Personal Statement (for internship) Example | Topics and Well Written Essays - 250 words

(for internship) - Personal Statement Example To that effect, I am writing this letter to apply for a vacancy to do my internship at Bank Mandiri. I have specifically chosen this institution because it is the largest bank in Indonesia. I am strongly convinced that the opportunity to do my internship at this financial institution will greatly expose me to different aspects related to the banking sector. I am confident that I will gain the much needed practical skills as well as experience that can positively shape my career development. I am particularly concerned with gaining knowledge and experience in my respective career from a reputable financial institution that demands quality and consistency. It is my conviction that Bank Mandiri is the right institution that can enhance my career development within the banking and financial services sector. I would be grateful to get a positive response from your institution since this will mark a turning point in my academic

Effects of Music Therapy Research Paper Example | Topics and Well Written Essays - 2000 words

Effects of Music Therapy - Research Paper Example Multiple effects to a patient result from music playback during surgery in the operating room, as it helps him to calm down and yield to the application of anesthesia just before the commencement of surgery. In this case, music tends t calm down normally tense and nervous patients when the use of anesthesia fails. It also works in terms of providing a positive atmosphere for the patient to think positively about the forthcoming surgery and the likely outcomes (Nilsson n.d.). Furthermore, on calming down a patient, it allows the patient to relax by acting as a form of distraction from the fear of undergoing surgery, pain and anxiety. This way, playing music in the operating room helps patients cope with pain and the accompanying feeling of being in a strange environment. These concept works together with the earlier concept of a positive environment. This is because the application of music cuts back on the focus towards other likely events and feelings and directs them to music and i ts impact. This is rather than focusing on pain, fear and frustration, but more on the healing process and a positive outcome. In addition, the issue of experience, for the patient, comes up in regard to the use of music in surgery. This concerns patient satisfaction during surgery due to anxiety and its interaction with anesthesia. In this case, music eliminates, by a large percentage, any discomfort caused by induction of anesthesia and recovery of the patient during an operation as it. Moreover, since anxiety works adversely on patients during and after an operation, applying music during and before an operation, improves the rate of recovery in a patient and decreases, substantially, the occurrence of pain and delayed recovery after surgery (Arslan et al. 2007). Still on patient experience during surgery, music plays a key role towards improving it, as hearing ability during surgery and under general anesthesia remains active. In this regard, a patient remains conscious of the a udio on goings in the operating room environment thus, the use of music drowns out all other sounds (Nilsson, n.d.). This way, the patient is only able to concentrate on music and its positive impact such elation in mood, elimination of anxiety and induction of relaxation. In addition, music and interactions with regional anesthesia work towards the good of the patient in relation to dosage. This is because application of music during surgery lowers the need for sedatives to quell pain and induce sleep. In addition, studies show that playing music in the operating room during surgery displays substantial impact on the consumption of opioid analgesics, in that the dose rate decreases dramatically (Iblher et al. 2011). Music also lowers the amount of cortisol levels in the blood meaning that, in surgery, it reduces the amount of stress in a patient. This occurs by brightening up the patient and soothing offering a pleasurable auditory stimulus. Playing music prior to surgery yield eve n better result as compared to during and after surgery, thus preference in music playback is before. However, the music used determines the effects in that to lower stress; sedative music is preferred as it has a slow tempo and smooth tempo, thus the effectiveness in lowering anxiety and stress (Arslan et al. 2007). In addition, music plays a crucial role in surgery by influencing the nervous system through entraining body rhythms to decrease the activity

Upper Body Tests Of Muscular Strength

