Why We Fight

The 1942 film Why We Fight represents a classical example of American wartime propaganda. Given the fact that, during the course of thirties and forties, the majority of Americans shared an isolationist sentiment, it was crucially important for the America’s policy-makers at the time to convince citizens that country’s joining the WW2 was not optional.1Advertising We will write a custom critical writing sample on Why We Fight specifically for you for only $16.05 $11/page Learn More However, being a propaganda-piece, this particular film features a number of different of inconsistencies and even outright lies. In this paper, I will aim to substantiate the validity of an earlier suggestion at length. The main ideological premise, upon which the line of film’s argumentation appears to be based, is being concerned with its creators exploring the apparent dichotomy between what they refer to as a ‘free world, on the one hand, and a ‘world of slavery’, on the other. According to film’s narrator; whereas, America advances the cause of liberty, the countries of a ‘good ole Europe’ (specifically Germany and Italy), with their ally Japan, advance the cause of an oppression – pure and simple. What is being particularly ironic about this claim, is the fact that film’s creators went about substantiating claim’s legitimacy by making references to world’s major religions (Judaism, Christianity and Islam), as such that in their view endorse the cause of liberty. According to the twisted logic of film’s argumentation, American citizens’ strong sense of religiosity makes them naturally predisposed towards professing the values of democracy. This, of course, could not possibly be the case, because the very notion ‘religion’ is being synonymous to the notion of ‘intolerance’.2 Nevertheless, even if filmmakers were right about the fact that, people’s strong affiliation with religious values causes them to profess the values of democracy, film’s pathos would still not make much of a sense.Advertising Looking for critical writing on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More The reason for this is simple – contrary to what it is being suggested in the film, the overwhelming majority of German Nazis, as well as ordinary German citizens who never ceased supporting Nazis right to the very end of the WW2, used to be just as devoted to Christianity as it was the case with America’s founding fathers, for example.3 Another proof, as to a conceptual fallaciousness of Why We Fight, is the fact that throughout film’s entirety, the narrator continues to refer to Hitler as someone who wanted to conquer the world. Such claim, of course, cannot be referred to as anything but extremely ignorant.4 After all, it is not only tha t Hitler never publically expressed his presumed intention to ‘conquer the world’, but throughout the initial phase of WW2, he actively sought to end the hostilities with Britain and France.5 Whatever improbable it may sound – the actual reason, behind the outbreak of WW2, was Poland’s stubborn unwillingness to allow Germany to build a railroad between Berlin and the German city of Danzig (Gdansk), which in 1918 was separated from the rest of Germany by a Treaty of Versailles.6 If creators of Why We Fight were concerned with trying to protect the world from being conquered, then it would not be Hitler, Mussolini and Hirohito featured in their film, but America’s ally Stalin. After all, unlike Hitler, Stalin never had any reservations against coming up with public statements as to the fact that world’s ‘capitalist’ were facing only two choices – to embrace the Communism or to be destroyed. Right up until the collapse of USS R in 1991, the Soviet coat of arms featured a Communist emblem of a hammer and sickle in the foreground of the whole planet. Moreover, Soviet Constitution openly stated that it was only the matter of time, before world’s independent nations would join USSR as ‘Soviet republics’.7 In the light of recently declassified Soviet secret documents, it appears that Stalin was preparing to attack Germany in July of 1941, with the ultimate purpose of this attack having been the ‘liberation’ of the whole Europe of a ‘capitalist oppression’.Advertising We will write a custom critical writing sample on Why We Fight specifically for you for only $16.05 $11/page Learn More If it was not up to Hitler’s preventive attack of Soviet Union on June 22, 1941, even as early as by the end of 1941, Europe would have become nothing but a Westernmost part of Soviet ‘workers paradise’.8 After that, it would be the t urn for America to suffer the same fate – not an utterly improbable suggestion, especially given the fact that many members of Roosevelt’s inner circle (including his wife Eleanor) were self-admitted Communist spies.9 Therefore, film narrator’s referrals to the scenes of marching German soldiers and to the scenes of German obsolete tanks Pzkpfw-1 and Pzkpfw-2 rolling into Poland, as such that confirm the validity of his claims about the sheer evilness and potency of German war-machine, appear hypocritical, at best. First of all, film tactfully avoids mentioning the fact that it were not only ‘evil’ Germans that invaded