Turners Syndrome essays

Turners Syndrome essays Turner's Syndrome- (Webster's definition) A chromosomal disorder resulting in a syndrome characterized by specific dysmorphic features (short stature) and organ malformations (gonadal dysgenesis) Turner's Syndrome- (Anastasia and Rosebud's def.) "It's something that makes me different from other people. It's something that I'm proud of, and ya know what? I have a pretty normal life." When I was assigned this report, I decided to do a little more than the average person does. When I was doing all of the research, I wondered what it would be like to have TS. Well, through the wondrous powers of the Internet, I was able to take a peek at TS by talking to two young women who have it. What did they have to say? Suprizingly, they were extremely open and happy. These girls were full of life and weren't letting TS get to them. Anastasia is 11(from Cincinnati, Ohio), and Rosebud (screen name) is 24, from Minnesota. Anastasia was diagnosed when she was 4 months old. She commented, "It's really not that bad once you get use to it." As a young child, she always is picked on about her shortness. However, she wanted to make it quite clear that she was only picked on about her shortness, and not her TS. Anastasia is in the 6th grade, (Caucasian) and wants to become famous. She takes GH shots to help her growth and shouted to the chat room, "I have TS...and I'm proud of it!!" Rosebud is 24, Caucasian, and single. She was diagnosed when she was 11. She comments that, "I would have to say that I've had a pretty normal life." Rose bud was never teased as a child or as an adult. Children don't really know about TS, but her playmates never made fun of her. Rose also took GH shots when she was younger to help her with the TS, but she doesn't take them anymore Turner's Syndrome is a rare chromosomal disorder of females (1:2500) characterized by short stature and the lack ...

Which Common App Essay Prompt Should You Choose

Which Common App Essay Prompt Should You Choose SAT / ACT Prep Online Guides and Tips On the one hand, the fact that the Common Application has five essay prompts to choose from is great news! No matter what your story, you’re sure to find a good fit. On the other hand, having five prompts means you can write five different kinds of essays, each with its own potential pitfalls and clichà ©s to steer around. In this article, I’ll outline two totally different approaches to figuring out which Common App essay prompt is right for you and help you brainstorm possible ideas for each. I'll also talk about what makes great college essays great, and give examples of what you want to avoid when crafting your essay. What Are Application Essays for, Anyway? Before you can choose an essay prompt, before you figure out what you’re going to write about, it helps to know what the goal of your writing is. Think about it: if your goal were to give someone instructions, you’d write really differently than if your goal were to describe a landscape. So What is the College Essay Supposed to Do? Admissions officers want to know the things they can’t find in the numbers that make up the rest of your application. They want to know aboutyour background, where you come from, and what has shaped you into the person you are today. They want to see your personality, your character, and your traits as a person. They want to learn your thinking style and perspective on the world. They want to make sure you have the ability to creatively problem solve. And finally, they also want to double check your maturity level, your judgment, and get a general sense of whether you would be a good college student – whether you would thrive in an environment where you have to be independent and self-reliant. So think about the college essay as away of letting the admissions office get to know you the way a close acquaintance would. You have to let them in and share real thoughts, feelings, and some vulnerabilities. You definitely don't need to reveal your deepest darkest secrets, butyou should avoid only showing your surface faà §ade. OMG, Dean of Admissions, I totally have to tell you about the time I singlehandedly hurricane-proofed the local pet shelter. Ok, pinkie-promise you won't tell anyone. How to Brainstorm Ideas for Each Common App Prompt There are two big-picture ways of coming up with essay ideas. Maybe you may already know the story you want to tell. There is something so momentous, so exciting, or so dramatic about your life experience, that there is no doubt that it needs to be in your college application. Or maybe you need to approach finding a topic with some more directed brainstorming. There's nothing wrong with not having a go-to adventure! Instead, you can use the prompts themselves to jog your memory about your interesting accomplishments. Approach #1: Narrating Your Exciting Life Doessomething from your life immediately jump into your head as the thingyou would have to tell anyone who wanted to know the real you? If you already know exactly which of your life experiences you are going to write about, you candevelop this idea before even looking at the prompts themselves. You can ask yourself a few questions to see whether this is your best brainstorming option. Is there something that makes you very different from the people around you? This could be something like being LGBT in a conservative community, having a disability, being biracial, or belonging to a minority group that is underrepresented in your community. Has your life had a watershed moment? Do you think of yourself as before X and after X? For example, did you meet a childhood hero who has had an outsized impact on your life? Did you suddenly find your academic passion? Did you win an award or get recognized in a way you were not expecting to? Did you find yourself in a position of leadership in an unusual time or place? Did you live through something dramatic? A crisis you faced, a danger you overcame, the complete upheaval of your circumstances? Maybe you lived through a natural disaster, made your way home after being lost in the woods, or moved from one country to another? Was your childhood or young adulthood out of the ordinary? Were you particularly underprivileged, or overprivileged in some unusual way? For instance, did you grow up very poor, or as the child of a celebrity? On a boat rather than in a house, or as part of afamily that never stayed long in one place because of your parents’ work or other circumstances? Can I write an essay about my daily commute? I think it's a littlemore involved than most people's. Approach #2:Brainstorming for Each Prompt If you don’t have an unusual life experience or a story that you absolutely know needs to get told, don’t worry! Some of the very best personal essays are about much more mundane, everyday, and small situations that people face. In fact, it’s better to air on the side of small and insightful if you don’t have a really dramatic and unusual big thing to write about. Let’s go through the prompts one by one, and think of some ways to use more ordinary life events to answer them. Prompt #1 Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. This is the broadest of the five prompts. Almost anylife experience that you write about could fit in this category, but you need to be careful to avoid writing the same essay as every other applicant. Brainstorming Ideas Background. Did a family member or friend have a significant influence on your life? Did you grow up in a particularly supportive and tolerant, or narrow-minded and intolerant community? Were your parents not able to provide for you in the expected way? Did you