How Does Advertisement Influence People’s Behaviour?

In the modern world, advertisement is everywhere. In every abundance walk of life, there are huge competitions. As a result, advertisement has become more important. If you can be more noticeable, it means you would have chances to market. Therefore, advertising has great impact on different people. Advertising, is mainly used in market, refer to marketing message, which is presented by an identified sponsor in extinctive media such as the television, newspapers, radio, magazines and Internet. The term may be used to refer to message presentation in the marketplace.The term may also be extended to show a product in a television program or movie, which in order to target audience. This research paper focus on how does advertisement influence children and women on the society? Nowadays, advertisements can be found everywhere in our daily life.When you are walking on the street, you can see the advertisements in the shops or markets. When you are watching TV, advertisements appear betwe en programs. When you are reading newspapers, there are advertisements in the newspapers.Since advertisements are so popular in our daily life, they have great impact on the society and people’s behaviors. The influence can be in positive and negative ways. First of all, since advertisements are what we use to provide information for the customers, through advertisements, customers can get a lot of useful information like the functions of a product, the price of it and where they can buy it. In a manner of speaking, advertisements give us suggestions on what to buy and how to improve our life quality. Secondly, good advertisements can always stimulate consumer’s purchase desire.Such advertisements can usually help increase the sales of a kind of product. Therefore, advertisements can boot the profit of a company and stimulate the economy of a district. And they may create new fashion trends. Thirdly, good advertisements are usually great works of art, too.They are beau tiful and creative. So they have positive impacts on both the society and the people. Through advertisements, social aesthetic level can be raised, and people will be encouraged to appreciate beauty and to be creative. However, advertisements are not all good.They have bad impacts on the society and people’s behavior as well. As we all know, advertising is the most commonly used way by the companies to increase the sales. As a result, companies will try their best to attract audience even some times neglect bad impacts.Advertising is routinely being targeted to children in all over the world. â€Å" Media’s influence on children is mainly due to two dimensions-advertising and editorial/programming contended(O’ Guinn and Shrum,1997) –with advertising specifically intended to inform young consumers about products and encourage their purchase.†1 Because advertising makes effect on children, the media must impact the children, in other words, the child ren must reach the media, and then, interact with them. Children play passive role in the learning process, and they are good at imitating. When they are growing, they are trying to find a person such as their parents as models.Some of them will study on magazines; watch movies and TV shows to find out how to be a successful boy or girl. From the most fashionable hairstyle, the most popular music and dance, to the views to different kind of things.There are two ways that children can obtain about products. One is from parents, and the other one is from peers. Parents as consumer socialization agents. In western nations, it has been shown that parents teach children how to choose products, which are satisfied in the marketplace.Meanwhile, teaching them understand how to compare products in price and quality. Evidence shows that the more often that parents take young people shopping, the more aware the young people turn to purchasing information. Moreover, the communications among fam ily members may also impact young people’s interactions.Another significant evidence suggests that advertisement in television effect children a lot. Media influences most children’s requests for advertised products. Another important way young people can be affected is peers. At school, children spend long time studying or playing together.They can learn from each other what clothing styles are popular right now or how to wear can get more attention from others. In addition, peers influence a lot in children’s interaction for products. For example, they learn from their friends which stores are cheaper, which brands of selected products are much better.It is logical that if child A and child B are good friends, they always paly together, and if child A likes a brand of products, then child B will be influenced by child A, and start loving this brand of products. Also, there is an increasing evidence show that the more children affect each other, the more produc ts will be purchased by children.Thus, children are the huge consumer group in the world. The effect of advertisements on women in society. In the history, there is a standard of â€Å"beauty† during every period of time.But never like today, all kinds of media, especially television media, trying to teach us what is beauty should look like. In order to satisfy the needs males, advertisements are trying to define female beauty. Try to make women be seen as the aesthetic object and use this kind of â€Å" copy beauty† to attract consumers.Meanwhile, as a target group of consumer, women are apparently influenced by advertisements during watching process. The images in the advertising become emulating the target. In these pictures, the models are wearing pretty clothes, and they are having perfect bodies, long hair.They look sexy and attractive. In the society, this kind of advertising images are seen everywhere. Also, it influences women how they should look like and dre ss. For example, when several graceful air hostess who are dressing in a suit, having the long hair floats walking row tidy out from the plane.And telling others the reason why they have beautiful hair it is because they use â€Å"LOREAL† shampoo. After that, do you think women can just wait or ignore? All above, the unreal â€Å"female beauty† standard misled the female consumption. According to the stereotype image, there is few woman can achieve â€Å" young† and â€Å"beauty†.So, women start to re-create themselves. They use cosmetics, beauty, breast augmentation surgery and even cosmetic surgery to make themselves follow advertising images’ beautiful figures. As a result, women fall into the trap that shops made. Women accept advertising values, aesthetics propaganda and at the same time, they will act.Eventually, advertisement leads them to consume. It can be said that the whole industry are describing the â€Å" perfect female† in adv ertising, meanwhile, using women’s fear and upset feeling which is they are not as good as the models in the advertising to sell products to promote  consumption.Therefore, because of stereotyped advertisement, the consumption from women becomes modeled. â€Å"One study of a sample of Stanford graduates and undergraduates found that sixty-eight percent of students felt worse about their own appearances after reading women's magazines† (Crafting a Perfect Body).For example, â€Å"Allure† magazines, in 30 advertisements, 90% of them are thin Caucasian women who have long golden hair and blue eyes. Even the African American women, they changed hair to make it light and straight and try to look like Caucasian women.

Case Brief Summary: Marbury V. Madison

Case Brief Summary: Marbury v. Madison Robert L. Broadwater PAD 525 Strayer University Dr. O’Neal July 09, 2012 Summary of Marbury v. Madison, 5 U. S. 137, 1 Cranch 137, 2 L. Ed. 60 (1803). Facts The incumbent president Federalist John Adams was defeat in the presidential election by Democratic-Republican Thomas Jefferson. The day before leaving office, President John Adams named forty-two justices of the peace and sixteen new circuit court justices for the District of Columbia. This was an attempt by the Federalists to take control of the federal judiciary before Thomas Jefferson took office.The commissions were signed by President Adams and sealed by acting Secretary of State John Marshall but they were not delivered before the expiration of Adams’s term as president. Thomas Jefferson refused to honor the commissions, claiming that they were invalid because they had not been delivered by the end of Adams’s term. William Marbury (Plaintiff) was an intended recip ient of an appointment as justice of the peace. Marbury applied directly to the Supreme Court of the United States for a writ of mandamus to compel Jefferson’s Secretary of State, James Madison (Defendant), to deliver the commissions.The Judiciary Act of 1789 had granted the Supreme Court original jurisdiction to issue writs of mandamus â€Å"†¦to any courts appointed, or persons holding office, under the authority of the United States. † Ironically, John Marshall later became Chief Justice of the Supreme Court and author of the case’s opinion Issues 1. Does Marbury have a right to the commission? 2. Does the law grant Marbury a remedy? 3. Does the Supreme Court have the authority to review acts of Congress and determine whether they are unconstitutional and therefore void? 4.Can Congress expand the scope of the Supreme Court’s original jurisdiction beyond what is specified in Article III of the Constitution? 5. Does the Supreme Court have original j urisdiction to issue writs of mandamus? Holding and Rule (Marshall) 1. Yes. Marbury has a right to the commission. The order granting the commission takes effect when the Executive’s constitutional power of appointment has been exercised, and the power has been exercised when the last act required from the person possessing the power has been performed. The grant of the commission to Marbury became effective when signed by President Adams. . Yes. The law grants Marbury a remedy. The very essence of civil liberty certainly consists in the right of every individual to claim the protection of the laws whenever he receives an injury. One of the first duties of government is to afford that protection. Where a specific duty is assigned by law, and individual rights depend upon the performance of that duty, the individual who considers himself injured has a right to resort to the law for a remedy. The President, by signing the commission, appointed Marbury a justice of the peace in the District of Columbia.The seal of the United States, affixed thereto by the Secretary of State, is conclusive testimony of the verity of the signature, and of the completion of the appointment. Having this legal right to the office, he has a consequent right to the commission, a refusal to deliver which is a plain violation of that right for which the laws of the country afford him a remedy. 3. Yes. The Supreme Court has the authority to review acts of Congress and determine whether they are unconstitutional and therefore void. It is emphatically the duty of the Judicial Department to say what the law is.Those who apply the rule to particular cases must, of necessity, expound and interpret the rule. If two laws conflict with each other, the Court must decide on the operation of each. If courts are to regard the Constitution, and the Constitution is superior to any ordinary act of the legislature, the Constitution, and not such ordinary act, must govern the case to which they both apply. 4. No. Congress cannot expand the scope of the Supreme Court’s original jurisdiction beyond what is specified in Article III of the Constitution.The Constitution states that â€Å"the Supreme Court shall have original jurisdiction in all cases affecting ambassadors, other public ministers and consuls, and those in which a state shall be a party. In all other cases, the Supreme Court shall have appellate jurisdiction. † If it had been intended to leave it in the discretion of the Legislature to apportion the judicial power between the Supreme and inferior courts according to the will of that body, this section is mere surplusage and is entirely without meaning.If Congress remains at liberty to give this court appellate jurisdiction where the Constitution has declared their jurisdiction shall be original, and original jurisdiction where the Constitution has declared it shall be appellate, the distribution of jurisdiction made in the Constitution, is form without substance. 5. No. The Supreme Court does not have original jurisdiction to issue writs of mandamus. To enable this court then to issue a mandamus, it must be shown to be an exercise of appellate jurisdiction, or to be necessary to enable them to exercise appellate jurisdiction.It is the essential criterion of appellate jurisdiction that it revises and corrects the proceedings in a cause already instituted, and does not create that case. Although, therefore, a mandamus may be directed to courts, yet to issue such a writ to an officer for the delivery of a paper is, in effect, the same as to sustain an original action for that paper, and is therefore a matter of original jurisdiction. Disposition Application for writ of mandamus denied. Marbury doesn’t get the commission.Evaluating the case â€Å"from the heart† Given how these facts were presented, I was not surprised with the result the court reach. I would agree with result and I feel that the court did a good job of reviewing these facts objectively and clearly. The conflict as I understand it was Marbury directly requesting the Supreme Court of the United States for a writ of mandamus to compel Secretary of State, James Madison to deliver the commissions as justice of the peace.However, there were questions that were considered in reviewing the subject. The court ruled to deny the application for writ of mandamus. The court was through in the result and reasoning in reaching this result. I would have ruled the same way if I had been a judge on this bench. I would have been objective in the review of the facts and the interpretation of the Constitution. It took two hours to read this case and take notes because of the legal terminology.

