average man with average characteristics and mannerisms by describing him as â€Å"neither handsome or homely† and â€Å"†¦ wears tweeds, smokes a piepe, and carries horn-rimmed glasses† . He was likely the definition of middle class for his era. Jerry, on the other hand, seemed complacent about his looks and characteristics with a description of â€Å"†¦ not poorly dressed, but carelessly† . The play exemplifies the division of social status and class through Peter’s reaction to Jerry’s mostly incoherent speech, or his random sharing of his life story. The play starts by introducing and describing Peter and Jerry, the two main characters. It then starts with Jerry trying to create dialogue between the two, but Peter trying to avoid conversation with the stage direction of â€Å"[anxious to get back to his reading]† . This very start, along with their disagreement about smoking, shows the difference in the norms for their social statuses. Jerry continues on trying to force the conversation by asking about the direction he travelled from and the potential cancer from smoking. Eventually, he asks Peter if he would like to talk, but Peter responds slightly disinterested until Jerry forces his hand. The middle of the play is pretty much Jerry asking questions, Peter answering the questions, and then Jerry monologuing. The question and answer phase of Jerry and Peters shows the distance between the two of them, and, by essence, exemplifies the difference between social classes. For instance, Jerry keeps getting more personal as a specific conversation goes in, such as when he asks if Peter’s wife is the reason they can’t have any more children. Interestingly, the fact that Jerry keeps saying that he’ll tell Peter about the zoo but never actually tells Peter can be seen as the false promises between the classes. Jerry keeps asking Jerry personal questions and then eventually peer pressures him into answering. Jerry then goes into phases of monologuing about his life and thinks that Peter is patronizing him. Throughout the last portion of the middle of the play, Jerry goes on an extremely long story about a dog, how he tried to poison the dog, and how he keep s failing. At the end of the story, Jerry randomly tries to take the whole bench from Peter by force. However, Peter was being stubborn about his spot. The sudden change of character can easily be foreshadowed by his story of trying to poison a dog. However, Peter wasn’t going to let it slide Peter tells Jerry â€Å"You can’t have everything you want.† Eventually, Jerry gets heated and pulls out a knife. Peter instantly misunderstands the action, as anyone would but his misunderstanding is also a show of the misunderstanding between social classes. Strangely enough, Jerry gives Peter the knife. Peter tries to get Jerry to leave him alone, but Jerry ends up killing himself on the knife that Peter was holding defensively. I’m not sure I comprehend this part of the play, but Jerry thanks Peter and says that Peter comforted him. Perhaps, Jerry was confused and wanted a way out of life after holding a conversation. Either way, as he ends up dying, he tells Peter to get aw ay from the scene. In conclusion, Peter’s confusion throughout the play and Jerry’s constant monologuing shows misunderstandings throughout the whole play. With that being said, Jerry, or the lower classes, keeps putting Peter into awkward situations. Peter, or the upper-middle/upper class tries to keep to himself but Jerry keeps bringing him back in. Jerry tells Peter his life story, similar to how the lower class tries to convince the aforementioned classes to change. However, the less well off class (it’s not necessarily always the lower class that is less well off, but more than likely it is) in any civilization tends to end up creating conflict. That conflict ends in the death of the foolish actions of Jerry.

