Career Management Essay Example | Topics and Well Written Essays - 2250 words

Career Management - Essay Example The researcher of the current article will attempt to define what the term ‘career’ understands is; carry out research into career models and theories and critically analyse their relevance and currency. According to Stitt-Gohdes, career is defined as a certain course of action which a person chooses according to his skills and abilities for a long term purpose in order to earn his livelihood. In other words, it is also called as occupation which one intends to opt. Nowadays the major component of career has become education and qualification. They are now considered as the basis of any successful career. Due to the dynamics of economy, intense competition and globalization, now there has been a lot of focus on career planning and development. For past few years, career management and development strategies are selected by counsellors and experts. The impact of career development on young individuals is inestimable and long term. The reason is due to the career developme nt process, a person fashions his identity of work. In today’s environment, work makes an identity of a person just like a famous notion in American culture is; â€Å"we are what we do†. Some prominent theories and models supporting the idea of career development and management are: †¢ Super’s theory of Vocational Choice – 1954 †¢ Holland’s Theory †¢ Hackett’s Social Cognitive Career Theory – 1987 †¢ Axelrad, Ginsburg and Herma Theory – 1951 ... At the end, a detailed action plan is given through which an individual can set a desired course of action. 1. Define what you understand by the term ‘career’; carry out research into career models and theories and critically analyse their relevance and currency. Career According to Stitt-Gohdes, (1997), career is defined as a certain course of action which a person chooses according to his skills and abilities for a long term purpose in order to earn his livelihood. In other words, it is also called as occupation which one intends to opt. Nowadays the major component of career has become education and qualification. They are now considered as the basis of any successful career. Due to the dynamics of economy, intense competition and globalization, now there has been a lot of focus on career planning and development. Career Models and Theories For past few years, career management and development strategies are selected by counsellors and experts. The impact of career de velopment on young individuals is inestimable and long term. The reason is due to the career development process, a person fashions his identity of work. In today’s environment, work makes an identity of a person just like a famous notion in American culture is; â€Å"we are what we do†. Some prominent theories and models supporting the idea of career development and management are: Super’s theory of Vocational Choice – 1954 Holland’s Theory Hackett’s Social Cognitive Career Theory – 1987 Axelrad, Ginsburg and Herma Theory – 1951 â€Å"Super’s theory of Vocational Choice – 1954† This theory was formulated by Donald Super. This theory divides vocational choices of entire lifespan in six stages of career development. They are: 1.

Internet Technology, Marketing, and Security Assignment

Internet Technology, Marketing, and Security - Assignment Example 1). The reasons that have been identified for the overwhelming popularity of SMM among business are as follows: (1) Customer Interaction and Feedback. SMM offers opportunities for business organizations to directly encourage feedback from customers and therefore enable them to address any weaknesses noted or areas for improvement. As emphasized by Hastings and Saperstein (2010), â€Å"today, more than ever before, businesses can not only listen to customers, they can invite customers to help shape the company activities. Customers have input on which products to develop with which features, how events should be planned, and what kind of meaningful dialogue they’d like to have† (par. 5). This reason therefore assists business organizations in immediately determining the reaction of customers through solicitation of their feedback, which is one of the most beneficial uses and reasons for SMM’s popularity. (2) Generate Traffic to Social Networking Websites. Accordin g to Prince & Rodgers (2012), generating traffic to identified social networking sites is made possible through target customers’ sharing â€Å"branded and highly relevant content with users who, in turn, pass your content to like-minded people they’re connected to† (Prince & Rodgers, 2012, par. 1). ... Likewise, as noted: â€Å"there was 800% traffic gain to its website†¦Additionally, the number of live Tweeter feeds relating to the Pepsi Refresh Project being streamed across Google grew tremendously in a short time†. This reason has been proven, therefore, to be effective in increasing target audience reach at a relatively short span of time and minimal expense compared to other advertisements or promotional campaigns. (3) To achieve the goal that the organization is targetting on a least cost yet greater target audience reach. As emphasized by (Prince & Rodgers (2012), â€Å"a core objective of social media marketing — or of a thought leadership campaign, for that matter — is to gain â€Å"mindshare.† You want to be top-of-mind when potential clients or customers are interested in products or services you can deliver. You want to provide content your preferred audiences find so appealing and beneficial that they’re motivated to pass it onà ¢â‚¬  (par. 6). One of the goals of the SMM has been identified to â€Å"generate interest in your offerings† (Prince & Rodgers, 2012, par. 1). Through the use of this strategy, business organizations are able to achieve their organizational goals, as well as the objectives identified in the particular project or promotional campaign; thus, increasing its popularity among business organizations. 2. Analyze the advantages and disadvantages of Social Media Marketing for business entrepreneurs. According to the Marketplace for Entrepreneurs (2012), there are seven benefits of SMM, to wit: â€Å"(1) increased customer acquisition; (2) powerful word-of-mouth marketing; (3) increased brand awareness; (4) customer retention; (5) market research; (6) keep an

Scientific Standing of Alfred Russell Wallace Essay

Scientific Standing of Alfred Russell Wallace - Essay Example This essay describes the researchers and scientific standings of Alfred Russell Wallace. Today, scientists have firmly asserted that all phenomena have scientific explanations and thus can be replicated through scientific methodology. Science has indeed become one the strong pillars of knowledge which has helped mankind achieve such human feats which have made life comfortable. Alfred Russell Wallace devoted most of his life in studying the problems of the species. He studied 125,600 specimens and found nearly 1000 new species in the 8 years that he spent in Borneo. He was considered to be an expert in biogeography which specialises in the formulation of distribution of animal species and the term ‘Wallace’s line’ a boundary that separates species invasion from Asia and Australia is still popularly used in scientific arena. Wallace wrote 22 books and 747 essays, articles and papers in his lifetime. It is stated that 508 of the 747 essays and articles were of scien tific research which clearly proclaim Wallace’s scientific achievement and the scientific temperament which his fraternity does not fully acknowledges. The scientific establishment of that era was not much amused by the revelations of Wallace. The researcher then concluds that it was the time when ‘scientific heroes’ were created, who rejoiced in unravelling the mysteries of the world and which not only provided people with the new lifestyle comforts but their discoveries and inventions went on to take them to the status of God literally.