Poland in the autumn of 1939, but their good ‘friends’ from Red Liberation Army, as well. If Poland’s Western allies were so much concerned about protecting this country’s independence, then why did they not declare a war on Soviet Union? Second, contrary to what film implies, up until 1943, the functioning of a German economy was based upon the essentially peacetime principles. This, however, cannot not be said about the functioning of Soviet economy from 1933 to 1945, which had only one single objective – to manufacture of as many weapons as possible. This is exactly the reason why; whereas, by the beginning of 1941, Hitler only had 3235 tanks (2500 of which were hopelessly obsolete), Stalin had 2830 tanks (including 700 tanks T-34 and 530 tanks KV-1).10 Nevertheless, one does not have to be a scholar of WW2 to note the essentially hypocritical nature of Why We Fight, as the example of America’s wartime propaganda, because film’s hypocrisies are being well visible even to a naked eye.Advertising Looking for critical writing on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More For example; whereas, narrator never ceases to state that America’s only objective in the WW2 is to promote democracy, equality and tolerance, on the one hand, he simultaneously continues to refer to Japanese people as ‘dirty Japs’, on the other. It is fully understandable that, after Japan’s attack on Pearl Harbor in 1941, the majority of Americans have realized Japanese as their enemies. Still, even though film’s narrator portrays Nazis as America’s sworn enemies, as well, he nevertheless does not talk of them as nothing short of sub-humans. Therefore, it will only be logical to conclude that, despite his pretentious ‘anti-Nazism’, the narrator himself is not being too different from Nazis, to begin with. I believe that the provided earlier line of argumentation, in defense of a suggestion that many claims, contained in Why We Fight, cannot be considered even slightly objective, is being fully consistent with paper’s ini tial thesis. In its turn, this implies that citizens should never cease thinking critically about what the governmentally endorsed propaganda wants them to believe, especially if this propaganda appears to be designed for weakening a self-preservation instinct in people, so that they would not be having any objections against the prospect of being turned into a ‘cannon meat’ overseas. References Boyle, Peter. â€Å"The Roots of Isolationism: A Case Study,† Journal of American  Studies 6, no. 1 (1972): 41-50. Carlton, David. â€Å"Churchill in 1940: Myth and Reality,† World Affairs 156, no. 2 (1993): 97-103. Cline, Catherine. â€Å"British Historians and the Treaty of Versailles,† Albion: A  Quarterly Journal Concerned with British Studies 20, no. 1 (1988): 43-58. McNeal, Robert. â€Å"Roosevelt through Stalin’s Spectacles,† International Journal 18 (1962-63): 194-206. Nagata, Judith. â€Å"Beyond Theology: Toward an Anthropology o f ‘Fundamentalism’,† American Anthropologist, New Series 103, no. 2 (2001): 481-498. Raack, R. C. â€Å"Stalin’s Role in the Coming of World War II: The International Debate Goes On,† World Affairs 159, no. 2, (1996): 47-54. Steigmann-Gall, Richard. The Holy Reich: Nazi Conceptions of Christianity,  1919-1945. Cambridge: Cambridge University Press, 2003. Suvorov, Viktor. Icebreaker: Who Started the Second World War? London: Hamish Hamilton, 1990. Taylor, A. J. P. The Origins of the Second World War. London: Penguin, 1964. The War Department. Why We Fight Part 1 – â€Å"Prelude to War† (1942). YouTube. [Video]. Web. Uldricks, Teddy. â€Å"The Icebreaker Controversy: Did Stalin Plan to Attack Hitler?†Ã‚  Ã‚  Slavic Review 58, no. 3 (1999): 626-643. Footnotes 1 Peter Boyle, â€Å"The Roots of Isolationism: A Case Study,† Journal of American Studies 6, no. 1 (1972): 44. 2 Judith Nagata, â€Å"Beyond Theology: Toward an Ant hropology of ‘Fundamentalism’,† American Anthropologist, New Series 103, no. 2 (2001): 482. 3Richard Steigmann-Gall, The Holy Reich. Nazi Conceptions of Christianity, 1919-1945 (Cambridge: Cambridge University Press, 2003), 267. 4 A. J. P. Taylor, The Origins of the Second World War, (London: Penguin, 1964), 15. 5 David Carlton, â€Å"Churchill in 1940: Myth and Reality,† World Affairs 156, no. 2 (1993): 101. 6 Catherine Cline, â€Å"British Historians and the Treaty of Versailles,† Albion: A Quarterly Journal Concerned with British Studies 20, no. 1 (1988): 54. 7 R. C. Raack, â€Å"Stalin’s Role in the Coming of World War II: The International Debate Goes On,† World Affairs 159, no. 2, (1996): 49. 8 Viktor Suvorov, Icebreaker: Who started the Second World War? (London: Hamish Hamilton, 1990): 10. 9 Robert H. McNeal, â€Å"Roosevelt through Stalin’s Spectacles.† International Journal 18 (1962-63): 203. 10 Teddy Uldricks, à ¢â‚¬Å"The Icebreaker Controversy: Did Stalin Plan to Attack Hitler?† Slavic Review 58, no. 3 (1999): 642. This critical writing on Why We Fight was written and submitted by user Dark Wasp to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Idiolect Essay Example