Upper Body Tests Of Muscular Strength Muscular strength and endurance are one of the health-related physical fitness components (ACSM, 2003). McManis, Baumgartner, Wuest(2000)mentioned that the level of muscular strength and endurance affects an individuals ability to perform daily functions and various physical activities throughout the life span. Upper-body strength and endurance are also considered important for performing functional and daily activities as well as preventing injury and osteoporosis. Because of the importance of upper-body strength and endurance, Engelman Morrow (1991) pointed out that test developers make continuous efforts to develop different upper-body fitness test and include them in test batteries. So that the physical educators can use muscular fitness test scores to document health related physical fitness. There are many test batteries developed by different associations and available for the physical educators. Most of the include test items designed to measure upper body muscular strength and/or muscular endurance (AAHPERD, 1988; Chrysler Fund-Amateur Athletic Union[CE-AAU], 1987; Institute for Aerobics Research[IAR], 1987; PCPFS, 1987). In most of the test batteries, there will be one upper body muscular fitness test included, but some of them may provide several options for the practitioner, such as, the FITNESSGRAMÂ ® health-related physical test battery, which was developed by the CIAR(1999) and is currently endorsed by the American Alliance for Health, Physical Education, Recreation and Dance[AAHPERD], provides the following field tests for the practitioners: (a) the traditional pull-up (PU), (b) the modified pull-up (MPU), (c)the 90o push up (PSU), and (d) the flexed-arm hang (FAH). Although the practitioner may choose to use either of the tests, the PSU is recommended. According to AAHPERD (1988); CF-AAU (1987); PCPFS (1987), PU and FAH are the most commonly used field tests as measurements of upper-body strength and endurance. But, Ross, Pate, Delpy, Gold, and Svilar (1987) argued that MPU and PU are more acceptable field tests for upper-body strength and endurance, because they can provide a better range of scores. Baumgartner, Oh, Chung, Hales (2002); Clemons, Duncan, Blanchard, Gatch, Hollander, Doucet(2004) also pointed out that modified push up test (MPSU) is commonly used to measures upper-body strength and endurance. Statement of Problem Many test batteries include one upper-body strength and endurance tests among the 5 tests mentioned before, or provide several options for the practitioners without any explanation. Zhu (1998) pointed out that if test are used interchangeably, tests must be equivalent. Different tests may involve different muscle groups. According to Pat Manocchias Anatomy of exercise: [a trainers guide to your workout], PU involves biceps brachii,brachioradialis, latissimus dorsi, posterior deltoid, rhomboid, teres major and trapezius. For PSU, it involves deltoideus, coracobrachialis pectoralis major, pectoralis minor and triceps brachii. So a subject may get a high score in PSU but a low score in PU, because he/she has a very strong pectoralis major. Sherman Barfield (2006) pointed out that if tests are not consistent in classification, problems can occur when using test sores to classify whether the subject are in a health fitness zone. Purpose of Study The purpose of the study was to examine the interchangeability as well as the consistency of classification between the upper-body strength and endurance tests, including PU, MPU, FAH, PSU and MPSU by assessing the correlation between the test results among them. Significance of Study Mahar and Rowe (2008) pointed out that for researches, the aims of fitness test are to (a) determine the association between fitness and other health outcomes, (b) evaluate the effectiveness of training programs designed to increase fitness, and (c) determine the prevalence of adequate levels of fitness in defined population groups. In school settings, fitness tests are used to (a)provide individualized feedback to students about their fitness levels, (b) make recommendations for increasing or maintaining current fitness levels, (c) educate students about physical activity and fitness , and provide information to help determine the effectiveness of physical education programs. Among the test manuals available for selection, there are five commonly used upper-body strength and endurance tests, which are PU, MPU, FAH, PSU, MPSU. Test manuals usually include one of these tests in their test battery without explanation on the selection. Also the test manuals usually dont have any detailed information of the test, such as which muscle group will be assessed. FITNESSGRAMÂ ®, a test manual currently endorsed by AAPERD, allows the practitioner the option of administering any of the four upper-body strength and endurance tests, without stating their differences. As fitness test is important for assessing subjects fitness, hence, a subject should receive the same criterion classification regardless of what test is administered. If the tests can be used interchangeably, they must be equivalent. Misclassification of a subject may lead to an overestimation of appropriate physical activity or a discouragement in participation. Therefore, this study was designed to determine the consistency of classification, and interchangeability of the five commonly used upper-body strength and endurance tests. Chapter 2 REVIEW OF LITERATURE In most of the physical fitness test