Prescription Drug Abuse: a Growing Epidemic in the United States

Prescription Drug Abuse: A Growing Epidemic in the United States Prescription drug abuse and related overdoses are a major public health issue that continues to grow each year. The National Institute on Drug Abuse explains prescription drug abuse as â€Å"the intentional use of a medication without a prescription. † (U. S. Health and Human Services, 2011) Since prescription drugs are legal and readily prescribed to alleviate pain and suffering, it poses a big challenge to control them. Many people, especially younger adults, feel that they are safer than illicit drugs because they can be found in their family medicine cabinet.Over the years, the number of people abusing these drugs has increased significantly. According to the Center of Disease Control (CDC), in 2007 there were â€Å"approximately 27,000 unintentional drug overdose deaths† in the United States. (Centers for Disease Control and Prevention, 2012) The use of prescription drugs continues to be the number on e cause of these overdoses, more than heroin and cocaine combined. As part of the CDC’s study, they reported that over a ten-year period, between 1997 and 2007, the number of milligrams of prescription opioids prescribed per a person increased from 74 milligrams to 369 milligrams.In 2000, pharmacies dispensed 174-million opioid prescriptions and in 2009, it increased to 257 million prescriptions. These are both major contributors to prescription drug abuse and overdoses due to the fact that prescription drugs are so easily available. As a result of this study, the CDC has classified prescription drug abuse as an epidemic. (Executive Office of the President of the United States, 2011) Prescription drug abuse spans across a wide range of populations. The prevalence of prescription drug abuse is higher among men, individuals between the ages of 18-64, non-Hispanic whites, service members, and poor, rural populations.The highest rate of prescription drug abuse is by young adults between the ages of 18-25. (U. S. Health and Human Services, 2011)) Of the individuals who reported non-medical prescription drug abuse, 70 percent reported getting the prescription drugs from a friend or relative, 18 percent reported getting it from one doctor, and less than 5 percent reported buying it from a drug dealer or stranger. (Executive Office of the President of the United States, 2011) Younger adults are at higher risk for overdose because they have a higher tendency to mix prescription drugs with alcohol or other illicit drugs. Multiple studies have revealed associations between prescription drug abuse and higher rates of cigarette smoking, heavy episodic drinking, and marijuana, cocaine, and other illicit drug use among adolescents, young adults, and college students in the United States. † (U. S. Health and Human Services, 2011) This results in numerous emergency room visits for this particular population. Between 2004 and 2009, the number of emergency room visi ts related to non-medical use of prescription drugs nearly doubled. Executive Office of the President of the United States, 2011) Young adults are not the only population of prescription drug abusers that has continued to increase over the years. In 2008, the Department of Defense reported that one in nine active-duty service members reported prescription drug abuse. (Executive Office of the President of the United States, 2011) A study done by the Office of National Drug Control Policy found that â€Å"approximately two million adults age 50 and older used prescription-type drugs non-medically in the past year. (Executive Office of the President of the United States, 2011) As you can see, the prescription drug abuse problem is not limited to a specific population. It effects people throughout their lifetime. Newspaper Article A recent article in the Boston Globe called â€Å"Antidote offers addicts’ families sliver of comfort: Nasal spray credited with reversing more than 1,800 drug overdoses†, talked about the distribution of Naloxone in the community as a way to prevent an overdose. Naloxone is an opiate antidote that can be given to someone who you suspect has overdosed.It can be administered intranasally or by injection. Massachusetts is one of the few states that have implemented a Naloxone distribution program. Beginning in 2006, Massachusetts’s health officials have been distributing Naloxone to individuals who are most likely to witness an overdose such as outreach workers, homeless shelter employees, active drug users and family members. (Canaboy, 2013) The article goes on to talk about the effect the Naloxone programs have had in Massachusetts. In 2010, overdoses were responsible for 738 deaths in Massachusetts, which was twice the number of motor-vehicle deaths. Canaboy, 2013) Studies have showed that the Naloxone programs have had a positive effect in the communities where it is distributed. There were also positive results f ound in a study done in California by two agencies that implemented Overdose Prevention Programs using Naloxone. The rate of overdose deaths was reduced between 27 percent and 46 percent in the communities where Naloxone was distributed in 2009. (Canaboy, 2013) As shown by this article, drug overdoses continue to be a major public health issue in communities throughout Massachusetts.With the help of programs like the Naloxone discussed in this article, there is hope that health officials and communities can work together to fight against it using harm reduction programs in conjunction with other treatment programs. Healthy People 2020 One of the topics for Healthy People 2020 is substance abuse. The goal of this topic is to â€Å"reduce substance abuse to protect the health, safety, and quality of life for all, especially children. † (Healthy People 2020, 2012) Healthy People 2020 reported that 22 million Americans had drug or alcohol problems in 2005 and 95 percent of them w ere not even aware of their problem. Healthy People 2020, 2012) They also reported that 273,000 people who recognized they had a problem with drugs or alcohol were unsuccessful in obtaining treatment. It’s reasons like this that Healthy People 2020 felt that substance abuse was an important topic to focus on for the future. Under the substance abuse topic in Healthy People 2020 there are two specific objectives directly related