Communicable Disease Paper Essay Example | Topics and Well Written Essays - 750 words - 2

Communicable Disease Paper - Essay Example Chicken pox can be spread easily through sneezing or coughing, even rapidly. Furthermore, any direct contact with the secretions of the blisters will spread the chicken pox from one person to another. An individual who is infected is contagious and infectious two days before the rash appears or any sign of chicken pox appears. This continues for about four to five days. â€Å"Varicella has an incubation period of between 10 and 21 days - i.e. the rash will appear from 10 to 21 days after the virus has infected the patient.† (Medical News Today, 2014) There is no way of reducing the length of time a child has chicken pox, only making the symptoms more bearable. A vaccine against chicken pox is used as part of the normal vaccination program. â€Å"They are mainly caused by the varicella virus which is either caused by the direct contact with blisters or through sneezing and coughing.† (Gosh.nhs.uk, 2014) Every individual usually catches chicken pox once in a lifetime. As it is one of the most communicable diseases, mostly children catch chicken pox sooner or later in their lives. Mainly everyone near the infected individual is at risk if they have not gone through this disease before. It is not possible to alter the time-period for which a child has chicken pox. â€Å"However, in most cases there is no need to keep the child away from nursery or school if they have been in contact with chicken pox but not caught the illness.† (Webmd.com, 2014) It is not possible to alter the time-period for which a child has chicken pox. Vaccinations, however, are used as part of the general program. If a child has fever, it should be brought down using paracetamol as it is effective from the start. This is done because when a child has chicken pox, he must be kept cool and in a normal temperature. Heat and sweating makes itching worse, hence the condition of child gets worse. A child suffering from this disease should be

PROJECT 1 Essay Example | Topics and Well Written Essays - 2500 words

PROJECT 1 - Essay Example The use of the mobile phone for the group was advanced to the extent that they knew how to download music from online sites, but the usage had not been used to improve levels of literacy considerably. The researchers reported the use of mobile phones as exceptionally advanced for the group, and therefore a channel that promoted levels of literacy. The researchers emphasized the role that the use of mobile phones played in the social lives of the people living in the remote community, and went further to maintain that the usage was core to the levels of literacy attained. The ideas used to support the arguments include that the exchange between the mother and the child showed considerably developed uses of the phone as a tool for fostering literacy among the members of the community. 2. Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers &Education, 59(2), 661–686. The analysis of the findings and the context reported from the 129 studies showed that exposure to computer games improved some skills, including those that were important to the learning of students. The skill areas reported to benefit from playing games included cognitive, perceptual; affective and also the learner’s levels of motivation for learning. The study revealed that the positive effects of playing digital games is widespread, therefore an area that calls for the exploration of the relationship further, so that it can be used to foster learning. The authors emphasized the importance of digital games in the learning of the students aged 14 and higher, by pointing out that it affected a variety of the skill areas that foster or limit learning. In conclusion, the position taken about the materials was that more study is needed, so as to

Thomas Young :: biographies bio physics physicist

Thomas Young (1773-1829) Thomas Young was a brilliant man throughout his life. At a young age of fourteen, he was familiar with Latin, Greek, French, Italian, Hebrew, Arabic, and Persian. He was so educated in a variety of areas that his peers called him Phenomena Young. This Englishman found interest in languages, medicine, nature, and light. He did his studies in London, Edinburgh, and Gà ¶ttingen, and practiced medicine in London. With his strong interest in sense perception, he was able to make many realizations and discoveries about the eye. For example, he was the first to realize the eye focuses by changing the shape of the lens, he discovered the cause of astigmatism, and he and Helmoltz initiated the three color theory of perception. In 1801, regardless of the uncertainty from other scientists, his double-slit experiment established that light was a wave motion, making his famous. Over the years, he gained new interests. He started studying Egyptology, and while he was one Napoleon’s expedit ions he started studying the texts of Rosetta Stone. This in time helped to decipher the ancient Egyptian hieroglyphic writing. Some other interests that Young acquired over the years, leading him to more discoveries are surface tension, elasticity and energy. He even worked as a professor at schools, including the Royal Institution and Cambridge University. Thomas Young was a smart, well educated English physician and physicist. His love for his work and interests allowed him to make discoveries that help us to this day, and to be remembered and acknowledged as â€Å"†¦a man alike eminent in almost every department of human learning.† Lifelong Accomplishments 1773 -Thomas Young is born 1792 -Young decided on a career in medicine. 1793 -Presented a paper before the Royal Society in which he attributed the accommodation of the eye to its muscular structure 1794 -Elected to membership of the Royal Society -After completing his medical studies at Edinburgh and Gà ¶ttingen, he returned to London to practice but continued his scholarly studies at Emmanuel College, Cambridge -His uncle died, making him financially independent, allowing him to pursue his real interests 1798 -Some investigations on sound and light formed the starting point for his theory of interference 1799 -Began his medical practice in London -While attending medical school, he discovered how the lens of the human eye changes shape to focus on objects at different distances 1800 -Published his experiments on Sound and Light in the Philosophical Transactions of the Royal Society 1801 -Discovered the cause of astigmatism -Young and Helmholtz initiated the three color theory of perception.