Medias Influence on Civil Rights Movement Essay Example for Free

Medias Influence on Civil Rights Movement Essay â€Å"The brutality with which official would have quelled the black individual became impotent when it could not be pursued with stealth and remain unobserved. It was caught—as a fugitive from a penitentiary is often caught—in gigantic circling spotlights. It was imprisoned in a luminous glare revealing the naked truth to the whole world† – Martin Luther King (8, Kasher) The media controls the way the public views a controversial event. It can create the illusion that everything is perfect by leaving out important information, or can reveal the deplorable truth as the media did during the Civil Rights Movement. It was not always that way though, during the Colonial Era the media glossed over the brutality African Americans faced. It was not until the photography and recorders were invented that the media could really no longer deny the awful reality of the African Americans’ lives. With the Civil Rights Movement as an example, the media has evolved into a more reliable source. As history goes on, African Americans are being reported on more truthfully; the media has evolved into a more objective source containing more factual information. During 1700s, blacks were dehumanized and treated as animals; they cooked, gathered and did anything their master ordered. When they finally took a stance and decided to revolt they were lynched. Yet, in the eyes of the media whites were the heroes. Instead of reporting on the revolts with objectivity, the reporters commonly asserted their opinions into the articles, â€Å"In the past white news media ignored positive images of African American life† (10, Kasher). No matter what the incident was the â€Å"white man† always was superior. Through the media’s perspective, the whites were harmless and superior to the blacks. In an article from the Colonial Era when the slave revolts occurred the slaves were portrayed to be villains. The article stated, â€Å"They conspired to murder all the Christians here and by that means thinking to obtain their Freedom†¦ [They] put their bloody design in Execution and setting fire to a House, they stood prepared with Arms to kill everybody that approach’d to put it out and accordingly barbarously murdered the following persons that were running to the fire†¦This has put us into no small Consternation the whole Town being under Arms† (Boston News Letter, April 14, 1712). Besides objectivity, the article failed to inform the public of the brutalities the slaves faced everyday. Never did the article state what happened to the slaves after the incident either. However, when slavery was abolished the black man was not always viewed as the villain. Nonetheless they were definitely not treated equally compared to whites, which fueled their fight for equal rights. Without the media, the Civil Rights Movement would have never been successful. The pictures and videos of the violence the blacks tolerated from white supremacists helped their cause because the photos and videos were undeniable. No longer were the black people viewed as villains. â€Å"Scenes unthinkable to Americans as American were shown to America and all the world. Public Sympathy and financial support, as well as political backing, flowed to movement organizations† (8 Kasher). The Emmett Till Case was an amazing example of this, the Jet and Chicago Defender (both leading periodicals), reported on the story. The papers both included a picture of his swollen face as the aftermath of his horrific death. His case would transform the minds of many during that decade. From the attention the pictures of Emmett Till caused, the media recognized that shocking pictures made people want to read the articles. Also, the newspapers could not produce fake pictures, which forced them to be more truthful in their stories (Kasher 8). Currently, racism is still an issue in the United States but the press has helped bring awareness to the issue. For example, there are multiple blogs on how the world is still segregated even though there are no laws to support it. With the rise Internet, anyone is able to blog about their opinion on something or bring attention to a problem that is not being covered in the media. According to the book Blog! by David Kline and Dan Burstein, the average writer is over forty, which means there is not a lot of new and fresh ideas brought to the table for newspapers and magazines (373 Kline and Burstein). However, with the new and upcoming trend of blogging there are a variety of opinions and ideas. Also, social networking has enabled people to communicate faster and it’s harder for the government or press to hide certain information from the public in order for our countries reputation to be protected. In respect to racism and how the media reports on it, our country still has a long way to go but has come far. There are still the inevitable reports about African Americans being in gangs and shootings; however there are also stories of African Americans doing amazing things like becoming president. As the press learned during the Civil Rights Movement, people react more to shocking news so that’s probably why there is so many negative events that are broadcasted over the television and newspapers. The Internet has enabled the press to have more accurate and timely stories. The media has evolved into a more reliable source especially compared to Colonial Era. Also with all activity on the Internet the press is no longer the only source of information that the public can receive. That forces the media to be more truthful and value their reader’s trust.

The Effect Of Cartoon Violence Media Essay

The Effect Of Cartoon Violence Media Essay Research Question: Does the violence depicted in cartoons have a negative influence on young viewers between ages 3-5 in America, and does it promote aggression and/or violent behavior. Introduction: Nowadays it is a common belief that the violence portrayed in cartoons might have a negative impact on the behavior of young children. The main aim of this Essay will be to determine whether cartoon violence has a negative influence on the behavior of young children aged 3-5 in America or whether this assertion is merely a false presumption. If the claim is true, we will be considering any possible effects it may have on the behavioral development of those children in the future. My main scope of research will be consisting of various analyses of popular cartoon shows in the United States, along with various books, articles and online forums containing relevant information in order to aid me in providing a suitable solution to the research question. Many young children in America are believed to be spending an average of up to 30 hours of television a week  [1]  and the majority of their free time watching cartoons on television where they could be exposed to a variety of harmful scenes. Allowing young children to watch high amounts of cartoon violence might result in unwanted consequences and perhaps an undesired change in the behavior of the child. Presumably this is because the majority of cartoons that are displayed on the television contain some form of violent activity which could affect the undeveloped minds of young children in an undesired way, as well as possibly promoting violent behavior. Violence in cartoons can be extremely harmful to children of young ages as they have difficulties distinguishing reality from fantasy because their brain has not yet reached a state of maturity.  [2]  Americans are concerned because preschoolers social and emotional development could be negatively linked with cartoon violenc e and aggressive behavior.  [3]  While on the other hand it is believed by many people, especially by adults, that the violence depicted in cartoons has no serious or dangerous effects on young viewers in America which are worthy of concern.  [4]   This topic is worthy of investigation because the number of children being exposed to cartoon violence is supposedly increasing each day with the average rate currently standing around 1hour of television per day, most of which is made up of cartoons  [5]  . This could potentially result in aggressive and/or violent behavior by the preschoolers towards others in their surroundings. This information is worthy of notice because some of the most popular and most frequently watched cartoons have been featured to contain some of the highest amounts of violent and aggressive activity on television  [6]  which may have undesirable consequences on young viewers if overly exposed to such content. Accordingly this topic should be carefully investigated in order to be capable of preventing, and treating any unwanted outcomes of overexposure to violence in cartoons because investigation towards the effects of cartoon violence may be able to help prevent or minimize the development of vio lent behavior patterns among preschoolers in the United States. Development: Today it commonly known that many young children all around the world, including preschoolers in America, spend most of their day and a majority of their spare time watching the television. In fact recent studies have shown that in America, preschoolers alone were known to be watching an average of up to 30 hours of television a week.  [7]  It has been discovered that an average four year old child in America watches anywhere between 50 and 70 minutes of television a day, consisting mostly of cartoons.  [8]  This information is worthy of careful observation because some of these cartoons have been featured to contain some of the greatest amounts violent and aggressive scenes on television.  [9]  Research has shown that in-between years 1973 and 1993, over 90% of childrens weekend morning programs contained some form of violent activity, with an outstandingly high average of over 20 violent scenes per hour.  [10]   According to IMDB (Internet Movie Database) which is the third largest online database containing information mostly about movies and television programs and is considered to be one of most popular online entertainment destinations with over 100million unique users each month and over 41million registered users, where viewers are able to rate and comment on any television shows theyve watched  [11]  . Some of the top rated, and most frequently watched cartoons by preschoolers in America such as Teenage Mutant Ninja Turtles, Tom and Jerry, Ben 10, The Power Puff Girls  [12]  , à ¢Ã¢â€š ¬Ã‚ ¦ The list is endless and it is because of cartoons like these which are believed to contain some of the highest and most prominent levels of violent scenes from which the question on whether overexposure to such content may have any unwanted outcomes, arises. Among the most popular cartoon broadcasting channels were Cartoon Network and Nickelodeon  [13]  , which display all of the previously mentioned cartoons containing noticeable amounts of violence, and are mostly portrayed during Saturday and Sunday mornings when young children in America are mostly exposed to television. These cartoons which are frequently displayed and which contain violence are often those which get people of America worrying that overexposure to such content may result in an unwanted negative influence on preschoolers. Let us look at a summary of Tom and Jerry for instance. Tom and Jerry  is an  animated cartoon  , which is mostly focused on a rivalry between a  mouse  (Jerry) and a cat  (Tom) who chase each other throughout each episode which always contains some form of violence. Tom and Jerry is said to be  one of the greatest cartoons of all time.  [14]   It is a cartoon which was created in the 1940s and still today is considered to be one of the most popular and highly rated cartoons among young viewers in the United States according to IMDB scoring an outstandingly high 8.7 out of 10 score which was voted by viewers  [15]  . It is mostly displayed during prime time hours and on Saturday and Sunday mornings on Cartoon Network where it is mostly exposed to preschoolers in America. A Parents Guide section on the IMDB website where viewers and adults are capable of commenting on various television shows indicated how most viewers interpret the cartoon to be very violent and to contain dangerous weapons and abusive behavior towards animals and people. In addition there are times where the characters die at the end of an episode and come back alive in the next episode which may cause preschoolers in America exposed to the cartoon to get a false misinterpretation of death and the consequences of the actions displayed in the cartoon and in real life. In almost every episode of this show there is some form of violent activity where objects are smashed over either Tom or Jerrys head. Toms owner was very brutal and bizarre in the way he disciplined Tom. Many of the episodes feature Tom dying at the end, but he always came back in the next episode. Guns are used very frequently in the show,  but they never really show any real harm apart from blowing hair off or grazing the characters.  [16]   Despite the tremendous amount of violence which is displayed in the cartoon, it still is considered to be suitable, and is recommended for children of all ages. The most troubling thing of all is that Tom and Jerry is only one of many cartoons which portray such prominent levels of violence yet they are still recommended for all audiences. All of the previously mentioned cartoons (Teenage Mutant Ninja Turtles, The Power Puff Girls, Ben 10) all contain some sort of violence, usually in the form of aggressive physical force in order to prove a certain cause, or to defeat the evil characters. While examining the effects violence in cartoons on children, Haejung Paik and George Comstock found that all children, including preschoolers in America, demonstrated increases in violent behavior and manifested aggression when they were exposed to violent content from cartoons. Various studies conducted by the two have confirmed the suggestion that the aggressiveness of preschoolers increases after they have been exposed to a cartoon which contained some form of violent content, and also where the characters in the cartoons demonstrated aggressive behavior.  [17]   A Study conducted by psychologist Albert Bandura showed how this information which was gathered is linked with the social learning perspective indicating that preschoolers learn to behave by observing other people or characters in their surroundings and try to imitate how they would react in certain situations.  [18]   Bandura also found that the aggressive behavior which young preschoolers were demonstrating was mostly coming from violent cartoons. He concluded that children were behaving aggressively towards others because they tried to simulate the actions of the characters which they saw in those cartoons. He discovered that this behavior which the children had observed from the characters, had then been generalized into other forms of violent deeds by the preschoolers themselves such as aggressively playing with plastic swords and guns.  [19]   Bandura and Huston found that the observation of violent and aggressive acts in cartoons by 3-5 year old children in the United States, regardless of which character was involved and what connection they had with the child, was a sufficient condition for producing imitative aggression  [20]  for preschoolers. Moreover children who have been known to watch many cartoons containing a decent amount of violent activity are more likely to express some form of that aggression towards their peers or even adults, in contrast with those children who do not view much violent content in cartoons.  [21]   Bandura has conducted studies showing that those actions by the characters in cartoons which are rewarded are more likely to be remembered by the preschoolers, rather than those which are punished.  [22]   A report by the NTVS (National Television Violence Study) showed how almost 70% of violent acts in childrens cartoons did not result in any harm or pain to the characters who were involved. Another study also showed how less than half of the childrens cartoon shows had any form of punishment for these violent and aggressive actions of the characters.  [23]  As a result the violence which young preschoolers view from cartoons on the television may give them the wrong impression of what the outcomes could be in real life and in a real-life situation. The preschoolers are able to see how in most cartoons when an act of violence is implicated by one character towards another, the one who has demonstrated a violent or aggressive act towards the other character does not get punished for his/her actions in most cases, and does not suffer any consequences. In fact, in the cartoon Ben 10, the main character (Ben) destroys large amounts of the city in some situations including public and private property and inflicts damage in order to capture the villain, this mass destruction always goes unpunished, which may leave a false impression among young viewers that just because one bad guy was caught might approve or act as a justification for the destruction of other peoples property or hurting others. In fact the most common way of teaching moral lessons by protagonists in cartoons is by aggressive or violent acts.  [24]  This type of behavior is often rewarded and the character is considered a hero when he defeats the bad guy by using various forms of physically aggressive force such as the Power Puff Girls, who always inflict severe amounts of damage with their super powers in order to defeat the villain/s and are always considered heroes and are praised after every episode. Such cartoons in which the acts of violence are rewarded although in some cases are considered to be extremely harmful or pain inflicting, mislead the young children in perceiving those acts of violence as the right thing to do. By watching how the characters can almost always get away with it, and seeing how that sort of behavior is usually rewarded in the cartoons, the preschoolers in America might get the wrong impression of how they should be reacting in specific situations, and how they should be treating and behaving around others in their surroundings. Children often view the characters they see on television as their role models. They consider them to be heroes and observe how they are rewarded and praised for committing violent acts as well as possessing not only very aggressive attributes, but the characters also consisted of very attractive and appealing qualities as well.  [25]  . This leads preschoolers to draw conclusions that the aggressive behavior by their favorite characters is justified since there is no form of punishment, or consequences to show that it is wrong, as a result the 3 to 5 year old children have an increased motive to try and reproduce this behavior.  [26]   Many people fear that overexposure to cartoon violence may have long term effects on preschoolers behavior in America, especially if they are consistently being overly exposed to violent content in cartoons at such an early age.  [27]   There are many different theories suggesting what possible effects overexposure to violence in cartoons could have. Professor Dolf Zillmann developed his excitation transfer theory which suggests that while children are watching television or cartoons containing violence, they suddenly feel a need to transfer negative energy towards something/someone else, resulting in antisocial behavior and perhaps inflicting damage to other children in their environment.  [28]  Another famous theory founded by Professor George Gerbner was the cultivation theory which indicates that overexposure to television increases the likelihood of a mainstreaming effect where young children might confuse what they see as a twisted representation of the real world and real-life situations,  [29]  Which in turn may result in children developing a misinterpreted view of violence in the real world.  [30]  John Flavell, an  American psychologist, discovered that the understanding which preschoolers p ossess regarding whether the cartoons they watch on the television are real or imaginary is either very limited or not present at all. Meaning that there is a very high possibility for those young children to confuse reality from fantasy and comprehend what they see from cartoons as real.  [31]  Accordingly it has been discovered that 6-7 year old children had difficulties understanding the distinction between real world capabilities and those portrayed in cartoons and that they appear to have difficulty understanding television conventions that violate real-world possibilities.  [32]  We can form judgments from the previous findings because if 6 and 7 year old children arent fully capable of understanding the conventions on television and linking them with the real world, then preschoolers, being of a much younger age and generally unaware of the meanings of the events taking place in cartoons, would have an even poorer understanding of what they are watching and what possi ble connections it may have with the real world. It has been discovered that when a specific character in a cartoon exhibits aggression or acts violently towards another character, and at the same time provides a clear explanation justifying the reasons for his/her actions by the use of words, was far too intellectually advanced and overly complex for young children in between ages 3-5 in America to interpret and understand completely.  [33]  This may leave the preschoolers with a false memory or intuition of only an aggressive or violent act by one character towards another without any reasoning or justification involved. In order for young children to become fully capable of understanding the reasons behind the actions of the cartoon characters and their intentions, they need the assistance of an adult who is willing to explain the means of the situation and why the use of aggression should or should not be punished, and what possible consequences would be necessary to the characters who have demonstrated some form of aggress ion towards others.  [34]   Ronald Drabman and Margaret Thomas found that children lose all forms of sensitivity and feelings towards victims in cartoons by the time they leave preschool,  [35]  which could mean that the young 3 to 5 year old children are finally becoming capable of distinguishing reality from fantasy, and that they are becoming aware that the cartoon characters are not real. While on the other hand this information could mean that the children have lost interest or possibly gained the wrong impression of the consequences of the actions of the characters. E.g. if they watch a cartoon in which one character shoots another character, and the other character does not receive any injuries of any kind then the children may mistake guns for being incapable of inflicting any damage to other people in real life which could lead to serious consequences. While looking at the unrealistic capabilities of most characters from cartoons, in their fantasy worlds, we cannot really determine whether this violence is considered harmful to young children. Even though not all television networks and adults, especially parents approve that they are comfortable with the amount of violence depicted in cartoons, many older and mature people who watch adult television comprehend cartoons and fantasy as something which has nothing to with extreme violence what so ever, and so they do not find young children being exposed to this type of content worrying.  [36]   In fact Some of the worlds largest and most famous television networks such as Warner Bros. also characterize cartoon episodes to be a reflection of good versus evil that particularly underline the importance of loyalty and how punishment for being selfish is necessary under certain circumstances.  [37]  Consequently the violence which occurs when the good characters have to defeat the evil characters is justified because it is the morally correct thing to do, and these cartoons try to pass on the message how in order for a whole community to feel safe and enjoy their lives, some people have to suffer and be punished. Research shows that when children are able to interpret a cartoon with real life and compare the scenes which occur in the cartoon with real life situations, then there is a greater chance for the child to demonstrate aggressive behavior. Whilst on the other hand if the Childs understanding of the cartoon is rather poor and in their eyes is seen as unrealistic, then the chances of the preschooler showing any forms of violence or aggressive behavior, is significantly lower.  [38]   Research is continually proving that children in America between ages 3 and 5 do not completely understand the meaning of the cartoons they watch and that their apprehension of the shows they are being exposed to is very poor and could remain that way all the way through to until they are 8 years old.  [39]  By looking at this information we can conclude that because preschoolers have a poor understanding of the meaning and the plot of the cartoons which they are watching, the chances of inheriting any unwanted aggressive or violent behavior from those cartoons by the preschoolers will be significantly lower. A study performed by Hodapp showed how 5 and 6 year olds could not recall what they had learned while watching educational programs and how they were simply incapable of performing and putting those skills to action in real life in order to help themselves in difficult situations.  [40]   Therefore this leads us to a conclusion that preschoolers, being of a younger age and not as intellectually advanced as a 5 or 6 year olds, may also be incapable of interpreting the actions they see in violent cartoons. So as a result they will not acquire any negative influences or bad behavior from watching cartoons containing violent and/or aggressive scenes. Moreover the National Television Violence Study (NTVS) reported that for all cartoon programs, just over 30% of the characters who demonstrated some forms of violence in cartoon shows, also possessed some good and sympathetic attributes such as helping and caring for those in need  [41]  , which could be beneficial for preschoolers in America and teach them to exhibit concern and empathy for others in their surroundings. Judging by their age, preschoolers have been proven to have a relatively high ability of drawing conclusions about moral reasoning  [42]  such as recognizing and determining when the character has acted selfishly or whether their actions are morally wrong.  [43]   The preschoolers in America are known to be capable of identifying the difference between morally acceptable and unacceptable behaviors in society.  [44]  Meaning that they are aware of the rights and welfare of others in their surroundings and how they should be treated equally and with respect. In addition the investigators of this topic believe that 3 to 5 year old children are fully aware of the distinction between socially acceptable and socially unacceptable behavior and how they are capable of making judgments based on whether it is real life situation of something theyve seen from a cartoon.  [45]   This understanding of such situations at an early age may aid young preschoolers in finding a balance between the violence they view in cartoons and real life situations and it may not result in a negatively affected behavioral development in the future. Conclusion Does the violence depicted in cartoons have a negative influence on young viewers between ages 3-5 in America, and does it promote aggression and/or violent behavior. answer the research question. Throughout this investigation we have discovered that children between ages 3 and 5 in America may have difficulties when attempting to differ reality from fantasy which might intensify or negatively stimulate the preschoolers motive to act and behave differently and aggressively towards others in their surroundings. However we cannot conclude that a preschoolers aggressive or violent behavior is the result of being exposed to violence in cartoons. In order to make such assumptions we must first take into consideration the childrens perception of the violence depicted in those cartoons and the way in which the preschoolers understand what is happening and why. Therefore we cannot confidently say that the children will show similar behavior in the real world only because the characters may have acted aggressively or violently in the cartoons. When we focused on the most popular cartoons among preschoolers in America we found that they are clearly violent and how they might potentially influence the behavior of the young children in a negative way. However we also found that some of the acts of the characters could teach the preschoolers in America to act morally and to apply the skills they observe from television in real life which could be beneficial. In order for us to summarize the effects of cartoon violence on preschoolers in America it is crucial that we first determine how well the children understand and what they learn by watching cartoons. We found that if the children are capable of differentiating the transgressions which are present in the cartoons from those in real life and if they realize a distinction between socially acceptable and socially unacceptable behavior which they view in cartoons, then cartoon violence would not have such a negative impact on the behavior of the preschoolers as assumed. All in all cartoons which portray large levels of violence and aggressive activity will continue to do so and will remain a popular source of entertainment among the 3 to 5 year old viewers in the United States. The children will continue to spend most of their free time watching these cartoons which will perpetually be displayed on television during prime-time hours and throughout childrens weekend morning shows. Adults, especially parents in America play a vital role in influencing the impression preschoolers obtain by observing potentially harmful scenes in cartoons and the violent actions portrayed by the characters as an act of justice, and determining the moral and social acceptability of those actions. All in all the impact that overexposure to violent or aggressive content has on the more vulnerable audiences in the United States such as 3 to 5 year old children will remain unresolved as we have found evidence supporting both sides and various different views towards the topic and the possible effects which cartoon violence might have on preschoolers in America. I would suggest that adults watch cartoons alongside the children as they will then have the opportunity to answer any potential questions the children may have, and with the aid of an adult the children may interpret and gain a more clear understanding of the motives and reasons for the violent or aggressive actions which have been depicted by the protagonists in cartoons, therefore minimizing any possible unwanted outcomes. Word count approx = (4258)

An Introduction To Expert Systems Essay examples -- Technology Compute

An Insight into Expert Systems Abstract To improve speed of operations, programming practices for practical purposes are moving away from the data centric, procedural problem solving paradigm to a heuristic, declarative problem solving paradigm. Though theoretically there is no guarantee that a solution shall be found and even if it is found, that it be correct, practically it has been proven that expert systems employing , heuristics are indeed a faster and more effective manner of problem solving , with an added advantage of having an explanation for the answer arrived at. Having started out as a diagnostic tool, it has now found acceptance all over, be it Manufacturing Firms or IT Solution Providers and is definitely here to stay. Its dependence on Artificial Intelligence furthermore proves its capabilities to branch out to more areas of deployment. With the advent of commercial-off-the-shelf expert system development tools making the process of designing an expert system a simple task, now the real challenge lies with the experts to be able to put these their knowledge and expertise in their domain to effective use to create systems which can be put to use effectively. Expert Systems are a branch of Artificial Intelligence that makes an extensive use of specialized knowledge to solve problems at the level of a human expert. AI's scientific goal is to understand intelligence by building computer programs that exhibit intelligent behavior. The term intelligence covers many cognitive skills, including the ability to solve problems, learn, and understand language; AI addresses all of those. But most progress to date in AI has been made in the area of problem solving -- concepts and methods for building programs that reas... ...tive. The IFE may also use a variety of techniques, particularly when carrying out the dialogue with the user to produce the specification of the user's problem. Research has flattened out when compared to the days of its inception as a practice, as more efforts have been employed in tapping its commercial value. To maximize this, other systems such as database and fuzzy logic systems are being embedded into expert systems. Drawbacks Expert systems are said to have a narrow domain and limited focus. Also they do not have a learning ability which is something AI systems are expected to. They require rigorous maintenance procedures and incur huge developmental costs. Bibliography 1. Knowledge Based Systems in Japan (http://www.wtec.org/loyola/kb/) 2. Databases and Artificial Intelligence 3 by Alison Cawsey (http://www.macs.hw.ac.uk/~alison/ai3notes/)