The Implementation Of Performance Management System Education Essay

IntroductionGlobalization together with a competitory universe environment and developments in engineering have made it imperative for all sectors in the economic system to supply better services to their clients and secondary schools are no exclusion. The Government of Mauritius realized that human capital is an of import resource with which Mauritius has been endowed, and that optimal usage demands to be made of this resource in all sectors and the instruction sector was no exclusion. Being cognizant that public officers working in schools ( both primary and secondary ) need to be dynamic, proactive, vivacious, frontward looking, advanced, effectual, executing and consequences oriented, it became imperative to set in topographic point a system which would let non merely to measure the public presentation of Educators working in these schools but besides to analyse their preparation demands. In 1976, the authorities introduced free secondary instruction for one and all and in 2005, made instruction compulsory for all kids up to the age of 16 old ages. Since so, it has become the duty of the Educators working in secondary schools to bring forth citizens with the needed accomplishments and competences needed by the economic system. Bearing in head that the one-year budget for Performance Management for secondary instruction is Rs.1.2 million, it becomes imperative that authorities ensures that public financess are being decently used in order to run into the outlooks of the citizens. The vision of the Ministry of Education is ‘to provide Quality Education to All ‘ . To accomplish this vision it is of import that those who deliver the service in the instruction system execute to the best of their ability. Thus it becomes necessary non merely to measure the forces working in our secondary schools, but besides to look into their preparation demands. The PMS can let to function this double intent which was non being achieved through the present Performance Appraisal system i.e. the Confidential Reporting System in the Civil Service in Mauritius which dates back to colonial times. Confidential Reporting has been in topographic point since 1963 and amended twice since so in 1973 and 1979. However, as ment ioned above it is no longer functioning its intent due to its legion failings viz. , it is a cosmopolitan one tantrum system for all public officers, there is no engagement of the appraised and he is non made aware of his strengths and failings, therefore doing the system unjust and inconsistent, it has no yardstick to mensurate the grade of public presentation of assorted facets of the occupation as there are no fit professional criterions, all standards are assigned the same evaluation, thereby doing no difference between most of import and least of import standards, subjectiveness, prejudice and bias are ineluctable in this system of describing as it does non follow a scientific attack and the system is used merely for publicity and does non place the preparation demands of the officers in the visible radiation of ascertained public presentation. The restrictions of the Confidential Reporting System gave rise to the demand for better system whereby both valuator and appraisee would be taken on board. An effort was made to present a new public presentation assessment strategy in the mid-1990s but it failed likely due to its bad selling, which led to resistance from both Trade Unions and Public officers. Against this background, a Task Force on Performance Management was set up which created a Framework for all Departments/Ministries to follow corporate strategic planning and step accomplishment of organisational aims and divisional work marks against established public presentation indexs. The Draft Performance Management Framework stipulated that the assessment of employees should get down with a public presentation understanding based on a preset work program, continued with regular reappraisals and completed with a general reappraisal of public presentation, appraisal of development demands and acknowledgment of public presentation. In line with the recommendations of the Task Force on Performance Management, the Pay Research Bureau ( PRB ) study 2008 recommended inter alia that all Ministries/Departments should measure and reexamine sporadically their public presentation in relation to established marks ; they should follow and implement a Performance Review Scheme as an built-in portion of Performance Management on a uninterrupted footing ; and the Ministry of Civil Service and Administrative Reforms should move as a coordinating Ministry, responsible to spearhead the debut of the Performance Management System and instill a Performance orientated civilization in the Public Service. Furthermore, the PRB 2008 in its study recommends that as from fiscal twelvemonth 2011-2012: ( I ) increases may be granted three months before for employees who perform beyond the acceptable criterions systematically for a period of one twelvemonth and nine months ; and ( two ) more than one increase may be granted at a spell, say two increases, for uninterrupted outstanding public presentation for three back-to-back old ages. The PMS is still in its babyhood in State Secondary Schools being introduced in the educational system merely in 2008. Mauritius is divided into four educational zones and the navigation in secondary schools was done in all schools of educational zone 3 during the twelvemonth 2009 and in this current twelvemonth they are in their 2nd PMS rhythm whereas the secondary schools of the other 3 educational zones ( 1, 2 and 4 ) are in their first PMS rhythm. It is hence of import to analyze whether all stakeholders have the necessary cognition and apprehension of the Performance Management System, the nature of the current Performance Management agreements, the Performance Management Process, the Performance Measures in order to mensurate its effectivity in State Secondary Schools in Mauritius.1.1 Knowledge and apprehension of PMSThere are legion definitions of Performance Management, from the general position, as a agency for an organisation to recognize its aspiration ( IDeA, 2001 ) to th e more specific one, aiming at single employees, directing and heightening their public presentation, therefore bettering organisational effectivity ( Williams, 2002 ) . However, the common characteristic of all definitions lies in the accomplishment of the organisations ‘s ends or aims: It is the procedure of bettering the quality and measure of work done and conveying all activity in line with an administration ‘s aims ( Bruno walters, 1995 ) . Harmonizing to the Local Government Improvement and Development, UK public presentation direction is ; taking action in response to existent public presentations to do results for users and the populace better than they would otherwise be. All these definitions merely give the intents of the Performance Management system. ( Armstrong and Baron, 2004 ) have stressed that public presentation direction is a tool to guarantee that directors manage efficaciously ; that they guarantee the people or squads they manage know and understa nd what is expected of them, have the accomplishments and ability to present on these outlooks, are supported by the organisation to develop the capacity to run into these outlooks, are given feedback on their public presentation and have the chance to discourse and lend to single and squad purposes and aims. It is besides approximately guaranting that directors themselves are cognizant of the impact of their ain behaviour on the people they manage and are encouraged to place and exhibit positive behavior. Execution of a Performance Management System will assist to obtain better consequences from persons, squads and the organisation as a whole as both valuator and appraisee understand and manage public presentation as per an agreed model for planned ends, aims, criterions and competences. This appears to be a more comprehensive definition of Performance Management as it gives all the of import phases in public presentation direction but does non speak on placing public presentation spreads and supplying the necessary professional development. ( Armstrong, 1999 ) identifies the chief extra characteristics of public presentation direction as: the engagement of all members within the organisation as spouses in the procedure, concern with inputs ( competencies and accomplishments ) every bit good as end products, based upon understandings refering answerability and duty, concern with squad public presentation every bit good as single public presentation, uninterrupted procedure and non reliant on an one-year reappraisal, personal reappraisals focus on constructive patterned advance, betterment and development, recognizes the demand for preparation and dressed ores on ‘self managed ‘ larning ‘ , feedback is every bit much spontaneous as possible and non reliant on luxuriant signifiers. ( Engelmann & A ; Roesch 1996 ) identified negative effects of ill designed and ill administered strategies as: hapless motive and ego regard because employees receive unequal feedback on their work public presentation, small o r no focussed communicating about public presentation between directors and employees ; inefficient usage of directors ‘ clip and judicial proceeding over alleged prejudiced actions.The Performance Management Procedure:Performance direction means a shared committedness to high public presentation. It helps to concentrate attending on more effectual instruction and monitoring to raise the quality of learning and to profit students, instructors and the school. It means supplying appropriate and effectual personal preparation and development to guarantee occupation satisfaction, a high degree of expertness and patterned advance of staff in their chosen profession1. Performance Management is an on-going, synergistic procedure between an employee and his/her supervisor. It involves the undermentioned phases: Pre-appraisal – Planning and holding on Performance: The valuator discusses and records precedences and aims with each of the instructors in his/her squad and discusses how advancement will be monitored through a two manner communicating between valuator and appraisee. A work program is developed and agreed upon by both parties. Mid-appraisal – Pull offing Performance: At mid term of the stage, the appraisee is called upon to transport out a self rating of the accomplishments and public presentation spreads as per the work program, following which the valuator conducts a formal interview with the appraisee to reexamine and enter advancement made on the public presentation understanding and to inform him of the countries that need betterment. Final Appraisal – Reviewing Performance. At the terminal of the one twelvemonth rhythm, the valuator reappraisal, evaluates and paperss the public presentation of the appraisee during the appraisal period. The appraisee is called upon to one time once more self evaluate his/her public presentation against the work program agreed upon during the pre-appraisal phase. The valuator carries out a concluding interview to give the appraisee specific public presentation information in respect to good public presentation and to 1. [ Online ] available at hypertext transfer protocol: //www.burford.oxon.sch.uk/policy/performancemanagementpolicy.htm [ Accessed on 13 November 2010 ] supply any pertinent suggestions for betterment, and action programs are developed in audience with both parties for lacking countries. This type of communicating and certification allows chance for an appraisede to adhere to the expected consequences for the station during the following appraisal twelvemonth.1.3 Nature of current Performance Management SystemEffective public presentation direction requires consistently determinant and pass oning what needs to be done ( purposes, aims, precedences and marks ) , a program for guaranting that it happens ( betterment, action or service programs ) , some agencies of measuring if this has been achieved ( public presentation steps ) and information making the right people at the right clip ( public presentation coverage ) so determinations are made and actions taken2. The PMS ‘s function can be classified into three chief classs: ( a ) Strategic: consist the functions of pull offing scheme execution and ambitious premises ; ( B ) Com munication: comprises the function of cheque place, following with the non negotiable parametric quantities, pass oning way, supplying feedback and benchmarking ; ( three ) Motivational: comprises the function of measuring and honoring behaviour and encouraging betterment and acquisition 1.3.1. Performance Management System in United Kingdom: Findingss of ( Andrew Brown, 2005 ) in ‘Implementing public presentation direction in England ‘s primary schools ‘ showed that considerable fluctuation exists among primary schools as to how they are implementing public presentation direction. This was due to confusion and uncertainness on the portion of all stakeholders refering the significance and intent of public presentation direction. He concludes that factors that influence the effectivity of public presentation direction in any one primary school are the extent to which: ( a ) the caput, instructors, governors and public presentation direction advisor have a common apprehension refering the significance of public presentation direction and the intents of presenting the enterprise into schools ; ( B ) all relevant stakeholder groups are suitably and sufficiently good trained to implement the enterprise ; ( degree Celsius ) the school ‘s organisational civilization is such that the determination to present a system of public presentation 2. [ Online ] available at hypertext transfer protocol: //www.idea.gov.uk/idk/core/page.do? pageId=4405770 [ Accessed on 13 November 2010 ] direction is perceived by the school ‘s caput, instructors and governors to be an appropriate and worthwhile one ; ( vitamin D ) the public presentation direction aims which the caput and instructors receive are sufficiently specific, mensurable, relevant and ambitious ; ( vitamin E ) the methods and indexs adopted to mensurate the public presentation direction aims of the caput and instructors are considered to be sufficiently varied and just ; ( degree Fahrenheit ) the construct of â€Å" overall public presentation † is sufficiently good defined, mensurable and accepted by both the valuators and appraisee ; ( g ) sufficient resources are available to implement instructors ‘ single professional development programs ; ( H ) the associated wage and wages systems are perceived to be both just and feasible. In short, England has a good established Performance system including Performance Thresholds, nevertheless, there is no consensus on whether fiscal inducements wo uld actuate instructors in advancing good instruction ( Croxson,2001 ) . 