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Assume,. for. example,. that. the. encoder. generates. 600. pulses. per. revolution,. and. it. takes. 000. motor. revolutions. to. move. the. platform. from. one. position. to. another,. moving. the. platform. from. position. . to. position. 6. (5. positions). takes. 5000. motor. revolutions. or. 30,000. encoder. pulses.. In. most. practical. applications,. the. frequency. of. these. pulses. is. too. high. for. them. to. be. counted. with. inputs. that. are. not. associated. with. a. highspeed. counter.. Interrupts. S7-200. PLCs. incorporate. instructions. for. use. with. interrupts.. Interrupts. are. used. to. initiate. a. specific,. hort. PLC. program. segment,. called. an. interrupt. routine,. when. an. internal. or. external. event. occurs.. After. the. interrupt. routine. has. been. executed,. control. is. returned. to. the. main. program. Three. types. of. interrupts. are. supported. by. S7-200. PLCs,. communication port interrupts,. I/O interrupts,. and. timebased interrupts .. Communication. port. interrupts. are. used. to. control. a. communication. port. operated. in. Freeport. mode.. I/O. interrupts. are. used. to. respond. quickly. to. high-speed. I/O. transitions,. such. as. those. associated. with. high-speed. counters. or. pulse. train. outputs..Time-based. interrupts. allow. the. user. program. to. execute. an. interrupt. routine. on. a. cyclic. basis. Each. of. these. types. of. interrupts. has. an. associated. priority. that. determines. which. interrupt. is. processed. first. in. the. event. that. two. or. more. interrupts. are. requested. at. the. same. time.. Communication. port. interrupts. have. the. highest. priority. and. time-based. interrupts. have. the. lowest. priority. Pulse Training Output (PTO). S7-200. PLCs. have. two. PTO/PWM generators. that. create. either. a. high-speed. pulse. train. or. a. pulse. width. modulated. waveform.. One. generator. is. assigned. o. output. point. Q0. 0. and. the. other. to. output. point. Q0. .. When. a. generator. is. activated,. it. controls. its. respective. output. Pulse Train Output (PTO). is. used. to. provide. a. series. of. pulses. to. an. output. device,. such. as. a. stepper. motor. driver.. The. PTO. provides. a. square. wave. output. for. a. specified. number. of. pulses. and. a. specified. cycle. time.. The. number. of. pulses. can. be. from. . to. 4,294,967 ,295. pulses.. The. Pulse. Train. Output. has. a. 50%. duty. cycle.. This. means. the. pulse. is. off. for. the. same. amount. of. time. that. it. is. on. 63 The. number. of. pulses. and. he. cycle. time. can. be. changed. with. an. interrupt.. In. the. accompanying. example,. each. pulse. is. initially. on. for. 500. ms. and. off. for. 500. ms.. After. four. pulses,. an. interrupt. occurs. which. changes. the. cycle. time. to. 2. seconds,. . second. on. and. . second. off. . 1 sec 1 sec 500 ms Interrupt Occurs Pulse Width Modulation. (PWM) The. Pulse Width Modulation (PWM) function. provides. a. fixed. cycle. time. with. a. variable. duty. cycle.. When. the. pulse. width. is. equal. to. the. cycle. time,. the. duty. cycle. is. 00%. and. the. output. is. turned. on. continuously.. In. the. following. example,. he. output. initially. has. a. 0%. duty. cycle. (on. 0%,. off. 90%).. After. an. interrupt,. the. output. switches. to. a. 50%. duty. cycle. (on. 50%,. off. 50%). On Off On Off 10% Duty Cycle 50% Duty Cycle Interrupt Occurs The. PWM. function. can. be. used. to. provide. a. programmable. or. adjustable. control. of. machine. timing.. This. allows. machine. operation. to. be. varied. to. compensate. for. product. variations. or. mechanical. wear. And Much More. The. instructions. listed. in. this. section. are. only. examples. of. the. types. of. instructions. available. for. S7-200. PLCs.. The. full. instruction. set. includes. a. uch. broader. range. of. capabilities.. Refer. to. the. S7-200. System. Manual. for. additional. information. 