Race Car Aerodynamics

Race Car Aerodynamics Gregor Seljak April 8, 2008 1 Introduction First racing cars were primarily designed to achieve high top speeds and the main goal was to minimize the air drag. But at high speeds, cars developed lift forces, which a? ected their stability. In order to improve their stability and handling, engineers mounted inverted wings pro? les1 generating negative lift. First such cars were Opel’s rocket powered RAK1 and RAK2 in 1928. However, in Formula, wings were not used for another 30 years. Racing in this era 1930’s to 1960’s occured on tracks where the maximum speed could be attained over signi? ant distance, so development aimed on reducing drag and potencial of downforce had not been discovered until the late 1960’s. But since then, Formula 1 has led the way in innovative methods of generating downforce within ever more restrictive regulations. Figure 1: Opel’s rocket powered RAK2, with large side wings 2 Airfoils Airfoil can be de? nead as a shape of wing, as seen in cross-section. In order to describe an airfoil, we must de? ne the following terms(Figure 2) †¢ The mean camber line is a line drawn midway between the upper and lower surfaces. †¢ The leading and trailing edge are the most forward an rearward of the mean camber line. Compared to an aircraft 1 †¢ The chord line is a line connecing leading an trailing edge. †¢ The chord length is the distance from the leading to the trailing edge, measured along the chord line. †¢ The camber is the maximum distance between mean camber line and chord line. †¢ The thickness is the distance between the upper and lower surfaces. Figure 2: Airfoil nomenclature The amount of lift L produced by the airfoil, can be expressed in term of lift coe? cient CL 1 2 (1) L = V? SCL 2 where V? denotes the freestrem velocity, ?uid density and S the airfoil area. 2. 1 Flow over an airfoilProperties of an airfoil can be measured in a wind tunnel, where constantchord wing spannes the entire test section, from one sidewall to the other. In this conditions, the ? ow sees a wing without wing tips. Such wing is called in? nite wing and streches to in? nity along the span. Because the airfoil section is identical along the wing, the properties of the airfoil and the in? nite wing are identical. Therefore the ? ow over an airfoil can be described as a 2D incompressible inviscid ? ow over an in? nite wing. Lift per unit span L? generated by an arbitrary airfoil(or any other body) moving at speed V? through the ? ud with density and circulation ? is 2 given by Kutta-Joukowsky theorem L? = V? ? . (2) Circulation around an airfoil, can be calculated with the concept of a vortex sheet, which was ? rst introduced by Prandtl an his colleagues. Consider an airfoil of arbitrary shape and thickness as shown in Figure 3. Circulation can be distributed over the whole airfoil area with surface density(vortex sheet strength) d? /ds = ? (s), where ? (s) must satisfy Kutta condition ? (trailing edge) = 0 (3) Entire circulation is then given by ?= ? (s)ds , (4) where the integral is taken around the complete surface of the airfoil.However, there is no general solution for ? (s) for an airfoil of arbitrary shape and it must be found numericaly, but analytical solutions can be found with some aproximations. Figure 3: Simulation of an arbitrary airfoil by distributing a vortex sheet over the airfoil surface. 2. 2 Thin airfoil theory Here we discuss thin airfoil in freestream of velocity V? under small angle of attack ?. Camber and thickness are small in relation with chord length c. In such case, airfoil can be described with a single vortex sheet distributed over the camber line(Figure 4). Our goal is to calculate the variation of ? s), such that the chamber line becomes streamline and Kutta condition at trailing edge, ? (c) = 0, is satis? ed. 3 Figure 4: Thin airfoil approximation. Vortex sheet is distributed over the chamber line The velocity at any point in the ? ow is the sum of the uniform freestream velocity and velocity induced by the vortex sheet . In order the camber line to be a streamline, the component of velocity normal to the camber line must be zero at any point along the camber line. w ? (s) + V? ,n = 0 , (5) where w ? (s) is the component of velocity normal to the chamber line induced by the vortex sheet and V? n the component of the freestrem velocity normal to the camber line. Considering small angle of atack and de? ning ? (x) = dz/dx as the slope of the chamber line, V? ,n can be written as (Figure 5) V? ,n = V? ? ? dz dx (6) Because airfoil is very thin, we can make the approximation w ? (s) ? w (x) , (7) where w (x) denotes the component of velocity normal to the chord line and can be, using the Biot-Savart law, expressed as c w (x) = ? 0 ? (? )d? 2 ? (x ? ? ) (8) Substituting equations (6), (7) and (8) into (5) and considering Kutta condition, we obtain 1 2? c 0 ? (? )d? dz = V? ? ? x dx ? (c) = 0 undamental equations of thin airfoil theory. 4 (9) Figure 5: Determination of the component of freestrem velocity normal to the chamber line In order to satisfy this conditions , we ? rst transform our variables x and ? into c c x = (1 ? cos ? 0 ) (10) ? = (1 ? cos ? ) 2 2 and equation (9) becomes 1 2? ? 0 ? (? ) sin ? d? dz = V? ? ? cos ? ? cos ? 0 dx (11) with a solution that satis? es Kutta condition ? (? ) = 0 ? (? ) = 2V? A0 ? 1 + cos ? An sin(n? ) + sin ? n=1 (12) In order to ? nd coe? cients A0 and An , we substitute equation (12) into equation (11) and use the following trigonometric relations ? 0 sin(n? ) sin ? ? = cos(n? 0 ) cos ? ? cos ? 0 (13) ? sin(n? 0 ) cos(n? )d? = cos ? ? cos ? 0 sin ? 0 (14) ? 0 and ? nnaly obtain ? dz An cos(n? 0 ) = (? ? A0 ) + dx n=1 5 (15) This equation is in form of a Fourier cosine series expansion for the function dz/dx. Comparing it to the general form for the Fourier cosine expansion we obtain 1 ? dz A0 = ? ? d? 0 (16) ? 0 dx 2 ? dz cos(n? 0 )d? 0 (17) An = ? 0 dx The total circulation due to entire vortex sheet from leading to the trailing edge is c cc ? (? ) sin ? d? (18) ? (? )d? = ?= 20 0 Substituting equation (12) for ? (? ) into equation (18) and carrying out the integration, we obtain ? = cV? ? A0 + A1 (19) 2 hence the lift per unit span, given by Kutta-Joukowski is 2 L? = V? ? = c V? ? A0 + ? A1 2 (20) This equation leads to to the lift coe? cient in form cl = ? (2A0 + A1 ) = 2? ? + 1 ? ? 0 dz (cos(n? 0 ) ? 1)d? 0 dx (21) and lift slope dcL = 2? (22) d? Last two results are important. We can see, that lift coe? cient is function of the shape of the pro? le dz/dx and angle of attack ? , and that even symmetrical wing produces lift, when set under an angle of attack. Lift slope is constant, independently of the shape of the pro? le, while the zero lift angle lS ? ?L=0 = ? 1 ? 0 dz (cos(n? 0 ) ? 1)d? 0 dx (23) depends on the shape. The more highly chambered the airfoil, the larger is ? L=0 2. 3 Vi scid ? ow By now, we have studied the inviscid incompressible ? ow. But in real case, ? ow is viscous. It is time to compare our theoretical results with real one. In Figure 6, we can see variation of lift coe? cient with the angle of attack. 