1.3.2 Performance Management System in New Zealand: Effective public presentation direction involves sharing an apprehension of what needs to be achieved and so pull offing and developing people in a manner that enables such shared aims to be achieved ( Dransfield, 2000 ) . In New Zealand, since 1997 public presentation assessment is compulsory for all instructors who are appraised against nine Professional Standards which include: professional cognition, professional development, learning techniques, pupil direction, motive of pupils, publicity of Te Reo Maori linguistic communication, effectual communicating, support for and cooperation with co-workers and part to wider school activities. These professional criterions aid to guarantee that employer and direction outlooks are clear and consistent across each school. Based on these criterions public presentation indexs are developed which require the school to place cardinal facets of public presentation ( that can be verified ) , fi nd what information is needed to measure public presentation against each of the professional criterions, make up one's mind how public presentation is to be assessed ( the appraisal method/s ) , design methods for roll uping the public presentation information. Performance indexs are reviewed from clip to clip to guarantee they are still relevant and appropriate. The public presentation assessment is carried out which focuses on the nine professional criterions and leads to a written appraisal study for treatment and audience with the instructor. This public presentation assessment includes readying of a statement of aims which are discussed and agreed upon at the beginning of the public presentation direction rhythm. Then there is an interim assessment, the intent of which is to supervise advancement against professional criterions and to foreground success and turn to any concerns. It besides provides an chance to discourse and enter any alteration to the agreed public presentati on outlooks. The reappraisal may affect observation of instruction, an interview and readying of an interim study. The following phase is the Final Appraisal whereby the valuator and appraisee meet to discourse the instructor ‘s public presentation over the twelvemonth based on professional criterions and indexs. The valuator informs the appraisee of the accomplishments and discusses what needs to be addressed in the undermentioned twelvemonth in footings of farther professional development. Teacher public presentation may besides include equal assessment, parent feedback, pupil feedback, pupils ‘ public presentation consequences and documental grounds such as lesson programs, appraisal records and resources used. Once instructors have met the appropriate degree of professional criterions they entree the 2nd tranche of salary rates ( Ozga, 2003 ) . Principals may postpone patterned advance for instructors who have non met the professional criterions at the appropriate de gree during the assessment period but so they must set in topographic point a plan for support and development to help the instructor to run into the criterions. If a instructor disagrees with the recess of the salary increase the instructor may, within 14 working yearss of being notified of the deferral seek a review3. However, ( Carol Cardno, 1999 ) states that in New Zealand the public presentation direction system has non good started and has non improved the public presentation of instructors and pupils. The New Zealand policy resembles closely our Mauritanian system, whereby the primary intent is to supply a model for bettering quality of learning. There the school board is responsible for seting in topographic point an assessment procedure with appropriate professional development orientation ( Cardno, 1999 ) . ( Rohento, 1992 ) found that instructors supported the debut of pecuniary inducements, and believed that a performance-related wage strategy would increase their attempt and have a positive consequence on student attainment. Harmonizing to some caputs, although the public presentation direction was non used to penalize hapless executing instructors, it was a utile agencies of placing and turn toing countries of failings with instructors ( Burgess et al, 2001 ) . 3.Draft National Guidelines for Performance Management in Schools, Ministry of Education, 1995.1.3.3 Performance Management System in Malaysia and CanadaMalaysia has adopted a Result-based Management Approach ( RBM ) , which focuses on systematic and structured public presentation direction, whereby, the Intergrated Performance Management Framework ( IPMF ) helps in being results-oriented in plan planning and delivery4. Canada is in its early phase on public presentation direction which has replaced the â€Å" Supporting Teaching Excellence † which was the instructor public presentation assessment policy. The policy model for pull offing people is effectual as of July 2010. It applies to the nucleus public disposal and is said to necessitate sustained leading and investing of clip and money5.1.3.4 Performance Management System in MauritiusIn the Mauritian context small research has been done as the PMS is still in its early phase. The lone research on the effectivity of Performance Management System has been carried out by ( Chittoo and Ramphul, 2006 ) in the Health Sector where they claim that Performance Management in the instance of Mauritanian infirmaries is still a implausible thought because irrespective of how good a technique it is, there is a fright to implement it due to swerve deficit of s taff who still have to fulfill the clients to the ‘extent possible ‘ . The execution of public presentation direction may do affairs worse in the present state of affairs. The failings and prejudices that can do the PMS to neglect include absence of engagement, organisation civilization, low dignity, high outlooks and inaccurate evaluations ( Lukheenarain, ( 2009 ) . Published in a imperativeness article, caput instructors and school principals are said to be kicking about an overload of paperwork. Performance Management is seen as a good thing where instructors can hold their say in their public presentation assessment, nevertheless, tonss of administrative work coming with the system, can be a hurdle6. 4.http: //www.tbs-sct.gc.ca/pol/doc-eng.aspx? id=14226 5.http: //www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/SchoolOperations/EmploymentConditionsAndEvaluation/PerformanceManagementSystems/PMS 6.Kot Zot Mauritius Portal Mauritius Newspaper Syndicating Mauritanian News.Effectiveness and Efficiency( Anthony and Young, 1994 ) argue that efficiency and effectivity are the two key standards for judging public presentation. Effectiveness is seen as the relationship between an organisation ‘s end product and its aims ( results or consequences ) and efficiency as the ratio of end products to inputs ( e.g. disbursals ) , or the sum of end product per unit of input. In add-on, ‘Economy ‘ ( i.e. inputs ) is frequently added to finish what is normally referred to as the ‘Three Es ‘ of public presentation measuring ( Hyndman & A ; Anderson, 1997, Boland and Fowler, 2000 ) . To enable the rating of economic system, efficiency and effectivity, it is necessary to mensurate inputs, end products and results ( or consequences ) . However, in public sector organisations which frequently have multiple, long term non-financial aims focused on social impact, it can turn out hard to mensurate the ‘three Es ‘ and hence hard to measure public presentation ( Hyndman & A ; Anderson, 1997 ) . ( Neely, Kennerley and Martinez, 2004 ) reported that there has been much prescription sing the design of PMS but really small consideration of whether such systems really work ( Neely et all, 2004 ; France & A ; Bourne, 2003 ) . It is deserving observing that Speckbacher et Al ( 2003 ) have reported that 8 % of 174 German talking states decided non to implement a Performance Measurement System because they could non see the advantages or ‘positive impact ‘ particularly given the attempt required to implement such systems. The above literature reappraisal raises a figure of inquiries that are relevant to this survey. In peculiar whether public presentation direction in schools leads to improved public presentation or merely answerability. It is merely through a farther research on the effectivity of public presentation direction for pedagogues in State Secondary that it would be possible to convey out the strengths and failings of the system and aid to do recommendations to the governments on how to better the system so every bit to carry through the vision of the Ministry of Education of ‘Quality instruction for All ‘ and besides do it sustainable in all province secondary schools in the hereafter.HypothesisThe Performance Management System for Educators in State Secondary Schools, if decently understood and implemented will assist to better School Effectiveness in footings of both pupil and instructor public presentation.Methodology2.1 Purpose of the surveyThe research paper has assorted aims. First given the increased accent on public presentation direction in Mauritius following the defects of the Confidential Reporting system, the paper examines the extent to which both Educators and Curates have a cognition and apprehension of the Performance Management System. Second it provides an overview of how the current public presentation direction system is being implemented in secondary schools in Education Zone 3 in Mauritius. Third it looks into how assorted standards used in the measuring of single public presentation in schools are related to teacher attitudes and perceptual experiences. It probes into the strengths and weaknesses/problems and troubles being encountered both by valuator and appraisee in the execution of the system. Last it makes an attempt to measure the effectivity of the Performance Management System as it is presently implemented in province secondary schools and do an effort at explicating recommendations to policy shapers on the betterments ne eded to do this system sustainable in secondary schools in the hereafter. The usage of multiple methods in a survey secures in-depth apprehension of the phenomenon in inquiry because it adds energy, comprehensiveness and deepness to the probe ( Cresswell, 1994:174 ; Denzin & A ; Lincoln, 1998:163 ; Salomon, 1991: 10 ) . Therefore, both quantitative and qualitative informations aggregation techniques were used. Research Design: The research documented in this paper relied on informations obtained from both primary and secondary beginnings. Survey Questionnaire: The quantitative attack involved a questionnaire study, because it helps to garner informations at a peculiar clip with the purpose of depicting the nature of bing conditions ( Cohen & A ; Manion, 1995:83 ) . Questionnaires were used for both Educators and Rectors and included chiefly closed inquiries and three unfastened ended inquiries. For the closed inquiries the Likert graduated table was used. The questionnaire foremost asked for demographic informations such as age, gender, station held and old ages of experience in the station. Then respondents were asked inquiries on their cognition and apprehension of the Performance Management System. Next, respondents were asked their positions on the nature of the current Performance Management System agreements at their school, the Performance Management procedure and the standards used in the measuring of single public presentation. Open ended inquiries related to the strengths and failings of the current Performa nce Management System at their school and the betterments they would wish to see in the present system. The questionnaires were designed in a logical and specific mode to accomplish the necessary consequences. The subsequent stairss were pursued in the undermentioned order: Shaping ends and aims, planing the methodological analysis, finding feasibleness, developing the instruments, choosing a sample, carry oning a pilot trial, revising the instruments, carry oning the research, analysing the information and devising recommendations. Questions for both classs were dispensed on a pilot footing in one school and necessary amendments were made. Interviews: In add-on to questionnaires, qualitative information was collected through semi structured interviews with Curates and the Zone Director in order to acknowledge their perceptual experiences on the effectivity of the Performance Management System in Secondary Schools in Zone 3 and notes were taken. The notes consisted of statements and remarks made by the interviewees which were identified as being important and of import. Triangulation: While questionnaires and interviews were the primary methods of informations aggregation, the secondary methods of informations aggregation included survey of statistics from the Ministry of Education and other relevant paperss such as the Performance Management Guide by the Ministry of Civil Service Affairs, the Pay Research Bureau Report 2008 and the Confidential Reporting system.2.3 ParticipantsIn Mauritius, there are 3439 Educators ( appraisee ) and 63 Curates ( valuators ) in State Secondary Schools over the island. For the intent of this research the mark population consisted of 660 Educators ( appraised ) and 12 Curates ( Appraisers ) working in State Secondary Schools in Zone 3 as they are the lone secondary schools which are finishing their 2nd PMS rhythm, the first one holding been completed on a pilot footing in 2009. Zones 1, 2 and 4 have non yet completed a full Performance Management rhythm. Questionnaires were administered to 280 Educators and Curates fr om 8 province secondary schools, who formed the sample population. 