Comparison of Wren Micro-turbojet Engine and Wren turbo-drop

Comparison of Wren Micro-turbojet Engine and Wren turbo-drop Introduction In the following report, one will be analysing and comparing the wren micro-turbojet engine and the Wren turbo-prop, the engine will be tested in the Aviation laboratory in the houldsworth aviation laboratory, here the tests will be carried out, but before the test s are carried out on each of the propeller that needs to be used for the turbo prop must be chosen. The propeller will be chosen in its efficiency in a certain variable which will be chosen later in the report, there is a choice of a few different propellers, tests shall be ran on each different propeller with the results been recorded by the FADEC. Once the propeller has been chosen tests shall e ran on both engines, the results will be analysed with numerous variables, Health and safety During the course of the lab work, health and safety will play a big part in keeping people safe, Engines pose many possible hazards which are listed below: Noise: The engines that will be used will produce a loud noise that is capable of damaging hearing permanently; therefore the test will be run with the testers wearing ear protection to prevent permanent ear damage. Fuel: fuel poses numerous threats in the lab; the highly volatile liquid can produce vapour that can cause an explosion so therefore all fuel must be kept in a sealed container that must be kept sealed and stored in a cool, dry place away from irresponsible personnel. Fuel is also irritable when in contact with skin so therefore gloves must be worn when in contact with the substance. The engines: the engines themselves pose a huge health and safety risk, the engines contain many objects in motion which can cause a hazard if any of the objects become loose, which could result in a projectile being thrown across the room, to eliminate this risk, the tests will be carried out in a separate room from the testers. The engines also produce fumes which are harmful to humans so an extraction pipe is now attached to the exhausts to remove most of the fumes but testers must be wary that the extraction system may not be 100% efficient so contact time after the runs must be kept minimal. As engines must be run correctly to be run safely, inexperienced testers must always be supervised by personnel with sufficient experience with the engines. The fumes that are produced by each engine must be sufficiently vented away from the area as they are a hazard to health. Extraction system failure At the beginning of February 2010 the group was told that the lab where the engine runs were to be carried out had been ruled unsafe due to the failure of the ventilation system had failed. It was possible that the test could not have been carried out, which the whole group was disheartened by, but the group pulled together and all tried to find a solution for the problem, many avenues were explored, even the possible opportunity of the back of a restaurant. Gareth Atkinson contacted multi flight about the possibility of running the engines at their base as it is located at Leeds-Bradford airport, Multi flight obliged so therefore Gareth Atkinson filled out the risk assessment form shown in appendix A. By the time Multi flight replied back with their permission the group decided that that time was against us for running the engine tests at Multi flight, results from previous engine runs were used instead. The Jet Engine The Engine has proved to be an innovative piece of machinery and has allowed the aviation industry to be what it is today, nearly all of the innovative aircraft of today and conceptual aircraft of tomorrow are all powered by the same type of engine the jet engine. The first form of jet propulsion device was first patented by a French engineer Renà © Lori in 1913 but the design remained conceptual as the design needed heat resisting materials that were not available at the time plus the reason that the jet engine was not suitable to fly at the low airspeeds as they did at the time (1996a) The design of which is shown in figure 1. Not until 1930 did frank whittle receive a patent for a jet engine, Frank whittle went on to build the first jet engine which had its maiden flight 11 years after its patent was received. From this basic foundation more advanced jet engines were produced. Since this first prototype the jet engine has developed from this early prototype to power aircraft that travel faster than sound. The jet engine works by compressing air adding fuel and combusting the mixture using the pressure increase to accelerate the air rearwards out of a propelling nozzle. The compression is the first stage of a gas turbine engine, there are many different configurations of compression the first form was the centrifugal compressor, which is the same compressor is fitted to the Wren micro-gas turbines that will be tested in this dissertation. Centrifugal compressor The centrifugal compressor essentially does what it says on the tin and compress the air using centrifugal forces, the air is compressed by an impeller which is attached and rotated by a shaft that is connected to the rear turbines, which convert the pressure, velocity and heat energy from the exiting gas in to mechanical energy to rotate the shaft which turns the impeller at high speed. The air introduced continuously throughout the running of the engine through to the eye of the impeller which then enters the