64 Specialized Expansion Modules In. addition. to. the. expansion. modules. previously. discussed. that. provide. additional. discrete. or. analog. I/O,. several. expansion. modules. are. available. to. provide. communication. interfaces. or. specialized. I/O. functions. EM 241 Modem Module One. of. these. modules. is. the EM 241 Modem module.. This. module. supports. communication. between. a. computer. with. STEP. 7. Micro/WIN. and. an. S7-200. PLC. SF/DIAG EM 241 MODEM 241-1AA22-0XA0 S7-200 PLC with EM 241 Modem ModuleModem Computer The. EM. 24. provides. an. international. telephone. line. interface. and. supports. sending. numeric. and. text. paging. messages,. as. well. as. SMS. (Short. Message. Service). messages. to. cellular. phones.. This. is. useful. for. remote. diagnostics. and. maintenance,. machine. control,. alarm. systems,. and. general. communication. functions. In. addition. to. CPU-to-CPU. communication. via. a. telephone. line,. the. EM. 24. also. supports. Modbus. RTU. protocol,. a. protocol . that. has. been. widely. used. for. many. years. SINAUT MD 720-3 GSM/GPRS Modem Module SINAUT Telecontrol (Siemens Network Automation). ermits networking. of. individual. controls. and. control. systems. over. a. WAN. (Wide. Area. Network).. One. approach. for. providing. this. capability. is. SINAUT Micro.. This. is. a. simple. and. flexible. way. to. link. stationary. or. mobile. stations. to. a. master. control. center.. SINAUT. Micro. is. appropriate. where. smaller. amounts. of. data. have. to. be. transmitted. to. permit. monitoring. and. control. of. remote. stations. using. wireless. techniques. with. the. General. Packet. Radio. Service. (GPRS). of. the. Global. System. for. Mobile. Communication. (GSM). mobile. radio. network.. 65 The.SINAUT MD720-3 GSM/GPRS Modem module. and. associated. ANT794-4MR antenna. are. the. hardware. elements. used. to. connect. an. S7-200. PLC. into. a. SINAUT. Micro. system.. SINAUT Micro SC software. is. also. required. WinCC flexiible, Win CC SET S O C RS232 X1 SINAUT MD720-3 720-3AA00 SINAUT MD 720-3 GSM/GPRS Modem Module Antenna CP 243-1, CP 243-1 IT Communication Processors. Industrial. Ethernet. provides. a. proven. means. of. networking computers. and. a. variety. of. intelligent. devices.. CP 243-1 and CP 243-1 IT communication processors. are. used. to. connect. an. S7-200. PLC. to. an. Industrial Ethernet network. CP. 43-. and. CP. 243-. IT. communication. processors. can. be. used. to. connect. an. S7-200. PLC. via. Industrial. Ethernet. to. a. computer. running. STEP. 7. Micro/WIN.. This. allows. the. S7-200. PLC. to. be. configured,. programmed,. and. diagnosed. remotely.. In. addition,. an. S7-200. PLC. connected. to. an. Industrial. Ethernet. network. can. communicate. with. S7-200,. S7-300,. and. S7-400. PLCs. and. a. variety. of. other. devices. The. IT. functions. of. the. CP. 243-. IT. Internet. module. simplify. the. process. of. setting. up. a. control. system. that. can. email. diagnostic. infor mation. or. transfer. files. using.Internet. protocols. S7-200 PLC with CP 243-1 or CP 243-1 IT Communication Processor SF/DIAG SIMATIC S7-300 PLC CP 243-1 Ethernet CP 243-1EX00-0XE0 Industrial