245 Educators and all 8 Curates responded favorably. Semi-structured interviews were held with the 8 Curates and the Zone Director who is by and large responsible for the overall direction of different schools in this Zone.2.4 Analysis TechniquesChi square trial, Pearson correlativity and Factor analysis are carried. The consequences are used to mensurate the cognition and apprehension of both Educators and Rectors of the current Performance Management System, its procedure, the importance of its different standards in the measuring of the public presentation of persons, respondents ‘ attitudes and perceptual experiences on the public presentation steps, the strengths and failings of present Performance Management System and the betterments they deemed necessary. These findings are so related to the literature findings. They are analyzed in order to judge the efficiency of the present system so as to explicate necessary recommendations for policy shapers to do it more effectual and sustainable as a agency of mensurating public presentation of all Educators in Secondary schools in Mauritius.Datas AnalysisQuestionnaire informations were computerized utilizing SPSS package. Open ended inquiries were categorized harmonizing to the response. For the structured interviews, qualitative informations, forms and classs were identified and described. Validity was ensured through triangulation whereby study informations from pedagogues were verified with study informations from curates and farther supplemented by the interviews of the Rectors and the Zone Director.3. FindingssThe perceptual experiences of the effectivity of the execution of PMS in our State Secondary schools are discussed and linked with the literature harmonizing to the undermentioned classs: cognition and apprehension of PMS ; nature of current PMS agreements ; Performance Management Process ; public presentation steps ; and PMS from an administrative point of position. Educators who responded to the questionnaire have a average age of 36.4 ( SD=0.889 ) , an mean old ages of 8.2 ( SD=1.48 ) old ages of learning experience, 58.5 % of whom were female and 18.3 % held place of duty as caput of section. They were all appraised by their curate.3.1 Knowledge and apprehension of PMSFigure 1. Knowledge and apprehension of PMS Questions were framed harmonizing to literature findings as referred to in Figure 1. The survey has revealed that more than 50 % of pedagogues believe in the importance of PMS for set uping a high public presentation civilization, concentrating on end product and procedures of accomplishing consequences and bettering the procedure of instruction and acquisition. As Walter ( 1995 ) stated, PMS is the procedure of bettering the quality and measure of work done and conveying all activity in line with an administration ‘s aims.3.2 Nature of current PMS agreementsAn analysis of the public presentation direction procedures and activities in the school provides an apprehension of the execution of PMS. 74.5 % of pedagogues believe that PMS is a good planned procedure. One of the purposes of PMS in to better public presentation of schools. Harmonizing to Jenny Ozga ( 2003 ) , the nucleus premises of public presentation direction are that public presentation degrees in the public sector can be raised, that is to do the schools on Scotland more efficient and effectual than in Finland. Reliance on mark scene and monitoring as a cardinal component of the direction of instructors rises concern about the possible distorting effects of marks on relationship between instructors and directors, and on instructors ‘ definition of their nucleus undertaking. Teachers and caputs experience under force per unit area to show good public presentation. This position was besides reflected in our survey, the sentiment of pedagogues on effectivity of PMS in their school and whether current PMS agreement leads to betterment in public presentation of school have been analysed utilizing cross tabular matter and Chi-square ( I†¡2 ) trial to happen out if there is an association between these two variables. The formulated hypothesis is H0, there is no association between sentiment on effectivity of PMS and PMS really taking the betterment in public presentation and H1, there is an association between sentiment on effectivity of PMS and PMS really taking the betterment in public presentation. Table 1 shows that bulk of pedagogues do non hold that PMS leads to betterment ( 33.1 % ) and are decrepit linked to school effectivity ( 40 % ) . I†¡2 50.248 with grades of freedom 8. Probability ( 0 ) is 5 % . Therefore at 5 % degree of signifigance H0 is rejected and we accept H1. Cramer ‘s V value being 0.320 shows weak relationship between the two.Table 1. PMS arrangement – betterment in school public presentation * Opinion of PMS as appraisee CrosstabulationOpinion of PMS as appraisee Entire Not effectual Reasonably uneffective Neither effectual nor uneffective Reasonably effectual really effectual Disagree Count 11 11 26 11 1 60 Expected Count 5.9 5.9 19.8 24.2 4.2 60.0 Neither agree nor disagree Count 12 12 33 44 3 104 Expected Count 10.2 10.2 34.4 42.0 7.2 104.0 Agree Count 1 1 22 44 13 81 Expected Count 7.9 7.9 26.8 32.7 5.6 81.0 Entire Count 24 24 81 99 17 245 Expected Count 24.0 24.0 81.0 99.0 17.0 245.0 In the survey on â€Å" Implementing public presentation direction in England † s primary school † , ( Brown, 2005 ) , 24 out of 30 headteachers considered the public presentation direction preparation which they have received as unsatisfactory and most of the instructors stated that there was no formal preparation in public presentation direction. Merely 20 % of curates ( 8 in all ) and 25 % of pedagogues ( 247 in all ) agree that sufficient preparation was given before execution of PMS, and they believe that the preparation was non effectual and excessively brief ( based to open ended inquiries and interview ) . Training on PMS is believed to be deficient, there has been no farther preparation or follow up and new recruits are non offered any signifier of preparation or briefing. PMS, so far, has non helped to better school effectivity or pupil public presentation. They are non confident about the success and sustainability of PMS. Once the PMS rhythm is over, there is no coverage and follow up and pedagogues are non offered developing harmonizing to their demands. The biggest job they are confronting is clip restraint, to follow single pedagogue and transport out one to one interview. Interviews carried out with curates gave farther penetrations into the execution of PMS. All curates believe that PMS is an of import tool for estimating public presentation and guaranting answerability. PMS is seen as really much adapted to the new direction paradigm, quality confidence and undertaking based budgeting ( PBB ) . It is being implemented without major jobs, all staff are join forcesing, there is no job with the work program, midterm assessment and terminal of twelvemonth assessment. Everything is being done satisfactorily and curates find PMS better than the â€Å" confidential study † . They view PMS as bettering collegiality and believe that with clip it will further better. However, it is done automatically because they all know that they have to follow.3.3 Performance Management ProcessHarmonizing the survey on ‘Teacher perceptual experience of the effectivity of instructor assessment in Botswana ‘ ( Monyatsi, 2006 ) , bulk of respondents ( 44.7 % ) agreed that assessment procedure in Botswana motivates instructors. However, in our survey on the province secondary schools in zone 3 merely 20 % of pedagogues find PMS utile and the bulk ( 66 % ) are apathetic to public presentation direction but go through the gestures. 52 % of the respondents agree that the valuator invites self-appraisal and uses congratulations to actuate pedagogues. Confidentiality and trust issues, particularly in relation to appraisal coverage and who has entree to the information was one on the participants concern, ( Cardno, 1999 ) . 57.2 % of the pedagogues responded positively when asked whether they trust PMS procedure in their school and 75 % feel that confidentiality is maintained throughout the PMS procedure. This shows that confidentiality and trust is non an issue in our schools. An analysis of discrepancy ( ANOVA ) is used to compare current PMS taking to betterment in public presentation of pedagogues to the existent assessment procedure is given in table 2 below. As the homogeneousness of discrepancy trial ( .000, .001, .019 ) is & lt ; .05, the ANOVA tabular array was constructed as shown in table 2. The significance value being & lt ; 0.05, we reject the void hypothesis and accept that there is a difference between the current PMS agreements taking to betterment in public presentation of pedagogue and the assessment mechanism carried out by the curate as promoting for pedagogues.Table 2. ANOVA to compare current PMS taking to betterment in pedagogue public presentation and the existent assessment mechanism by utilizing congratulations, discuss public presentation and non personality and encourages self-appraisal.Sum of Squares ( combined ) df Mean Square F Sig. Curates use congratulations to do motivate pedagogues 46.599 2 23.300 19.481 .000 Curates discuss public presentation non personality 35.246 2 17.623 15.834 .000 Rector invites self assessment 45.989 2 22.995 24.768 .000 Brown ( 2005 ) besides investigated how PMS would assist to better professional development of instructors. The positions of both caputs and instructors were assorted. On the positive side, some instructors felt that a formal one-year reappraisal, to reflect on assorted facets of their public presentation enabled them and their leader to jointly explicate a extremely individualized development program. However, it was reported that even though an appropriate program had been formulated, it had non been implemented due to shortage of clip and resources. One of the premier importance of PMS is staff development. Khim Ong Kelly et Al ( 2007 ) stated that there are important challenges in efficaciously measuring the aptitude of instructors for different calling paths and in measuring what constitutes good public presentation. In England primary schools, ( Brown,2005 ) , the positions of both caputs and instructors about public presentation direction assisting to better professional devel opment of instructors are assorted. The boxplot ( Figure 2 ) show a normal unskewed distribution with 32 % response as impersonal, same applies for public presentation reappraisal being a preparation program for each pedagogue. This shows that the same uncertainness applies to our system.Table 3. Rotated Component MatrixComponent 1 Problem work outing accomplishments .787 Duty .756 Versatilty .755 Leadership .739 Planing .730 Strategic thought .710 Technical cognition .703 1 Strongly disagree-15 % 2 somewhat disagree-14 % 3 neither agree nor disagree34 % 4 somewhat agree-32 % 5 strongly agree-4 %3.4 Performance stepsOne ground for replacing the confidential study is because it has no yardstick to mensurate the grade of public presentation of assorted facets of the occupation as there are no fit professional criterions. Furthermore, there is general consensus from all the research conducted that the ends of public presentation direction system or assessment are to better quality and answerability. In their survey, Chittoo and Ramphul ( 2006 ) , referred to the systems attack with the 3e ‘s – economic system, efficiency and effectivity. However, the extent to which this mark is achieved remains blurred due to restraints such as clip, fiscal resources and staff. The great bulk ( around 80 % ) of respondents agree that the standards in the measuring of single public presentation ( student focal point, competency, attending and promptness, communicating accomplishments and others ) are of import or critical. Factor analysis was carried out to happ en out which PMS measures pedagogues see to be more of import. The 26 PMS steps rated by the respondents were considered in this trial which is applicable as the determiner ( 1.11 ) is greater than 1A-10-5. Table 3 shows the revolved constituent matrix with some PMS steps in footings of precedence as seen by the pedagogues. It is interesting to observe that the first three steps are related to personality traits and accomplishments. However, 60-70 % pedagogues believe that PMS is undependable to mensurate public presentation, is drawn-out and clip consuming, with excessively much paper work and that there has non been follow up for the preparation demands identified during