Idiolect Essay Example Idiolect Paper Idiolect Paper For a while, I have been studying my speech syntax. I have noticed that In certain situations, my idiolect adapts and alters slightly. There are many words that I frequently use and others that tend to appear in certain conversations, but disappear in others. I have an accent which is a mix between Kent and Essex, as I moved from Essex to Kent, and from my collect have picked up the Kenneth accent in addition to my previous Essex one. This also means that I have picked up words from both areas, however the media is also a large influence on me and how I elk to my group of friends compared with the way I would speak to someone older, such as a teacher. When I am In conversations with my group of friends, I tend to use different words, such as ratchet meaning ugly or unattractive, which relegated from American slang. Another word we use Is Swag which means something along the lines of good and cool, but I think its a word we use to fit in and none of us are entirely sure what it means. These words are usually from the media, but occasionally I am not sure where the come from. I also use words such as legend to describe someone that has done something a little out of the ordinary. Or I use memo to describe someone whose been sad for a while, an memo phase. When speaking with my friends, I become lazy and dont think fast enough, forcing me to use sentence fillers such as like and basically. I also use abbreviations such as Dunn instead of the more formal l dont know. Or even words such as YOLK meaning you only live once when performing a stupid act, which Is abbreviated dramatically. However, when I speak to a person of advanced years, such as a friend of my parents, I would use much more advanced terminology and pronounceable my words In order to sound more formal and more intelligent than I would with a friend of my own. I do this to give good impressions of myself and seem more mature so that the person I am conversing with respects me as I do them, and so that I come across as a young member of society rather than a stereotypical teenager. I noticed that this happens naturally, and it also naturally happens when I return to my normal speech which includes playing down my intelligence to fit in with my friends. I also noticed that while genderless doesnt tend to change the way I speak (since I dont use words such as honey, or babe. ) it actually seems to affect adults more than teenagers. I noticed that my friends do not use genderless much, however the female adults I speak to often call me Darling or sweetie, and sometimes the males will call me darling or bird (pretty lady/gal., or simply a lady/gal. a cockney slang word used often In Essex. . Media is a big impact on the way I speak, and because of the TV shows I watch, my collect tenant to PICK up words Trot tense snows. A word I nave near a lot Is ream, which is from a show called The Only Way is Essex, and quiche which means extremely attractive, which is from Jamie Private school girl. These words started as a Joke to mock the characters on the shows, but now are used frequently as part of our daily idiolect. We use these words in our group of friends and would probably never use them with adults because we assume they do not know what they mean, making it easier to use words they already know. Americanism are also used a lot because many TV shows and songs in the media are American. These words include passed, which is used as a word meaning drunk here in England, however the word in American means angry. This meaning has been brought here, and now is used in OTOH terms, however the word is quite a rude so I wouldnt use it around my parents or other adults. Taboo language is also a part of my daily idiolect with friends, for example someone would say l havent done any of this sit meaning l havent done any of this stuff. This is normal and wouldnt be a shock to my friends, so it is used frequently, however when talking to adults, I do not say these words around them unless it is being used subtlety and comfortably, which is very rare. This is because they are still taboo language, and would not be expected or accepted from a child. I pick up a lot of language at home which I tend to only use with my close relatives, or sometimes it comes as instinct with my friends. My dad says put your feet on which simply means put your shoes on and I always say it now. Also, my Nans partner, Glen, says teeth out time when its time to go to bed because his mum had false teeth and would take them out while she slept, and this has become a frequently used phrased within my entire family. Another one is spas bowl meaning spaghetti which seems to have come from Essex, when my parents were young and stuck with our family. The word is a nick name which is most likely used in many other families, but seems like our own word for it. Paralinguistic are usually used, such as moving your arms while talking to exaggerate a word or sentence. Something I tend to do while with an adult is nod a lot more rather than say yes, which I think is partly to do with shyness. I also tend to almost act out what Im saying when telling my friends something, such as if I was to say there was something in his hand, Id most likely hold out my hand and point at the palm without even thinking about it.