Ethernet Programming Device (PG) or Computer SIMATIC S7-400 PLC 66 EM 277 PROFIBUS-DP. Module. PROFIBUS DP. is. an. open,. international. fieldbus. communication standard. that. allows. a. broad. range. of. intelligent. devices. from. various. manufacturers. to. communicate. rapidly. and. efficiently.. This. reduces. wiring. costs. as. well. as. start-up. and. maintenance. expenses.. EM 277 PROFIBUS-DP module. allows. connection. of. the. S7-200. CPU. (CPU. 222. and. above). o. a. PROFIBUS-DP. network. as. a. slave.. Non-Siemens Controllers Other Intelligent Devices and Systems S7-200 PLC with EM 277 PROFIBUS DP Module SIMATIC S7 – 200 SF/DIAG RUN STOP 0 Other SIMATIC Controllers 2 4 0 2 8 X10 6 8 00 . 0 . 1 . 2 . 3 . 4 . 5 . 6 . 7 01 . 0 . 1 CPU 224 AC/DC/RLY X1 6 4 EM 277 PROFIBUS-DP CPU FAULT POWER DP ERROR DX MODE I0 .0 . 1 . 2 . 3 . 4 . 5 . 6 . 7 I1 .0 . 1 . 2 . 3 . 4 . 5 PORT 0 PROFIBUS DP I/O Systems Display Systems Computers CP 243-2 AS-Interface Master Module Actuator Sensor Interface (AS-Interface or AS-i). is. a. system for. networking. field. devices. such. as. sensors. and. actuators. ith. control. and. operator. interface. devices.. AS-i. replaces. the. extensive. parallel. wiring. often. used. to. connect. sensors. and. actuators. to. controllers. with. a. simple. 2-core. cable.. The. cable. is. designed. so. that. devices. can. only. be. connected. correctly. CP 243-2 AS-Interface Master module. allows. connection. of. the. S7-200. CPU. (CPU. 222. and. above). to. a. AS-I. network. as. a. master.. S7-200 PLC with CP 243-2 AS-Interface Master Module SIMATIC S7 – 200 SF/DIAG RUN STOP 00 . 0 . 1 . 2 . 3 . 4 . 5 . 6 . 7 01 . 0 . 1 CPU 224 AC/DC/RLY CM CER PWR APF SF B SET AS-Interface Master CP 243-2 AUP 0 1 2 3 5 6 7 8 9 10 11 12 13 14 15 16 1 7 18 19 20 21 22 23 24 25 26 27 28 29 30 31 31 I0 .0 . 1 . 2 . 3 . 4 . 5 . 6 . 7 I1 .0 . 1 . 2 . 3 . 4 . 5 DISPLAY 6GK7 243-2AX01-0XA0 AS-Interface Power Supply Slaves Repeater AS-Interface Power Supply Slaves PORT 0 100 meters S7-200 PLC with CP 243-2 AS-Interface Master Module SIMATIC S7 – 200 SF/DIAG RUN STOP 00 . 0 . 1 . 2 . 3 . 4 . 5 . 6 . 7 01 . 0 . 1 100 meters CPU 224 AC/DC/RLY CM CER PWR APF SF B SET AS-Interface Master CP 243-2 AUP 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 31 AS-Interface Power Supply Slaves Slaves AS-Interface Extension PlugI0 .0 . 1 . 2 . 3 . 4 . 5 . 6 . 7 I1 .0 . 1 . 2 . 3 . 4 . 5 DISPLAY 6GK7 243-2AX01-0XA0 PORT 0 200 meters 67 EM 253 Position Module. Position. control. describes. a. range. of. applications. that. involve. movement. with. varying. degrees. of. precision.. The. EM 253 Position module. is. a. simple. but. powerful. positioning. module. that. enables. the. user. to. control. position. sys tems. from. microsteppers. to. intelligent. servo. drives. (with. integrated. closed-loop. control). SF/DIAG MF MG P0 DIS P1 CLR PWR EM 253 Position STP ZP LMT RPS – + 253-1AA22-0XA0 S7-200 PLC with EM 253 Position Module EM 253 Features. Features. f. the. module. include: †¢. †¢. †¢. †¢. †¢. †¢. †¢. †¢. †¢. Provides. high-speed. control. with. a. range. from. 20. to.. 200,000. pulse. per. second Supports. both. S. curve. or. linear. acceleration. and. deceleration Provides. a. configurable. measuring. system. that. allows. you. to. enter. data. as. engineering. units. (such. as. inches. or. centimeters). or. as. a. number. of. pulses Provides. configurable. backlash. compensation Supports. absolute,. relative,. and. manual. methods. of. position. control Provides. continuous. operation Provides. up. to. 25. motion. profiles. with. up. to. 