have an unusual home life? For example, my family came to the U.S. as refugees from Russia. By the time I went to college, I had lived in 5 different countries and had gone to 9 different schools. This wasn’t a traumatic experience, but it certainly did shape me as a person, and I wrote about it for my graduate school applicationessay. Identity. Are you a member of an interesting subculture (keep in mind that violent or illegal subcultures are probably best left off your college application)? Do you strongly identify with your ethnic or national heritage? Are you a committed fan of something that someone like you would be expected to dislike? Interest. In this category, esoteric interests are probably better than more generic ones because you don’t want your essay to be the hundredth essay anadmissions officer sees about how much you like English class. Do you like working with your hands to fix up old cars? Do you cook elaborate food? Are you a history buff and know everything there is to know about the war of 1812? Talent. This doesn’t have to be some epic ability or skill. Are you really good at negotiating peace between your many siblings? Do you have the uncanny ability to explain math to the math challenged? Are you a dog or horse whisperer? Are you an unparalleled mushroom forager? Pitfalls to Avoid Insignificance. The thing you describe has to be â€Å"so meaningful† the application â€Å"would be incomplete without it.† Redundancy. If the interest you write about is a pretty common one, like playing a musical instrument or reading books, make sure you have an original angle on how this interest has affected you. Otherwise, your essay runs the risk of being a clichà ©, and you might want to think about skipping this idea. Bragging. If you decide to write about your talent, be aware that by focusing on how very good you are at playing the cello, you run the risk of bragging and coming off as unlikable. It’s much better if you either describe a talent a little more off the beaten path. Or if you do end up writing about your excellent pitching arm, you may want to focus on a time when your athleticism failed you in some way or was unsuccessful. Dear Admissions Committee, my skills as a platform designer for balancing acrobats are sought far and wide... Prompt #2 The lessons we take from failure can be fundamental to later success. Recount an incident or time when you experienced failure. How did it affect you, and what did you learn from the experience? In essence, you’re being asked to demonstrate resilience. Can you get back on the horse after falling off? Can you pick yourself up and dust yourself off? This quality is really important to colleges, so it's great ifyou have a story that shows off your ability to do this. Brainstorming Ideas The key to this essay is the â€Å"later success† part. If all you went throughwas failure, and you learned no lesson and changed no approach in the future, then don’t use that experience here. Did you lose a game because of a new and poorly rehearsed strategy, but later tweak that strategy to create success? Did you not get the lead in the play, but then have a great experience playing a smaller part? Did you try a new medium only to completely ruin your artwork, but later find a great use for that medium or a way to reconceptualizeyour art? Did you try your best to convince an authority figure of something only to have your idea rejected, but then usea different approach to get your idea implemented? Pitfalls to Avoid Too much failure.Don't focus so much time on the â€Å"failure† half of the equation that you end up not giving enough space to the â€Å"later success† and â€Å"learn from the experience† parts. Too little failure. On the other hand, don't down the negative emotions of failure because of a fear of seeming vulnerable. Playing the victim.Avoid whining, blaming others for your failure, or relying on others to create your success. You should be the story’s hero here. It was the 10th ice cream I had dropped that day. I vowed then and there to never again get ice cream in a cone. I would only rely on cups from now on. Prompt #3 Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again? The key to this promptis the reflection or insight that comes from the question â€Å"Would you make the same decision again?† Challenging deeply held views is not always a good idea. Writing about why your answer to this question is "No," could well demonstrate your maturity level and ability to tolerate viewsdifferent from your own. Brainstorming Ideas Remember, the belief or idea could be anyone’s: yours, a peer group’s, an authority figure’s.Did you stand up to your parents’ conservative or traditional values, for instance about gender norms? Did you get your friends to stop bullying someone? Also, the belief or idea also doesn’t have to be extremely serious or big in scope.Did you make dressing up for Halloween cool for teenagers in your town? Did you transform your own prejudice or bias, for example about athletes having interesting thoughts about philosophy? Pitfalls to Avoid Causing offense. If you have a story that deals with super hot button issues – for example, abortion or gun control – you need to be careful to keep your essay's tone respectful and unaggressive. This is a good thing to check by letting other people read your drafts and respond. Avoiding negative feelings. Challenging beliefsmeans pointing outthat what a person thinks now is wrong. It can also be quite lonely and isolating to be on an unpopular side of an issue. It’s important to include these negatives into the story, if they fit. And in conclusion, I now see that trying to convince the Queen to no longer use the Queen's Guard at the palace was a mistake. Prompt #4 Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma – anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution. â€Å"Describe† here means analyze, not just complain. If you can identify a problem, make sure you fully explore all of its aspects. Who is it actually a problem for? Whom does it benefit? Why is the situationthe way that it is? What contributes to the problem? This is a chance to show off your creative thinking and your ability to reason logically. Brainstorming Ideas Notice that the question includes the phrase â€Å"no matter the scale.† Your essay doesn’t necessarily have to be about the global refugee crisis or the intractable problem of child soldiers. If these are not problems you have found solutions to, focus on the things you have actually worked on and fixed (or could see yourself fixing). Intellectual challenge.Did you finally solve the New York Times Sunday crossword in pen? Did you devise an ingenious organization system for your chronically disorganized brother? Do you want to get to the bottom of how birds use magnetic fields to navigate? Research query.Did you meticulously trace your family tree back six, seven, eight generations? Did you solve the mystery of the provenance of an heirloom? Did you uncover the historical significance of a neighborhood building and save it from demolition? Will you study the way voting districts have been determined in your area to solve low voter turnout? Ethical dilemma. Did you calculate a fair way to divide your mom’s comic book collection between you and your siblings? Did you create an emergency evacuation plan for your home that includes both humans and pets? Do you plan on figuring out a way to convince local restaurants to switch to humanely produced meat? Pitfalls to Avoid Overly ambitious predictions.Watch out for overreach if you go with the future-problem aspect of this question. No singleperson is going to cure cancer or generate world peace, so make sure there is at least some realism to your predictions. So after extensive research, I can conclude that Elmer's glue does not in fact have the adhesive power to repair PVC pipe. Prompt #5 Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family. Going from childhood to adulthood doesn’t usually happen after one accomplishment or event, but is more of a process. This question is asking you to find one step along the process and explain how it fits into the long thread of your growing up. Brainstorming Ideas Notice that the event you describe can be â€Å"formal or informal.