batteries, they include upper-body strength and endurance test, which implied the importance of upper-body strength and endurance in physical fitness (AAHPERD, 1988; Chrysler Fund-Amateur Athletic Union [CE-AAU], 1987; Institute for Aerobics Research [IAR], 1987; PCPFS, 1987). Upper-body strength and endurance are important for performing daily functions and various physical activities. A fitness test can assess subjects physical fitness level and help developing a suitable fitness program for the subject. But if the fitness test can not evaluate or classify the subjects physical fitness level accurately, it may lead to over or underestimation of the ability of the subject. The present study was to determine the consistency of classification, and interchangeability of the five commonly used upper-body strength and endurance tests. The review of literature for the present study focused on the following aspects: (a) validity and reliable of the five upper-body strength and endurance tests, (b) equivalence reliability of the tests, (c) summary of literature review. Validity and reliable of the five upper-body strength and endurance tests Pate, Burgess, Woods, Ross , Baumgartner (1993) studied the concurrent and construct validity of three common field tests of upper-body muscular strength and endurance including pull-up, flexed arm hang, push-up, Vermont modified pull-up and New York modified pull-up in children aged 9-10 years. The major findings are that the test performances were significantly associated with measures of weight-relative muscular strength, except push-up test, which was correlated significantly with the criterion measure of absolute strength, r(92)= .32, p McManis, Baumgartner and Wuest (2000) studied the objectivity and stability reliability of the 90o push-up test for elementary, high school and college-age students. They gave out some recommendations on improving the objectivity and stability reliability of the test, (a) the cadence should not be too slow, (b) elementary students and low-strength college women would be more successful in performing push-ups on their knees, (c) subjects should be required to wear tight, short-sleeved shirt for better judgment on angle of elbows. Baumgartner, Oh, Chung and Hales (2002) also suggested that women and very young individuals should execute push ups on the hands and knees. Besides the clothing, they pointed out that hand placement must be specified in the push-up test protocol. Romain and Mahar (2001) determined the test-retest reliability and equivalence reliability of the push-up and the modified pull-up tests from both norm-referenced and criterion-referenced frameworks. Sixty-two students aged between 10.5 and 12.3 years were administered the push-up and modified pull-up tests. The criterion-referenced test-retest reliability estimates were high for both tests, but the equivalence reliability estimates were considerably lower between them. Also the criterion-referenced equivalence reliability findings were not acceptable. Clemons, Duncan, Blanchard, Gatch, Hollander and Doucet (2004) determined the relationships between flexed-arm hang and select measures of muscular fitness, which are absolute strength (1RM lat pull down), relative strength (1Rm/mass) and muscle endurance (repetitions to failure at 70% of the 1RM). Sixty college-age women were studied and the results showed that FAH is a test of weight-relative muscular strength and appears unrelated to absolute strength or muscle endurance. Equivalence reliability of the tests Pate, Burgess, Woods, Ross, and Baumgartner (1993) found that the performance on the five field tests(pull-up, flexed arm hang, push-up, VMPU and NYMPU tests) were only moderately intercorrelated. The highest interest correlation was between flexed arm hang and VMPU tests, r(92)=.71, P Romain and Hahar (2001) were the pionners to study the criterion-referenced equivalence reliability estimate between push-up and modified pull-up tests among young children. They found that the classification agreement between push-up and modified pull-up tests was low. Also they pointed out that because the FITNESSGRAMÂ ® allowed the physical activity directors to choose among four tests to measure upper-body strength and endurance, the criterion-referenced equivalence reliability of these tests should be examined. Sherman and Barfield (2006) studied the equivalence reliability among the four upper-body strength and endurance tests(Push-up, pull-up, modified pull-up and flexed arm hang) in FITNESSGRAMÂ ®. 