Phonetics and Phonology Essay Example | Topics and Well Written Essays - 3000 words

Phonetics and Phonology - Essay Example This paper examines the nature and purpose of the traditional system of phonetic notation and analysis which is based upon units of analysis called â€Å"segments†. It outlines the usefulness of this concept, and also its limitations, especially in the light of modern technologies which provide a wealth of very detailed scientific data on how sounds are produced by the human organs of speech. The concept of â€Å"coarticulation† is presented against the background of these traditional and more modern methodologies for analysing human speech, and finally Laver’s (1994) view of coarticulation is evaluated in depth using examples from English and a few other languages. When a person speaks in any human language the sound emerges in a stream without any clear breaks between words. This is of course very difficult to analyse in one fluid stream and so scholars over the years have had to devise a method of breaking human speech into component parts. A fundamental distinction between vowels and consonants is one of the most obvious that can be made and forms the basis of standard phonetic notation. Vowels are sounds which emerge in a stream of air coming through the mouth and consonants are sounds which occur when this air is interrupted, or stopped by one or more of the speech organs such as the vocal cord, tongue, lips and teeth. A vowel and consonant occurring together are termed a syllable. These distinctions are represented in the world’s alphabets by various systems of written symbols, so that most people are familiar with these simple concepts. In phonetics there are more precise terms to describe the nature of the stops, and there are s everal notational systems such as the International Phonetic Alphabet which capture individual phonemes. These international conventions are very useful for distinguishing between the sounds of different languages, or of different speakers using the same language. All of these descriptors of small parts

Usage Involved The Area Of Simple Present English Language Essay

Usage Involved The Area Of Simple Present English Language Essay This report was compiled to examine Simple Present Tense (SPT) use with beginner ESL students, aged 7-10 years old, attending Primary school. Ideally class sizes consist of 5-10 students, all L2 learners. The purpose and structure of SPT is highlighted. SPT differences with other languages and SPT difficulties faced by ESL students are outlined. SPT activities from introductory lessons through to higher proficiency have been discussed. Definition of Simple Present tense: The tense of a verb that expresses action or state in the present time and is used of what occurs or is true at the time of speaking and of what is habitual or characteristic or is always or necessarily true, that is sometimes used to refer to action in the past, and that is sometimes used for future events (Merriam-Webster, 2003, pg.982). These are not so much the meanings of the simple tenses themselves as the meanings which they gain in particular contexts. It is only the tense plus the context which can be said to express a certain temporal or aspectual meaning such as repetition, habit, or generality. The tenses themselves do not carry such specific meanings. If they did, then context would not be necessary for interpreting the time reference of a verb (Pennington, 1988, pg.). Simple Present tense is used to discuss: Repeated actions and express the idea that an action is usual. The action can be a hobby, a daily occurrence, a scheduled event or something that happens regularly e.g. I play soccer. It can also be something a person often forgets or usually does not do e.g. She never goes on holidays. Habitual is a common term used to describe the meaning of this term, which has come under scrutiny. What constitutes habitual action is determined completely by experience, and not at all by language especially not by the tense of the verb (Pennington, 1988, pg.53). Facts or generalisations It indicates that the speaker believes that a fact was true before (past), is true now (present), will be true in the future e.g. Spiders have eight legs and is timeless. It is also used to make generalizations about people or hings e.g. Vanessa is boring (Pennington, 1988, pg.53). Past and Future events Simple present is used to talk about the past or future and is described in a very immediate way, bringing the past or future into the present, including them as part of the present reality of the speaker and the hearer. As pointed out by Brown and Levinson (1978), shifting to the present tense is a way to show deference and positive regard towards the hearer, making a good story which pulls [the hearer] right into the middle of the events being discussed, metaphorically at any rate, thereby increasing their intrinsic interest; (p. 111). (Pennington, 1988, pg.52) http://www.englishpage.com/verbpage/simplepresent.html Structure of Present Simple sentences I base He You form She verb + S We of It They verb (+) Subject + verb + (+) Subject + verbS + (-) Subject + DONT + verb + (-) Subject + DOESNT = verb + (?) DO + subject + verb + (?) DOES + subject + verb + (WH)WH Q + DO + subject + verb +.. (WH) WH Q + DOES + Subject + verb + WHO + verbS WHO + verbS (Singalovski, 2008) Spelling When you add S to the verb you have to pay attention to spelling. 1. think + s 2. catch + es When the verb ends with s, sh, ch, x, z or o we add es. 3. stay + s fry Æ’Â   fries (Singalovski, 2008) Description of differences between English and Korean Korean language is spoken by 60 million people in North and South Korea. With an additional 5 million emigrants speaking the language worldwide in China, Japan, North America, and the former Union of Soviet Socialist Republics (Renaud, 2002, pg.1). The phonetic system, the syntactic structure, and semantics between English and Korean differ so greatly that the transition from one language to the other requires enormous efforts from the learner. More specifically, in relation to simple present tense, Korean learners typically struggle with the following disparities: In English, the word order is SVO (subject-verb-object), while the basic pattern of a Korean sentence is SOV (subject-object-verb). Although Korean has case-marking morphemes to designate the cases of the nouns and shows a more flexible word order, the predicate always comes at the end of a sentence (Cho, 