† This means that you don’t need necessarily to tell the story of some big, official ceremony. Instead, you can focus on a small moment that showed you that you were older, more mature, and more responsible than you had been before. Did your family make up its own adulthood initiation ceremony? Were you finally able to beat your mom in chess or shooting hoops, and did that change how she treated you? Did your dad cry in front of you for the first time, making you realize that you were old enough to handle it? Were you suddenly left in charge of younger siblings, and did you rise to the task instead of panicking? Were you allowed to make a big financial decision for the first time and found yourself taking it very seriously? For example, duringmy junior and senior year,my mom traveled extensively for work and my dad lived several states away, so I lived by myself for weeks at a time. It was exhilarating and made me feel independent and mature. But it was also lonely and burdensome, since I had to take care of everything in the house by myself. Living alone was a huge part of my life, shaped me into the person I was, and made me see myself in a new light as a grownup. Pitfalls to Avoid Sameness.Avoid the milestones that happen to everyone: driver’s license, bar/bat mitzvah, etc., unless they happened to you in some extraordinary way. And on the day I could finally fit all three pigeons on my arm, I knew that I was ready to go out into the world and to face my destiny. How to Make Your Idea Into an Essay Now that you've come up withsome possibleideas, how do you go about actually writing theessay? Before you write, you need to have a plan. I like to think about planning out personal essays that I've written by first imagining them as enjoyable movies. You want your reader to walk away entertained, to remember the characters and story, and to want to see more from the same creator. So how do good movies do those things? Character arc. Good movies have main characters that undergo some kind of change or transformation. Who is the main character of your essay? It’s you! The you of your essay has to start one way and end up another: more mature, with a different mindset, or having learned a lesson. Conflict or transformation. Good movies also have challenges. The main character doesn’t simply succeed and then keep on succeeding – that’s boring. Instead, the main character either overcomes an external obstacle or changes in some way from beginning to end. Your essay also needs this kind of story drive. This can come from an obstacle you overcame, an outside force that stood in your way, a disability or weakness you experience, a seemingly unsolvable problem you face. Or it could come from a before/after scenario: you used to be/think/act in one way, but now you've changed into a different/better person. Dramatic set-piece. In good movies, the conflict or transformation aren't just told to the audience. They are acted outin scenes set in specific locations, with dialogue, character close-ups, and different camera angles. In your essay, your storyalso needs to show you dealing with the conflict or transformation you facein a small, zoomed in, and very descriptive scene. Think spoken dialog, think sensory description (what did you see, smell, hear, touch?), think action verbs, think feelings. This scene should function as one illuminating example of what you overcame, or how you changed. Happy ending. Movies that are fun to watch tend to have happy endings. The hero resolves the conflict, emerges a better person, and looks forward to future accomplishments. Your essay also needs to have this kind of closure. This is really not the time to trot out your nihilism or cynicism. Instead, your essay should end on a moment of self understanding and awareness. You lived through something, or you did something, and it affected you in a way that you can verbalize and be insightful about. Coming soon: the story of you, starring you, written and directed by you. Which Prompt Should You Choose? So now that you've brainstormed some topicideas and a game plan for turning those ideas into an essay, how do you narrow it down tothe one? Reverse-Engineer the Perfect Prompt If you used the first brainstorming approach, try to formulate a big picture idea about the story you’re telling. Is the character arc primarily you learning something about yourself or making peace with your background? Sounds like a good fit for prompt #1. Is the conflict about you strugglingto do something buteventually succeeding? That goes well with prompt #2. Does the story focus on a mind being changed about an idea? You want to go with prompt #3. Does your happy ending involve you changing something for the better, fixing something, or solving a problem? Then your essay is ready for prompt #4. Is your character arc about growing up, gaining wisdom, or becoming more mature? Then you’re probably answering prompt #5. Look in Your Heart If you used the second brainstorming approach, get ready to get a little cheesy. Really listen to what your gut feelings are telling you about which of your ideas is most compelling, and which will get your emotional juices flowing on the page. Readers can tell when you're writing about something you care deeply about, so it's worth it to find the topic that has the most meaning to you. Not sure how to tell? Then this is the time to ask you parents, teacher you are close to, or some good friends for their input. Which of your ideas grabs their attention the most? Which do they want to hear more about? Chances are, that's the one that an admissions officer will also find the most memorable. What’s Next? Want a detailed explanation of why colleges ask you to write essays? Check outour explanation of what application essays are for. If you’re in the middle of your essay writing process, you’ll want to see oursuggestions on what essay pitfalls to avoid. When you start working on the rest of your application, don’t misswhat admissions officers wish applicants knew before applying. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

History Essay Example | Topics and Well Written Essays - 1250 words - 10