Viual Aid and Gantt Chart Essay Example | Topics and Well Written Essays - 1250 words

Viual Aid and Gantt Chart - Essay Example For large organization, the focu i uually on improving the maintenance activitie uch that minimum amount of fund are expended (Anily et al., 1999; Alfare, 1999; Burke and mith, 1999a, b). The high cot of breakdown maintenance could be unbearable uch that the need for preventive maintenance become obviou. The afety of equipment and employee i improved by preventive maintenance ervice. Thi ha ignificant impact on the production proce. Reaching maximum plant availability through minimal delay and breakdown and optimal equipment working condition reduce or eliminate the need for ubcontracting ome apect of the job (Chen and Liao, 2005; Cheung et al., 2005). Thi ha a reducing effect on the uually large maintenance budget of many organization. Maintenance cheduling i uually baed on preventive maintenance activitie (Oke, 2004). In an organization where a large number of equipment are operated, preventive maintenance cheduling offer a mean of achieving continuou indutrial operation without which ytem utenance would be extremely difficult. ince the cot of implementing preventive maintenance cheduling i more economical than that of replacing broken down equipment, in the long t erm, it i more economical to implement thi maintenance option. ound maintenance cheduling i indipenable for high maintenance performance, which in turn facilitate the production proce to yield maximum output. Thi i attained when preventive maintenance upport continuou improvement programme. Effective maintenance cheduling require pecific time and labour allocation, knowledge of equipment hitory, pare availability, knowledge of work and facility priority rating, job pecification, etc. Maintenance cheduling promote effective utilization of both maintenance and production team, notably through minimizing idle time, breakdown and delay (Zhou et al., 2004; Gharbi and Kenne, 2005; Kim et al., 2005). For many year, extenive cientific documentation ha been made on cheduling both maintenance and operational activitie for profit (Yamayee et al., 1998). Recently, the focu of reearcher ha hifted from near optimal olution to the development of optimal olution approache. Thu, the recent work of Charle-Owaba (2002) i important in thi repect. The problem olved i the imultaneou cheduling of reource-contrained operation and maintenance (ee alo Oke and Charle-Owaba, 2005, 2006a, b). The current tudy i an extenion of the novel work of Charle-Owaba (2002). The remaining part of the paper i organized a follow: the next ection dicue the model formulation. Under thi ection, the notation ued in the model are dicued. In addition, the model aumption relevant to ea veel maintenance and operational activitie are explained. In thi ection, the algorithm governing the original model developed by Charle-Owaba (2002) i preented with detailed tep explained for it practical application. till in thi ection, the model framework i preented with mathematical equation upporting the original tructure preented by Charle-Owaba with ome extenion of the idea. Thee tep are preented in a logical manner peruaive enough for the reader to follow. In particular, the three-dimenional wave equation methodology i adopted. ection three dicue the cae tudy of a hipping company. Thi ection conider apect, which include the cae decription, ome variable affecting cot of hip maintenance and their mathematical repreentation,

AlWaleed Bin Talal Essay Example | Topics and Well Written Essays - 1000 words

AlWaleed Bin Talal - Essay Example His professional and financial initiatives AlWaleed’s prominence in investment surfaced in 1990s when he bought substantial shares in Citicorp, when the firm was experiencing financial crisis. Al Waleed’s bailed out Citibank with an initial investment of $550 million, an investment that has grown to about $1 billion currently. In 1997, AlWaleed was reported to have owned about 5% of News Corporation - stake that had grown to about 7% in 2010 ($3 billion) (Gustin 2). In February 1991, AlWaleed bought new preferred shares amounting to about $590 million. These investments increased his stake in Citigroup from 10% to 14.9%. Afterwards, he invested in a variety of companies including Apple Inc., AOL, MCI Inc., Fox News, Motorola and many other media and technology companies. Prior to 2007-2010 financial crises, his shares in Citibank at some point accounted for about half of his assets (Gustin 3). Al Waleed is the owner of Rotana Group, the Arab world's largest entertainmen t corporation. This company is also owned by News Group, which holds 18.97% of its stake. Rotana Group is an expansive pan-Arab media establishment that incorporates Rotana Magazine, a film production company, Rotana Record label, Rotana TV, and seven music channels (Rotana Radio). In 2005, Al Waleed stakes in Apples were disposed. On the down side, Al Waleed has happened to invest in the airline TWA and Eastman Kodak, which have performed quite poorly. He has also invested heavily in the real estate sector, where he has stakes in the Plaza Hotel and the Four Seasons hotel in New York. In December 2011, he invested $300 Million in Twitter, which gave Kingdom holding more than 3% stake in the company (Knickmeyer 5). His personal initiatives AlWaleed has participated in significant philanthropic initiatives that have build bridges between the West and the Islamic world. He strongly believes that promoting harmonious global co-existence is an imperative role of global