assessments. These findings are confirmed utilizing bivariate correlativity trial. At 1 % degree of significance ( two-tailed ) , there is a weak but negative correlativity ( Pearson Coefficient ( R ) is -0.002 ) between the standards to be assessed and the manner of appraisal in PMS.3.5 PMS from an Administrative point of positionThis survey confirms information published in local imperativeness article, that is PMS is seen as a good thing but tonss of administrative work coming with the system can be a hurdle. The Zone Director monitors the execution of PMS in the schools. She confirmed that all schools in zone 3 are implementing PMS as instructed. Curates do kick about PMS being clip devouring but they all managed to finish the procedure. However, she is non satisfied with the execution of PMS, accent is laid on measure, guaranting that PMS is implemented in all schools, but there is no quality, no clip for analysis of public presentation, rating and proper coverage. The Ministry is concerned with the completion and entry of the PMS, but there is no construction for follow up and developing. As Lukheenarain ( 2009 ) stated, certain failings and prejudices can do PMS to neglect, some of them as revealed by our survey are: no analysis, no follow up and deficiency of support from higher gove rnments, no clear guidelines of what to make after one PMS rhythm, deficiency of forces and clip restraints. The strength of PMS is that pedagogues and curates are cognizant of what that are supposed to make harmonizing to their work program, they hence make the necessary attempt to accomplish their cardinal consequence countries by executing the cardinal undertakings. The Zone Director is unable to state if some schools are making better than others because of PMS as there is no analysis done, but she believes that if done decently with an appropriate mechanism for analysis, preparation and coverage, PMS is traveling to be fruitful. The whole PMS needs reappraisal, harmonizing to her it has to be seamster made for instruction sector and should be user friendly and attractive for both valuator and appraisee. To do PMS sustainable, at the terminal of each rhythm there should be a mechanism for coverage, analysis and forming preparation Sessionss to make full in the public presentatio n spreads identified. Furthermore, some pedagogues proposed the debut of wage related public presentation in order to actuate and promote them to follow the system. We would wish to thank Mrs R. Koomar for her valuable aid and back up throughout this research paper.CONCLUSION AND RECOMMENDATIONS.The intent of this paper, as stated at the beginning, has been to look at the effectivity of the execution of public presentation direction system for pedagogues in province secondary schools of educational zone 3. All schools in Zone 3 are implementing PMS as instructed by the Ministry of Education and Human Resources. The bulk of pedagogues believe that execution of PMS can be good as it will set up a high public presentation civilization in the instruction system. However, the bulk of pedagogues in Zone 3 are apathetic to PMS but merely follow with another bureaucratic standard. Analysis has shown that execution of PMS is non linked to effectiveness in the sector. This survey shows that all those involved should possess the cognition and apprehension of its intents, procedures and step, if the whole procedure is to be effectual. There is a deficit of work force to work on public presentation direction system in schools and therefore it is seen as an extra undertaking. Curates and pedagogues likewise in Zone 3 believe that execution of public presentation direction system has resulted in more paper work instead than concrete action. There is no proper staff development follow up in topographic point and as a consequence pedagogues and curates feel PMS has non produced the coveted results. Allotment of financess and proper preparation are non in topographic point to run into the demands of pedagogues and curates likewise. Emphasis is laid on completion of the public presentation direction rhythm and the results are kept in shortss and no proper actions taken to rectify any failings or reward those who are executing to the satisfaction of the top direction. Bearing in head the benefits which the public presentation direction system can convey to bettering the effectivity of services in province secondary schools, the undermentioned steps should be looked at and set in topographic point. Curates and pedagogues should be given more appropriate preparation on public presentation direction system which is tailored to the demands of instruction. It should be related to pay ; extrinsic wages can assist to better pedagogues ‘ public presentation. Educators who are executing outstandingly should be rewarded with another increase on the wage spinal column that is the pedagogue can leap two graduated tables on the wage ladder. There should be more committedness from the top degree of disposal ; the Ministry of Education should be committed non merely to measure ( figure of schools who have completed the rhythm ) but besides to quality of the results. It will add drift and motivate staff to take public presentation direction more earnestly. The Ministry should look into geting more financess for formal and on-going preparation. Professional development of the staff should be given due consideration so that pedagogues can profit from it and happen the exercising of public presentation direction system fruitful. Protected clip should be given to the valuator and appraise likewise so that they both can give due consideration PMS. Regular update should be held at regular intervals during the twelvemonth so that all freshly recruited pedagogues and curates are acquainted with the system. PMS should be reviewed, updated at sensible periods so as to aline it with the vision of the Ministry of Education of â€Å" Quality instruction for All ‘ . Further research on the topic should be encouraged by the Mauritius Research Council, the University of Mauritius, the University of Technology, Mauritius and other third establishments through the Student Research Grant Scheme as proposed in the Budget for 2011 and recommendatio ns made should be studied and implemented where executable. Professional Standards for Educators should be worked out in coaction with this cell because it is good known in direction that if the person/s who are traveling to be affected by policy determinations are taken on board in the treatment phase, they feel a committedness to the determination and will seek to stay by them and make the ends set. Those non making the set marks should non be regarded as ‘ failures ‘ , instead they should be given in service and professional development classs to assist make full the public presentation spreads identified during the execution phase. Use of engineering can be of aid in cut downing the excess paperwork.

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Employment The LCBO is a progressive employer of a committed and customer oriented workforce who are classified as permanent (amount 3362) and casual, and full-time and part-time.4 LCBO privatization means the laying off of LCBO employees that will lead to huge losses to the treasury and economy of Ontario. Thus the union struggles to organize campaign against the privatization. 2.4. Society Influence Privatizing the LCBO would likely lead to increased access to alcohol, increased consumption and therefore more alcohol-related costs. The significant potential consequences of the privatization of alcohol monopolies include: increased overall population consumption; increased sales to under-aged and intoxicated patrons; increased problems with monitoring and enforcement. 3. Analysis of Privatization 3.1. Government From the aspect of government, it is a current trend that government should not put more intervention in business. Tory said in throne speech: The government will sell businesses it should not operate and assets it should not own. 5 Thus it is reasonable that the former and current minister planned to sell off or partly sell the LCBO. Another reason for privatization may attribute to fiscal deficit, because ministers want to cut its deficit during their terms. The sale of LCBO will obviously resolve its financial problem in short term. However, if we consider it as a financial decision in the long term, it may not be a good choice. Because LCBO is running very well now, it brings an annual dividend of $975 million to government or people of Ontario in 2002-03.6 3.2. Business Many private investors would prefer to buy the franchise of LCBO or directly buy its retail shop. Because LCBO has already established its stable customer base, and have its brand recognizing advantage, it will be a little easy to develop their business in such situation. But due to limit of small scale, its operating cost would be higher than the LCBO, this may lead to high sale price of liquor. And at same reason, it may not control the quality of product as LCBO does. Until now, too many small towns didnt get LCBO service because they couldnt support the overhead of a full-sized LCBO store. Sterling, the former minister of consumer and business services, told reporters. With our go-ahead to offer franchises to existing retailers in very small markets, well improve service for residents and visitors, while preserving the LCBOs social responsibility standards. 5 3.3. Public Most people are satisfied the LCBOs product and service, and support the board control. Alcohol is special commodity, thus government intervention is needed at this situation, even though LCBO has monopoly status in Ontario area. All LCBO retail employees are trained to Challenge and Refuse service to anyone who appears underage and cannot provide valid ID or appears intoxicated. Last year, LCBO frontline staff challenged 1.2 million would-be customers and refused service to nearly 70,000, about two-thirds of whom appeared underage and could not provide valid ID.7 It is difficult to imagine what will happen if all these retail shops are sold to private investors, they may consider more on their own economic benefit and neglect social liability. Increased alcohol problems such as sale to under-aged and intoxicated patron are very likely happen. 4. Recommendation and Conclusion The privatization of LCBO is a complicated issue, because we should consider the relationship and interests among government, business, and public. On one hand, normally government should not act as a policy decision maker and business operator at same time, which will easily lead to monopoly and against good faith.8 On another hand, we have to consider that alcohol is special commodity, which should be effectively controlled by government based on public interest. Therefore my suggestion is to partly privatize LCBO, it will decrease business monopoly in the market, but government could still occupy large part of share, so it can effectively regulate the operation of business. There are many methods of privatization, and some ideas had been mentioned by government in LCBO history, such as franchise store in rural area, merge with Beer Store, and income trust. The main concern is to find an appropriate way to balance the interests of all parties, and make the privatization go smoothly during a period, not suddenly hit some partys interests, and untimely be accepted by all groups. In order to achieve this goal, the LCBO and ministry must be more transparent in their decision-making, and more open to consideration of public health interests. From this point of view, government could organize a board which has enough members from different stakeholders, such as employees of LCBO, representative of Ontario citizen, expert of public health and safety, economists, private investor and government officer. They could regularly meet together to discuss the possible method of privatization and collect all kinds of opinion and feedback from society. Although this method may spend more time during policy-decision process, only when the issue is thoroughly discussed and known by public, the rational policy could be made to reflect all partys interest and untimely encounter less resistance while it is applied. Endnotes: 1. LCBO, Business Information, http://www.lcbo.com/aboutlcbo/businessinformation.shtml (accessed 16 October 2004). 2. LCBO Annual Report 2003, 44, http://www.lcbo.com/aboutlcbo/annualreport2003.shtml(accessed 17 October 2004). 3. Ontario Liquor Boards Employees Union, LCBO Revenues, http://www.ourlcbo.com/revenues.htm (accessed 18 October 2004). 4. LCBO Annual Report 2003, 44, http://www.lcbo.com/aboutlcbo/annualreport2003.shtml (accessed 18 October 2004). 5. The National Union of Public and General Employees, Ontario opening 150 private rural liquor outlets, http://www.nupge.ca/news_2001/news_se01/n26se01a.htm (accessed 19 October 2004). 6. LCBO Annual Report 2003, 11, http://www.lcbo.com/aboutlcbo/annualreport2003.shtml (accessed 19 October 2004). 7. LCBO, Todays LCBO, http://www.lcbo.com/aboutlcbo/todayslcbo.shtml#social (accessed 20 October 2004). 8. Glen E. Randall David S. Barrows, Business P700 Lecture (McMaster University, 15 October 2004). Bibliography: 1. Daniel Girard. Liquor stores could still be up for sale, Harris says. The Toronto Star, 27 May 1999. 2. Ian Urquhart. McGuinty puts controversial Tory ideas into play. The Toronto Star, 2 Oct. 2004. 3. Nuri T. Jazairi. The Impact of Privatizing the Liquor Control Board of Ontario. http://www.yorku.ca/nuri/lcbo.htm (accessed 18 October 2004). 4. Robert Benzie. Eves talked of selling LCBO, insiders say. The Toronto Star, 31 Oct. 2003. 5. Robert Benzie. Eves sought list of assets to be sold. The Toronto Star, 2 November 2003.