History - Essay Example Judy Morley asserts these districts were created more to make money than to preserve historical sites. Both motives are involved in creating historical districts. As American towns and cities grew and changed urban planning became necessary. Buildings and houses were torn down to create new business and houses. Soon as the cities became bigger and bigger a need to create historical sites became necessary. Some of these neighborhoods were planned; others had natural benefits to the creation. The Old Town District in Albuquerque was merged into the town solely to become a historical district. The LoDo District in Denver was planned due to it being the oldest part of Denver. Pike Place Historical District was created due to Federal funding. Whatever the reason all three cities created a historical district for one reason or another. The Old Town District in Albuquerque was originally formed around the San Felipe de Neri Church. Settlers built homes around the church (Morley 22). In the 1800s, trade created stores and outposts in the Old Town District. Morley points out that like most Western towns, Albuquerque’s Old Town was by the railroad tracks (11). This helped settlers, supplies, and other goods to be delivered. The only main transportation in the beginning was the train. Roads and interstates were not even imagined during this time. As the town spread and transportation evolved, land expansion grew. When Albuquerque grew a New Town emerged that was distinctly separate from the Old Town. Only after the growth in the 1940s did the New Town want to merge with its historical past of the Old Town. New Town was made up of whites; where as Old Town was made up of Latinos. The annexation of the Old Town was done for the sole purpose of creating a historical district. This was a purposeful move on the part of the New Town. As the city continued to grow, Albuquerque moved beyond

The beauty of customer service Essay Example | Topics and Well Written Essays - 1000 words

The beauty of customer service - Essay Example In some cases, they will carry out related functions during a sale. The nature of success is determined by the aspect of interaction facilitated by the employee, which is based on modifying their behavior and response in accordance to the various customers that they must deal with. In the case of sales engineering, customer service is quintessential in the role of a firm’s ability to increase sales and revenue. In this case, customer service should be integrated as part of the company structure as a measure of improving the overall system. An experience regarding the customer service can be used to improve a customer’s perspective on a firm. There have been a number of arguments relating to quality and the level of customer satisfaction. It is estimated that the level of customer service has decreased over the years, which can be blamed on the inadequate level of customer support as well as understanding the different levels of management in a corporation. Another factor is the customer service policy(s), which may not suit or satisfy a customer regarding their requirements from a given firm (Turban, 21). In order to address this element, companies are implementing various methods that would allow or improve customer satisfaction. Establishing Customer support is a major strategy being applied to eradicate the declining rate of customer satisfaction. It includes training, upgrading, trouble-shooting, installation, disposal and planning of a product. The strategy is developed to provide the essential components that address customer satisfaction and ensure that the customers or consumers are impressed by the organization. Customer service can be provided by an individual (sales representative), or by an automated system. An example of automated systems is Internet sites. A significant advantage by using an automated system is that it increases the ability to implement a 24-hour service on a daily basis, which

People understand and sublimate lives value and happiness in work Research Paper

People understand and sublimate lives value and happiness in work - Research Paper Example Indeed, hard work. People can only have access to quality and decent life when he has a work that is compensated equitably. This is because every day, people interact at the market using monetary values. Goods and products are exchanged and traded at the a given value and thus, income generation is a primordial task of every human being to gain both necessities and leisures of life. Everyone knows that a person can only acquire as much material possession depending on one’s purchasing power. There is delight and simple happiness when pockets are filled with a sum or when bank account is credited of an amount by the company in exchange for invested labour and skills. Updike (1999) related in at the very start of his story that this â€Å"sensuous pleasure of handling money carries into the very thought of it. A coin, too, bespeaks trust, passing from hand to hand as an abstract signified of value (p.1)† no matter how modest and miserable is the amount at the height of Great Depression. That amount, in exchange for poems and written works of literary writers, remained impressive because it (Updike, 1999) represented the amount of labor exacted from a person’s strength and use of mind. This concern for accumulation of wealth and the accounting of expenditures is demonstrated by how workers care for receipts as evidences of the value consumed. This is the reason why states have monetary policies; companies use business capital to profit; government tax revenues for operation and services; and, institutions generate resources for causes. The income and resource generated make up everything for all human beings to complete the meaning of existence. Thus, human beings existential causes rotate within the realm of his employment because this is the consummate means by how people engage and behave themselves in the market. This resonates the meaning why persons value their work so much and annex

Life in the Trenches Essay Example for Free

Life in the Trenches Essay World War One, also known as the Great War, was a war that would change all wars. Never in the history of humanity had there been a war fought in such a manor, and it would change the way all wars that followed it were fought. World War I was expected to be a relatively short war, as those in the past had been, and a war of great battles and movement. However WWI was typified by its lack of movement, years of stalemates and great battles that turned out to be massive slaughters where hundreds of thousands of men died for a very small gain in territory. The most important aspect of WWI that made it so unique was its use of a new tactic of digging a series of connecting trenches that carved up the landscape of the Western and Eastern fronts. This use of trenches by both the Allies and the Germans was one of the primary reasons that WWI lasted as long as it did. Life in the trenches was a horrifying experience for any man who served in the Great War. The terrible conditions in the trenches would only be fully known by the public after the war was over in late 1918. The armies of the Allies had strict rules against the public gaining knowledge of the details of the war and used many methods to prevent them knowing the truth. After the Battle of the Marne in September 1914, the German army was forced to retreat. They had failed in their objective to force France into and early surrender and rather than give up the land that they had gained they dug into the ground to secure their position and protect themselves from the Allie fire. Because the Germans were at an advantage of being able to fire at the Allies from below ground level because of this the Allies could not break the German trench line. It was apparent that the Germans would not be removed the Allies followed the German example and dug their own trenches. It was this event that halted movement on both sides and changed the style of warfare forever. Trenches soon stretched across the countryside and spread from the North Sea to Switzerland. Trench life soon became as mentally and physically taxing on soldiers as the actual fighting element of the war. Disease, rats, lice, and boredom became a part of daily life for a soldier in the trenches. After the war was over there were many accounts from soldiers of the appalling conditions and the amount of death that occurred in the trenches. It was estimated that up to  one third of Allied