2004, pg.33). In Korean the subject of the sentence is left out if it can be implied by the context, whilst in English, sentences need explicit subjects (Worldlingo, 2011). In Korean language new words are created by combining simple words, without changing their form (agglutinative). Words are created by adding suffixes to the basic part of the word (stem). Suffixes attached to a verb stem indicate things such as verb tense (past, present, or future), verb aspect (complete, repeated, or continuing), and honorification (marking of the relative status of the person addressed to or referred to from the speaker or addressers point of view-an elder, a stranger, a close friend) (Renaud, 2002, pg.4). In English the following third person pronouns are commonly used he, she, it, her, him (singular) and they, them (plural) . In Korean there are two third person pronouns used, male and female; the female form sounds awkward, and is mostly used when translating texts. Korean originally had only one third person pronoun for both genders, meaning it. However it has increasingly been interpreted as a male pronoun used for both genders. Although in recent years the pronoun the female counterpart is slowly gaining ground due to the influence of translations from European languages, it is almost restricted to specific styles of written language, because Korean generally uses subject less or modifier + noun constructions (Worldlingo, 2011). Generally forms used to denote third person in Korean are not separate lexical items, but rather are formed by combining the demonstrative pronouns i = this, ku =that and ce =that (over there), with bound nouns. The deictic use depends on the distance between the referent and the speaker. They indicate respectively, close proximity, middle proximity and distant proximity (Iksop, Ramsey, 200, pg.90,91). In Korean verbs in the present tense do not take -s in the third person singular. Korean learners of English commonly fail to ensure there is subject-verb agreement, by missing inflected endings in writing and speaking (Cho, 2004, pg.33). Many Koreans repeat the question-answer format of Korean negative questions when communicating in English. To the question, Didnt you like it? English speakers answer either, Yes, I did or, No, I didnt, whilst Koreans generally respond either Yes, I didnt like it, or No, I liked it. Native English speakers are generally perplexed by Koreans amalgamation of positive and negative elements of discourse. Korean students also experience fossilization problems when attempting to express conditionals, indirect questions, rhetorical questions and hypothetical statements, as a result of first language interference (Cho, 2004, pg.33). Clearly, the difficulties Korean learners have in learning English are not limited to just Koreans. Students of any nationality may experience difficulties due to language difference, culture gaps, and the discrepancy between their language ability and their overall maturity(Cho, 2004, pg.36). . . Difficulties simple present tense poses to learners Parrott (pg.195, 2010) and Wee (pg.35, 36, 2009) outline the subsequent issues, as characteristic and typical difficulties learners face with simple present tense. Omitting third person s / Omitting auxiliary verbs Errors of omission consist of the omission of compulsory elements in tense or number markers such as the omission of the grammatical morphemes. These include the omission of -s/-es/-ies for the verbs after the third person singular in the simple present tense. The copula be verb is often omitted in the simple present and simple past well as the progressive tenses (WEE, 2009, pg.351). Addition of Unnecessary Elements Unnecessary elements that are present result in errors of addition, for example, the use of redundant tense markers. Students may put -s,-es,-ies markers after the verbs that follow the plural nouns/pronouns in the simple present tense or redundantly put the -ed marker in cases where it is not necessary, for example, cuted, puted (WEE, 2009, pg. 352). Double Marking Double marking occurs when two items are marked for the same feature such as tense, for example, My neighbour doesnt likes Mary. or The thief didnt ran away when I shouted. Students may redundantly add -s, -ed or -ing forms to the verb after a modal which should be followed by the base form of a verb (WEE, 2009, pg. 352). Incorrect tense choice Errors of misformation occur when students choose the wrong forms of the words in place of the right ones. These commonly happen in cases of subject-verb agreement, for example, The men was here last night. The wrong tense may be used, for example, the use of the past tense forms to express present or future time or the use of the present tense forms to refer to past actions (WEE, 2009, pg. 352). Questions and Indirect Speech Students are often confused when they use reported questions or indirect speech resulting in the occurrence of errors of ordering. This means that the correct elements are wrongly sequenced, for example, They asked me where was the girl. Students face a lot of difficulties in using the phrasal verbs and may produce sentences like I pick up her. or I phone up him. (WEE, 2009, pg. 352) Questions and negative forms Errors arise from several possible general sources, namely interlingual errors of interference from the native language, intralingual errors within the target language, the sociolinguistic context of communication, psycholinguistic and cognitive strategies, along with countless affective variables (Brown,1980: 66). Level students are taught simple present tense and through which contexts and topics. Effectively teaching simple present tense verbs to ESL students helps to build a strong foundation for their use of the English language. The simple present tense is usually the first verb tense ESL students are taught (Teaching ESL to Adults). Students learn best when they feel safe yet challenged, when responses are accepted yet extended, and when expectations are realistic yet high. Teachers can assist by teaching explicitly within context and providing varying levels of support as students become increasingly independent and how it changes in different situations (BOS NSW, 2000, pg.8). ESL learners need an explicit, methodical and planned language program that is integrated into their general class work in all key learning areas, and that takes into account their needs and development (BOS, NSW, pg.13). English language teachers have changed, or are