philanthropy. In his early life, he capitalized on his advantaged upbringing to share his resources with the less-advantaged in the society. When he was growing up and started accumulated wealth, he upheld his believe in giving and sharing his wealth as an obligation to his God. Up to date, he strongly believes in the principle of giving and sharing of wealth with the less privileged. He also made efforts to dismiss the view that Saudi Arabia was not affected by poverty and reached out to poor remote desert hamlets had urban neighborhoods. As a global philanthropist and investor, AlWaleed has upheld long-term relationships with former heads of states, NGOs, academics, religious and business leaders, and political leaders from around the world. AlWaleed is also a staunch religious believer, hard-working, and gifted in multitasking. In this regards, he holds libel political and religious perceptions, and he subscribes to a Global vision of mutual respect and tolerance amongst different states, communi ties and faiths (Peel 5). There are a total of three philanthropic Foundations established by Alwaleed – all committed to supporting humanitarian projects in Lebanon, Saudi Arabia and other parts of the world. These programs are generally

Book Theif by Markus Zusak Essay Example for Free

Book Theif by Markus Zusak Essay Most good novels allow the reader to walk a mile in someone else’s shoes. Through language, characterisation and relationships the author is able to illustrate significant social issues. The Book Thief by Markus Zusak is a tremendously powerful book which captures key significant social issues of the power of words in Nazi Germany; Hitler’s manipulation of words and how people can find comfort in literature, as well as a means of escape. In the ‘Book Thief’, Zusak constantly emphasises the remarkable power and impact words have in relation to the corrupt world of World War Two. Through the use of descriptive language he is able to broaden the readers understanding of Hitler’s abuse of power by manipulating words and propaganda on the German people. Emotions of empathy are evoked when Liesel realizes that Hitler is the reason for her misery; adding to the loss of her childhood innocence. She comes to realize that Hitler is responsible for the war, her brother’s death, mothers suffering and why Max is sent to a concentration camp. â€Å"The words were thrown at the steps and Liesel could feel the slush of anger, stirring hotly in her stomach. ‘ I hate the fuhrer,’ she said. I hate him. † Zusak uses a metaphor, linked with imagery, dialogue and short sentences while at the same time reflecting emotive language to make me realise the importance of the power of words. Words are a powerful persuasive weapon of Hitler’s, and both Liesel, and I come to realise that, ‘without words the Fuhrer was nothing. ’ In this way Zusak has used Hitler’s manipulation of words to not only highlight the power of words in the ‘Book Thief’, but in our real world. Throughout Liesel’s journey Zusak clearly illustrates her growing understanding of Hitler’s manipulation of the power of words. And that he also proves that the power of words can be appreciated, while acting as a means of escape from the living reality, of war. Literature becomes Liesel’s sanity and without it she’d be far lost in the Nazi Germany Regime. So out of pure vengeance and anger, she rebels against Hitler by stealing books, while furthermore satisfying her hunger for reading. â€Å"She could smell the pages. She could almost taste the words as they stacked up around her. † This thus points out Liesel’s relationship and deep connection she shares with literature, by using a metaphor. Everyone needs to escape reality for a little while, to find beauty in the darkest hours, to keep their sanity, to survive. For Hans it is his accordion, Death’s is the colours, and for Max it is telling his story via art and literature. Yet of course Liesel too needs an escape, and she is able to find this from words and literature. By finding an escape route, Liesel’s knowledge of the power of words endures to build, and expand as she is able to appreciate literature. Liesel’s journey of escaping the horror delivers not only beauty and a hope to survive but allows her to find comfort through literature. I find this rather ironic, that she is able to bring comfort to her-self and others from literature, when before words only served her misery. â€Å"She couldn’t tell exactly where the words came from. What mattered was that they reached her. They arrived and kneeled next to the bed. † Zusak brings to attention; the idea of that literature is capable of accomplishing and bringing comfort to Liesel by using personification and imagery. But then again, within reading Liesel is not just able to comfort herself but can soothe others by understanding the true capacity words have, in relation that they can cause both pain and happiness. †¦But at least they were distracted now, by the girl with the book. † Through language and the overall use of irony, Zusak reinforces Liesel’s strong connection with literature, while engaging myself, the reader into the deeper meanings of the written text; that in means can provide comfort and an escape. By the author allowing the reader to, ‘walk a mile in someone else’s shoes’ social issues are evidently propounded. Markus Zusak has successfully demonstrated the significant social issues of, Hitler’s manipulation and abuse of power through words, and the appreciation of literature by providing escape and comfort in the Book Thief.