casualties on the Western Front were actually sustained in the trenches . Aside from injuries caused by the enemy, disease accounted for a large amount of that total. Many accounts from soldiers of their time spent in the trenches are dominated by an emphasis on the amount of mud. Living in the trenches soldiers were rarely clean and when they were they did not stay that way for very long. Because of the lack of sanitary conditions in the trenches men suffered from many pests such as rats and frogs as well as more harmful things like lice and diseases like trench foot and shell shock. The rats in the trenches became a problem for the soldiers because there was no way to avoid them or get rid of them. A single pair of rats could produce almost 900 offspring in a year so the infestation continued throughout the war. Rats in the trenches were rumoured to have grown as large as cats on occasion, from eating or stealing scraps and feeding off the corpses of dead soldiers. Because the rats became so fearless the men in the trenches came to loathe them and often spent free time killing them and setting traps . Yet another annoying pest was the lice that continually plagued the men. Soldiers could spend up to an hour a day burning the lice off their bodies and clothes in an attempt to rid themselves of the pests; but the effort was all in vain because they would only be re-infested the next day. Occasionally the men were sent to clean themselves in large baths while their clothes were being put through delousing machines. Unfortunately, this rarely worked; a fair proportion of the eggs remained in the clothes and within two or three hours of the clothes being put on again a mans body heat had hatched them out. Because of the continuously muddy conditions the men often walked around in mud and water sometimes covering as far up as their knees or waists. During the early part of the war over 20,000 men were treated for a condition that became known as trench foot. This was an infection of the feet caused by cold, wet and unsanitary conditions. Without being able to remove wet socks or boots the feet would gradually go numb and the skin would turn red or blue. If untreated, trench foot could turn gangrenous and result in  amputation. The only remedy for trench foot was for the soldiers to dry their feet and change their socks several times a day. By the end of 1915 British soldiers in the trenches had to have three pairs of socks with them and were under orders to change their socks at least twice a day. As well as drying their feet, soldiers were told to cover their feet with grease made from whale oil. The Allies needed to make sure that there would be no additional factors that would affect the morale at home; news of the conditions that the soldiers were forced to live in and the continuing stalemates would surely do that. If confidence in the war effort was diminished and the truth about the trenches was known there would be fewer new recruits and the Allies would be challenged to keep up with the Germans numbers. Most soldiers during the war chose to conceal the horrors of the trench warfare not wishing to expose their families to it. But those who wished to confide in family members and try to share with them their experiences were prevented from doing so by new laws that were put into place. The House of Commons passed the Defence of the Realm Act on August 8th 1914 without debate . The Act gave the government executive power to suppress criticism, imprison without trial and commandeer economic resources for the war effort. As a result all letters that the men wrote were read and censored by the junior officers. Although soldiers were encouraged to write letters to friends and family, the contents of the letters were monitored strictly by the junior officers in accordance with the new laws guidelines. Anything that disclosed information about military action would be removed to ensure that the Allies plans could not get to the Germans. The junior officers were also instructed to remove anything from the letters that discussed the conditions of the trenches or insinuated that the soldiers did not have faith in the actions that were being taken by the army. The members of parliament believed that if family members were to receive letters of that nature the morale in Britain would be effected which would affect the war effort all together. Britain and France also had problems deciding what to do about journalists who were reporting the war. Originally under the Defence of the Realm Act Britain put strict limitations on all reporters often preventing their  articles from making it back to Britain from France. After complaints from the USA on how the British government was treating the situation a cabinet meeting was held to change the policy and to allow selected journalists to report the war. The British government appointed five men to be accredited war correspondents in January of 1915. These men were to remain on the Western Front but to be permitted to do so these journalists had to accept government control over what they wrote. As a result of government interference even the disastrous first day of the Battle of the Somme was reported as a victory. Although some defended their actions saying that they were attempting to spare the feelings of men and women, who, have sons and husbands fighting in France; most of the journalists admitted that they were deeply ashamed of what they had written. After the war most of the accredited war correspondents were offered knighthoods by George V. Some agreed to accept the offer but others like Hamilton Fyfe refused seeing the knighthood as a bribe to keep quiet about the inefficiency and corruption he had witnessed during the war. Fyfe would later become a member of the Union of Democratic Control after the war, and would speak out as a strong critic of the Versailles Peace Treaty . There were a few other instances of the British government preventing criticism of the war from being published. In 1916 the Clyde Workers Committee journal, called The Worker, was brought to court under the Defence of the Realm Act for an article that criticized the war. The two editors of the journal were found guilty and sent to prison, one for six months and the other for a year . Critical novels that were written during the war were prevented from being published or banned if they did make it to publication. A.T. Fitzroys Despised and Rejected, about conscientious objectors during WWI, was published in April 1918. A thousand copies were sold before the book was banned and the publisher prosecuted under the Defence of the Realm Act. Another novel, What Not: A Prophetic Comedy by Rose Macaulay, which ridiculed wartime bureaucracy, was prevented from being published near the end of 1918. Instead it was not published until after the Armistice. So although the conditions for the men who fought in the First World War were horrific, the public did not realize the sacrifices that had been made for their freedom on a daily basis. The suppression of the truth by the British government is a controversial topic that is still debated today. Whether or not the British were justified in preventing the public from knowing the truth it was inevitably disclosed after the wars conclusion. The images seen and the conditions endured plagued on many mens minds after the war was over. The Great War, a war that was to be one of heroic battles and great movement, turned into a war remembered for its lack of movement, its number of casualties and the conditions that had to be endured. World War One changed the way all wars after it were fought, but not for the better.