6 At low angles of attack cl varies linearly with ? , as predicted by the theory. However, at certain angle of attack, cl reaches it’s maximum value cl,max and starts to decrease. This is due to viscous e? ect of the ? uid (air). First, the ? w moves smoothly over the airfoil and is attached over most of the surface, but at certain value of ? seperates from the top surface, creating a wake of turbulent ? ow behind the airfoil, which results in drop in lift and increase in drag. Figure 6: Variation of lift coe? cient with the angle of atack. To increase lift of the airfoil, we must increase cl,max . As we have seen, the cl,max of the airfoil primarily depends on it’s shape. Airfoil’s shape can be changed with use of multiele ment ? aps at the trailing edge and slats at leading edge. They increase chamber of the airfoil and therefore its cl,max .The streamline pattern for the ? ow over such airfoil can be seen in Figure 7. 3 Finite wings Properies of airfoils are the same as the properties of a wing of in? nite span. However, all real wing are of ? nite span and the ? ow over ? nite wing is 3 dimensional. Because of higher pressure on the bottom surface of the wing, the ? ow tends to leak around the wing tips. This ? ow establishes a circulary motion that trails downstream of the wing. A trailing vortex is created at each wing tip. These wing-tip vortices induce a small downward component of air velocity, called downwash . It produces a local relative wind which is Figure 7: Flow over multielement airfoil. directed downward in the vicinity of the wing, which reduces the angle of attack that each section of the wing e? ectively sees ?ef f = ? ? ? i (24) and it creates a component of drag, de? ned as induc ed drag. 3. 1 Prandtl’s classical lifting-line theory The idea of lifting line theory, is to use two dimensional results, and correct them for the in? uence of the trailing vortex wake and its downwash. Let’s replace a ? nite wing of span b, with a bound vortex 2 extending from y = ? b/2 to y = b/2. But due to the Helmholtz’s theorem, a vortex ? ament can’t end in a ? uid. Therefore assume the vortex ? lament continues as two free vortices trailing downstream from the wing tips to in? nity(Figure 8). This vortex is due to it’s shape called horseshoe vortex. Downwash induced by such vortex, does not realistically simulate that of a ? nite wing, as it aproaches at wing tips. Instead of representing the wing by a single horseshoe vortex, Prandtl superimposed an in? nite number of horseshoe vortices, each with an in? nitesimally small strength d? , and with all the bound vortices coincident along a single line, called the lifting line.In this model, w e have a continious distribution of circulation ? (y ) along the lifting line with the value ? 0 at the origin. The two trailing vortices in single horseshoe vortex model, have now 2 A vortex bound to a ? xed location in ? ow 8 Figure 8: Replacement of the ? nite wing with single horseshoe vortex. Figure 9: Superposition of an in? nite number of horseshoe vortices along the lifting line. became a continious vortex sheet trailing downstream of the lifting line,and the total downstream velocity w , induced at the coordinate y0 by the entire trailing vortex sheet can be expressed as w (y 0 ) = ? 4? b/2 ?b/2 (d? /dy )dy y0 ? y (25) The induced angle of attack at the arbitrary spanwise location y0 is given by ? i (y0 ) = arctan ?w (y0 ) ?w (y0 ) = , V? V? (26) where we considered V? ? w (y0) and arctan(? ) ? ? for small values of ?. Now we can obtain an expression for the induced angle of attack in term of the circulation distribution along the wing ?i (y0) = ? 1 4? V? 9 b/2 ?b/2 (d? /dy )dy y0 ? y (27) Combining results cl = 2? (y0) V? (28) and cl = 2? [? ef f (y0 ) ? ?L=0 ] (29) for coe? cient of lift per unit span from thin airfoil theory, we obtain ? ef f = ?(y0 ) + ? L=0 ?V? c(y0 ) (30)Substituting equations (27) and (30) into (24), we ? nally obtain the fundamental equation of Prandtl’s lifting line theory. ? (y 0 ) = 1 ?(y0 ) + ? L=0 (y0 ) + ?V? c(y0 ) 4? V? b/2 ?b/2 (d? /dy )dy y0 ? y (31) Just as in thin airfoil theory, this integral equation can be solved by assuming a Fourier series representation for the distribution of vorticity N An sin n? ?(? ) = 2bV? (32) n=1 where we considered transormation y = (? b/2) cos ? , with 0 ? ? ? ? and coe? cients An must satisfy Equation (31). With such vorticity distribution, Equation (31) becomes ?(? 0 ) = N N 2b sin n? 0 nAn An sin n? 0 + ?L=0 (? 0 ) + ?c(? 0 ) n=1 sin ? 0 n=1 (33) The total lift distribution is obtained by integrating equation for lift distribution over the span L= b/2 ?b/2 V? ?(y )dy (34) C oe? cients of lift and induced drag3 , can be calculated via equations CL = and CD = 2 L = q? S V? S D 2 = q? S V? S 3 b/2 ?(y )dy (35) ?i (y )? (y )dy (36) ?b/2 b/2 ?b/2 Note the di? erence in nomenclature. For 2D bodies, coe? cients have been denoted with lowercase letters. In 3D case, we use capital letters 10 respecteviliy. Considering expressions (32) and (33), they can be written as CL = A1 ? AR (37) and 2 CL (1 + ? ) (38) ?AR here AR is aspect ratio of ? nite ? ng, de? ned as AR = b2 /S , and ? = N 2 2 (An /A ? 1) . Note that CL depends only on the leading coe? cient in Fourier series expansion and that ? ? 0. Therefore, the lowest induced drag will be produced by a wing where ? = 0, that is, n = 1. Such circulation distribution is given by ? (? ) = 2bV? A1 sin ? and is known as elliptical circulation distribution CD,i = 4 Ground e? ect The main di? erece between wing application in aviation and car racing is, that cars are in contact with the ground. Therefore, wing experien ces some additional e? ects due to ground proximity.Remember the wing tip vortices we mentioned at the beginning of the previous section. They do nothing but harm, as they increase drag and decrease lift at given angle of attack. When ?ying near to the ground, the ground partially blocks(Figure 10) the trailing vortices and decreases the amount of downwash generated by the wing. This reduction in downwash increases the e? ective angle of attack of the wing so that it creates more lift and less drag than it would otherwise. This e? ect is greater, the closer to the ground the wing operates. Figure 10: E? ect of the ground proximity on creation of the trailing vortices.Another way to create downforce is to create low pressure area underneath the car, so that the higher pressure above the car will apply a downward force. The area between car’s underbody and the ground, can be thougth as an example of Venturi nozzle. The Venturi e? ect may be derived from 11 a combination of Bern oulli’s principle and the equation of continuity. The ? uid velocity increases through the constriction to satisfy the equation of continuity, while it’s pressure decreases due to conservation of energy. The gain in kinetic energy is supplied by a drop in pressure.The main advantage of ground e? ect is, that it produces almost no drag. 5 Applications in car racing Now summarize what we have learned so far. The coe? cient of lift increases with increasing angle of attack. At some angle, ? ow seperates from the wing, which causes drop of lift coe? cient. With use of multidimensional ? aps, we increase chamber of the airfoil and thus maximum coe? cent of lift. In 3 dimensional case, vortices appear at wing tips. They reduce wing’s e? ciency and increase drag. The lowest drag can be achieved with elliptically shaped wing. Dimensions of the wing are also important.Wing with greater surface, produces more lift and wing with higher aspect ratio induces less air resista nce. In the next sections, we will see, how engineers used this principles at developing the main aerodynamical parts of racing cars. 5. 