Tactical Games Model: A Practical Approach To Skill Development Essay

The Tactical Games Model is a form of instruction in Physical Education courses that the teacher uses to incorporate sport related activities and small games into their lesson plan to improve students' experiences in sports games and tactical awareness provided from them. The purpose of having the Tactical Games Model in physical education courses are to help students learn the basics of a sports game, like soccer or basketball, and let them figure out, through experience, the ways to improve themselves in a setting where their actions will be critical to their teams victory, as well as help learn what their strengths and weaknesses are themselves and self-improve afterwards. Throughout sport, any game comes down to tactical strategy that two competitive teams have to use to gain the advantage over their opponents to win their game. The basic foundation to any game is the tactics one uses to gain advantage over competitors, and students will be able to learn a lot about themselves, and their peers, when using these tactics to work for eachother, and themselves, throughout a match. A great game to use as an example on how tactical games models should be used to benefit your students is soccer. The general set-up that a physical education teacher should use is: 1. Game One 2. Questions & Answers - (Students and yourself) 3. Situated Practice - Ex. 3v3 possession drills 4. Game 2 This plan helps students realize self-awareness in soccer that could help improve themselves as well as help benefit the team all together. Game one introduces the students to the rules of the game, and the foundation of how the game is played, like you use your feet to kick the ball, you pass between eachother to kick the ball into the net to score... ...ment, challenge, self-expression and social interaction. These values can only benefit the students, whom have the open-mind to use these experiences to influen Works Cited "15 Standards of Specialized Knowledge." Adapted Physical Education National Standards. N.p., 2008. Web. 22 Mar. 2014. . Logan, Gene A. Adapted Physical Education. Dubuque, IA: W.C. Brown, 1971. Print. Masters, Lowell F., Allen A. Mori, and Ernest K. Lange. Adapted Physical Education: A Practitioner's Guide. Rockville, MD: Aspen Systems, 1983. Print. NCLDA. "What Is IDEA?" National Center for Learning Disabilities. N.p., n.d. Web. 22 Mar. 2014.. "PE Central: Adapted Physical Education." PE Central. N.p., 2014. Web. 22 Mar. 2014. .

Heat Transfer Lab Report

UNSTEADY STATE HEAT TRANSFERHeat transfer processes are prominent in engineering due to several applications in industry and environment. Heat transfer is central to the performance of propulsion systems, design of conventional space and water heating systems, cooling of electronic equipment, and many manufacturing processes (Campos 3). Unsteady state conduction is the class of heat transfer in which the temperature of the conducting medium varies with time and position.This occurs frequently in industrial processes, especially food preservation and sterilization, where the temperature of the food or of the heating or cooling medium constantly changes (Farid2). The work reported here involves the investigation of unsteady state heat transfer in two cylindrical rods and the conformity of experimental results to different methods of theoretical analysis. Aluminum and Plexiglas cylinders were used. Thermocouples were placed at different radial and axial positions, and the cylinders, whi ch were in thermal equilibrium with an ice bath, were placed in a warm water bath at 370C.Temperature profiles were obtained using a data acquisition system on a computer. Theory The applicable form of the heat transfer equation for conduction in solids is given by (Welty1): If the thermal conductivity is constant and the conducting medium contains no heat sources, Equation 1 reduces to Fourier’s second law of heat conduction (Welty1).Equation 2 can be written in cylindrical coordinates as   (3) Assuming that no heat transfer occurs in the axial position, and temperature varies with radial position and time only, (4) Equation 3 therefore becomes (Welty1) (5) Nomenclature for all equations is shown in the appendices.For a cylindrical rod immersed in a higher temperature fluid, heat transfer occurs by convection from the body of fluid to the surface of the rod, and by conduction from the rod’s surface to its center. If conduction through the rod occurs much faster than convection from the fluid, convection is the rate-limiting heat transfer mechanism, and the temperature within the solid will vary with time only. This condition, in which the external resistance is large relative to the overall resistance, is the primary characteristic of a â€Å"lumped† system.The Biot number, (Bi = hV/kA), is a ratio of the internal (conductive) resistance to heat transfer, to the external (convective) resistance to heat transfer. A general rule of thumb is that a body can be assumed to be lumped if Bi < 0. 