Substation And Equipment Surge Protection Engineering Essay

Substation And Equipment Surge Protection Engineering Essay Substation and Equipment Surge Protection: Types, characteristics, related calculations, examples with applications for industrial systems Gautami BhattAbstract-This paper describes the various types of surge protectors, their types and characteristics. This paper will also describes lightning surge arrestors, about them and how the power system is protected against them. Index Terms-surge, lightening, switching, BIL, insulation, protection, substation INTRODUCTION Each electrical equipment should have a long service life of more than 25 years. The conductors are supported on insulators/embedded in insulation system. The internal and external insulation is continually exposed to normal voltages and occasional abnormal voltages. These abnormal voltages include temporary over voltages at power frequency, lightening surges and switching surges. Over voltages at power frequency have a low over voltage factor but a longer duration while the latter have higher voltage duration and lesser duration. Protection against power frequency over voltages is achieved by employing an over voltage relay at the secondary of a transformer or by using an Inverse definite-Minimum Time Overvoltage Relay. Protection against transient voltage surges is achieved by the help of Surge arrtestors. The surge arrestors, coordinated spark gaps, surge suppressors, over heard ground wires, neutral earthing, shunt capacitors etc. are located strategically to intercept the lightening surges or to reduce the peak and rate of rise of surges. Protective systems for the different abnormal voltages act at different speeds depending on the over voltage. Temporary power frequency over voltage occurs for anything between ms to s and hence the over voltage relay acts within 70ms. Lightening surges last for micro seconds and thus typically the surge arrestor acts within 1.2micro seconds. Switching surges are in the range of a couple of hundred micro seconds and surge arrestors for them are typically designed for 100micro seconds. This paper focuses on lightening surges, their types, protection against them, and the different types of lightning surge arrestors. LIGHTENING OVER-VOLTAGES Lightening Benjamin Franklin (1706-90) performed his famous experiment (1745) of kite flying in thunder cloud. Before his discovery lightening was considered to be Act of God. Franklin proved that the lightening stroke was due to discharge of electricity. Franklin also invented lightening rods to be fixed on tall buildings and earthed to protect them from lightening strokes. The large spark accompanied by light produced by an abrupt, discontinuous discharge of electricity through the air, from the clouds generally under turbulent conditions of atmosphere is called lightening. Representative values of a lightening stroke: Voltage: 200MV Current: 40MA Duration: 10^-5 sec KW:810^9 KWh:22 Energy: An overhead conductor accumulates statically induced charge when charged clouds come above the conductor. If the cloud is swept away from its place, the charges on the conductor are released. The charge travels on either sides giving rise to two travelling waves. The earth wire does not prevent such surges. Another curious phenomenon is the unpredictable paths of lightening strokes. Normally they try to reach the earth and are therefore intercepted by lightning rods, trees, tall structures, etc. Empire state building has been struck by lightning several times. However some lightning strokes do not observe any rules and travel in all sorts of Haphazard fashion. A B type stroke occurs due to sudden change in the charges of the cloud. If cloud 1 suddenly discharges to cloud 2, there is a sudden change in the charge on cloud 3. A discharge that occurs between cloud 3 and earth is called B stroke. Such stroke does not hit lightening rod, or earth wire. No protection can be provided to the over head line against such strokes. Attractive effect of Over Head ground wire and earth rods (MASTS): Earth rods (also called lightning rod) are placed on tall buildings. These are connected to the earth. The positive charges accumulate on the sharp points of the lightning rods; this is why lightning strokes are attracted to them. The earth wires are placed above the over head transmission lines. At every tower this wire is grounded. The positive charges accumulate on this wire. The negatively charged strokes are attracted by the earth wire. In absence of the earth wire the lightening stroke would strike the line conductors causing flashovers in transmission line. Earth wires do not provide 100% protection. Weak strokes are not attracted by earth wires. B type strokes are not attracted by earth wires. None the less earth wire has proved to be a good solution to very dangerous direct strokes. Earth wires have a shielding angle. The conductors coming in the shielding zone are protected against direct strokes. The shielding angle is between 30 to 40 degrees. An angle is 35 degrees is said to be economical and satisfactory for Overhead lines. Overhead Shielding Screen (earthed) The equipments in a substation are protected from direct lightning strikes by one of the following ways. Overhead shielding scree(Earthed). Covering the overhead lines approaching the substation Lightning Masts installed at strategic locations in the switchyard. The tower-top is earthed. Mast is an independent structure. According to IEC masts are preferred for outdoor switchyards upto 33KV. For 66KV and above, the lightning masts become too tall and uneconomical. The overhead shielding wires are preferred because they give adequate protection and the height of structures in the substation provided with overhead shielding wires is comparatively less than that for the lightning masts The entire switchyard is provided with earthed overhead shielding screen. The size of conductor is usually 7/9SWG, galvanized steel round stranded conductor. Transmission line conductors are protected by