to prescription drug use. They state the following: â€Å"objective SA-12 reduce drug-induced deaths† and â€Å"SA-19 reduce the past-year nonmedical use of prescription drugs. (Healthy People 2020, 2012) Both these objectives are directly related to the issues discussed in the Boston Globe article and other initiatives that the Federal Government has outlined as part of their plan. Nursing Diagnosis One of the NANDA diagnoses that relates to prescription drug abuse and overdoses is Ineffective Community Self-Health Management. Carpenito-Moyet describes this diagnosis as â€Å"a pattern in which the community experiences or is at high risk to experience difficulty integrating a program for prevention/treatment of illness and the sequelae of illness and reduction of risk situations. † (p. 28) This can be related to the Naloxone program discussed in the Boston Globe article and other treatment services in general. The article talks about how there are only a few states that have been willing to implement the Naloxone program. The Center for Disease Control (CDC) released a report on â€Å"Prescription Drug Overdoses – a U. S. Epidemic† which talked about the National agenda to combat prescription drug abuse. In the report, it talked about how the public health approach needs to include both secondary and tertiary prevention programs such as the Naloxone program discussed in the Boston Globe article. Executive Office of the President of the United States, 2011) There are current programs out there but in dividuals are not successful in accessing them for one reason or another. The CDC’s report discussed the need to remove barriers to make treatment programs more accessible in the communities. The report stated, â€Å"Office-based care can be less stigmatizing and more accessible to all patients, especially those residing in rural areas. † (Centers for Disease Control and Prevention, 2012) Another NANDA diagnosis that is related to prescription drug abuse and overdose is deficient knowledge.This is defined by Carpenito-Moyet as, â€Å"the state in which an individual or group experiences a deficiency in cognitive knowledge or psychomotor skills concerning the condition or treatment plan. † (p. 269) This is directly related to the prescription drug abuse and overdose problem in a number of ways. It applies to the individuals who are actively using drugs, the prescribers who are prescribing the drugs to individuals, and the community in general. The Office of Natio nal Drug Control Policy developed a plan to combat the prescription drug problem.In their report, Epidemic: Responding to America’s Prescription Drug Abuse Crisis, they developed four major areas of focus, the first being education. The report stated that â€Å"A crucial first step in tackling the problem of prescription drug abuse is to education parents, youth, and patients about the dangers of abusing prescription drugs while requiring prescribers to receive training in the safe and appropriate use of these drugs. † (Executive Office of the President of the United States, 2011)Educating individuals about the dangers of prescription drugs is just as important or even more important than illicit drugs. People feel that prescription drugs aren’t as bad because a doctor prescribes them. Education is also required for family members and community members to be able to recognize the signs and symptoms of drug abuse or an overdose. The Boston Globe article talks abo ut how part of the Naloxone program is to educate whomever it is getting the Naloxone how to recognize an overdose. It’s important for them to know what signs to look for. ConclusionAs evidence by the Boston Globe article and multiple reports put out by the federal government and different state agencies, prescription drug abuse is a major public health issue that needs to be addressed. It needs to be addressed at all levels, starting with the federal government’s drug policies and working down to the individuals who are abusing drugs. The population of individuals abusing prescription drugs varies for different reasons. There needs to be more treatment and prevention programs available to the different populations that address the specific needs of each.There are current programs established, like the Naloxone, that are shown to work. We need to keep moving in the right direction to implement and grow these types of programs in order to succeed in reducing the prescri ption drug abuse problem in the United States. Works Cited Canaboy, C. (2013, March 2). Antidote offers addicts' families sliver of comfort: Nasal spray credited with reversing more than 1,800 drug overdoses. Boston Globe , p. A. 1. Carpenito-Moyet, L. (2008). Handbook of Nursing Diagnosis (12th ed. ).Philadelphia, PA: Lippincott Williams & Wilkins. Centers for Disease Control and Prevention. (2012, January 13). CDC Grand Rounds: Prescription Drug Overdoses — a U. S. Epidemic:. Retrieved March 3, 2013, from Centers for Disease Control and Prevention: http://www. cdc. gov/mmwr/preview/mmwrhtml/mm6101a3. htm Executive Office of the President of the United States. (2011, April). Prescription Drug Abuse | The White House:. Retrieved March 3, 2013, from The White House: http://www. whitehouse. gov/ondcp/prescription-drug-abuse Healthy People 2020. 2012, September 6). Substance Abuse – Healthy People:. (U. S. Health and Human Services) Retrieved March 3, 2013, from Healthy P eople 2020: http://www. healthypeople. gov/2020/topicsobjectives2020/overview. aspx? topicid=40 Lankenau, S. E. , Wagner, K. D. , Silva, K. , Kecojevic, A. , Iverson, E. , McNeely, M. , et al. (2012). Injection Drug Users Trained by Overdose Prevention Programs: Responses to Witnessed Overdoses. Journal of Community Health , 38, 133-141. Stanhope, RN, DSN, FAAN, M. , & Lancaster, RN, Ph. D, FAAN, J. (2012).Public Health Nursing: Population-Centered Health Care in the Community (8th ed. ). Maryland Heights, MS: Elsevier, Inc. U. S. Health and Human Services. (2011, December). Prescription Drug Abuse. Retrieved March 3, 2013, from National Institute on Drug Abuse: http://www. drugabuse. gov/publications/topics-in-brief/prescription-drug-abuse U. S. Health and Human Services. (2011, October). Prescription Drugs: Abuse and Addiction. Retrieved March 3, 2013, from National Institute of Health: http://www. drugabuse. gov/publications/research-reports/prescription-drugs