4. speed. changes. per. profile Provides. our. different. reference-point. seek. modes. with. a. choice. of. the. starting. seek. direction. and. final. approach. direction. for. each. sequence Provides. removable. field. wiring. connectors. for. easy. installation. and. removal 68 Expansion Modules for Temperature Measurement Two. S7-200. PLC. expansion. modules. are. available. for. accurate temperature. measurement, EM 231 Thermocouple module and EM 231 RTD module. EM. 23. Thermocouple. module. provides. analog. inputs. for. thermocouples.. A. thermocouple. is. a. temperature. sensor. made. from. two. dissimilar. metals. joined. at. a. point. called. a. junction..A. thermocouple. produces. a. small. voltage. that. is. dependent. upon. temperature.. Various. types. of. thermocouples. are. available. for. use. in. different. temperature. ranges.. Two. versions. of. EM. 23. Thermocouple. modules. are. available,. one. for. four. thermocouples. and. one. for. eight. thermocouples.. Each. version. is. compatible. with. J,. K,. T,. E,. R,. S,. or. N. thermocouples,. but. the . thermocouples. used. with. a. specific. module. must. be. of. the. same. type. EM. 23. RTD. module. provides. analog. inputs. for. resistance temperature detectors (RTDs).. An. RTD. is. a. temperature. sensor. made. rom. a. metal,. such. as. platinum,. nickel,. or. copper,. that. varies. in. resistance. in. a. predictable. manner. as. temperature. varies.. Two. versions. of. the. EM. 23. RTD. module. are. available,. one. with. two. analog. inputs. and. one. with. four. analog. inputs.. Either. version. can. be. used. with. a. variety. of. RTD. types,. but. the. RTDs. used. with. a. specific. module. must. be. of. the. same. type. SIMATIC S7 – 200 SF/DIAG RUN STOP 00 . 0 . 1 . 2 . 3 . 4 . 5 . 6 . 7 01 . 0 . 1 CPU 224 AC/DC/RLY +24 VDC SF EM 231 AI4 – TC I0 .0 . 1 . 2 . 3 . 4 . 5 . 6 . 7 I1 .0 . 1 . 2 . 3 . 4 . 5 243-7PD22-0XA0 PORT 0S7-200 PLC with EM 231 Expansion Module A+ A- B+ B- C+ C- D+ D- A+ A- a+ a- B+ B- b+ b- M L+ Configuration M L+ Configuration + 24 VDC Refer to the S7-200 Programmable Controller System Manual for Configuration DIP Switch Positions + 24 VDC Refer to the S7-200 Programmable Controller System Manual for Configuration DIP Switch Positions EM 231 Thermocouple module, 4 Input Version EM 231 RTD module, 2 Input Version 69 SIWAREX MS Weighing Module SIWAREX MS Weighing module provides.. a. simple,. easy to. install. approach. for. weighing. and. force. measurement. applications.. SWAREX. MS. Weighing. module. is. designed. to. measure. the. oltage. produced. by. sensors. commonly. used. to. measure. weight,. force,. or. torque. SIWAREX. MS. is. easily. integrated. into. an. S7-200. PLC. system. as. an. expansion. module.. This. makes. information. obtained. from. SIWAREX. MS. available. to. other. components. of. the. automation. system.. In. addition,. Siemens. offers. a. wide. variety. of. compatible. sensors. and. other. components. S7-200 PLC with SIWAREX MS Module SIMATIC S7 – 200 SF/DIAG RUN STOP 00 . 0 . 1 . 2 . 3 . 4 . 5 . 6 . 7 01 .0 . 1 CPU 224XP DC/DC/DC SF I NET p —I SIWAREX MS ->00< >< T Tp T o SIWAREX R Load Cell Touch Panel TP 177micro 0 Review 6 .. Three. types. of. SIMATIC. counters. available. in. the. S7-200. instruction. set. are. ____________,. ____________. and. ____________. 2†¦ CPU. 22. and. CPU. 222. support. ____. high. speed. counters.. CPU. 224,. CPU. 224XP ,. CPU. 224XPsi,. and. CPU. 226. support. ____. high. speed. counters. 3.. S7-200. PLCs. have. two. ___________. that. create. either. a. high-speed. pulse. train. or. a. pulse-width. modulated. waveform. 