rotating guide vanes and due to centrifugal forces causes the air to move towards the tips of the impeller; here the air enters the diffuser which is a system of stationary(Rolls-Royce Limited., 1996) ducts which are designed to convert the kinetic energy of air stream into potential energy, which further increases the pressure of the gas. Below is a diagram showing a cross-section of the impeller and the changes in pressure and velocity throughout the impeller: From figure 2, the graph at the right shows the pressure and velocity changes at each stage of the centrifugal compressor, as the air enters the eye of the impeller. The air is subjected to a centrifuge which increases the pressure and velocity of the airstream, the air then passes through to the diffuser section where the passage of divergent nozzles convert the kinetic energy into pressure energy. The graph shows that half the pressure rise occurs in the impeller and the other half in the diffuser section. (Rolls-Royce Limited., 1996). Axial flow compressors Axial flow compressors have a higher compression ratio than centrifugal compressors provided air which is at a higher pressure therefore used over centrifugal compressors as the higher pressure give better performance. Axial flow compressor consists of alternating rotor and stator blades, where each stage, which consists of a row of rotating blades followed by a row of stator blades, increases the pressure by a small amount so therefore several stages are required to give the pressure increase required. Where many stages of compression operate on one shaft it becomes necessary to vary the stator vane angle to enable the compressors to operate effectively at speeds below the design conditions. (Rolls-Royce Limited., 1996). A single spool compressor consists of one rotor assembly and stators with many stages as required achieving the desired pressure ratio, a multi-spool compressor of two or more rotor assemblies, each driven by their own turbine at an optimum speed to achieve higher pressure ratios and to give greater operating flexibility. (Rolls-Royce Limited., 1996). Principles of operation During operation the rotor is turned at high speeds by the turbine which makes sure that air is constantly being inducted into the compressor, which then is accelerated by the rotating blades and swept rearwards into the adjacent row of stator vanes. The pressure increase results kinetic energy received by the air by the rotor vane, which is then decelerated (diffused) by the stators vanes turning the kinetic energy into pressure. (Rolls-Royce Limited., 1996). Combustion Chamber The combustion chamber has the task of burning large quantities of fuel supplied through the fuel spray nozzles, with large volumes of air supplied by the compressor and releasing heat in a controlled process that the air is expanded and accelerated to give a smooth stream of uniformly heated gas at all conditions required by the turbine. The amount of fuel added will depend on the temperature rise required although the maximum temperature is limited by the materials that make the turbine blades and nozzles. (Rolls-Royce Limited, 1996) The combustion process The air arriving from the compressor is travelling at speeds up to 500 feet per second, which if entered the chamber would put out the flame due to the airs high velocity, so therefore the air must be decelerated. The air is diffused so the velocity is reduced also giving the added benefit of increasing the pressure. (Rolls-Royce Limited., 1996). IIn normal operation the overall air/fuel ration can vary between 45:1 and 130:1, however kerosine will only burn efficiently at, or close to, a ratio of 15:1, so the fuel must be burned with only part of the air entering the chamber, in what is called the primary combustion zone. This is achieved by means of a flame tube that has various devices for metering the airflow distribution along the chamber. (Rolls-Royce Limited., 1996). As shown in Figure 4, 20% of the air mass flow enters at the snout of the chamber, immediately downstream are a perforated flame and swirl vanes, the swirling air induces a flow upstream of the centre of the flame tube and promotes desired re-circulation. (Rolls-Royce Limited., 1996). Through the wall of the flame tube body, next to the combustion zone, are a number of secondary holes were a further 20% of the main flow of air passes into the primary zone. The air from the swirl vanes and that from the secondary air holes interacts and creates a region of low velocity recirculation, this take the form of a toroidal vortex, very similar to a smoke ring, this helps stabilise and anchor the flame the flame. (Rolls-Royce Limited., 1996). The temperature of the gases after combustion is around 1800 to 2000 °C, which is far too hot for entry to the nozzle guide vanes of the turbine. As only 40% of the total airflow is used in the combustion process, so the 60% is left to help cool the air, which is introduced progressively into the flame tube. Approximately a third of this is used to lower the gas temperature in the dilution zone before it enters the turbine, whilst the remainder of the air is used for cooling the walls of the flame tube. This is achieved by a film of cooling air flowing along the inside surface of the flame tube, insulating it from the hot combustion gases. (Rolls-Royce Limited., 1996). Types of combustion chambers There are three main types of combustion chambers used in gas turbine