changing, from a traditional approach to teaching formal grammar rules to a more communicative approach to teaching how to use grammar meaningfully in context. Communicative approaches to presenting grammar usually include a focus on meaning and use as well as form. Grammar can be taught in many ways there is no best way that suits all grammar points (Gardener, 2008, pg.39). Students are introduced to simple present tense at school (K-6) through numerous curriculum topics English, Human Society and Its Environment (HSIE), Science and Technology. Students use specific text types to practice usage of simple present tense. Each text type uses different language and grammatical features. These features are outlined in Table 1.2. This table indicates primary use of simple present tense in Report writing. In addition, Parrot (2000, pg.190), identifies past narratives and commentaries as other instances in which the simple present tense is also used. Reports and narratives are focus texts (structure, grammar and context) in the English K-6 syllabus. Grammar is used as a tool to help students understand how sentences are structured so that they are meaningful, clear and syntactically accurate (BOS NSW, pg.9). Reports are also commonly used in the following Key Learning Areas (KLAs) HSIE Significant events and people, Cultural Diversity (BOS NSW, 2006) and in Science and Technology Living Things, Earth and Its Surroundings (BOS, 1993, pg.10). The HSIE and Science and Technology syllabus highlight activities that essentially require the use of language. Students use language to pose questions, clarify ideas and communicate understandings (BOS, 1993, pg.27). Describe activities you could use for simple present tense The way in which the verb tenses are introduced can make the structure of the English Language easier for the students to understand. Whereas pre-teen and early teen children learn a language by listening and repeating what they hear, without any need to think about grammar, this facility seems to fade as everyone gets older. The older a student is the more he or she will want to analyze the structure or learn using rules. Unfortunately many rules for the English language have exceptions sometimes many exceptions (Stocker DG, 2011). Activities in a b require more direct, explicit instruction through discussion, modeling and controlled activities. Whilst c requires more implicit instruction and allows students to apply knowledge of tense in meaningful ways, through less controlled activities. Activities are conducted independently, in pairs and as a whole class, using verbal, auditory, visual, written and kinesthetic activities. Activities are implemented across all KLAs in the NSW K-6 curriculum. Introducing simple present Introductory activities- Define simple present tense to students, the structure and forms which it can take (positive, negative, yes/no, questions -wh) and when it is used. Focus on frequency adverbs, spelling and pronunciation. This can be done through discussion, asking questions and modeling. Students are taught as a whole class but also independently asked to give answers. Introductory activities need to be introduced over a series of lessons and each concept is taught independently of the others e.g. positive and negatives not taught with plurals. In between each topic follow up activities presented in b and c can be implemented. Activities Simon Says, Guessing Games What animal am I ?, Verbal Show and Tell, Songs Wonderful Tonight (Eric Clapton) Practicing and consolidating in controlled circumstances Worksheets -unscrambling sentences, cloze passages, short answer questions, changing negatives to positives, changing singular to plural. Such worksheets can be found at http://www.eslprintables.com/printable.asp?id=248248. Writing Report writing using simple present tense, using their prior knowledge of simple present tense and report writing. Teacher discusses structure and language features with students as whole class. Students are given an outline and topic and are able to construct in pairs. Routines students write their daily routines. Directions students give directions to a designated location. GAP Activities Interactive whiteboard Teachers can access interactive whiteboard activities using DET Portal, through TALE. The preceding links provide suitable simple present activities that reinforce initial concepts taught. https://portalsrvs.det.nsw.edu.au/learningobjects/Content/L10347/object/content/index.html https://portalsrvs.det.nsw.edu.au/learningobjects/Content/L10346/object/content/index.html These activities consist of short stories, followed by supporting activities to enforce the concepts being discussed. Lessons can be implemented using a combination of individual or whole class approaches. Freer practice of the aspect of language Interactive computer games- The British Council have designed this language website for K-6 students. It includes interactive games, songs, videos and short stories to assist students in developing an awareness of simple present tense. Each of these activities is supplemented with worksheets and visual arts activities. Activities can be found at the following web address: http://learnenglishkids.britishcouncil.org/en/category/language-focus/grammar-present-simple This website allows students to work at their own pace, requires minimal teacher direction and gives students instant feedback, all whilst learning through an enjoyable medium. There are numerous educational websites, however each should be thoroughly assessed for appropriateness, quality and curriculum standards. Board Games- The preceding websites provide printable board games. http://www.eslhq.com/worksheets/preview_worksheet.php?worksheet_id=26329 http://www.ihbangkok.com/!new/resources/present-simple-board-game.pdf Each game is supported with teacher reference notes. Each game concentrates on a different form of simple present tense. Students work together in small groups of 2 or 3. The questions in the templates can be altered, so that students are answering meaningful questions and to avoid repetition. The aforementioned activities are a small sample of activities that could be used to teach simple present tense. Multiple activities can be sourced from the internet, textbook and colleagues then manipulated and altered to suit the needs of individual students. These activities allow for both informal and formal assessment to take place and allow the teacher to continually evaluate students progress.