1 (Welty1). For lumped bodies, the temperature variation with time is described by Equation 6 (Welty1) For cases in which the internal and external resistances are significant, Equation 5 must be solved numerically or graphically to determine the temperature variation with position and time.Graphical solutions (Heisler charts) are shown in Welty1 for different shapes and geometries. To use the Heisler charts, three dimensionless ratios must be known, a nd a fourth will be read on the appropriate axis. These dimensionless ratios are: Y, unaccomplished temperature change=T? -TT? -T0 (7) X, relative time=? tx12 (8) n, relative position=xx1 (9) m, relative resistance=khx1 (10)DISCUSSIONBefore the data was analyzed, the thermocouples were calibrated and the voltage readings were converted to temperature. To achieve this, the final value from each thermocouple was set to be equal to the warm water bath temperature (370C), and the initial reading was set equal to the ice water bath temperature. Thus, for each thermocouple an equation was obtained using the two points to convert voltage readings to temperature. An example of the calibration for one of the thermocouples is shown in AppendixII. LUMPED ANALYSISTo determine if a lumped-parameter analysis could be applied, the Biot numbers for the systems were calculated (shown in Table 1). Table 1: Biot numbers for the aluminum and Plexiglas cylinders. | Bi| Aluminum| 0. 07| Plexiglas| 81| Si nce the Bi value of the aluminum system is less than 0. 1, convection from the water to the surface of the cylinder is the rate limiting heat transfer mechanism. Thus, a lumped-parameter analysis can be safely applied. The Plexiglas system, on the other hand, has a Bi >> 0. 1, and the rate limiting mechanism is conduction in the cylinder.The temperature-time plot gotten by applying a lumped-parameter analysis (Equation 6) to the Aluminum cylinder was compared to the plot obtained from the thermocouple located closest to center of the cylinder. This thermocouple is chosen for comparison because it is located farthest from the heating source and will have a temperature history that differs most from an ideal lumped system. With this thermocouple, we should therefore obtain the maximum error associated with applying a lumped-parameter analysis to the system.Figure 1: Temperature history plot for the aluminum cylinder. The thermocouple is located 0. 25 in away from the center. A lumped parameter analysis is also shown in Figure 2 for the Plexiglas cylinder to illustrate the error encountered by applying Equation 6 to â€Å"un-lumped† systems. Figure 2: Temperature history plot for the Plexiglas cylinder.COMPARING TEMPERATURE HISTORY AT DIFFERENT RADIAL POSITIONSBased on their Biot numbers, it was expected that the temperature history plots at different radii for the aluminum cylinder should follow a similar path, while those for the Plexiglas cylinder shouldn’t. Figure 3: Experimental temperature for the aluminum cylinder history at various radial positions. Figure 4: Experimental temperature for the Plexiglas cylinder history at various radial positions. Figures 3 shows that the temperature curves are all the same at different radii in the aluminum cylinder.This is attributed to the fact discussed earlier that the aluminum cylinder behaves as a lumped system, that is, there is negligible resistance to internal heat transfer (conduction). Figure 4, o n the other hand, shows differences in the temperature history plots at different radii in the Plexiglas cylinder, confirming that conduction through the cylinder is the rate limiting heat transfer mechanism.GRAPHICAL SOLUTION –HEISLER CHARTSFor systems that cannot be accurately modeled by lumped-parameter solutions, such as the Plexiglas cylinder, we must resort to other analytic methods.Graphical solutions in Heisler charts (Welty1) were used to estimate the temperature history at three thermocouples. These plots are compared with the experimental plots in Figures 5 – 7. Figure 5: Experimental and graphical-solution temperature history plot. The thermocouple is located at a radius of 1. 25 in away from the center. Figure 6: Experimental and graphical-solution temperature history plot. The thermocouple is located at a radius of 0. 