Solenoid Operated Piston Pump Engineering Essay

Solenoid Operated Piston Pump Engineering Essay This project is aimed at analysing and designing a solenoid operated piston pump which is capable of delivering solution (this report assumes water) at a flow rate of 1 litre/min. However, the customer usage requires the flow rate to remain between 0.9 and 1.1 litre/min at an ambient pressure of about 1 bar. The operation mode of the piston pump is described below using the diagram: OscillPistonPump Fig 1.1 Solenoid Operated Piston Pump1 The solenoid coil (4) generates an electromagnetic field by the single wave diode rectified current flowing through the coil. Each current pulse moves the piston (5) against the pressure spring (3). This movement reduces the volume in the suction chamber causing an increase in pressure (P a 1/V), which opens the valve (6) in the piston, thereby allowing the liquid to run into the pressure side. When the current acting on the solenoid pulse is off, the pressure spring pushes back the piston toward the pressure side. The increase of pressure caused by the piston movement closes the piston valve (6) and the liquid flows through the valve (7) set in the pressure connection (8) and into the pressure pipe. The piston movement also simultaneously increases the volume in the suction chamber, thereby reducing the pressure below the chamber. The low pressure in the suction chamber opens the valve (2) set in the suction connection (1), and the liquid is sucked into the pump and the cycle starts again. The piston size and the length of its displacement define the flow rate. The pump will run without damage when the liquid flow is stopped momentarily1. This design concentrated on the piston, suction chamber and pressure springs design. Although references were made to the valves and solenoid force, engineering analysis were not carried out on them. CHAPTER 2 INITIAL ENGINEERING DESIGN ANALYSIS This section considered the engineering analysis of the operation of the piston pump to achieve the require specifications. The given specifications are; Flow rate Q = 1 Lit/min Frequency F = 60 cycles/sec Ambient Pressure = 1 bar Using the above specifications, the length of stroke of the piston, which is also termed as the â€Å"Swept Volume†, can be calculated using the relation below: Q = Volumetime=Volume Ãâ€"frequency = Ï€ d2 L4 Ãâ€"f ∠´L= 4QÏ€d2f Where: Q = Flow Rate =1 lit/min= 1.667 Ãâ€"104 mm3/sec f = Frequency (cycles/sec) L = Length of stroke/Swept volume (mm) d = Diameter of piston/suction chamber (mm) The diameter was varied from 1 to 20 mm and the corresponding lengths of stroke were obtained at different frequencies of 40, 45, 50, 55 and 60 cycles/sec. The results obtained were plotted (See appendix 1). After careful look, the frequency at 40 cycle/sec, so subsequent calculations would be based on this. It was also noticed that reasonable pair of dimensions of the diameter and length occurred around the diameters 5-10mm, therefore subsequent calculations were based on this range. 2.1 LOAD ANALYSIS The load analysis was carried out on each component designed as indicated below: A. Piston: The load analysis on the piston was done by isolating the piston and analysing the forces acting it. The different forces acting on the piston are as shown below: Force on piston causing acceleration Magnetic force from solenoid coil Resultant spring force Kinematic frictional force Gravitational force Resultant hydraulic force (including assumed viscous effect) This is assuming that atomic, initial static frictional force and temperature effects are negligible. The force analyses were carried out considering three different cases under which the pump operation can undergo. The intake and ejection strokes were also analysed separately to reduce complications. The difference between the intake and ejection stroke is that, the magnetic force from the solenoid is zero during ejection, because the solenoid is off: Case I: This is when the piston pump is used horizontally, that is, it is used to pump fluid on the same datum. This means that the gravitational effect and the height difference in the hydraulic force will be zero. The relationship between the forces will therefore be: Intake stroke: Force causing motion = Force from solenoid Resultant spring force Resultant hydraulic force Frictional force Ejection stroke: Force causing motion = Resultant spring force Resultant hydraulic force Frictional force Case II: This considered the case when the pump is used to transfer fluid from a higher level to a lower level. This means that the gravitational effect will favour the direction of flow therefore reducing the force needed to drive the piston. The relationship between the forces will therefore be: Intake stroke: Force causing motion = Force from solenoid Resultant spring force Resultant hydraulic force Frictional force Gravitational force Ejection stroke: Force causing motion = Resultant spring force Resultant hydraulic force Frictional force + Gravitational force Case III: This considered the case when the piston pump is used to deliver fluid from a lower level to a higher level. The difference between this case and case II is in the gravitational effect and the datum difference in the hydraulic effect. The design load analysis was done under this circumstance because pumps are usually used for this particular purpose. Even with this design concept, the pump can still be used for other cases, but it might deliver fluid at a higher flow rate, which could still be in the boundaries of the given tolerance of the flow rate. The relationship between the forces will therefore be: Intake stroke: Force causing motion = Force from solenoid Resultant spring force Resultant hydraulic force Frictional force + Gravitational force Ejection stroke: Force causing motion = Resultant spring force Resultant hydraulic force Frictional force Gravitational force. The different forces were calculated as follows using the free body diagram of the piston shown below: Figure 2.1 Boundary conditions of intake and ejection strokes Force from solenoid coil= Fs Force on piston causing motion = Mpa Where Mp = mass of piston kg and a = acceleration of piston (mm/s2) Mp= Ï  Ãâ€"V Ï  = Density of material (Stainless steel) =8Ãâ€"10-6 (kg/mm3) V=Volume of fluid displced in one stroke mm3= Q Ãâ€"t= Qf where f=45 cycles/sec=90 strokes/sec (2 strokes=1 cycle) Mp= Ï  Ãâ€" Qf=8Ãâ€"10-6 Ãâ€" 1.667 Ãâ€"10490=1.482Ãâ€"10-3 From law of motion; v2= u2+ 2aS u = 0 ∠´a=v22S Also v= St= S Ãâ€"f v=Velocity (mm/s) and S= L=Length of stroke (mm) ∠´a=L Ãâ€"f22L= L Ãâ€" f22= L Ãâ€" 9022 The length was varied from 5 to 10 mm, and different accelerations were obtained (See appendix 2). Resultant spring force = K2∆x- K1∆x= ∆xK2- K1= ∆x∆K Where K1 and K2=Stiffness of springs 1 and 2 respectively (N/mm) ∆x=L=Stoke length (mm) Kinematic frictional force = ÃŽ ¼kÃâ€"N= ÃŽ ¼kÃâ€"Mpg Where ÃŽ ¼k=Coefficient of kinematic friction N=Normal force= Mpg g=acceleration due to gravity=9810 mm/s2 Gravitational force = Mpg Hydraulic force = Total Change in Pressure ∆P (N/mm2)Surface Area of Piston A (mm2) From Bernoulllis equation   P1Ï g+ V122g+ Z1= P2Ï g+ V222g+ Z2 ∆P= P1-P2=Ï V22-V122+ ∆ZÏ g Q= A1V1= A2V2 ,   then V2= QA2= A1V1A2 and V1= QA1 ∆P= Ï A1V1A22-V122+ ∆ZÏ g= V12Ï 2 A1A22- 1+ ∆ZÏ g ∆P= Ï  Q22A12A1A22- 1+ ∆ZÏ g Where Q= Flow rate (mm3/s) , Ï  =density of water =1Ãâ€"10-6 (kg/mm3) A1and A2=Area mm2   and V1 and V2=Velocity (m/s) ∆Z=L=Length of Stroke mm Including the discharge coefficient C = 0.98 to account for viscous effect, ∆P therefore becomes: ∆P= Ï  Q22C2A12A1A22- 1+ LÏ g ∠´ Hydraulic force = Ï  Q22C2A12A1A22- 1+ LÏ gSurface Area of Piston A mm2 = Ï  Q22C2A12A1A22- 1+ LÏ gA2- A1 The forces were algebraically added according the ejection stroke equation developed above (case III) to obtain ?K at different diameter of pistons, fixing inner diameter of Piston D2 (corresponding to A2) = 0.5, 1, 1.5, 2 and 2.5mm (See appendix 3). Force causing motion = Resultant spring force Resultant hydraulic force Frictional force Gravitational force. Mpa= L ∆K- Ï  Q22C2A12A1A22- 1+ LÏ gA2- A1- ÃŽ ¼kMpg- Mpg ∆K= 1LMpa+ ÃŽ ¼kg+g+ Ï  Q22C2A12A1A22- 1+ LÏ gA2- A1 The hydraulic effect is due to the fluid forced out from the suction chamber into the outlet. Therefore the A1 and A2 will be the area of the piston and the outlet, corresponding to diameters D1 and D2 respectively. Also the outlet diameter was assumed to be equal to the inner diameter of the piston. The results obtained for difference in stiffness ?K above, were used to obtain the force from solenoid coil Fs using the injection stroke equation above. Also different diameter of piston were used while varying the inner diameter of piston D2 (corresponding