Black Widow Spiders :: Biology Biological Spiders Research Spider Essays

Adult black widow spiders have a shiny, black, rounded, circular abdomen and are about 1/3 inch long (about 1-1/2 inches when their legs are spread). Adult spiders have two reddish or yellowish triangles on their bottom which looks like an hourglass marking, and their body color is dark colored usually black or sometimes dark brown. They are usually recognized because of their red or red-orange hourglass design on the bottom of their abdomen. This pattern is changeable and may look like two separated spots. In some spiders there is no pattern on the abdomen. The immature stages of both sexes of the widow spiders have red or red-orange or yellow spots and strips on the top of their abdomen. Females are colored gray or pale brown. Their color gets darker as they get older. The hourglass pattern on the underside of the abdomen forms throughout their development. Male widow spiders are smaller about 1/4 inch long, and they're usually not black in overall color, instead it looks like a light brown or gray. Male widows have an hourglass pattern too. When they are full-grown they have large knob-like shapes called pedipalps, which start from the head. But to females they still look the same. Newly hatched spiderlings are white or a yellowish-white, eventually turning blackish when they get older. Adolescents of both sexes look like the male. Black Widow spiders build loose and uneven mesh-type webs of rough silk in dark places usually outdoors. And build their webs near the ground (sometimes inside of houses) but mainly they build them outside. Black Widows can be found near the ground in dark undisturbed areas. Nest sites are near holes made by small animals, or around construction openings and woodpiles. Also they can be found around low shrubs which are usual sites for widow spiders. Black widows are also found inside in dark undisturbed areas like behind furniture or under desks and in undisturbed basement areas and crawl spaces of homes are areas where black widow nests are. They don't produce a web like the weaving spiders do or the funnel pattern webs that the funnel weaver spider's make. The female lays eggs in silken cocoon sacs about 1/2-inch in width. The sack is a pear shaped, and is a creamy yellow, light gray, or light brown in color. They usually lay about 300 to 400 eggs per sac and have 4 to 9 egg

Analysis of “Eat at My Restaurant †Cash Flow” Essay

Understanding the flow of cash within an organization is critical to knowing the health of an organization. Without this understanding, a business may run into a situation where even though they are profitable, they may not have enough cash on hand to meet their obligations. This paper will look at the case study Eat at My Restaurant – Cash Flow (Gibson, 2013) and will analyze the difference between net cash provided by operating activities and net income and determine which a better indicator of long-term profitability is. It will then provide an analysis of the cash flow ratios for each of the firms contained in the case study. Finally, this paper will conclude with a determination of if one of the companies in the case study has a cash flow problem. Net Cash versus Net Income Net income is derived from the Income Statement, which is based on the accrual method of accounting. Under the accrual method, revenue is recognized when earned and expenses are recognized when incurred. Net cash provided by operating activities uses the cash method of accounting where cash and expenses are recognized when received and paid. For example, under the accrual method, which net income is based on, a company would recognize revenue for services delivered based on the delivery of services instead of when a customer actually pays the invoice for these services. This is an important distinction because from an income perspective, the company will eventually receive that money, the company will not actually have that cash in-hand to pay expenses or make investments until receipt of payment from their customer. This could create a situation where although the company looks profitable, in reality they cannot make their short-term commitments. When considering whether net cash provided by operating activities or net income is a better indicator of long-term profitability, the writer feels that the words â€Å"long-term† are critical to that decision. While net cash is  critical to determine the ability of the organization to meet its immediate requirements, the non-cash factors that are included in the net income calculation portray a more accurate view of the long-term profitability. Also because of the timing differences between when revenue and expenses are recognized, the accrual method behind the net income model will produce visibility that is more accurate. For example, a month that produces low volume of sales and a high volume of receivable could produce a positive cash flow when in reality that low sales volume will negatively affect the subsequent months. This variance wou ld be visible in the net income but would not be visible in net cash. Case Study Company Comparison Yum Brands, Inc. In the two years presented in the case study (2009-2010), Yum Brands, Inc. saw a significant decline in its operating cash flow/current maturities of long-term debt and current notes payable. This indicates that they are less able to meet their current debt obligation. However, when looking at operating cash flow/total debt, there is an increase of 7.3% showing that Yum Brands, Inc. is more able to cover its debt with operating cash. A review of the operating cash flow per share shows an increase of $1.14 showing an improvement in its ability to make capital expense decisions and pay dividends to its shareholders. Finally, Yum Brands, Inc. a .9 increase in operating cash flow/cash dividends. This shows that they are more able to pay dividends with its yearly operating cash. Panera Bread During the same two-year period (2009-2010), Panera Bread did not have any long-term debt mature or have any current notes payable. They did however have 17.27% decrease in their ability to meet their total debt burden with operating cash. Panera Bread did show an increase of $0.74 in operating cash flow per share indicating an improved ability to make capital purchase decisions and pay dividends to its shareholders. Panera Bread did not make any dividend payments in either year. Starbucks In 2009 and 2010, Starbuck also did not have any long-term debt mature or have any current notes payable. However, they did show a 7.94% increase in their operating cash flow/total debt ratio. This indicates an improved ability to cover their total debt with operating cash flow. During this same period, Starbucks had an increase of $0.37 in operating cash flow per share indicating an improved ability to make capital purchase decisions and pay dividends to its shareholders. Although they did not pay any dividends in 2009, they did show an increase of 9.97 in operating cash flow/cash dividends in 2010. This shows that they are more able to pay dividends with yearly operating cash. Cash Flow Woes While Panera Bread does show an increase of 28.5% in net income-including noncontrolling interest, they are only showing an increase of 10.6% in net cash provided by operating activities. This combined with a 17.27% decrease in their operating cash flow/total debt ratio could indicate potential challenges meeting debt. Furthermore, although Panera Bread does show an improvement of $0.74 in operating cash flow per share, they have not issued any dividends. This could indicate that Panera Bread is trying to invest in growth or potentially they are having difficulty meeting cash obligations. For these reasons, the writer believes Panera Bread may be experiencing a cash flow problem; however, a deeper look into their financial statements, balance sheets and cash flow statements over a broader timeframe would be required to assess their true position. Conclusion Net Cash and Net Income are both critical elements allowing a view to the health of an organization. While it is imperative that a business has visibility to the cash available to pay debt, make investments, make capital purchases and pay its shareholders, it is equally important to have visibility to all revenue and expenses. While each tells their own story, in the end it is when used together that they bring the most value. References Gibson, C. H. (2013). Financial Reporting & Analysis. Mason: South-Western Cengage Learning.