4.. ________. and. ________. communication. processors. are. used. to. connect. an. S7-200. PLC. to. an. Industrial. Ethernet. network. 5.. _________. module. allows. connection. of. an.S7-200. CPU. (CPU222. and. above). to. a. PROFIBUS-DP. network. as. a. slave. 6.. _________. module. allows. connection. of. an. S7-200. CPU. (CPU222. and. above). to. an. AS-I. network. as. a. master. 7 .. Two. v ersions. of. EM. 23. Thermocouple. module. are. available,. one. for. ____. thermocouples. and. one. for. ____. thermocouples. 8.. Two. versions. of. EM. 23. RTD. module. are. available,. one. for. ____. RTDs. and. one. for. ____. RTDs. 7 Review Answers Review 1 Review 2. . Review 3. Review 4. ). a:. input. module,. b:. CPU,. c:. output. module,. d:. programming. device,. e:. operator. interface;. 2). 2;. 3). 6;. 4). 00,. 000. 0000,. A. ). discrete;. 2). discrete;. 3). CPU;. 4). Ladder. logic;. 5). Statement. list,. function. block. diagrams;. 6). scan;. 7)024;. 8). firmware; 9). RS-485. ). CPU. 22,. CPU. 222,. CPU. 224,. CPU. 224XP ,. CPU. 224XPsi,. CPU. 226;. 2). b;. 3). 2,. 7;. 4). 8,. 6;. 5). 4,. 0;. 6). Q0. 3;. 7). DIN. ). a:. box,. b:. normally. open. contact,. c:. coil;. 2). AND. Function. -. a:. 0,. b:. 0,. c:. 0,. d:. ,. OR. Function. -. e:. 0,. f:. ,. g:. ,. h:. ;. 3). I0. ,. I0. 0,. Q0. 0. ). 224XP;. 2). On-Delay. Timer. (TON),. Retentive. On-Delay. Ti mer. (TONR),. Off-Delay. Timer. (TOF). ;. 3). 3276. 7. seconds;. ). Retentive. On-Delay. Timer. (TONR);. 5). On-Delay. Timer. (TON),. Off-Delay. Timer. (TOF),. Pulse. Timer. (TP). ). Count. Up. Counter. (CTU),. Count. Down. Counter. (CTD),. Count. Up/Down. Counter. (CTUD);. 2). 4,. 6;. 3). PTO/PWM. generators; 4). CP. 243-,. CP. 243-. IT;. 5). EM. 277. PROFIBUS-DP 6). CP. 243-2. AS-Interface. Master;. 7). 4,. 8;. 8). 2,. 4.. Review 5. Review 6. 72 73 Final Exam You. can. test. your. knowledge. by. taking. the. final. exam. for. this. course. online. at. http://www. usa. siemens. com/step.. This. web. page. provides. links. to. a. variety. of. our. quickSTEP. online. courses.. To. complete. he. final. exam. for. this. course,. click. on. the. Basics of PLCs. link.. Next,. move. your. mouse. over. to. the. left. so. that. the. navigation. bar. pops. out. and. select. the. Final Exam. link.. The. final. exam. page. will. appear.. Before. taking. the. final. exam,. it. is. recommende d. that. you. delete. the. temporary. files. on. your. computer.. For. most. versions. of. Internet Explorer,. you. can. do. this. by. selecting. Internet Options. from. the. Tools. menu. and. then. clicking. on. the. Delete Files. button.. If. you. do. not. perform. this. step,. you. may. see. a. score. of. 0%. after. you. submit. your. xam. for. grading. After. you. complete. the. final. exam,. click. on. the. Grade the Exam. button. at. the. bottom. of. the. page.. Your. score. on. the. exam. will. be. displayed. along. with. the. questions. that. you. missed.. If. you. score. 70%. or. better. on. the. exam,. you. will. be. given. two. options. for. displaying. and. printing. a. certificate. of. completion.. The. Print Certificate. option. allows. you. to. display. and. print. the. certificate. without. saving. your. score. in. our. database. and. the. Save Score. option. allows. you. to. save. your. score. and. display. and. print. your. certificate. 74

Questions On Single Parent Family - 1260 Words