Braveheart -Movie vs. Real Life Essay

This Essay is about the differences in the movie BraveHeart vs. accual events in the life of William Wallace(AKA BraveHeart) a Scottish peasant and freedom fighter fighting for his country’s freedom from the unfair rule of the English King Edward II(Longshanks). It goes over differences such as the battle of Stirling Bridge and when and how Hollywood came into play. This essay was assigned in my history class after watching the movie BraveHeart and reading about the life of William Wallace in our text books. The idea was to learn about his fight for freedom†¦. Braveheart -Movie vs. Real Life The name Braveheart refers to a Scottish peasant named William Wallace whom which fought for Scotland’s freedom against the English King, Longshanks (Edward II). There is little true knowledge known about William Wallace, and what is known is questionable. Recently there was a movie made about the life of William Wallace, which was titled Braveheart. Overall, the movie portrayed a very clear picture of William Wallace’s life, but there were also some things that happened in the movie that were fiction. Such as there wasn’t a bridge at the battle of Stirling Bridge, the relationship between the Princess and William Wallace, and the Hollywood stuff in the movie. In this essay I will talk about these ways in which I feel that some of the movie was fictional. The first thing is the battle of Stirling Bridge. In real life, the battle took place on a bridge. In the movie, however the battle took place on a large grassy battlefield. The Scottish were quite quick to attack the English who were trying to assemble on the other side of the bridge. That was the way the Scottish won in the actual battle. However in the movie, the Scottish just got lucky and won the highly outnumbered battle. This is probably the most noticeable piece of history poorly portrayed in the movie. The second is the relationship that William Wallace had with the Princess of England. This is ridiculous for several reasons. First, a royal princess would most likely never touch a dirty, Scottish peasant; forget having a  serious relationship with him. And second the princess would have only been about 6 or 7 years old when this situation would’ve taken place. So that is another thing that was quite fictional in Braveheart. The last difference that I want to point out is that there were a lot of little things that I think didn’t happen in real life, and were used because it was a Hollywood movie. An example is that when they were in battle all of the Scottish mooned the English. It is possible because of their ancestor’s, the Kilts, fighting style, but it still seems unlikely to me. Also there is the way that William Wallace killed the Scottish Nobles. He just charged on his horse into their bedrooms in the middle of the night and slit their throats. Things like that probably didn’t happen at all. So in conclusion, Braveheart was a quite informative and entertaining movie that showed a good idea of the life of William Wallace. However there were several things such as there wasn’t a bridge at the battle of Stirling Bridge, the relationship between the Princess and William Wallace, and the Hollywood stuff in the movie, that made the movie less factual than possible. No matter what it was still a good movie, and I would recommend it to somebody wanting to learn about Scotland’s past andor the life of William Wallace.

Midterm - HIST Essay Example | Topics and Well Written Essays - 500 words - 1

Midterm - HIST - Essay Example The meeting took place at Versailles on May 5, 1789.1 The success of the goal was the creation of a national assembly. As a result, it was a success as the event laid a foundation for the creation of a new constitution. Secondly, the revolts led to various changes in France. The revolts broke out in the name of saving the third state from Louis XVI. Later, the revolts engaged in addressing the ineffective land holding system. In addition, the revolts led to fear among the citizens and many-formed militia fearing attack from foreign troops.2 However, the fear created helped in influencing the national assembly in instituting crucial reforms. The nobility passed momentous reforms in the national assembly. For example, the assembly passed a declaration of the rights of man.3 Consequently, there was spread of liberal believes in the country. For example, there was access to public office, end of exemptions from taxation, and the people were allowed take part in making of laws.4 Moreover, there was a guarantee in the freedom of speech and the press. Moreover, the march to Versailles was instrumental. The march resulted from king failure to return to Paris he was against changes. The march largely comprised of women. The march forced the king to accept new decree by the national assembly.5 The king returned to Paris and feudalism was abolished as well as Declaration of rights.6 The other significant issue was the process of overcoming the enemies of the revolution. The effect was setting of revolutionary courts for trying the enemies of the revolution. This came to be known as the Reign of terror.7 The consequence was a creation of more space for the church as they were given place to reopen. Moreover, there was a passage of a new constitution and the establishment of a national legislative assembly. The other significant step was the coup d’Ã ©tat. A general known as Napoleon Bonaparte led the coup. The revolution was as a result, of

International Business Master Case Study Example | Topics and Well Written Essays - 1250 words

International Business Master - Case Study Example Customers are not just people outside a corporation. It can be the people at the upper crust of an organization, or the employees. In fact, Mountain Equipment Co-op's customers are also the members (part-owners) of the co-op. Since the market for the co-op's products is unique, it needs to ensure quality, which increase value of the product for the customer. Therefore, the co-op uses extreme care to select its range of products to be manufactured. It wants the suppliers to provide products that are both functional and durable. Furthermore, the co-op offers a lifetime guarantee of its products to make the customers feel that the maintenance of the equipment is the duty of Mountain Equipment Co-op. This increases value for the customer because the customer no longer has to worry about the cost of repair of the equipment. Furthermore, the co-op also offers its members to trade their equipment online or through attending a seasonal trade session (n.d.). Moreover, the co-op values human r ights and business practices in the light of ethics. It continuously strives to protect human rights by inspecting factories where its products are manufactured. Inspection involves working conditions, worker benefits, and worker pay. Since the customers really value fair business, the co-op utilizes this opportunity to satisfy its members by giving a portion of their sales revenue to human rights groups. The co-op also uses an environmentally safe heating and air-conditioning system at its Ottawa outlet, indicating the co-op growing concerns about the environment. Moreover, the co-op continues to provide exceptional service to its customers through training. As mentioned before, this is a unique market and new outdoor freaks might not know how to use the equipment. This is an added value for the product because the customer knows that training would be provided to utilize the product to its fullest. The co-op is also using support activities to increase its member tally and revenue . For example, the co-op is constantly monitoring latest technology in the industry to develop the most advanced products, high quality products, and environmentally safe products. The most important value activity which the co-op uses is the power of its members to have a say in the co-op's operations and running. The co-op has 2.5 million members who are part-owners of the company, and have a say at the company's meeting. This activity attracts potential members and customers, and they can run the co-op according to what satisfies their needs. Q2: What is the co-op's generic strategy Describe it. Mountain Equipment Co-op generic strategy is the cost strategy. Mountain Equipment Co-op aims to achieve growth through a series of cost cutting measures and cost reductions. Firstly, Mountain Equipment Co-op has a loyal customer base, and they use this strong factor to bargain for reasonable prices from suppliers. Due to the high bargaining power of the co-op, suppliers have to give in. Furthermore, the mountain co-op has a small workforce. It strives to keep a small workforce through the concept of self-service at its outlets. This way, even the limited number of employees is happy because the co-op