engines; these are multiple chambers, turbo-annular chambers and annular chamber. Multiple combustion chambers This type of Combustion chamber is used on centrifugal compressor engines and primitive axial flow engines. The chambers are disposed around the engine and compressor delivery air is directed by duct to pass into the individual chambers. Each chamber has an internal flame tube around which there is an air casing, the air passes through the flame tube snout and also between the tube and the outer casing as earlier described. All the flame tubes are all interconnected which allows them to operate at the same pressure and also allows combustion to propagate around the flame tubes during engine starting. (Rolls-Royce Limited., 1996). Tubo-annular combustion chamber The tubo-annular combustion chamber bridges the evolutionary gap between the multiple and annular types. A number of flame tubes inside a common air casing. (Rolls-Royce Limited., 1996). Annular combustion chamber This type of combustion chamber consists of a single flame tube in a completely annular form, which is contained in an inner and outer casing. The main advantage of the annular system is that for the same power output, the length of the chamber is 25% shorter than the tubo-annular system for the same diameter, saving weigh and production costs. . (Rolls-Royce Limited., 1996). Combustion chamber performance A combustion chamber must be capable of allowing fuel to burn efficiently over a wide range of operating conditions without incurring large pressure losses. Also if flame extinction occurs, then it must be possible to relight. . (Rolls-Royce Limited., 1996). Turbines The turbine has the job of providing the power to drive the compressor and accessories and sin some engines shaft power for the propeller or rotor. This is done by extracting energy from the hot gases from the combustion system and expanding them to a lower pressure and temperature. The turbines are subjected to high stresses with the turbine tips speeds reaching over 1,500 feet per second with gas temperatures. Types of turbines Gas turbine manufacturers have concentrated on the axial flow turbine, although some manufacturers are building engines with a radial-inflow turbine. The radial-inflow turbine has the advantages of being rugged, simples and relatively inexpensive and easy to manufacture compared to the axial flow turbine. On this type of turbine, inlet gas flows through the peripheral nozzles to enter the wheel passages in an inward radial direction. The speeding gas exerts a force on the wheel blades and exhausts the air in a radial direction to the atmosphere. These turbine wheels, used for small engines, are well suited for a lower range of specific speeds and work at relatively high effieciency. Micro turbines in industry In this section I will discuss and analyse the role of micro turbines in industry within aviation and out of aviation. Micro turbines can be used to produce electricity as well as power some ships. WREN ENGINES In this section I will be analysing the company of WREN, I will include what they do, their history and the current situation. I will note that the workers are enthusiast and work at a minimal wage to keep the company in business. WREN turbo prop In this section I will analyse the turboprop that will be tested in more detail. I will go through each component in a fair amount of detail, I will go through the manufacture process in some detail, and analyse the materials that are used. Wren turbo jet Here I will do in the same format as the turboprop but with a diary of our engine build: here is some rough notes I have made of the engine build# 26/10/09 Did our Risk assessment with Chris brier, told info on all aspect. Got on to the engine build, went smoothly until step 11 when inserting the shaft into the middle we dislocated bearings due failing to follow a step properly. We immediately called Chris brier to help us with our issue; he showed us how to replace the ball bearings into place. We then progressed onto the next step, at this point we saw etchings on the shaft and the rear turbine which we asked why they we like so We learnt that they were there for mass balancing, as an imbalance in weight would cause the shaft to distort. Balancing is done on each individual shaft by the manufacturer by a machine. Another aspect of the is the inefficiency of the compressor Compared to lager jet engines the gap between the edge of the compressor blades and outer skin is comparatively large therefore not all of the compressed air is used for the production of thrust, some leaks behind the compressor Step 16- when fitting turbine shrouds the turbine rests on a rim and not on turbines. Step 17- aligning case front, case front has been checked and aligned to the best of our abilities. Step 21- chamber stand-offs successfully crimped Step 22- comb chamber fixed in place, gas and oil tube is place and 3 stand-offs screwed in We found that the gas tube didnt fit because of misaligned lubrication pipe. So backtrack in progress was required to re-configure this step. In the process of correcting the combust chamber bearings in the same place fell apart, so were back to the same stage again Analysis This section I will analyse the results in detail evaluation Evaluate the whole process conclusion AppendiCise Apendix A Multi-flight risk assessment form Rolls Royce PLC. (1996a). The Jet Engine (5th Edition ed.). Birmingham: Renault Printing Co Ltd.