Design of Compressed Natural Gas Cylinders

Chapter 2: LITERATURE REVIEW2.1 IntroductionThis chapter [ 2 ] provides a description of the undertaking and an overview of surveies related to laminated force per unit area vas. It surveys the literature covering with the design and research work on different composite stuffs. It besides reviews the laminate analysis in the visible radiation of classical failure theories. Furthermore it tends to cover the impact of multilayered subdivisions of heterogenous stuff along with the fibre orientation on the stress distribution of force per unit area vas. It besides contain process to plan composite force per unit area vas in the visible radiation of old findings in the existing literature. This chapter besides include the methodological analysis to continue on the undertaking and behavior analysis utilizing Matlab a clip tested package.2.2 Project DescriptionThe usage of metal based CNG cylinders are popularly turning with heightening fatal hazards and menaces manifolds. In Pakistan, the usage of metal based CNG cylinder are turning really fast and therefore adding to multifaceted inadvertent hazards due to low quality criterion cylinders and their mishandling. The grounds behind these effects are use of low quality dyer's rocket and expired kits. A careful estimation shows that out of 10 metal CNG cylinders four are at hazard due to chance of blast and fatal accidents in private and public conveyance vehicles. These in fact are going beginning of serious menaces to human life and cultivate the demand to look into and convey frontward an alternate safe solution. For this intent, metal CNG cylinders may necessitate to be replaced and composite or other stuffs may be the best solution. We will research the chance of composite CNG cylinder under this undertaking. This predominating state of affairs in Pakistan emphasiss on the demand to look into the failing of metal based CNG cylinder and come up with an alternate feasible solution non merely stronger plenty than metal based CNG cylinders but besides cut down the hazard of fatal accidents and life menaces to the consumer. In other words, there is a demand to carry on empirical probe that help us to convey and alternate safe and strong beginning of CNG cylinder fabrication based on composite or other stuffs and compare its viability and strength with the bing metal based CNG cylinder. This survey seek to bridge bing spread in CNG cylinder fabrication and propose some feasible solution to get the better of by taking the restraints with an purpose to hold a feasible alternate solution of high strength, environmental friendly composite CNG cylinder. The undertaking attempt to supply a hazard free competitory merchandise. In this respect, we considered Carbon/Epoxy for the most optimized conseque nces with the high facet of strength and high weight decrease of CNG cylinder. For farther betterment optimisation of wall thickness and fiber orientation is besides be done. We will prove each bed of laminated force per unit area vas with the application of Tsai-Hill failure standards. This application will surely assist us to plan a hazard free composite CNG cylinder. The survey will continue with the specific aim enlisted in to following subdivision.2.3 Aims of the surveyThe chief aim of this survey is to look into the failings of bing metal based CNG cylinder and convey up an alternate feasible solution non merely stronger plenty than metal based CNG cylinders but besides cut down the hazard of fatal accidents and life menaces to the consumer. For this intent, we will analyze the emphasis distribution produced in thin wall metal based CNG cylinder in the visible radiation of different finite component analysis packages and place the weak parts. Hoop and longitudinal emphasiss wi ll be calculated by theoretical analysis of thin wall metal cylinder. Keeping in position the penetration obtained from theoretical and finite component analysis mistake computation will be done. As we have standardized standards, the FEA package with the least mistake will be selected for farther proceeding. We will plan a laminated CNG cylinder on the same specification as of bing metal CNG cylinder. We will further optimise the design by optimisation of angle and thickness of laminated force per unit area vas. The Matlab codification will be generated for laminate analysis of composite CNG cylinder. Subsequently on the Matlab computation will be verified by utilizing ANSYS Workbench 15. The consequences of our design for composite CNG cylinder will be justified from bing literature at domestic ( if any ) and international degree. To gauge and analyse the consequence of fibre orientation on stress distribution of composite CNG cylinder, analysis will be run on different fibre angle orientation. Before continuing on the undertaking in systematic mode we will wish to seek penetration from bing literature in the