Tobacco Use on Adults Essay Example | Topics and Well Written Essays - 2500 words

Tobacco Use on Adults - Essay Example Almost one in four adults in the United States still smokes cigarettes, particularly in the underserved population (Kovner & Knickman, 2011). The success of the programs in Minnesota and Massachusetts can be adapted to help minimize the effect of tobacco use in California. Smoking is the main reason for the development of cardiovascular disease and the leading cause of preventable death and disability in the United States (Vaid et al., 2014). Tobacco use is accountable for more than 480,000 deaths annually in the United States, including a projected 41,000 deaths from secondhand smoke contact (CDC, 2012). Each state in the country has its tobacco cessation programs that aim to promote population health, in the case of Massachusetts and Minnesota; both have been successful in curtailing the prevalence of tobacco use in their community. The purpose of this paper is to identify two present smoking advocacy programs and the characteristics that led to their success. Another purpose of this study is to create a new program for the state of California that utilizes the strengths of the two existing programs that were analyzed. In 2002, the state of Massachusetts created a tobacco cessation program called Quitworks, a smoking referral program that integrates with healthcare organizations, primary care providers, and patients of the state’s smoking cessation quit line. All health plans in Massachusetts collaborate with Quitworks, and in return, Quitworks provides feedback by reporting to each organization and primary care provider. There were an estimated 340 health organizations and primary providers that used Quitworks for eight years after the launching program was launched (Warner, Land, Rodgers, & Keithly, 2012). There are several attributes that led to the success of QuitWorks, including: Provision of Nicotine Replacement Therapy (NRT). In a study by the Tobacco Control, smokers are more likely to quit when they are provided with behavioral and

Losing weight Research Paper Example | Topics and Well Written Essays - 500 words

Losing weight - Research Paper Example In order to change these complex behaviors, two of the psychologists named Prochaska and DiClemente have worked upon the Stages of Change Model. Through this five-step change model, we discover the changing of the habit in the context of losing weight. Five Stage Change Model The change model given by the psychologists consists of the five steps. They include: Pre-contemplation With regards to changing the habit of losing weight, precontemplation is the first stage which counts towards the initiation of the attempts of eliminating the habit of losing weight effectively. During this stage, the individual continues to receive responses and ideas from other people in their surroundings regarding the things that they are required to change in them. However, they start to give a negative reaction and a bad response towards all these indications by the people. This is because they are currently satisfied with their bad habit of losing weight and staying malnutrition since long. But, if in this stage they listen to others’ responses, this might prove to be useful and beneficial for them (Moser, online). Contemplation During the second stage of changing the habit of losing weight, the individuals are involved in a process of active thinking regarding giving up the idea of losing weight. In this phase, they need to alter their own and others’ ideas into the firmly held beliefs.

Autism Essay Example | Topics and Well Written Essays - 2000 words

Autism - Essay Example This paper approves that parents need to know this as they start seeking treatments. They need to be reminded of it as treatment proceeds. Part of any treatment's success is recognizing what the child has accomplished. Parents also need to learn when to give their child's teacher a pat on the back when a job has been done well, even if there is still work to do. Likewise, parents sometimes need a pat on the back from teachers; it is parents who reinforce and round out what is learned in school and treatment. Finally, parents need to pat one another on the back once in a while; autism treatment is a Sisyphean struggle. It can help to remind one another how the cup is half full, not half empty. There will always be things that the child brings to his own treatment: a big part of treatment response is the result of which treatments are given. This paper makes a conclusion that every child is educationally and biologically unique and will need something slightly different. The challenge is to understand the range of differences that make up what are called the autistic spectrum disorders and then to understand the individual differences that can be described in terms of slightly different profiles of strengths and weaknesses. The design of truly individual treatment plans that exploit strengths and compensate for weaknesses begins with a detailed understanding of how learning is different for children with autism than for those without autism and how learning is different among different children with autism.