383 children in Grades 3 to 6 were tested over a week. The result showed that the equivalence reliability between PSU and MPU was acceptable for boy, but unacceptable for girls. The classifications for boys aged 10 and 11 regarding the push-up and pull-up tests were not consistent, but they were consistent for girls, except age 11. Summary of literature review Upper-body strength and endurance are important for daily functional activities. A valid upper-body strength and endurance can accurately assess and classify subjects muscular fitness level. This information can help physical educator the develop suitable fitness program for the subject. The above studies shown that the five field test are valid for measuring weight related strength rather than absolute strength and endurance. Also, for the equivalence reliability among the tests, there is lack of study on college student. Definition of Terms The following terms were defined operationally: Health-related physical fitness According to American College of Sport Medicine (2003), health-related physical fitness actually has four components: aerobic fitness, muscular fitness, flexibility and body composition. Muscular fitness is the strength and endurance of individuals muscles. Muscular Strength Docherty (1996) stated that the International System of Units (SI) defined strength as the maximal force or torque developed by a muscle, or muscle group, during one maximal voluntary action of unlimited duration at a specified velocity of movement. Muscular Endurance Docherty (1996) defined that muscular endurance is the ability of a muscle, or muscle group, to generate force repeatedly or for an extended period of time. Pull up According to AAHPED (1988), Pull up was defined as a person using overhand grip, body completely extended, raise until chin clears bar, then lower to full hang as in starting position. Flexed arm hang AAHPED (1988) defined Flexed arm hang as a person using overhand grip and in a position with chin clearing bar, elbows flexed, chest close to bar and hold this position as long as possible. Push up Chrysler Fund-Amateur Athletic Union (1987) defined push up as a person in prone position, elbows bent, hands flat on floor, thumbs pointing inward and next to chest, then pushes body up until elbows are straightened, while heels, hips, shoulders, and head remain in the same straight line. Modified pull up Pate, Ross, Baumgartner (1987)defined it as a person in supine position, the bar adjusted just out of reach of fully extended arms. That person grasps bar with overhand grip, maintaining arms and legs straight, feet together. Then pull up the body with arms so chin clears the bar. Fatigue According to Rod et al. (2006), fatigue is defined as the decreased capacity to do work and the reduced efficiency of performance that normally follows a period of activity. Research Hypothesis According to the above literatures reviewed, it was hypothesized that: 1. There would be no significant correlation between the five upper-body strength and endurance test results. And the classification is not consistent. Chapter 3 METHOD The purpose of the study was to examine the interchangeability as well as the consistent in classification of the upper-body strength and endurance tests, including PU, MPU, FAH, PSU and MPSU by assessing the correlation between the test results among them. This chapter was divided into the following parts: (a) subjects; (b) procedures; (c) method of analysis; and (d) statistical hypothesis. Subjects This study was targeted to male college students, who were studying in Hong Kong Baptist University and aged between 19 to 25 years old. Subjects will be selected by convenient sampling. Before the study, subjects was asked to sign on the consent forms after knowing the purpose, benefits and risks of the study. Procedures In this study, subjects were invited to perform the five upper-strength and endurance tests in a specific sequence, which is pull-ups, push-ups, modified pull-ups, modified push-ups and flexed arm hang. Test and retest were held on two separate days with in a week. All tests will be conducted in the fitness room of Hong Kong Baptist University or the fitness room of LCSD. The subjects were strongly advised not to have a heavy meal 2 hours before the sit-up tests. The subjects were invited to do warm up exercises. Warm up exercises included 5 minutes jogging or cycling and then 5 minutes related stretching exercises. After the warm up exercises, subjects were invited to perform the tests. The description of the pull-ups, push-ups, modified pull-ups and flexed arm hang tests were described by the FITNESSGRAMÂ ® (2007): Pull-ups The subject should start will hanging position an the bar with an overhand grasp. The subject uses the arms to pull the body up until the chin is above the bar and then lowers the body again into the full hanging position. The exercise is repeated as many times as possible. There is no time limit. Push-ups The subject should begin with a prone position with hand place under or slightly wider than the shoulder, fingers stretched out, legs straight and slightly apart, and toes tucked under. Then pushes up of the mat with the arms until arms are straight, keeping the kegs and back straight. The subject then lowers the body using the arms until the elbows bend at a 90o angle and the upper arms are parallel to floor. This movement is repeated as many times as possible. Modified pull-ups The student grasps the bar with an overhand grip. The pull up begins in this down position with arms and legs straight, buttocks off the floor, and only heels touching the floor. The student then pulls up