force per unit area vas context.2.4 General Overview of LiteratureThe history of semisynthetic composite stuff is spread over more than 6000 old ages. The earliest semisynthetic composite stuffs were straw and clay combined to organize bricks for edifice building. Fiber-reinforced composite stuffs besides additions popularity ( despite their by and large high cost ) in high-performance merchandises that needs to be lightweight yet strong plenty to take rough lading conditions ( Shaffer,1993 ) . After the gradual development in the field of complexs over clip it was 2006 when a fiber-reinforced complex was introduced for residential every bit good as commercial usage as a non-corrosive option to steel ( Waterman, 2007 ) . A farther development was observed in 2007 wherein a military vehicle named â€Å" Humvee † , the first all-composite military vehicle, was introduced by TPI Composites Inc and Armor Holdings Inc. It was improved in 2008 by uniting C fibre and Kevlar ( five times stronger than steel ) with enhanced thermoset rosins to do military theodolite instances by ECS Composites making 30-percent igniter instances with high strength ( Pamela J, 2009 ) . This lead to a systematic research on the topic affair which is reviewed in the following subdivision.2.5 General Overview of composite force per unit area vasAs stated in the old bomber subdivision that systematic research work on composite force per unit area vass was initiated late that is i.e. In first decennary of the new millenary ( Sheffer, 1993 ; Waterman, 2007 ; Pamela J, 2009 ; and Rayapuri Ashok and Ranjith Kumar, 2013 ) . Therefore there is utmost vestry of cognition on composite force per unit area vas. To the best of our cognition, there are merely a few surveies are available in this country but research work associating to Pakistan is farther pantie or non bing. Wang Yingjun ( 2010 ) conducted a survey in Japan and a finite component theoretical account of C fibre reinforced polymer ( CFRP ) force per unit area vas with aluminium line drive is established by ANSYS finite component package. The component utilized in the survey was Shell-99 ( 4 node ) . The outer fibril lesion fibres were overwrapped by both hoop twist and coiling twist methods. He found that safety was critical because of high working force per unit area which was more than 35MPa. He conducted the inactive analysis of the vas. The burst force per unit area was predicted farther. He found when interior force per unit area increased up to 65MPa, the maximal tensile emphasis of the first CFRP ply reached rupture strength of CFRP. So the force per unit area 65MPa was regarded as the explosion force per unit area. Rayapuri Ashok and Ranjith Kumar ( 2013 ) in their survey discussed design and analysis of multilayer high force per unit area composite vass along with their advantages over single-channel block vas. Using Abaqus FEA package for burst force per unit area analysis of CFRP composite force per unit area vass for assorted fiber orientation angles, they calculated stress concentration on dish-shaped part. They used element type Solid-46 ( 8 node ) and optimized the fibre angle orientation by analysing the fibre helically for assorted orientations such as [ +25 °/-25 ° ] s, [ +35 °/-35 ° ] s, [ +45 °/-45 ° ] s, [ +55 °/-55 ° ] s, [ +65 °/-65 ° ] s, and [ +75 °/-75 ° ] s. For this intent they utilized burst force per unit area of 35MPa along with rules specified in American Society of Mechanical Engineers ( A.S.M.E ) Sec VIII Division 1. The survey found a per centum economy in stuff of 28.48 % utilizing multilayered composite vass in the topographic point of solid walled vas of SA515 Grade 70 steel. They furthered their probe and used multilayered CFRP stuff and saved 91.62 % stuff when compared to SA515 Grade 70 steel stuff vass. The explosion force per unit areas for assorted fiber orientations are predicted utilizing the Tsai-Wu failure standards. The  ± 25 ° fiber orientation angle is obtained as the optimal fibre orientation angle for the composite force per unit area vas subjected to high internal force per unit area burden. B.Vijay Kiran ( 2012 ) developed an analytical theoretical account for anticipation of optimal fiber orientations for given bed thicknesses. He selected fiber volume fraction= 0.65 and= 0.35 which was acceptable to the present composite force per unit area vas working at 3MPa internal force per unit area. He found optimal value of fiber orientation which was  ±55 ° for glass epoxy and  ±65 ° angle for C fibre. From the finite component analysis study the maximal emphasis obtained in each lamina ( for  ±55,  ±65 degrees weaving angle ) was less than the allowable on the job strength. The factor of Safety 3 was taken for the fibre reinforced composite stuff to get the better of material design and fabrication defects. The mean critical buckling force per unit area was obtained from finite element analysis study