1 Rear wing First rear wing appeared in 1966, when Jim Hall equiped his Chaparral 2E with a rear wing. From then on, use of wings grew quickly. First wings were mounted high over the rear end of the car to operate in indisturbed ? ow. They were also mounted on pivots, so the driver was able to change the angle of attack during the ride. High mounted wings often broke o? uring the race and were therefore prohibited by FIA. In Formula 1, wings were ? rst introduced in 1968 at the Belgium grand prix, when Ferrari used full inverted rear wings, and Brabham did likewise, just one day after the Ferrari’s wings ? rst appeared. Modern rear wings produce approximately 30-35 % of the total downforce of the car. A typical con? guration(Figure) consists of two sets of airfoils connected to each other by the wing endplates. The most downforce is provided by the upper airfoil. To achieve the greatest possible lift coe? cient, it consists of multiple high aspect ratio elements, which prevent ? w separation. Angle of attack depends on circuit con? guration. On tracks with many turns, more downforce is needed, therefore the wing is set at higher angle of attack. Conversely, on tracks with long straights, wing has small angle attack, thus reducing air drag and allowing higher top speeds. Lower airfoil section ac12 Figure 11: Chapparal 2E (left) and Ferrari 312 (right). tually reduces the downforce produced by total rear wing, but it creates a low-pressure region just below the wing to help the di? user4 to create more downforce below the car. Ususally it consists of two elements.Another important part of rear wing are endplates . They provide a convenient way of mounting wings, but also have aerodynamic function. They reduce the 3D e? ect of the wing by preventing air leakage around the wing tips and thus formation of trailing vortices. An additional goal of the rear endplates is to help reduce the in? uence of up? ow from the rear wheels. The U-shaped cutout from the endplate further alleviates the development of trailing vortices. 5. 2 Front wing The front wing on the car produces about 1/3 of the car’s downforce and it has experienced more modi? ations than rear wing. It is the ? rst part of the car to meet the air mass, therefore, besides creating downforce, it’s main task is to e? ciently guide the air towards the body and rear of the car, as the turbulent ? ow impacts the e? ciency of the rear wing. Front wings appeared in Formula 1 just two weaks after the ? rst rear wings, on Lotus 49B. First front wings were quite simple with single rectangular airfoil with ? at vertical endplates to reduce wing tip vortices. First improvement appeared in 1971, with so-called Gurney ? ap. This is a ? at trailing edge ? p perpendicular to the chord and projects about 2% of the chord. It can improve the perfor mance of a simple airfoil to nearly the same level as a complex design. The same year, the concept of elliptical wing was applied. March equiped it’s 711 with elliptical front wing. Two years later Ferrari avoided wing-body interaction with wing mounted quite far ahead 4 See section 5. 3 13 Figure 12: Modern rear wing consists of upper(2) an lower(3) airfoil section mounted on endplates (1) with U-shaped cutout (4). from the body. Multi element wings were introduced in 1984 by McLaren.The angle of attack of the second element was allowed to be modi? ed so that the load applied on the front wing could be changed to balance the car according to the driver’s wishes. In 1990 Tyrell raised the nose of it’s 019 to increase the ? ow under the nose cone and improve ? ow conditions under the car. This concept avoids wing-body interaction and allows the front wing to operate in undisturbed ? ow. It also enlarges e? ective area of the wing. After Imola 1994, the FIA regula tions do not allow any chassis parts under a minimum ground height. This clearance is di? erent between the centre and the side of the car.Teams used this to curve front wing in the centre of the span and regain some of the lost ground e? ect. In 1998, regulations decreased the width of Formula 1 car, so the front wings overlapped the front wheels. This created unnecessary turbulence in front of the wheels and reducing aerodynamic e? ciency of the wing. With reducing wing’s span this could be avoided, but it would also decrease wing’s aspect ratio. Insted this, teams use wing tips to direct the air around the wheels. 14 Figure 13: Con? guration of modern front wing. Two element airfoil (1 & 2) is mounted under the nose of the car (5).Endplates (4) direct air around the wheels and curved area (4) under the nose increases wing’s e? ciency. 5. 3 Ground e? ect The second revolution in Formula 1 aerodynamics occurred about a decade after the ? rst, with the introucti on of the Lotus T78 in 1977. Lotus T78 and it’s further development, Lotus T79, were ? rst cars to use ground e? ect. The underbody took shape of inverted wing pro? le(Figure). The decreasing crosssectional area accelerated the air? ow and created low pressure underneath the car. The gap between the bottom of the sidepods and the ground was sealed with so-called sidepods. They helped to maintain 2D ? w characteristics that provide increased downforce and reduced drag, compared to a typical 3D wing. Skirts enabled very high cornering speeds and were prohibited by the rules, due to safety reasons and from 1983 onwards, the tehnical regulations in Formula 1 require the underbody panel between the wheels to be completely level. The ? ow wolume between the vehicle and the ground is strongly dependent on the car’s attitude relative to the ground. This correlation is illusrtated in Figure. Very small ground clearence results in positive lift, since there is almost no air? ow between the underbody and the ground. With in- 15Figure 14: Some historical milestones in front wing develpment. Lotus 49B, March 711, Ferrari 312 T2 and Tyrrell 019. Figure 15: Lotus T79 and sketch of it’s underbody creasing ground clearence the air? ow produces low pressures causing overall lift to be lowered to negative values and then to rise again as ground clearence continues to increase. This is due to the fact that the ? ow velocity under the car decreases as ground clearence increases. More downforce can be generated using a di? usor between the wheels at the rear of the car. The air enters the di? user in a low-pressure, high-velocity state after accelerating under the 16 ar. By gradually increasing the cross-sectional area of the di? user, the air gradually slows down and returns to its original free-stream speed and pressure. The di? user’s aim is to decelerate the air without it separating from the tunnel walls, which would cause a stall, reducing the down force and inducing a large drag force. By installing an inverted wing close to the di? user exit 5 it is possible to create a low-pressure area, which essentially sucks the air from the di? user. The di? user and wing combination permits a higher air mass ? ow rate through the di? user, thus resulting in higher downforce.Sharp edges on the vertical tunnel walls generate vortices from entrained air and help con? ne the air through the di? user and reduce the chance it will separate. Figure 16: Correlation between lift coe? cient and ground clearence(left) and di? user on Ferrari F430(right) Again Chaparral, showed completely new way to create downforce. The Chaparral 2J in 1969 used two rear fans to suck in air from under the car, thus creating low pressure under the car. Big advantage of this concept is, that downforce can be generated independently of the speed. Fans were also used in Formula 1. Brabham BT46 used a rear mounted fan driven o? he gearbox. It won it’s debut rac e in 1978, but was promptly banned by the governing body. Barge boards were ? rst seen in 1993 and their purpose is to smooth the air? ow around the car and into the radiator intakes. They are most commonly mounted between the front wheels and the sidepods (See Figure) . Their main purpose is to direct relatively clean air into the sidepods. Clean air is from the low section of the front wing where air? ow is fairly una? ected 5 See rear wing section 17 Figure 17: Two cars which used fans to create downforce. The Chaparral 2J â€Å"sucker car† (left) and Brabham BT46 â€Å"fan car† y the wing and far away from tires, which may throw stones and debris in to the radiator. Bargeboards also produce vortices, to seal the area between the sidepots and the surface. They work as a substitude for skirts. Figure 18: Bargeboards on McLaren MP4/8 6 Conclusion References [1] J. D. Anderson; Fundamentals of Aerodynamics 18 [2] Applied Aerodynamics: A Digital Textbook, http://www. de sktopaero. com/appliedaero/preface/welcome. html [3] W-H Hucho: Aerodynamics of Road Vehicles [4] Peter Wright: Formula 1 Technology [5] Milliken,Milliken: Race Car Vehicle Dynamics [6] F. Mortel: Cran? eld Team F1: The Front Wing 19