Turkey Syria Relations Since 1998 Research Paper

Turkey Syria Relations Since 1998 - Research Paper Example The relation in general remained undulating with both countries involved in sabotage and terror activities. The base of this relation was laid with the joining of Hatay Province from Syria to Turkey after referendum under the French mandate in 1939 (Federal Research Division 120). It caused serious anger and revolt in Syrians and this hatred lead to deterioration of relations after the Syrian independence. The relations are made more complicated with each representing different blocks of Islamic sects; Sunni and Shia blocks. The Arabs along with Turkey consist of Sunni majority whereas; Iran and Syria represent the Shia block. Each block is backed by group of countries and strong ties among people are maintained with Islam being the pillar. The relations, however, took new turn in 1998 and a limited period of golden era soon followed. 2. Adana Agreement Adana Agreement was signed in October 1998 and it gave way to efforts for increased cooperation and dialogue among the two countries (Khalilzad, Lesser, and Larrabee 33). Under this agreement, security meetings, hotline, exchange of high level security officials as well as diplomatic missions started. The events that lead to this agreement however, must be discussed to give perspective and insight into current state. 2.1 PKK / Kurdish Nationalist Party Kurds are mainly in the eastern part of Turkey, northern part of Syria and Iraq as well. The total Kurdish population amounts to 22.6 million (Aras 93). They are regarded as ethnic minority but started separatist movement against Turkey in the 1970s. Kemal Ataturk gave very strong fundamentals on which Turkey nationalism is based on. Turks are therefore, extremely rigid on any change in these fundamentals which include one nationality, language and exclusion of religion from governance. These principles by Kemal Ataturk led to the exclusion of Kurds from Turkish society (Sayyid 66). Their language not being Turkish and refusal to abide by Turkish laws for seculari sm lead to evolution of Kurdish opposition groups and hence the formation of PKK. Kurds are known as the largest ethnic minority and they demand separate land to practice their language, traditions and customs. Kurdish language was banned from schools in Turkey and checks were imposed on public use of this language. Bans were even imposed to restrict distribution of Kurdish songs by 1983 (Yildiz and Breau 11). PKK under these circumstances gained attention among Kurds in Syria and Iraq as well. The movement slowly gained momentum and attacks against Turkish military and state security departments started. Kurdish identity was accepted to some extend in 1991 under Prime Minister Turgut Ozal’s government. The ban on Kurdish language was removed, but its wide public use was still restricted (Eickelman and Anderson 192). 2.2 Syrian Support for PKK The shared border area between the two countries is mainly Kurdish majority area. This shared area provided a buffer for the Syrian go vernemnt to support Kurdish movement. Safe havens were provided to Kurdish chain of command along with military support including training camps in the 80s and 90s (Larrabee 14). The issue was recognised by Syria as an opportunity to politicise and form basis to start terror activities agaisnt Turkey. Military support provided to Kurds escalated the issue and isolated attacks on Turkish Military and state security increased particularly in this Kurd majority area. 2.3 Syrian Double Role Security

Psychoanalytic Film Theory Essay Example | Topics and Well Written Essays - 2250 words

Psychoanalytic Film Theory - Essay Example Using Lacanian and Freudian psychoanalytic terms, Mulvey examined how women are portrayed in cinema, as she analyzes the â€Å"male gaze† and its aspects of pleasure and nonpleasure (309). Mulvey's essay can be asserted as a historical document, due to her examinations of the pleasurable and controlling dimensions of â€Å"vision† that several disciplines studied before her and extended after her work. She argued that the â€Å"unconscious† of the patriarchal system has projected itself unto the film narrative. The male gaze had perilously affected the discourse between the dominant and dominated sectors of society, where political binaries of man/woman and active/passive are present. This paper will discuss the reasons why feminist film scholars adopted psychoanalytic film theory. It will also use feminist psychoanalytic spectatorship theory in studying Hitchcock’s Rear Window (1959). Feminist scholars adopted the psychoanalytic film theory, because the l atter aims to examine and depict gender identity using cultural, instead of biological, concepts that are present in films, so that the exclusion of women in dominant film discourses can be identified and dismantled for purposes of political empowerment by breaking the domination of the male gaze and reversing spectatorship from male to female gazing. Rear Window (1959) depicts scopophilia through sexual stimulations of visual pleasures and narcissism, and its pervasive use of the sexual objectification of women, where the film sees them as sources of both pleasure and nonpleasure. Psychoanalytic film theory Feminist film scholars, during the 1970s, were interested in analyzing the diverse forms of gender oppressions that relegated them to a â€Å"secondary† social and political status (Kaplan 1238). Their takeoff was the â€Å"cultural,† and not the biological, aspect of negative female experiences, where cultural semiotic systems present relationships in how women ar e seen and consumed in films and in societies where they live in. These scholars noted that the â€Å"objectification† of women, which limited their desires and objectives, could be the root cause of their oppressed conditions in real and reel life. Spectatorship theory asserts that the spectator generally refers to the male spectator, who wants to see and â€Å"control† women, because of the visual pleasures that the feminine form can provide (Sherwin 174). Psychoanalysis broadens spectatorship theory by unlocking the unconscious impulses that drive the male gaze (Mulvey 305). Thus, it could be seen that ideological feminism has strongly driven psychoanalytic film theory (Kaplan 1238). The primary appeal of psychoanalysis is that it presented a concrete framework for understanding preexisting conventions of women from the patriarchal perspective (Mulvey 305). It is a fitting theoretical framework for the budding feminist film theory, which still needs conceptual found ations. Freud and Lacan, in particular, provided terms and processes that can help explain how the male unconscious embeds itself unto society through its dominating gaze (Mulvey 305). The â€Å"erotic† processes of â€Å"seeing† have a direct impact on consuming the female form, and they also have implications on how women are portrayed in narrative films (Mulvey 305). Lacanian theory argues that films present a â€Å"mirror image† that underlies symbolic infrastructures (McGowan 28). The â€Å"gaze† represents the male â€Å"imaginary† and this imaginary builds the illusions of pleasures and nonpleasures (McGowan 28).