trexie fernandez melissa shaw english 3 may 23, 2017 Single Parent For many years, children growing up in a single parent family have been viewed as different. Being raised by only one parent seems impossible to many yet over the decades it has become more prevalent. In today s society, many children have grown up to become emotionally stable and successful, whether they had one or two parents to show them the rocky path that life bestows upon all human beings. The problem lies in the difference of children raised by single parents versus children raised by both a mother and a father. Does a child need both parents? Does a young boy need a father figure around? Does the government provide help for single parents? What role do†¦show more content†¦However, even though this may seem impossible, it can be done. As this subject continues to be looked down on people must realize that single parents are becoming more common in today s world. Since 1995 the American family structure for children ages fourteen to eighteen consists of forty-two percent living in a first marriage, family with both parents, twenty-two percent living in a second marriage step-family, twenty-one percent living in a single parent, divorced or separated family, six percent living in a single parent never married family and three percent living in a single parent widowed family. This is an extremely scary statistic considering that fifty eight percent of children in America are living in a single parent family. This is a chilling percentage because it shows how little faith is put into a relationship before actually deciding to have children. Unfortunately not all single-parents take the time to perform the vital tasks needed to raise their children. Parents who think they would never be able to provide emotional stabil ity for their children by themselves should have taken the time to think this through before deciding to become parents. Accidents may happen once in a while but in most cases adults know what is at stake when planning to have a child. Plain and simple, if you re not ready, than don t do it. If you do decide to have this child and you loveShow MoreRelatedThe Impact Of Family Formation Change On The Cognitive, Social, And Emotional Well Being Of The Next Generation1031 Words   |  5 PagesAmato, P. R. (2005). The impact of family formation change on the cognitive, social, and emotional well-being of the next generation. Journal of Marriage and Child Wellbeing, 15 (2), 75-90. Retrieved from: www.futureofchildren.org. This journal explains that researchers, such as Amato, have several theories that explain why and how children growing up with single parents have an elevated risk of experiencing problems. Some of these problems include cognitive thinking, social interaction and theRead MoreShould A Child Be Raised Together Or Alone?1256 Words   |  6 PagesTogether or Alone? 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I picked this social issue because there is a need in our local churches and our modern society in addition to the needs that exist among single parents. Having helped my single friends and single family members; being raised by a single parent and being a single parent myself for the past ten years, I knowRead MoreThe Effects Of Parental Absence On Academic Achievement Of Adolescents1174 Words   |  5 PagesAbsence on the Academic Achievement of Adolescents: The Challenge of Controlling for Family Income. Journal of Family and Economic Issues 23.2, 189-210. A. The article targets the issue that how parent’s absence has a negative effect on the academic achievements of adolescents. It also discusses how it can be difficult for single-parents to manage family income. B. 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