until the chin is above the bar. The subject then lowers the body to the down position. Movement continues in a rhythmic manner. Flexed Arm Hang The subject grasps the bar with an overhand grip. With the assistance of one or more spotters, the student raises the body off the floor to a position in which the chin is above the bar, elbows are flexed, and the chest is close to the bar. The position is held as long as possible. Modified Push-up The subject should begin with a prone position with hand place under or slightly wider than the shoulder, fingers stretched out, legs straight and slightly apart, and knees tucked under. Then pushes up of the mat with the arms until arms are straight, keeping the legs and back straight. The subject then lowers the body using the arms until the elbows bend at a 90o angle and the upper arms are parallel to floor. This movement is repeated as many times as possible. There will be three minutes rest between each test. Delimitations The following delimitations were included in this study: The subjects of the study were delimited to the male students who were studying in Hong Kong Baptist University and aged between 19 to 25 years old. All the tests were carried at the fitness room of Hong Kong Baptist University or the fitness room of LCSD. The test and retest were held in separate days within a week. Data Analysis Statistical hypothesis The following null hypothesis was examined: 1. There would be significant correlation between the five upper-body strength and endurance test results. And the classification is consistent. Statistical Analysis Data were reported as mean and standard deviation. Minimum and maximum values of variables were analyzed by the Statistical Package for Social Science (SPSS). Pearson Production Moment Coefficient of Correlation (r) was used to examine the correlation between the 1-min sit-up result with that having fixed frequency and no time limit. An alpha level of p Limitations The following limitations were included in this study: 1. The subjects are restricted to the students who can use the fitness room of Hong Kong Baptist University or LCSD. 2. The motivation of the subjects in performing the tests, as all the tests are with no time limit, was uncontrollable. It might affect the results of the study. 3. The performance of the subjects might be affected because of their physical lifestyle and the physical activity level. 4. The performance of the subjects might affected due to their different physical characteristics. Study findings are applicable only to the subjects included in this study.

Four Views of The Sick Rose :: sick

Four Views of The Sick Rose Four Works Cited By analyzing more information from different authors, I was able to draw a greater amount contrast from the authors. I had a better feel for what they were trying to convey when they wrote their critical essays in their books. Whatever the case, it was easier to judge "The Sick Rose" by having more sources to reflect upon. Michael Riffaterre centers his analysis of "The Sick Rose" in "The Self-sufficient Text" by "using internal evidence only [to analyze the poem] and to determine to what extent the literary text is self-sufficient. It seems to [Riffaterre] that a proper reading entails no more than a knowledge of the language" (39). Riffaterre identifies psychological, philosophical, and genetic interpretations (connected to "mythological tradition") as "aiming outwards." These approaches find the meaning of the text in the relationship of its images to other texts" (40). Riffaterre argues for a more internal reading of the poems. Riffaterre emphasizes the importance of the relationships between words as opposed to their "corresponding realities" (40). For example, he states that the "flower or the fruit is a variant of the worm's dwelling constructed through destruction. Thus, as a word, worm is meaningful only in the context of flower, and flower only in the context of worm" (41). After Riffaterre's reading and interpretation of the poem, he concludes that "The Sick Rose" is composed of "polarized polarities" (44) which convey the central object of the poem, the actual phrase, "the sick rose" (44). He asserts that "because the text provides all the elements necessary to our identifying these verbal artifacts, we do not have to resort to traditions or symbols found outside the text" (44). Thus, "The Sick Rose" is a self-sufficient text. Hazard Adams takes a different approach to reading "The Sick Rose" than most critics by cautioning the reader that often one "overlook[s] the fact that a literary image primarily imitates its previous usages and secondarily what it denotes in the outer world or in the realm of ideas" (13). Adams begins his analysis with examining the rose, and by reminding the reader that in a "literary world where the rose is seen archetypally, all things have human form" (14). Thus he allows for the rose to be able to become part of the speaker. He carries his idea one step further by suggesting that the speaker always "address[es] some aspect of himself" when speaking to an object.