Drinking Age Essay Example for Free

Drinking Age Essay The drinking age was moved from 18 to 21 for a reason. The higher drinking age of 21 has saved many lives, helped reduce the amount of underage drinking, and therefore should not be lowered. Many studies from a large variety of sources have proven higher drinking ages have a positive effect on society. Alcohol is harmful to the development of younger people. Research has shown that an adult is less likely to binge drink (have five or more drinks in a row). According to statistics from the National Institute on Alcohol Abuse and Alcoholism, teens become intoxicated twice as fast as adults. Because the teens get drunk faster they are less likely to know when to stop and to go past their limit, causing harm to themselves and others. The Human brain continues to develop after adolescence and into our 20’s. According to a study on the neurocognitive effects of alcohol on adolescents and college students, drinking is harmful to the brain. Since the brains of all people under 21 are still developing, and most are in college, alcohol can prove very detrimental to the development of their brain and can harm their studies, and thus their futures. Underage drinking also largely contributes to many social problems include those such as: impaired driving, fighting, sexual activity, and smoking (Pediatrics 2006; 119:76-85). People have proposed that a 40 hour educational course should entitle people under 21 to drink. Research shows that educating youth drivers does not prevent youth crashes, however restrictions such as a limitation on the amount of passengers a youth driver can have, and curfews do help restrict the amount of youth crashes. The same philosophy applies to drinking. Educating young people about drinking responsibly, and the damage that drinking can do will not prevent alcohol related incidents, or underage â€Å"binge† drinking, but restrictions like the current laws will help prevent these (National Institutes of Health , â€Å"Fact Sheet: Underage Drinking†). Alcohol has a direct effect on the amount of car crashes and crime levels around the world. Studies show that since the legal age was change from 18 to 21 the number of vehicle related accidents has  dropped 16 percent (U.S. Department of Health and Human Services). Other studies have shown that since the legal drinking age was raised over 25,000 live were saved (European School Survey Project on Alcohol and Other Drugs). Many European countries have lower drinking ages, and many people say that their system is better. Since alcohol is more readily available in these nations there are more underage drinkers than other countries where alcohol is more limited. Studies have also shown that alcohol cause more problems in Europe than America (DiClemente, Ralph J.:Pediatrics 107). These issues include underage drunkenness, injury, rape, and school problems. â€Å"The concept that a person becomes a full adult at age 21 dates back centuries in English common law; 21 was the age at which a person could, among other things, vote and become a knight. Since a person was an official adult at age 21, it seemed to make sense that they could drink then, too† (Ethan Trex: http://www.mentalfloss.com /article/19437/why-drinking-age-21). Certain European nations and states allow drinking with a parent’s consent or drinking in the privacy of the home. Many people claim that this helps reduce underage binge drinking by introducing youths to alcohol at an earlier age in a controlled environment. Research has shown that this is not true (Fell, James: Debating Reform), because the youths feel they have their parent’s permission to drink they are more likely to believe it is okay for them to drink in situations outside the home, which can lead to intoxicated driving, and other harmful acts. Some argument for lowering the drinking age claim that alcohol is more enticing to youths when they can’t have it, and if the legal age was lowered there would be less underage drinking problems. Studies and history have proven this wrong (Fell, James: Debating Reform). Before the drinking age was raised in the U.S. there was a larger underage drinking problem, and over twice as many fatal alcohol related accidents as today. Sources: European School Survey Project on Alcohol and Other Drugs. DiClemente, Ralph J. et al â€Å"Parental Monitoring: Association With Adolescents Risk Behaviors† Pediatrics 107: 6 June 2001, 1363-1368 Fell, James. From â€Å"Chapter 2: Federalism: Resolved, the Federal Government should restore each State’s freedom to set its drinking age.† in Ellis, Richard and Nelson, Michael (eds.) Debating Reform. CQPress Publishers, Fall 2009. Fell, J.; â€Å"Minimum Legal Drinking Age Policy Knowledge Asset,† website created by the Robert Wood Johnson Foundations Substance Abuse Policy Research Program; March 2009. Fell, James C. National Highway Traffic Safety Administration, Oct. 2008 â€Å"An Examination of the Criticisms of the Minimum Legal Drinking Age 21 Laws in the United States from a Traffic-Safety Perspective† National Highway Traffic Safety Administration, National Center for Statistics and Analysis â€Å"Lives Saved in 2007 by Restraint Use and Minimum Drinking Age Laws† DOT HS 811 049 A Brief Statistical Summary November 2008. National Institutes of Health, â€Å"Fact Sh eet: Underage Drinking† National Institutes of Health, â€Å"Fact Sheet: Alcohol-related Traffic Deaths† National Institutes of Health, National Institute on Alcohol Abuse and Alcoholism, Statistics on Underage Drinking National Institutes of Health, National Institute on Alcohol Abuse and Alcoholism, â€Å"Research Findings on Underage Drinking and the Minimum Legal Drinking Age† National Institutes of Health, Alcohol Policy Information System â€Å"The 1984 National Minimum Drinking Age Act† Shults, Ruth A., Elder, Randy W., Sleet, David A., Nichols, James L., Alao, Mary O. Carande-Kulis, Vilma G., Zaza, Stephanie, Sosin, Daniel M., Thompson, Robert S., and the Task Force on Community Preventive Services. â€Å"Reviews of Evidence Regarding Interventions to Reduce Alcohol-Impaired Driving.† Am J Prev Med 2001;21(4S). U.S. Department of Health and Human Services, The Surgeon General’s Call to Action to Prevent and Reduce Underage Drinking 20 07. Zeigler DW, Wang CC, Yoast RA, Dickinson BD, Mccaffree MA, Robinowitz CB, et al. The Neurocognitive Effects of Alcohol on Adolescents and College Students. Prev Med 2005 Jan;40(1):23-32. http://www.indiana.edu/~engs/articles/cqoped.html