overhead shielding conductor (earthed). The shielding angle (alpha) is defined as follows. A vertical line is drawn from the earth wire. Angle alpha is plotted on each side of this vertical line. The envelope within angle 2alpha is called the zone of protection. The shielding angle according to ANSI is defined as 30 degrees while in the IEC world it is 45 degrees. The clearance between phase conductor and overhead shielding wire should be more than minimum phase to earth clearance. Lightning Strikes on Over Head Lines These can be the following: Direct strikes on line conductor, direct stroke on tower top, direct stroke on ground wire and indirect stroke or B stroke on overhead line conductor. Direct strikes on overhead lines are the most harmful. The voltage being of the order several million volts, the insulators flashover, puncture, and get shattered. The wave travels to both sides shattering line insulators, until the surge is dissipated sufficiently. The wave travels to both sides shattering line insulators, until the surge is dissipated sufficiently. The wave reaches the substation and produces stress on equipment insulators. At times these strikes are prevented from striking the line conductor. All high voltage overhead lines are protected by earth conductors. This mesh covers the complete switchyard. Direct Strokes on tower-top Consider, L = inductance, I = Current in tower, R =Effective resistance of tower. e = voltage surge between tower-top and earth. So if the change in current with respect to time is 10KA/ and the resistance is 5 ohms and inductance being 10micro Henry. Then e will be 200KV. This surge voltage appears between the tower top and earth. The line conditions are virtually at earth potential because of neutral grounding. Hence voltage appears between the tower top and earth. The line conductors are virtually at earth potential because of neutral grounding. Hence its voltage appears between line conductors and tower-top. If this surge voltage exceeds impulse flash-over level, a flash-over occurs between the tower and the line conductor. Therefore the resistance is kept low for each tower. A direct stroke on earth wire in the mid-span can cause a flashover between line conductor and earth wire or line conductor and tower. Indirect strikes on line conductor can have the same effect as direct stroke on conductor. They are more harmful for distribution lines but are not significant for EHV lines. Other factors are low tower footing resistance insulation level of lines. For lines rated above 110KV voltage level, the line insulation is high and back flashovers are rare. For line between 11KV and 33KV, the insulation of lines is relatively low and back flashovers are likely to occur. Protective devices against lightning surges Several devices are used in order to protect the power system against lightning surges. An overview of them is given here while some are discussed in detail. A. Overview of protective devices against lightening surges Device Where Applied Remarks Rod gaps across insulator string, bushing insulator, support insulator Difficult to coordinate Flashover voltage varies by Create dead short circuit Cheap Over heat ground wires (earthed) Above overhead lines Above substation area Provides effective protection against direct strokes on line conductors, towers, substation equipment Vertical Masts In substations Used instead of providing overhead shielding wires Lightning spikes/rods (earthed) Above tall buildings Protects buildings against direct strokes. Angle of protection between 30 to 40 Lightning arrestors On incoming lines in each substation Near terminals of transformers and generators Pole mounted on distribution lines Diverts overvoltage to earth without causing short-circuit Used at every voltage level in every substation and for each line Phase to ground Surge absorbers Near rotating machines or switchgear Across series reactor valves Resistance capacitance combination absorbs the over voltage surge and reduces steepness of wave B. Rod gaps The simplest protection of line insulators, equipment insulators and bushings is given by Rod gaps or coordinating gaps. The conducting rods are provided between line terminal and earthed terminal of the insulator with an adjustable gap. The medium in the gap is air. The rods are approximately 12mm in dia. or square. The gap is adjusted to breakdown at about 20% below flash-over voltage of insulator. The distance between arc path and insulator should be more than 1/3 of the gap length. Precise protection is not possible by rod gaps. The break-down voltage varies with polarity, steepness and wave-shape, weather. The power frequency currents continue to flow even after the high voltage surge has vanished. This creates an earth fault only to be interrupted by a circuit breaker. Operation of rod gap therefore leads to discontinuity of supply. The advantage of gap is low cost and easy adjustment on site. For more precise operation, surge arrestors are used. Horngaps, the gap between the horns is less at the bottom and large at the top. An arc is produced at the bottom during high voltage surge. This arc commutes along the horn due to electromagnetic field action and length increases. The arc may blow out. Impulse ratio of protective devices is the ratio of breakdown voltage on specified impulse wave to breakdown voltage at power frequency. Typical impulse ratio values are Sphere gap: 1 Rod gap: 1.6 to 3 Horn gap: 2 to 3 LIGHTNING ARRESTORS Surge arrestors are usually connected between phase and ground in the distribution system; around the terminals of large medium voltage rotating machines and in HV, EHV, HVDC sub-stations to protect the apparatus insulation from lightning surges and switching surges. The resistor blocks in the surge arrestor offer low resistance to high voltage surge and divert the high voltage surge to ground. Thereby the insulation of the protected installation is not subjected to the full surge voltage. The surge voltage does not create short-circuit like rod gaps and retains the