was 4.0684N/mm2, which was more than the maximal on the job force per unit area 3N/mm2. Comparison of stiffened and unstiffened complex shell was done by both theoretically and analytically techniques and he found that the stiffened cylinder has more clasping opposition than that of the unstiffened one. Javad Marzbanrad ( 2013 ) investigated the design and analysis of high force per unit area composite vass based on â€Å" unit burden method † along with complete structural analysis and rating of weariness life-time were performed utilizing finite element commercial codification ABAQUS. He selected fiber volume fraction= 0.75 and= 0.25 and element Shell-99 ( 8 node ) . He found that the weariness life-time of vas depends on the finite component mesh size, cleft denseness and ratio in an component. K.M.Pandey ( 2014 ) investigated the clasping behaviour of reasonably thin walled filament-wound carbon–epoxy cylinders subjected to hydrostatic force per unit area. A entire 9 figure of composite laminates were considered for finite component analysis. He used Finite component package ANSYS 14.0 and three finite component plan ACOS win, MSC/NASTRAN and MSC/MARC to formalize the consequences. He besides used Element 281 ( 8 node ) to make the finite component theoretical account. The ANSYS shell component theoretical account predicted the buckling force per unit area with 1.5 % divergence from the other three finite component consequences. 2.6 Methodology We in our survey and convey for a alternate solution will analyze the emphasis distribution produced in thin wall metal based CNG cylinder in the visible radiation of different finite component analysis packages and place the weak parts. Hoop and longitudinal emphasiss will be calculated by theoretical analysis of thin wall metal cylinder.Theoretical analysis of bing metal CNG cylinder will besides be conducted in the visible radiation of insight addition from work by P.Beer and Johnson ( 2006 ) . The demand for theoretical analysis emerged as to supply a base for design of composite CNG cylinder. Keeping in position the penetration obtained from theoretical and finite component analysis mistake computation will be done. As we have standard standards the FEA package with the least mistake will be selected for farther proceeding.We will plan a laminated CNG cylinder on the same specification as of bing metal CNG cylinder. We will further optimise the design by optimisation of angle and thickness of laminated force per unit area vas. The Matlab codification will be generated for laminate analysis of composite CNG cylinder. The Matlab computation will be verified by utilizing ANSYS Workbench 15. The consequences of our design for composite CNG cylinder will be justified from bing literature at domestic and international degree. To gauge and analyse the consequence of fibre orientation on stress distribution of composite CNG cylinder, analysis will be run on different fibre angle orientation.2.7 Matlab codification for design of composite force per unit area vasclear all clc % Design of composite force per unit area vas % Properties of C fibre/epoxy with 60 % volume fraction % SI unit system fprintf ( ‘Design Of Composite Pressure Vessel ‘ ) fprintf ( ‘Properties of Carbon Fibre/Epoxy with 60 per centum Volume fraction ‘ ) fprintf ( ‘Modulus of Elasticity in Longitudinal Direction ‘ ) E1=134*10^9 % Pa fprintf ( ‘Modulus of snap in cross way ‘ ) E2=7*10^9 % Pa fprintf ( ‘Shear Modulus ‘ ) G12=4.2*10^9 % Pa fprintf ( ‘ Posion Ratio ‘ ) v12=0.25 fprintf ( ‘ Longitudinal tensile break strength ‘ ) XT=1270e6 % Pa fprintf ( ‘ Transverse tensile break strength ‘ ) YT=42e6 % Pa fprintf ( ‘ Shear Strength ‘ ) Sh=90e6 % Poision Ratio fprintf ( ‘Longitudinal compressive break strength ‘ ) XC=1130e6 % Pa fprintf ( ‘Transverse compressive break strength ‘ ) YC=141e6 % Pa fprintf ( ‘Inner radius of force per unit area vas ‘ ) r=.1335 % m % Inner radius of force per unit area vas fprintf ( ‘Burust force per unit area applied ‘ ) p=75e6 % MPa % Pressure applied fprintf ( ‘Thickness of force per unit area vas ‘ ) t1=0.01182 ; % m % Thickness of force per unit area vas fprintf ( ‘Compliance Matrix ‘ ) S= [ 1/E1 -v12/E1 0 ; -v12/E1 1/E2 0 ; 0 0 1/G12 ] fprintf ( ‘Stiffness Matrix ‘ ) Q=inv ( S ) % Stress computation fprintf ( ‘Stress calculation ‘ ) fprintf ( ‘Sigma-x ‘ ) sigmax= ( p*r ) / ( 2*t1 ) % Longitudinal emphasis ‘ fprintf ( ‘Sigma-y ‘ ) sigmay= ( p*r ) /t1 % Hoop emphasis fprintf ( ‘Txy ‘ ) Txy =0 % Shear emphasis fprintf ( ‘Optimized angle in degree ‘ ) o=54.7 % Optimized angle in grade % Stress computation at merely optimized angle fprintf ( ‘Stress computation at optimized angle ‘ ) fprintf ( ‘Longitudinal emphasis at optimized angle ‘ ) sigma1= ( sigmax* ( cosd ( o ) ^2 ) ) + ( sigmay* ( Sind ( o ) ^2 ) ) % Longitudinal emphasis at optimized angle fprintf ( ‘Transverse emphasis at optimized angle ‘ ) sigma2= ( sigmax*sind ( o ) ^2 ) + ( sigmay*cosd ( o ) ^2 ) % cross emphasis at optimized angle fprintf ( ‘Shear emphasis at optimized angle ‘ ) Taa12= – ( sigmax*sind ( o ) *cosd ( o ) ) + ( sigmay*sind ( o ) *cosd ( o ) ) +Txy* ( cosd ( o ) ^2-sind ( O ) ^2 ) % Shear Stress at Optimized angle S= [ 1/E1 -v12/E1 0 ; -v12/E1 1/E2 0 ; 0 0 1/G12 ] ; Q=inv ( S ) ; fprintf ( ‘Angle orientation ‘ ) Angles= [ 0 90 54.7 54.7 90 0 ] fprintf ( ‘Thickness distribution ‘ ) t= [ 0.59 1.18 4.13 4.13 1.18 0.59 ] *10^-3 h=0 ; n_layers=length ( T ) ; for i=1: n_layers h=h+t ( I ) ; terminal omega ( 1 ) =-h/2 ; omega ( n_layers+1 ) =h/2 ; for i=2: n_layers omega ( I ) =z ( i-1 ) +t ( i-1 ) ; terminal A=zeros ( 3,3 ) ; B=zeros ( 3,3 ) ; D=zeros ( 3,3 ) ; for i=1: n_layers A= A + ( Qbar ( Q, Angles ( I ) ) * ( omega ( i+1 ) – omega ( I ) ) ) ; B= B + ( Qbar ( Q, Angles ( I ) ) * ( omega ( i+1 ) ^2 – omega ( I ) ^2 ) /2 ) ; D= D + ( Qbar ( Q, Angles ( I ) ) * ( omega ( i+1 ) ^3 – omega ( I ) ^3 ) /3 ) ; terminal fprintf ( ‘ABD Matrix ‘ ) ABD= [ A B ; B D ] fprintf ( ‘Forces Calculation ‘ ) NM = 10^3* [ 499 ; 998 ; 500 ; 0 ; 0 ; 0 ] fprintf ( ‘Calculating Initail Strain ‘ ) strainxy = inv ( ABD ) *NM % initial strain + curvatures Qavg=zeros ( 3,3 ) ; fprintf ( ‘Calculating Q-bar for each bed ‘ ) for i=1: n_layers Qavg= Qavg + ( ( Qbar ( Q, Angles ( I ) ) * ( omega ( i+1 ) – omega ( I ) ) ) /h ) ; fprintf ( ‘layer = % vitamin D, z = % 0.1f mm ‘ , I, omega ( i+1 ) *1000 ) Q_bar=Qbar ( Q, Angles ( I ) ) terminal fprintf ( ‘Calculating Q-average ‘ ) Q_avg=Qavg fprintf ( ‘Calculating S-average ‘ ) Savg=inv ( Qavg ) fprintf ( ‘Modulus of snap in x-axis direction ‘ ) Ex=1/Savg ( 1,1 ) fprintf ( ‘Modulus of snap in y-axis direction ‘ ) Ey=1/Savg ( 2,2 ) fprintf ( ‘Shear Modulus ‘ ) Gxy=1/Savg ( 3,3 ) vxy=-Savg ( 1,2 ) *Ex fprintf ( ‘Stress computation for each bed ‘ ) for i=1: n_layers fprintf ( ‘layer = % vitamin D, z = % 0.1f mm ‘ , I, omega ( i+1 ) *1000 ) fprintf ( ‘Strain-xy Produced in the bed ‘ ) strainxyk = strainxy ( 1:3,1:1 ) + omega ( I ) *strainxy ( 4:6,1:1 ) fprintf ( ‘Stress-xy Produced in the bed ‘ ) stressxyk = Qbar ( Q, Angle ( I ) ) *strainxyk stressLT=TM ( Angles ( I ) ) *stressxyk fprintf ( ‘layer = % vitamin D, z = % 0.1f mm ‘ , I, omega ( i+1 ) *1000 ) StrainLT=S*stressLT fprintf ( ‘Longitudinal Strain ‘ ) Strain_Longitudinal=StrainLT ( 1,1 ) % Longitudinal strain fprintf ( ‘Transverse Strain ‘ ) Strain_Transverse=StrainLT ( 2,1 ) % Transverse Strain fprintf ( ‘Longitudinal Stress ‘ ) Stress_Longitudinal=stressLT ( 1,1 ) % Longitudinal Stress fprintf ( ‘Transverse Stress ‘ ) Stress_Transverse=stressLT ( 2,1 ) % Transverse Stress fprintf ( ‘Shear Stress ‘ ) Stress_Shear= stressLT ( 3,1 ) fprintf ( ‘Applying Tsai–Hill standards ‘ ) Alpha= ( stressLT ( 1,1 ) /XT ) ^2- ( stressLT ( 1,1 ) *stressLT ( 2,1 ) /XT^2 ) + ( stressLT ( 2,1 ) /YT^2 ) + ( stressLT ( 3,1 ) /Sh ) ^2 if Alpha & A ; lt ; =1 fprintf ( ‘Ok Layer is safe ‘ ) else fprintf ( ‘Not Ok Layer is non safe ‘ ) terminal terminal2.8 DrumheadThree is a scarceness of literature in this the country of composite stuffs. Most of the literature available on composite force per unit area vas is about optimisation of fiber orientation while major part of it is about Glass fiber wherein the research workers identified the emphasis distribution utilizing different fiber orientation. These surveies found the consequence curtailing weight decrease by about 29 % ( K.M.Pandey, 2014 ; Javad Marzbanrad, 2013 ; and Rayapuri Ashok, 2013 ) . For analysis purpose many of research workers benefited from ANSYS as the finite component analysis package because this to them provides more user friendly interface and extremely elaborate analysis compatibility. They selected Shell-99 and Solid-46 ( 8 node ) as component for more optimized consequences. Their most important findings were that Carbon/Epoxy had provided the highest strength consequences with a comparatively high weight decrease. They conducted their probe at 54.7 ° because they presume that it could supply the most optimized consequences but it may non be allowable practically as referred by B.Vijay Kiran ( 2012 ) . They have besides selected 4 and 8 node elements wherein 16 node component is preferred because of its more precise consequences. The other surveies under reappraisal besides used maximal shear emphasis theory while on the other manus Tsai-Hill failure theory provide more better consequences in multilayered laminate analysis. These surveies besides used Abaqus package which may give less attested consequences when compared to analysis through ANSYS Workbench. We in our survey attempt to get the better of this spread and convey a feasible alternate solution of high strength, environmental friendly composite CNG cylinder.We have utilized Matlab for numerical analysis of laminated force per unit area vas. The merchandise will travel through a battery of trial in order to conform its genuineness and cogency.