Spastic Diplegic Cerebral Palsy Health And Social Care Essay

Spastic Diplegic Cerebral Palsy Health And Social Care Essay Cerebral Palsy is a common neuro developmental disorder of childhood with prevalence is about 2 per 1000 births in industrial nations [Pameth et al, 1981] and 3 per 100 live births WHO 1999] It is defined as a permanent, non progressive defect or lesion present at birth or shortly thereafter. Cerebral refers to brain and palsy refers to lack of motor control. The childs co ordination of movement is affected, making it difficult or impossible to practice and perfect skills of daily life. Traditionally prenatal etiology, prematurity, total growth retardation, perinatal asphyxia and other perinatal causes like trauma have all been implicated as risk factors for cerebral palsy. (National collaborative perinatal project NCPP data). Cerebral Palsy (CP) is classified clinically in terms of the part of the body involved,eg., hemiplegia, diplegia, quadraplegia and by the clinical perceptions of tone and involuntary movement., eg., Spasti , athetoid , ataxic [ Roberta B.Shepherd 1995] 1.2 SPASTIC DIPLEGIC CEREBRAL PALSY Spasticity affects approximately 75% of all patients with cerebral palsy and when characterized by body part. Diplegia is the most commonest type. These disorders are due to faulty development damage or to motor area in the brain which disrupt the brains ability to adequately control movement and posture. Tends to affect the legs of a patient more than the arms.Spastic Diplegia cerebral palsy patients have more extremity than the upper extremity.This allows most people with spastic diplegia cerebral palsy to eventually walk. The gait of a person with spastic Diplegia cerebral palsy is typically characterized by a crouched gait. Toe walking and fixed knees are common attributes. Spasticity is a motor disorder characterized by a velocity dependent increase in tonic stretch reflexes (muscle tone) with exaggerated tendon jerks , resulting from hyper excitability of the stretch reflex [ Lance 1980]. Contracture is a loss of passive range of motion assessed by measuring maximum passive joint excursion [Horsley et al 2007, Harvey et al 2006]. Spasticity can lead to contracture [Farmer and James 2001, Tardien et al 1982] and both spastcicty and contracture can limit activity [Boyd and Ada 2008, Hoffler et al 1987]. Two approaches used for the treatment of children with physical disabilities are advanced physiotherapy treatment called Neuro developmental therapy (NDT) and muscle energy technique (MET). The aim of Neuro development therapy is through specialized techniques of handling, to give children with cerebral palsy the experience of a greater variety of co ordinated movement patterns where as muscle energy technique functions by relaxing acute muscle spasm mobilizing the restricted soft tissue and toning the weakened musculatures. 1.3 NEED OF THE STUDY: Since spasticity in the muscles affects the functional gait pattern and decreases the childs ambulatory independency, therefore the need for the study is to evaluate the effectiveness of neuro developmental therapy with muscle energy technique for lower extremity to improve functional ability in children with spastic diplegic cerebral palsy. 1.4 STATEMENT OF THE PROBLEM: Effectiveness of Neuro Developmental Therapy with muscle energy technique for lower extremity to improve the functional ability in children with spastic diplegic cerebral palsy. 1.5 OBJECTIVE: Treatment of children using neuro developmental therapy Treatment of children using muscle energy technique. Compare and contrast Neuro Developmental Therapy in relation to muscle energy Technique. To determine the effects of Neuro Developmental Therapy and muscle energy technique that improves the functional ability in children with spastic diplegic cerebral palsy. 1.6 HYPOTHESIS: The null hypothesis upon which the study is designed can be stated as there is no significant improvement in functional ability in children with spastic diplegic cerebral palsy by the application of NDT MET. 2. REVIEW OF LITERATURE Rosenbaum palsy[2003]-Defines cerebral palsy as an umbrella term covering a group of non progressive, but after changing motor impairment syndromes secondary to lesions or anomalies of the brain arising in the early stages of development. He is saying that cerebral palsy refers to a group of disabilities that will not self correct, which affects children while very strong and that disrupt the childs movement ability in connection with brain function. Baxm,Goldstein,et al.,(2005) defined cerebral palsy as a group of disorders that affect the development of movement and posture, causing activity limitation, and are attributed to non progressive disturbances that occurred in the developing fetal or infant born. Becker Jg-stated that spastic paresis is characterized by a posture-and movement dependent tone regulation disorder. The clinical symptoms are the loss or absence of tone in lying, and increases in tone in sitting, standing, walking, or running, depending on the degree of involvement, spastic paresis is the most common motor disorder (83%). Janstephan Tecklin (2008)-stated that the child with classic spastic diplegia will typically demonstrate hypotonia through the neck and trunk while having increased stiffness in both legs. Bernard Dan (2001)-stated that spastic diplegia characterized by limb hypertonia, which is more marked distally, predominates the lower limbs and increases active mobilization, hyperactive jerks, extensor plantar responses and varying degree of trunk hypotonia. Felters-1(Phy Therapy 1996)-Did a study on the effects of Neuro Developmental Therapy versus practice on reaching of children with spastic cerebral palsy. It was found that NDT was more effective Iddav Embrey Et Al [1990] Conducted a study on effects of neuro -developmental treatment and inhibitive ankle height orthroses on gait with spastic diplegic children with cerebral palsy . The results shows that both methods of treatment can be used to decrease excessive knee flexion during gait in a children with spastic diplegic cerebral palsy. Lilly La Powell NJ -Conducted a study regarding measuring the effects of neuro developmental treatment on the daily living skills of two children with cerebral palsy. They examined the short term effects of Neuro Developmental Treatment (NDT) was found that improvements were made in the motor performance of daily living skills in two girls with cerebral palsy. Bobath Therapy is a physical technique, principally used with cerebral palsy to inhibit abnormal movement or postures and promote effective normalized movement and muscle tone [Early physiotherapy or Bobath technique in infants with suspected neuro motor disturbance 1981]. Ketelarr m, et al., Did a study on the effects of functional therapy programe on motor abilities of children with cerebral palsy. They found improvement in both gross motor abilities and functional skills in children who received functional physical therapy programe.