Challenging depression: The go-to guide for clinicians and patients Essay

Dealing with depression Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As a result of high rate of depression in the community, researchers wanted to find out how this depression can be reduced. To start it up he described depression as a resultant effect of physical stress. Many suggestions to deal with this subject were put forward thus making the researcher to come up with a hypothesis claiming that there will either be reduced rates of depression if depressed victims are subjected to physical exercises or there will be no effect.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Before coming up with above hypothesis it was noted that mostly depression affects you if you are idle or if small things build up in your mind for a long time. The main objective of research was to find out if physical exercise can overcome depression in away. To full fill this, a group of depressed victims were to be exposed to physical exercise. To know whether their rate of depression is reducing, their behaviours were compared to non depressed individuals.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To make his research successful, victims were required to fill in forms which reflected the level of activity and also to fill rating scales on thoughts feeling and moods. It was noted that one common behaviour different between the depressed and non depressed is the rate at which they smoked. Most none depressed though smokers did not smoke at high rates as opposed to the depressed. It was further noted that as physical training went on, the rate at which the depressed individuals smoked reduced.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Scientifically it is true that when a person subjected to physical exercise, endorphins and morphine chemicals are released in the body. Both chemicals trigger a good feeling in the body thus reducing depression (Zetin, M., Hoepner, C. T., & Kurth, 2010).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   From above findings it was concluded that one of the cheapest ways to reduce depression is to subject depressed individuals to physical exercise. The researchers hypothesis that is physical exercise reduces depression that was tested against physical exercise can not reduce stress was accepted. References Zetin, M., Hoepner, C. T., & Kurth, J. (2010). Challenging depression: The go-to guide for clinicians and patients. New York: W. W. Norton & Company Source document

Simulation Lab

Simulation Lab Group #5 Dynamic Systems 1, ME3211 David Cramer Percentage of Work_______________________________________ Cory Spelman Percentage of Work_______________________________________ Table of Contents Objective Calculations Experimentation Results Appendices Objective The objective of this lab was to understand how to use the Working Model 2D software and to apply this knowledge to create a vibration absorber. Part 1 was to open up a demo file and analyze the force vs. time of the piston. Part 2 was to create a vibration absorber. The reason for creating the vibration absorber was to limit the motion of a punch press. This press causes unwanted vibrations that affect nearby equipment during operation. The vibration of this press was to be dissipated using a mass and spring sized appropriately for the size of the press and its motion. Calculations The reciprocal motion of the press was given by Equation 1: RPM=440+5*group number? (1) where group number was 5 and RPM is the reciprocal motion of the press in revolutions per minute. This motion was converted to radians per second by using Equation 2: ? RPM*2? 60 (2) where (2? )/(60) was used to convert the revolutions per minute to radians per second. The mass of the press and table top was given as 320kg. The mass for the vibration absorber, ma, was calculated using Equation 3: kama=? 2 (3) where ? was found based on Equation 2 and ka was found using Equation 4: ka=(4450+50*group number) (4) where group number was 5 and ka was found in units of Newtons per meter . These values were used to construct a mass spring system suspended from the table top with mass ma and spring ka. Another mass spring system was created with a mass five times larger than the previous mass and an equivalent spring necessary to satisfy Equation 3. The values found from the calculations are summarized below in Table 1 and the calculations are attached in Appendix A. | Table 1: Calculations| | ? (rad/s)| ka (N/m)| ma (kg)| 1| 15. 5| 4700| 19. 6| 2| 15. 