50 in away from the center. Figure 7: Experimental and graphical-solution temperature history plot. The thermocouple is located at the cent erline of the cylinder.The percent differences show that predicting the temperature history using Heisler charts produces much error. This method was open to mistakes for the following reasons: 1. Curves on the charts are drawn for integer values of relative time, position and resistance. Therefore, reading and approximation errors result when decimals to be read are not shown on the axes. 2.Some areas of the Heisler charts are so crowded with lines that reading a value with accuracy is nearly impossible. 3. When producing the charts, Heisler did calculations for some set of numbers and then linearly connected the points on a logarithmic-linear modified scale. Dimensionless ratios obtained from the charts are thus slightly different from their real values (Dilsiz4).NUMERICAL ANALYSIS – MATLABEquation 5 was solved numerically using MATLAB. The code used is provided in Appendix IV. The solutions were extracted to Excel and plotted (Figures 8 and 9).The temperature plots at diff erent radii for the aluminum cylinder are superimposed and therefore indistinguishable. This further demonstrates the fact that the temperatures at all points in the aluminum system were identical. Figure 9, on the other hand, shows that the Plexiglas had varying temperatures at different points. Figure 8: Numerical Solution from for the aluminum cylinder. Results were found using MATLAB and plotted in Excel. Figure 9: Numerical Solution from for the Plexiglas cylinder. Results were found using MATLAB and plotted in Excel. The results obtained from the numerical analysis were compared with experimental data.Table 4 shows the average percent differences between their values. The percent differences for the Plexiglas cylinder are significantly lower than those obtained when using the Heisler charts (see Table 3). This suggests that the numerical analysis using a partial differential equation solver is a more reliable method of analyzing the data for the Plexiglas cylinder. Table 4: Av erage percent differences between experimental results and the numerical analysis solution. Radius (in)| Average % difference| | Aluminum| Plexiglas| 0| -| 7. 54| 0. 25| 3. 68| 5. 81| 0. 5| -| 5. 75| . 75| 2. 99| -| 1| 3. 35| 6. 34| 1. 25| 2. 27| 4. 92| | | | Average| 3. 0725| 6. 072|CONCLUSIONThe rate limiting heat transfer mechanism for the aluminum and Plexiglas cylinders were convection and conduction, respectively. It was found that the temperature history for the aluminum cylinder conformed to a lumped-parameter analysis while that for the Plexiglas cylinder didn’t. This was expected based on the Biot numbers calculated for the two systems. Temperature profiles obtained from Heisler charts produced much error, and deviated significantly from experimental data.For the Plexiglas cylinder, the numerical analysis using MATLAB, although tedious, provided the least error when compared to experimental results. The temperature histories at different radial positions were compar ed: the temperature-time curves for the aluminum cylinder overlapped, that is, the temperatures were the same at different radial positions. On the other hand, there were significant differences in the temperature-time curves for the Plexiglas cylinder. This is attributed to the fact that the aluminum rod was lumped, while the Plexiglas wasn’t.SOURCES OF ERRORIt was assumed that no heat was transferred through the ends of the cylinders. This may have induced some error in the analysis. If there was indeed significant heat transferred through the ends, two thermocouples placed at the same radius will report slightly different temperatures, with the one closer to the edge being heated faster. As discussed earlier, error is introduced when reading the Heisler charts. These errors were considered minor, and were not substantial enough to affect the major conclusions drawn from the analysis.SAFETY CONSIDERATIONSThe proximity of water baths to electrical equipment presented an elec trical hazard.It was important to make sure not to spill water when transferring the cylindrical rods between baths. We also made sure to move any movable electrical equipment as far as possible from the immediate area. The baths used weren’t hot enough to cause scalds upon contact with the skin. Safety glasses and closed-toed shoes were worn throughout the duration of the experiment.REFERENCES1. Welty, James R. , Charles E. Wicks, Robert Wilson, and Gregory L. Rorrer. Fundamentals of Momentum, Heat, and Mass Transfer. New York: Wiley, 2001. Print.2. Farid, Mohammed M. Sterilization of Food in Retort Pouches. New York, NY: Springer, 2006. Print.3. Campos, Marco, Estaner Claro Romao, and Luiz Moura. â€Å"Analysis of Unsteady State Heat Transfer in the Hollow Cylinder Using the Finite Volume Method with a Half Control Volume. † Applied Mathematical Sciences 6. 39 (2011): 1925-931. Print.4. Dilsiz, Resul, and Onur Y. Devres. â€Å"Graphical Solution of the Transient Hea t Transfer Problem. † AIP Conference Proceedings 1048. 855 (2008).