residual voltage across its terminals. Surge arrestor discharges current impulse surge to earth and dissipates energy in the form of heat. After discharging the impulse wave to the earth, the resistor blocks in the surge arrester offers a very high resistance to normal power frequency voltage, acting like an open circuit. Some of the types of surge arresters being used today in the industry are Gapped-Silicon-carbide Surge arrestors called the valve-type or conventional Gapped arrestors. These consist of silicon-carbide discs in series with spark gap units. Zinc-Oxide Gapless Arrestors called the ZnO Arrestors or metal oxide arrestors. These are gapless and consist of Zinc oxide discs in series. ZnO arrestors have superior V/I characteristics and higher energy absorption level. They are preferred for EHV and HVDC installations. Fig.1-A ZnO surge arrestor[1] Gap-type Sic Arrestors are connected between phase and earth. It consists of silicon-carbide resistor elements in series with gap elements. The resistor elements offer non-linear resistance at power frequencies, the resistor elements in series offer high resistance with gap elements. The resistor elements offer non linear resistance, at power frequency frequency over voltages, the resistance offered is large. For discharge currents the resistance is low. The gap unit consists of air gaps of appropriate length. During normal voltages, the surge arrestor does not conduct. When a surge wave travelling along the line reaches the surge arrester, the gap breaks down. Since the resistance being offered to it is low, the wave is diverted to earth. After a few micro seconds the normal frequency wave reappears across the arrester. Therefore arc current in gap unit reduces and the voltage across the gap is not enough to keep up the arc. Therefore the current flowing to the earth s automatically interrupted by and normal condition is restored. Thus, the high voltage surge is discharged to earth and the insulation of the equipments connected to it are protected. Fig.2- Charecteristics of ZnO block[1] CLASSIFICATION OF SURGE ARRESTORS Surge arresters can be classified based on voltage, current, and energy capability as follows Station Type Line Type Distribution Type Standard normal current peak(A) 10,000 5000 2500:1500 Voltage rating (Kv rms) 3.3-245 3.3-123 Upto 3.3 Application Large power stations and large substations Intermediate and medium substations Distribution system; rural distribution SURGE ARRESTORS, SPECIFICATION AND TERMS Some of the terms and definitions related to surge arrestors are given here in order to better understand the content given in this paper. Surge Arrestor is a device designed to protect electrical equipment from transient high voltage, to limit the duration and amplitude of the follow current. Non-linear resistor. The part of the arrester which offers a low resistance to the flow of discharge currents thus limiting the voltage across the arrestor terminals and high resistance to power frequency voltage, thus limiting the magnitude of follow current. Rated voltage of the arrester is the maximum permissible RMS voltage between the line terminal of the arrestor as designated by the manufacturer. It should be noted that all equipments are rated by the phase to phase voltage rating but for surge arresters phase to ground rating is the rated voltage. Follow Current is the current that flows from connected power source through lightening arrester following the passage of the passage of the discharge current Normal discharge current is the surge current that flows through the surge arrester after the spark over, expressed in crest value (peak value) for a specified wave. This term is used in classifying surge arrester as station type, line type distribution type. Discharge current is the current flowing through the surge arrester after the spark over. Power frequency spark-over voltage is the rms value of the power frequency voltage applied between the line and earth terminals of arrester and earth which causes spark over of the series gap. Impulse spark over voltages. Highest value of voltage attained during an impulse of given polarity, of specified wave shape applied between the line terminal and the earth of an arrester before the flow of discharge current. Residual Voltage (discharge voltage) is the voltage that appears between the line terminals and earth during the passage of the discharge current. Rated current of a surge arrester is the maximum impulse current at which the peak discharge residual voltage is determined. Coefficient of earthing is the ratio of the highest rms voltage of healthy phase to earhh to the phase to phase nominal voltage time hundred expressed in percentage during an earth fault on one phase. Thus, for an effectively earthed system the coefficient of earthing Ce Therefore surge arrester voltage is Ua > 0.8 * Um rms Surge voltage (Vs) KV instantaneous is taken as 2.5 times Critical Flash Over Voltage (CFOV) of line insulation. Therefore discharge current Ia is given by . TESTS ON SURGE ARRESTERS The following are the list of standard tests performed on a surge arrester according to the IEC 1/50 impulse spark over test. Wave front impulse sparkover test. Peak discharge residual voltage at low current. Peak discharge residual voltage at rated diverter current. Impulse current withstand test. Switching-impulse voltage test. Discharge capability of durability. Transmission line discharge test. Low current long-duration test. Power duty cycle test. Pressure-relief test. Acknowledgment The author would like to sincerely thank and express her gratitude to Prof. Robert Spiewak for his guidance and support and the references he provided. K.C. Agrawal, Industrial Power engineering applications handbook, Newnes Power Engineering Series S. Rao, Switchgear Protection and Power systems, Khanna Publications IEEE Std. 141, IEEE Recommended Practice for electrical Power distribution for industrial plants Gautami Bhatt (MEE10) is a M.E.E in Power and Control Engineering from the University of Houston.