Historical/Cultural Analysis

Historical/Cultural Analysis â€Å"Operation of a Medic. † The text, â€Å"Watching a Medic, Sicily, August 9, 1943†, illustrates the occupation of a medic in action during WWII. This text shows a medic helping another soldier in Sicily. In the background of the image there is a poor and deprived family looking upon the medic performing his duty of helping the injured soldier. This image shows what a medic’s lifestyle was like during the war. Medics had to perform their medical duties in places where injuries occurred, making it especially tough in the areas of where war was occurring.The image shows the historical context of the invasion of Sicily that took place during the same time as the picture. The image also shows the cultural context in relation with the lives of the natives living in Sicily. The occupation of medics and their lifestyle, the topic of war and military invasion, and the inhabitants of the homeland of Sicily, can all be accurately embedded w ithin the tangible meaning of what it was like during the time of this visual text. In the image there is a medic performing a procedure on another soldier that is lying injured on the ground.The injured soldier is lying with his uniform open and his eyes closed. His helmet is lying on the ground beside a poor family that watching the operation happening. The family is in the background and is looking upon with a worried and sad look on their faces. These people are watching the scene of a medic in action from their own doorsteps, which brings attention to the fact that these onlookers are natives of the land where the picture occurred. This distinguishes the awareness of the cultural context that is being revealed in the image by the displaying of what the life was like for a family living in Sicily.The occupation of a medic is one that is very tough and challenging. To become a medic one must first have received medical basic training. They must be able to implement the knowledge and tactics learn in that medical training out on the battlefield. A medic must also be able to think and operate in hostile environments. One medic that served in Sicily during the time of the picture was Jerome McMenamy. McMenamy gives his reflections of working as a medic during the war in an interview. He was asked the uestion: what did you use to alleviate your patients’ pain? McMenamy response was, â€Å"One of the things for a medic in combat is morphine in little tubes. You had a quarter-grain of morphine in there, and you just jabbed it into a guy’s arm and squeezed that tube dry. In a few minutes he was feeling better†(Reynolds, Frank A. ). The treatment of pain, wounds, and minor injures are all examples of duties that medics have to perform during the time of the war. In the image it demonstrates the medic completing these duties.A medic’s occupation during the time of World War II was challenging and also life-threating. Personal accounts of the times of being a medic place a first hand understanding of the true lifestyles that medics had during World War II. McMenamy tells of the hardships he had to go through while being a medic in the war, â€Å"My ankle snapped over a rock and got badly sprained. They put me on kitchen police, and the ankle wasn’t getting any better, but I got though the four months of basic training. They just taped it up, and I was marching with a sprained ankle†(Reynolds, Frank A. . This tells of not only the challenging medical practices that medics had to deal with helping injured soldiers, but also the rough encounters that medics had to overcome. In the image the medic is dressed and suited up as a soldier ready for combat. This suggests that all medics must be prepared in the times of attack, and by doing so they must have completed the four months of basic training that McMenamy discussed. Medics have to participate in the same tough and struggling operations that other soldie rs in the war had to try and complete.The accomplishing of these tough tasks and all the requirements of being a medic has given medics the strength and bravery to go into unfamiliar lands such as Sicily in the image, and perform the medical actions that need to be completed. This enduring and lasting obligation is represented in the visual text by the medic helping a fallen soldier in an area that the medic is not familiar with. The medic being in this unaccustomed area of Sicily brings about the cultural context, and how he is able to perform his duties of a medic while having natives of the region stand close by and watch.Medics had many unpleasant and life threatening experiences in World War II. This brings to attention the experiences of medics in trying to complete their duties in a warzone. Medics have to worry about losing their own life everyday in war while trying to save the lives of others. They have to try to help the injured when not knowing what could happen. This co uld be from an opposing soldier coming up and attacking the medic while the medic is performing an operation on an injured soldier. The medic having no knowledge of the people or things around him is a cultural connection, such as that represented in the image.One invasion that occurred was the Allied invasion of Sicily. The image takes place in Sicily, which gives an historical connection to the battle