to A2) = 0.5, 1, 1.5, 2 and 2.5mm (See appendix 4). Considering the intake stroke equation for case III: Force causing motion = Force from solenoid Resultant spring force Resultant hydraulic force Frictional force + Gravitational force Mpa= Fs-L∆K- Ï  Q22C2A12A1A22- 1+ LÏ gA1- ÃŽ ¼kMpg+ Mpg Fs= Mpa+ ÃŽ ¼kg-g+L∆K+ Ï  Q22C2A12A1A22- 1+ LÏ g A1 The hydraulic effect is due to the change in pressure as the fluid passes through the piston, because of the reduction in area. Therefore the A1 and A2 will be the area of the piston outer and inner diameter, corresponding to diameters D1 and D2 respectively. B. Pressure Springs: The load analysis of the spring was also done by isolating the spring and analysing the forces acting it. Considering the ejection stroke of upper spring (spring 1), the different forces acting on the spring are as shown below: Force on piston causing acceleration Spring force Resultant hydraulic force (including assumed viscous effect) This is assuming that the frictional force on spring is negligible because the surface area contacting the wall is small. Force causing motion = Spring force + Resultant hydraulic force Mpa= LÃâ€"K1+ Ï  Q22C2A12A1A22- 1+ LÏ g A1 K1=1LMpa- Ï  Q22C2A12A1A22- 1+ LÏ g A1 ∠´K2=K1+∆K Where Force on springs Fsk=KÃâ€"Length of stroke The values of stiffness of springs 1 and 2 were calculated using the relationships above at different outer and inner diameters of the piston. The graphs were plotted to see the variations (See appendix 5 and 6). C. Inlet Valve and Spring: Considering also the inlet valves and analysing the forces acting it, the injection stroke is caused by an increase in volume of the suction chamber, causing a corresponding decrease in pressure. Therefore the different forces acting on the inlet valve are given below: Inlet spring force at compression Resultant hydraulic force (including assumed viscous effect) This is assuming that the frictional force and gravitational force on the valve is negligible because the valve is light. Resultant Pressure Change= ?P From Gas Law: P1V1= P2V2 P1 and P2 are the initial and final pressures of both the inlet and suction chamber respectively (N/mm2). The initial pressure P1 is assumed to be equal to the external pressure which is given to be equal to the atmospheric pressure Pa = 1 bar = 0.1 N/mm2. That is why fluid is not flowing because there is no pressure difference, or P1 was higher than Pa P2= P1V1V2= PaV1V2 where V2=V1+Vs and Vs=Swept Volume per stoke Vs=Flow rateFrequency in stroke/sec=1.667Ãâ€"10490 =185.22 mm2/stroke P2= P1V1V1+Vs ∆P1=Change in pressure due to swept volume= Pa-P2 ∆P1=Pa-PaV1V1+Vs=Pa V1+Vs-PaV1 V1+Vs=PaV1-PaV1+PaVsV1+Vs=PaVsV1+Vs Where V1 = VT and it is the total volume of the inlet spring area, suction chamber and the inner space of the piston. ∆P2=Pressure Change due to area changes ∆P2=Ï  Q22C2A12A1A22- 1+ LÏ g The above pressure change is the sum of the pressure changes from the inlet through suction chamber and into pistons inner diameter. This is negligible because the pressure drops as it enters the suction chamber and increases as it enters the inner diameter of piston, thereby almost cancelling out. ∆P=∆P1=PaVsVT+Vs Hydraulic force=spring force at compression ∆P1A3=PaVsA3VT+Vs= K3x3 PaVs=K3x3A3VT+ K3x3A3Vs VT=PaVs- K3x3A3VsK3x3A3 Where A3=Inlet area mm2, K3=Inlet Spring Stiffness (N/mm) and x3=Spring movement=Valve lifting mm The values the total internal volume VT was obtained at different values of the diameter of the inlet D3 (corresponding to A3). The value of the spring force K3x3 was varied from 0.01 to 0.05 N and the variations were plotted to see an appropriate one (See appendix 7). 2.2 Component Design and Selection The component design has been carried out along with the load analysis shown above. The desired dimensions for different components were then selected after a careful study and analysis of the graphs plotted. The dimensions were selected based on those that satisfy the required specifications, reasonably able to be manufactured and can be selected from the manufacturers catalogue as in the case of the springs2. Below are the component dimensions: Solenoid: Solenoid Frequency: 45cycles/sec = 90 strokes/sec Force from solenoid coil: 108.8N Length of stroke: 7.367 mm Piston: Piston outer diameter: 8 mm Piston inner diameter: 2 mm Springs: Pressure spring 1 rate = 5.771 N/mm Force on spring 1 = Rate * length of stroke = 5.771 * 7.367 = 42.515 N Pressure spring 2 rate = 14.683 N/mm Force on spring 1 = Rate * length of stroke = 14.683 * 7.367 = 108.17 N From the above calculations and estimated values of the spring rates, the most accurate spring chosen from the compression spring catalogue are (see appendix 8 and 9): Spring 1: C6609150 Wire diameter: 1.02 mm Outer Diameter: 7.62 mm Free length: 15.88 mm Rate: 5.81 N/mm Spring 2: D22110 Wire diameter: 1.25 mm Outer Diameter: 7.55mm Free length: 17mm Rate: 15.03 N/mm Inlet: Inlet spring stiffness = 0.02 N/mm Inlet spring length = 9.804 mm Inlet diameter = 1.78 mm 2.3 Stress Analysis The stress analysis was carried out on just two components as shown below. This was because these are the two components whose failure affects the pump operation most. A. Piston: The two stresses acting on the piston are normal and shear stresses which is given as. Stress (N/mm2) sij= Force (N)Area (mm2) The notation is to differentiate between the direction and plane of action, where the first digit represents the plane of action and the second digit represents the direction of force. When the notations are different, it signifies shear stress and when the notations are the same it means normal stress. The force on the piston varies as the piston goes through the cycle, therefore the different forces and principal stresses were calculated as the spring compresses and stretches. This was shown in appendix 10 and 11, but the calculations of the maximum and minimum principal stresses at the springs peak are shown below. The principal stresses were calculated because they are the cause of fracture in a component3. Considering the piston and spring 1: Fig 2.2: Stresses acting on piston from spring 1 and wall3 s11= 0 because there is no horizontal force in that direction s12= Force from SolenoidSurface area of piston= Fsp Do Lp= 108.8pÃâ€"8Ãâ€"15=0.2886 N/mm2 Where D0=Outer diameter of piston mm, Lp=Length of Piston (mm) s22= Force from spring 1Outer Area-Inner Area= K1Lp4 Do2- Di2 s22=5.771 Ãâ€"7.367p4 82- 22= 42.51547.1239=0.9022 N/mm2 s21= 0 because there is no horizontal force in that direction Considering the piston and spring 2: s11= 0 because there is no horizontal force in that direction s12= Force from SolenoidSurface area of piston= Fsp Do Lp= 108.8pÃâ€"8Ãâ€"15=0.2886 N/mm2 Where D0=Outer diameter of piston mm, Lp=Length of Piston (mm) s22= Force from spring 2Outer Area-Inner Area= K2Lp4 Do2- Di2 s22=14.638 Ãâ€"7.367p4 82- 22= 107.838147.1239=2.2884 N/mm2 s21= 0 because there is no horizontal force in that direction The total principal stress which is the usual cause of fracture was calculated using the total normal stresses from the springs and the shear stress from solenoid. Total shear stresses: Ts12=s12 from Spring 1+ s12 from Sprig 2=0.2886+0.2886= 0.5772 Total normal stresses: Ts22=s22 from Spring 1+ s22 from Sprig 2=0.9022+2.2954= 3.1976 Therefore the principal stresses: s11s22- s(s11+s22)+s2-s122=0 0Ãâ€"3.1976- s(0+3.1976)+s2-0.57722=0 s2-3.1976s-0.3331=0 Principal stresses; smin=-0.101 N/mm2, smax=3.2986 N/mm2 B. Pressure Springs: The major stress acting on the spring is shear stress acting on the coils. The force and consequentially the shear stress on the springs vary as the piston deflection (i.e. length of stroke) increases and decreases. The various forces and shear stresses were calculated and the graph plotted (see appendix 12). But the calculation of the maximum shear stress, which occurs at the full deflection is shown below4: Fig 2.4: Force acting on spring4 Shear stress tmax= 8FDWpd3 Where F=Force on spring N D=Mean outer diameter of spring mm d=diameter of spring coil mm W = Wahl Correction Factor which accounts for shear stress resulting from the springs curvature W=4C-14C-4+0.615C C=Dd Considering Spring 1 Fmax= K1Ãâ€"Length of stroke=5.771Ãâ€"7.367=42.515 N/mm2 D=7.62 mm and d=1.02 mm ?C=Dd= 7.621.02=7.4705 W=4C-14C-4+0.615C= 4Ãâ€"7.4705-14Ãâ€"7.4705-4+0.6157.4705=1.1982 tmax= 8FmaxDWpd3= 8Ãâ€"42.515 Ãâ€"7.62Ãâ€"1.1982pÃâ€"1.023=931.113 N/mm2 Considering Spring 2 Fmax= K1Ãâ€"Length of stroke=14.638Ãâ€"7.367=108.17 N/mm2 D=7.55 mm and d=1.25 mm ?C=Dd= 7.551.25=6.04 W=4C-14C-4+0.615C= 4Ãâ€"6.04-14Ãâ€"6.04-4+0.6156.04=1.2506 tmax= 8FmaxDWpd3= 8Ãâ€"108.17 Ãâ€"7.55Ãâ€"1.2506pÃâ€"1.253=1331.119 N/mm2 CHAPTER 3 INITIAL MANUFACTURING DESIGN ANALYSIS 3.1 Dimensions The dimensions of all the main components; piston, springs, cylinder and valves had been obtained from the calculations and graphical analysis made above. However, the detailed dimensions of all components namely; pump body (left and right side), cylinder and liners, piston, springs and valves are shown in the CAD drawing in appendix 13. 