5| 23545| 98| Experimentation For Part 1 the demo file Piston2. m2d was used to analyze the forces on a piston on a crank moving at 500 and 6500 RPM. The animation step was changed from the default value to 0. 001 seconds to allow more data points to be plotted. The plot displayed force in X-direction vs. time that was provided by the Working Model simulation and also a second set of data points for the theoretical force that was calculated using the mass of the piston and its X-acceleration. The objective of Part 2 of th is lab was to create a mass spring element to dampen the vibrations of a punch press. For this part the gravity was turned off so that the displacement of the press table caused by the forcing function could be analyzed without the effect of gravity. The punch press table was modeled in Working Model as a rectangle with a mass of 320kg which was given. The two legs were each modeled as a spring damper system with stiffness and damping given as 15N/mm and 500kg/s respectively. The sinusoidal motion of the press was modeled as a force in the Y-direction with the value given by Equation 5: F=-150sin(? t) (5) where F was the force in Newtons and ? was the value found using Equation 2. The force was applied to the center of the press table. The simulation was run on the system and a plot of the displacement of the table vs. time was created. A spring with stiffness ka found using Equation 4 was attached to the bottom of the center of the table and mass ma found using Equation 3 was attached to the other end of the spring to act as a vibration damper. The displacement of t he table top vs. ime was again plotted as well as the displacement of ma vs. time. The test procedure was repeated using a ma value 5 times larger than the previous ma value and a different ka value sized accordingly. The values for displacement for this setup were also plotted. All data series for the displacement of ma were imposed on the same chart to allow comparison between the three tests. The model used for this simulation can be seen below in Figure 1: Figure 1, [ ] Results Using demo file Piston2. wm2d a crank with a running speed of 500 RPM, was analyzed in the program for three seconds. After looking at the calculations, calculate the theoretical force by taking the mass multiplied by the acceleration. Figure 2 below shows the theoretical force compared to the actual force. Figure 1 The calculated theoretical force is similar to the actual force relative to time but differs in the directional force by being less than what the actual value really is. Changing the engine speed to 6500 RPM and repeating the process as mentioned above is the next part. Figure 3 shows the theoretical force compared to the actual force with an engine speed of 6500 RPM. Figure 3 The difference between the theoretical and actual force for 6500 RPM is the same as for the speed of 500 RPM. The theoretical force doesn’t have as much directional force as the actual. As predicted, the 6500 RPM engine moved at a much faster rate than the 500 RPM for the three seconds tested. It created many more data points and more values to compare. For part two of the experiment, a mass spring element to dampen the vibrations of a punch press was created. After calculating the ka and ma values as shown in Table 1,the mass was to be multiplied by five and the spring constant must represent the ass calculated which is also shown in Table 1. A plot was created to show the displacement of the table and displacement of ma after the addition of the absorber for both sets of masses.. Figure 4 below shows the top without dampering, the top with a damper of 19. 6 kg , and a top with a damper of 98 kg. Figure 4 Comparing the three different table top displacements, the second absor ber clearly works the best. Based on figure 4, it shows to be more constant and steadily goes towards zero at a faster rate than the top without dampering and the top with a damper of 19. 6 kg. The displacement of the top with the damper of 19. 6 kg and the top with the damper of 98 kg was plotted based on its displacement of ma. Figure 5 below shows the comparison between the two table tops with different dampering. Figure 5 Based on the given information from the graph, the second absorber works better yet again. The ma of the 19. 6 absorber isn’t as constant and dispersed everywhere while the ma of the 98 absorber is more constant and has a steady range for the seconds that it was tested. References 1 Design Simulation Technologies. (2007). Working Model 2D [Computer program]