that occurred in the same place as the picture. The historical connection of the image is the battle that was fought in Sicily during the time of WWII, â€Å"Axis forces struck first at Sicily in July in a amphibious landing that was surpassed in size only by the invasion at Normandy, France, year later. After driving German forces off of Sicily, Allied troops, in September, began a long, costly march up the mountainous Italian peninsula† (Moffett, George).The Allied invasion of Sicily was a major World War II campaign, in which the Allies took Sicily from the Axis. The Allies taking control over Sicily puts a means of emphasis on the historical context in the image due to the fact that the medic in the image is a member of the Allied Forces. The invasion that occurred in Sicily was done by the Allied forces, meaning that the carried out actions by the Allied forces were done on its opponents’ homeland. This shows the cultural connection in the image, due to the fact of the family in the background looking upon the unfamiliar soldier.This medic had to perform his duty being military medical personnel in a place that was uncommon to him. He was doing his work in front of a poor family that were living in the area where the picture was taken. The poor family was looking upon the medic that was preforming his medical practices in their territory of where they live. This shows the cultural connection to the image because of how the medic had to adapt to the area to complete his duty of being a medic in the unfamiliar land of Sicily. This image of a me dic performing a medical practice on an injured soldier shows the job of a medic in action.It does not show the threats that could occur to the medic while he is completing his job. Military medical personnel face the daily threat of gunfire, explosives, chemical weapons, and other battlefield hazards. While medics try to carry out their job of being a medic many get injured due to the fact of all these hazards happening around them. This image shows a glimpse of what a medic’s life was like during the war. The life of a medic during World War II was not that of picture perfect lifestyle, it was more life treating and having to deal with the thought of death occurring any second in the time of war.Which brings notion to the cultural context of the medic in the image, by him not having the knowledge of the environment around him and any possible threats that would come about. Works Cited: Moffett, George. â€Å"Celebrating WWII's other front. (Cover story). † Christian Science Monitor May 1995: 1. Academic Search Premier. Web. 6 Nov. 2011. Reynolds, Frank A. â€Å"Field Medic On The Italian Front. † Military History 22. 8 (2005): 54-68. Academic Search Premier. Web. 6 Nov. 2011.

Ptlls Level 3 Unit 001

Preparing to Teach in the Life Long Learning Sector Unit 001 – Roles, Responsibilities and relationships in lifelong learning. Candidate Name: City and Guilds Number: TASK A Guidance Document Driver Training Department. Guidance Document for driver trainers working with learners Overview Instructing, coaching and assessing in the driver training sector can present many challenges and variants when interacting with learners on a day to day basis.Training scenarios can greatly differ in their aim, practical application or severity of risk assessment and your involvement can then vary to include the protection of personal information, development of training materiel or direct contact with individuals. You should be aware of how your actions could influence or impact on not only learners, but also colleagues the Service and even members of the public. Legislation It is essential you familiarise yourself with the various Legislative acts, regulatory requirements (including codes o f practice) and Service policies which have been outlined below.Though it is not expected for trainers to know these word for word, you will need both an accurate interpretation of them and the ability to refer to them with ease. Health and Safety at Work Act (1974) This Act sets out the general duties which employers have towards employees and members of the public, and duties which employees have to themselves and to each other. The Act is in force to make the working environment a safe and secure place for any individual within it. Generally common sense assures us of this but by raising awareness and understanding then further improvements to the working conditions can be realised.The main aspects of the act are; †¢Requirements for the employer to ensure the health and safety of its employees †¢Requirements for the employer to provide adequate information, training and supervision of its employees along with adequate equipment and systems of work †¢Requirements fo r you to take care of yourself or others that may be affected by things you do or neglect to do. †¢Requirements for you to co-operate with employers and not to misuse or interfere with anything provided in the interests of health, safety or welfare.You will also be teaching and working within some regulations that are ‘born from’ or linked to the Health and Safety at Work Act. The main ones of these are. †¢PUWER (Provision and Use of Work Equipment Regulations) 1998 †¢LOLER (Lifting Operations and Lifting Equipment Regulations) 1998 Further information on Health and Safety legislation can