3.2 Tolerances Tolerance for Stroke Length The statistical tolerance of the stoke length was calculated using integral method, which is much more effective than an additional tolerance. Given the tolerance of the flow rate as  ± 0.1litres/min, the tolerance of the frequency was assumed to be  ± 5 cycles/sec under normal distribution condition. The tolerance of the stroke length was calculated as follows: Standard deviation s=Tolerance3 Ãâ€"Cp where Cp=process capability index In general manufacturing industry, a process capability index (Cp) of 1.33is considered acceptable. Therefore Cp Flow rateQ=1  ±0.1 lit/min= 1.667 Ãâ€"104  ±1.667 Ãâ€"103mm3/sec   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ÏÆ'Q=3.33 Ãâ€"1033 Ãâ€"1.33=8.356 Ãâ€"102 Frequency F= 45  ±5 cycles/sec (Assuming a Normal distributed variable)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ÏÆ'f=103 Ãâ€"1.33=2.506 Therefore the flow rate and frequency could be written as; Q ~ N 1.667 Ãâ€"104 , 8.356 Ãâ€"102 mm3/sec f ~ N 45 , 2.506 cycles/sec Q = Volumetime=Volume Ãâ€"frequency = Ï€ d2 L4 Ãâ€"f ∠´L= 4QÏ€d2f Using differential tolerance: ÏÆ'∅2= i=1n∂∅∂xi2 ÏÆ'xi2 ÏÆ'L2= ∂L∂Q2ÏÆ'Q2+ ∂L∂f2ÏÆ'f2+ ∂L∂d22ÏÆ'd2 ÏÆ'L2= 4Ï€ 1ÃŽ ¼d2 Ãâ€"ÃŽ ¼f2ÏÆ'Q2+ ÃŽ ¼QÃŽ ¼d2 Ãâ€"ÃŽ ¼f22ÏÆ'f2+ ÃŽ ¼QÃŽ ¼d3 Ãâ€"ÃŽ ¼f2ÏÆ'd2 Ãâ€"2 ∠´Tolerance=ÏÆ'3 Ãâ€"Cp The standard deviations and tolerances of the stoke length were calculated using the above equations, while varying the diameter from 1 to 20 mm, and the results were plotted out (see appendix 14). Tolerance for Piston Principal Stress Assuming a normally distributed around the maximum principal stress acting on the piston, the standard deviation and the tolerance of the maximum principal stress was calculated using the load distribution obtained in appendix 11. ∠´3ÏÆ'=3.2918-0.5772=2.7146 Tolerance=CpÃâ€"3ÏÆ'=1.33Ãâ€"2.7146=3.6104 N/mm2 Upper and lower limit=3.61042= ± 1.8052 N/mm2 Tolerance for Springs Shear Stress Also assuming a normally distributed around the maximum shear stress acting on the springs, the standard deviation and the tolerance of the maximum shear stress was calculated using the load distribution obtained in appendix 12. For spring 1: ∠´3ÏÆ'=931.113-0=931.113 Tolerance=CpÃâ€"3ÏÆ'=1.33Ãâ€"931.113=1238.38 N/mm2 Upper and lower limit=1238.382= ± 619.19 N/mm2 For spring 2: ∠´3ÏÆ'=1331.119-0=1331.119 Tolerance=CpÃâ€"3ÏÆ'=1.33Ãâ€"1331.119=1770.39 N/mm2 Upper and lower limit=1770.392= ± 885.195 N/mm2 3.3 Fits The components that are fitted into the cylinder, namely; cylinder liner, piston springs 1 and 2 are almost of equal diameter. But because of the consideration of the fits and limits to give some allowance a transition fit was chosen from â€Å"Data Sheet 4500A British Standard selected ISO Fits-Hole Basis†. Since it fell in between the nominal size of 0 6 mm, the transition fit selected was H700.015 for the hole and k60-0.009 for the shaft5. 3.4 Material Selection Piston and Cylinder The piston and the cylinder are to be made of stainless steel grade 431. This is due to the prevention of fracture which could be caused by principal stress. From the maximum principal stress obtained for the piston above (3.2986 N/mm2 = 3.2986 MPa), it is sure that the material which has a yield strength of 655 MPa will be able to prevent failure. Also the other reason for choosing this material is because of its high resistance to corrosion6. Since the piston and cylinder interacts with the fluid, which increases the tendency for corrosion to occur, it is quite safe to use a highly corrosion resistance material like this. It is also very easily machined in annealed condition. The properties of the stainless steel grade 431are shown in appendix 156. Springs The springs are to be made of stainless steel grade 316. This is also due to the strength of the grade in preventing fracture, breakage and buckling of the spring due to the shear stress acting on it. From the maximum shear stress calculated above (1331.119 N/mm2 = 1.331 GPa), it is sure that this grade of stainless steel with an elastic modulus of 193 GPa will be able to withstand the compression. The material is also highly corrosion resistant and relatively easy to machine. The other properties of the stainless steel grade 316 are shown in appendix 156. Valves The valves are to be made of polytetrafluoroethylene PTFE, which is a thermoplastic. This was chosen because the material has to be light and can easily float. Also, it has very low coefficient of friction, which reduces the fluid drag force and wears on the piston and spring. 3.5 Surface Finish The surface finishing chosen for the manufacturing of the parts was to be 0.8  µm Ra. This is to reduce friction and rate of wear, because there are lots of parts moving against each other. The grinding process requires a very great accuracy because it is a relatively delicate manufacturing process. 3.6 Geometric Tolerance In obtaining the tolerance of the components, since algebraic addition of tolerances is very unrealistic and will not be efficient, the tolerances of components that fit into each other were taken from the â€Å"Data Sheet 4500A British Standard selected ISO Fits-Hole Basis†5. These are show below S/No Parts Dimensions (mm) Tolerances (mm) Drawings 1 Cylinder 11.00 + 0.015 2 Cylinder liner 8.00 0.009 3 Piston 2.00 0.006 4 Spring 1 17.00  ± 0.0015 3.7 Process Selection The manufacturing processes of the various parts of the pump will be very important aspects of the design.The parts to be manufactured are pump body, cylinder liners and piston. It will take a great deal of accuracy in carrying out the process, because the geometry of the parts is very delicate. Any wrong dimension will affect the output or operation of the pump. There are three steps in manufacturing the components mentioned above. Firstly, all the components would be manufactured by casting, which would probably not give the accurate dimensions. Then a turning/boring process can then be carried out, using a CNC or lathe machines, to achieve better dimension. The last process is the surface finish, which gives a smoother and precise dimension. It is relatively easier to manufacture the components by this method because of the intricacies of the geometry and dimensions, and also the materials chosen are easily machined. The manufacturing process of the springs would not be considered in this report because they are provided by suppliers. CHAPTER 4 DESIGN OPTIMISATION 4.1 Component Manufacturing Risk Assessment Component Name Pump Body (Left Right Side) Calculation of qm Drawing number 001 mp = 1 Ãâ€" 1.6 = 1.6 gp = 1.7 Ãâ€" 1 Ãâ€" 1 Ãâ€" 1 Ãâ€" 1.1 Ãâ€" 1.1 = 2.057 Ajustable tol= Design tolmpÃâ€"gp = + 0.0151.6 Ãâ€"2.057=+0.00455 tp = 1.7Ãâ€"1 = 1.7 sp = 1 Ãâ€" 1.3 = 1.3 qm = 1.7 Ãâ€" 1.3 = 2.21 Manufacturing variability risk, qm = 2.21 Material 431 Stainless Steel Manufacturing Process Turning/Boring Characteristic Description Holes at centre to edge Characteristic Dimension 8 mm Design Tolerance + 0.015 Surface Roughness 0.8 µm Ra Component Name Piston Calculation of qm Drawing number 005 mp = 1 Ãâ€" 1.6 = 1.6 gp = 1 Ãâ€" 1 Ãâ€" 1 Ãâ€" 1 Ãâ€" 1 Ãâ€" 1.1 = 1.1 Ajustable tol= Design tolmpÃâ€"gp = 0.0061.6 Ãâ€"1.1=0.0034 tp = 1.7Ãâ€"1 = 1.7 sp = 1 Ãâ€" 1 = 1 qm = 1.7 Ãâ€" 1 = 1.7 Manufacturing variability risk, qm =1.7 Material 431 Stainless Steel Manufacturing Process Turning/Boring Characteristic Description Holes at centre to edge Characteristic Dimension 2 mm Design Tolerance 0.002, -0.008 Surface Roughness 0.8 µm Ra  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The values of the component manufacturing risk analysis obtained above are considerably with a low risk. This shows that the processes chosen for the manufacturing of the components are acceptable. 4.2 Failure Mode and Effects Analysis (FMEA) The failure mode and effects analysis (FMEA) is an analytical technique performed to ensure that all possible failure modes of the piston pump have being identified and address. Below are the predicted failure modes of each components of the piston pump, the caused, effects and the suggested solutions: It can be seen from the FMEA above that the spring breakage has the greatest severity, but the wear on all the components has the greatest risk priority number. This is because wear would be experience by the customer over time of use which made the risk priority number very high. Therefore, while desig