be found on the LFRS Service intranet system, http://Pages/Health-and-Safety. aspx where there are also links to www. hse. gov. uk for self- research. You can also find relevant presentations for delivery to learners on the Driver Training Department, server in the presentations folder.Road Traffic Regulation Act 1984 and Road Safety Act 2006 When working in the Emergenc y Response Driver Training (ERDT) sector, this legislation forms a major influence on not only what you teach but also how you teach it. †¢Section 19 Road Safety Act 2006 (ne. sect. 87 Road Traffic Regulation Act 1984) gives and exemption for speed limits provided that i)observing the speed limit would hinder the vehicle, ii) the driver has been trained in accordance with this legislation, iii) the vehicle is being used for training purposes. †¢Contained within the Road Safety Act is the competency requirements of ERDTYou will also be teaching and working within some regulations that are ‘born from’ or linked to the Acts. The main ones of these are. †¢Traffic Signs and General Directions Regulation 2002 †¢Zebra, Pelican and Puffin Pedestrian Crossing Regulations 1997 †¢Motorway Traffic (England & Wales) Regulations 1982 Further information on road traffic legislation can be found on the LFRS Service intranet system, http://Pages/DriverTraining-M aterial. aspx where there are relevant presentations and also links to Department for Transport section within www. gov. uk/government/orginisations/department-for-transport web sites for self- research.Service Policy LFRS has a service Health and Safety policy specifically covering all types of vehicle related operations. It is titled Road Risk Management and acts a policy, but also gives guidance to the above legislative requirements. There is an overriding message of ‘drive to arrive’, highlighted by response driving speed limits. †¢Responding vehicles are subject to a policy enforced limit of the speed limit enforced for that vehicle on that road at that time, + 20 mph. Road Risk Management policy is available on LFRS intranet system http://corporate/policies/Pages/PoliciesProcedures. spx Though not part of your main role, there may be occasions where you come into contact with vulnerable groups. You should make yourself aware of service guidance relating to th is subject and the legislation Safeguarding Vulnerable Groups Act 2006. This can be found on www. legislation. gov. uk Professional Qualifications and Membership As a member of the Driver Training team you will be required to hold several qualifications or memberships that may require periodic re-accreditation, CPD and operating within Codes of Practice.Your role will require registration as a member of the Institute for Learning, IfL. It has a code that was developed by the profession for the profession to outline the behaviours expected of members. The Driver Training department adopts the code and its outlining behaviours; †¢Integrity †¢Respect †¢Care †¢Practice †¢Disclosure †¢Responsibility Further information can be found on the IfL website www. ifl. ac. uk You should also make yourself familiar with The Further Education Teachers’ Qualifications Regulations 2012. This can be found at www. legislation. gov. ukProfessional relationships, resp onsibilities and boundaries. You should look to behave in a way that is appropriate to your role and promote appropriate behaviour and respect from learners you interact with. You should be aware and operate within any ground rules that are set by your employer and emphasised through your line manager. You are also responsible for ground rules that you should look to install between you and your learners. Below are some examples and scenarios that you should be aware of in your role. The role of a Driver Trainer often brings you into close contact with small roups of learners, in a closed and personal environment and for extended periods of time. The need to create an open and relaxed environment is important, especially during ERDT, but this could lead to a blurring of boundaries between teacher and learner. It is important that you are aware of this and maintain the authority to be able to control situations safely when teaching in a moving vehicle environment. Though you may know students through other avenues such as other work activities or sports clubs you should be aware of discussing aspects of training, especially on social media sites.You should also be aware of commenting on aspects of your working day which could be open to public view and be easily misinterpreted by other employees or members of the public. You should be aware of the boundaries of your responsibilities during your working day. For example, you may encounter a problem with a training vehicle that you think you may be able to repair. This may cause further damage or not repair the fault adequately which may have implications later in the day. The service has many departments that specialise in different areas that are available for you to call on and will assist you when it is beyond your responsibility.During the delivery of training courses your main responsibility will be to your students; however there will be other professionals who you will need to interact with. Internally th ese could include other instructors, colleagues from other departments, your line managers and learner’s line managers. You should aim to deal with each whilst remaining professional and thoughtful of the role they have and to not overstep the boundary of your role. External agencies such as Police, training facilities or members of the public should be dealt with professionally and respectfully.Remember you are representing the service and the department at all times. If you are ever in doubt of your responsibilities and boundaries of your role, always ask someone, either another teacher, line manager or a colleague related to the task in question. Individual learning needs Though on the surface most driver training courses are ‘pre-programmed’ with times, facilities and outcomes; the learning that is delivered is very flexible and can vary greatly from course to course due to the individual’s needs. It is your responsibility to facilitate this, rememberi ng to stay within the boundaries of your role.A scenario may occur where a student has personal commitments such has child care or transportation problems that may affect the delivery of the course. Guidance for the flexibility of course timings can be, at the first point, discussed between teacher and learner. This could then be referred to Driver Training line manager or the Specialist Training Manager for clarity or confirmation. If longer periods of time off are needed you can refer the learner to the Absence Management Policy http://corporate/policies/Pages/PoliciesProcedures. spx . There is often a miss conception within the service that the standard of numeracy and literacy skills is fairly similar, or at least above a given standard. The truth is often far from this and you should be aware of a learners need in this area. Though the majority of driver training is of a practical nature you should be aware of learning barriers. These can include factors such as an individualâ €™s learning style or conditions such as dyslexia. Learners may be unaware of these factors or unwilling to disclose them.For learning styles you can encourage completion of a VAK questionnaire, found on the team site http://team/sites/ds/default. aspx. This will enable you and the learner to better focus the information they receive and may make them more aware of their learning style. When delivering sessions that involve presentations, reading, writing, facts and figures or even discussions, be respectful of individual’s learning needs and be observant of the learner’s reactions. You should be aware of factors linked to dyslexia that may also affect other aspects of driver training.Disorders such as dyspraxia may be apparent in a mild form and can affect a learner’s movement and coordination. This may become evident when operating lifting hydraulics or following verbal commands in a vehicle. If you experience learners that make you aware of these factors work together with them in a respectful way. If you or they need further information there are many useful websites such as the dyslexia foundation www. dyslexiafoundation. co. uk/ and the dyspraxia foundation. www. dyspraxiafoundation. org. uk/ . Reference List

The Rational Vs. The Emotional - 1573 Words

The Rational vs. The Emotional There are two sides to every issue, which is definitely the case with Crito and Socrates in â€Å"Crito† by Plato. Socrates and Crito are having an intimate conversation about reasons why Socrates should escape. Socrates is charged on corrupting the minds of the youth in Athens. Crito, who is Socrates student and close friend, tries to persuade him to escape because he did not believe Socrates committed any actual crime. Socrates, on the other hand, gives his own reasons for staying in jail. Crito’s argument for Socrates to escape from jail are more emotion driven which makes them less logical and credible; on the other hand, Socrates provides more credible and logical reasons for staying because his arguments are not emotion driven. To start off, Crito’s arguments have less ethos than Socrates’ arguments. This is mainly because Crito is basing his arguments off his emotions for his friend. One example that shows how Crito’s emotions are affecting his insight is when he says, â€Å" I have been wondering at your peaceful slumbers, and that was the reason I did not awaken you, because I wanted you to be out of pain. I have always thought you happy in the calmness of your temperament; but never did I see the like of the easy, cheerful way in which you bear this calamity† (Plato 1) . What this quote helps show is how Crito does not like to see Socrates in pain and that he does not like how calm Socrates is acting in his situation, which further shows howShow MoreRelatedThe Emotional vs. the Rational: Comparion of The Nymph ´s Reply to Her Shepherd and The Passionate Shephard to His Love1617 Words   |  7 PagesThe Emotional versus the Rational: A Literary Analysis and Comparison betwe en Sir Walter Raleigh’s â€Å"The Nymph’s Reply to Her Shepherd† and Christopher Marlowe’s â€Å"The Passionate Shepherd to His Love† Seize the day, and put the least possible trust in tomorrow—Horace Horace’s statement on first glance, especially in light of treatment of thematic issues related to carpe diem poetry, might have a ring of truth to it, and might appear to be a reasonable and logical statement. 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