(physical therapy 2001). Nikos Tsorlakis Et al [2004] -Conducted a study on effect of Neuro Developmental Treatment on gross motor function of children with cerebral palsy. They found that improvement were made in the gross motor abilities in children who received Neuro Developmental Therapy. Kostidis, Michaei [2009] -The purpose of this study was to compare the effect of Muscle Energy Technique (MET), to a static stretch of 30 seconds duration for increasing the extensibility of the hamstring muscles. The result showed that MET was more effective, compared to static stretching. Mohd.Waseem et al [2009]-The purpose of this study was to investigate the effectiveness of Muscle Energy Technique [MET] on hamstring flexibility in normal INDIAN collegiate males. The result indicates that MET is significantly improving the hamstring flexibility [range of motion] in collegiate males. Kmberly Bucham [2007] -In that study to investigate the effectiveness of MET in increasing passive knee extension. Results showed that a significant increase in range of motion was observed at the knee flexion a application of MET. Wilson E, Donegam Shoafl, et al., [2003]-Conducted a study on effects of MET in patients with acute low back pain. The results showed that MET was effective in decreasing disability and improving function in patients with acute low back pain. Ballantyne, Fryer G, et al., [2003]-The study was conducted to investigate the effectiveness of Muscle Energy Technique in increasing passive knee extension and to explore the mechanism behind any observed change. Muscle Energy Technique produced an immediate increase in passive knee extension. This observed change in range of motion is passive due to an increased tolerance to stretch. Ching Shag Anita,et al., [2004]-The study was conducted to compare the immediate effects and lasting effects between passive stretch and Muscle Energy Technique on Hamstring Muscle Extensibility. The result suggested that Muscle Energy Technique appeared to be more effective than passive stretching for increasing Hamstring Extensibility immediately post treatment and still at one hour. Msalle me et al-WEE FIM is a valid measure for tracking disability in preschool age and middle childhood and this allows the paediatrician to prioritize interventions for enhancing comprehensive functional outcomes and supporting families. Yung a, wong v et al., WEE FIM could be used to assist neuro rehabilitation clinicians in the selection of short term realistic goals and long term rehabilitation strategies for children with various Neuro Developmental disabilities. Dr.Fayetteville,ms.smith et al.,- to determine the inter rater reliability of manual tests of elbow flexor muscle spasticity graded on a Modified Ashworth Scale was significant and the reliability was good and believe them to be positive enough to encourage further trials of the Modified Ashworth Scale for grading spasticity. 3. MATERIALS AND METHODOLOGY The cerebral palsy children were selected on an initial baseline assessment and confirmation of their diagnosis. 3.1 SUBJECTS: Male and female cerebral palsy children between age group of four to fourteen years were taken. The children were primarily diagnosed and evaluated by a neurologist and a pediatrician and were referred to physical therapy. 3.2 ASSESSMENT TOOL USED: Modified Ashworth Scale Weefim Scale 3.3 MATERIALS USED: Floor Smooth non slippery Surface. A large firm exercise mat (minimum 4 or 6) with a maximum thickness of 1 for proprioception and tactile feedback. So the child has better sensory information regarding movement. Small interesting toys that can be touched with one or both hands for head control, reaching, eye fixation. Pillows. Therapy ball and Bolsters provides mobile surface and facilitate automatic reactions. Small wooden chair, Bench and couch of various heights for short sitting , table top activities , stepping , climbing and so on. A rail or parallel bars. Tilt boards and equilibrium boards for the child may lie, sit, kneel, stand or maintain a quadruped position, while being rocked in mediolateral or anteroposterior directions and to elicit rightening reactions. Adaptive equipment to offer postural support or may aid functional skills and mobility. Soft soothing music to motivate the child. Stop watch. 3.4 METHODOLOGY 3.4.1. STUDY DESIGN: This will be an experienced study with two groups having pretest and post test groups. 3.4.2. STUDY SETTING: This study was done in Families for children podanur, Amrit orthopedics rehablitation centre, Coimbatore and in patients who were referred for physical therapy from department of pediatrics and neurology, SRI RAMAKRISHNA HOSPITAL, COIMBATORE. 3.4.3. TOTAL STUDY DURATION: 6 Months. 3.4.4. TREATMENT TIME: 45 Minutes duration per day for three weeks. 3.5. SELECTION CRITERIA 3.5.1. INCLUSION CRITERIA: Children with mild to moderate spastic diplegic type of cerebral palsy. Ability to understand and respond to verbal instructions. Gross Motor Function Classification level and II and III. Cognitively Sound. Children within the age group of 4-14 years. Both male and female. 3.5.2. EXCLUSION CRITERIA: Gross Motor Function Classification level IV and V. Mental retardation. Uncontrolled Epilepsy. Children with Athetoid and Mixed type of cerebral palsy. Visual and hearing impairment. Respiratory distress. Congenital heart problems. Children with fixed skeletal or hip deformities. Difficulty to understand command. 3.6. SAMPLING: 20 Children were selected based on inclusion criteria. They were further divided into control and experimental group containing 10 children in each group based on convenient sampling. Control group ( Group A ) : Children receiving Neuro developmental therapy. Experimental group (Group B): Children receiving Neuro development therapy with Muscle Energy Technique. 3.7. STATISTICAL TOOL: The data collected was analyzed using independent t- test. The test was carried out between 2 groups. The pretest and post test values for 2 groups are to be calculated and will be assessed for variation and improvements their significance will be assessed. t = x1 x2 n1 n2 S ( n1 + n2 ) S = à ¢Ã‹â€ Ã¢â‚¬Ëœ ( x1 x1 ) 2 + ( x2 x2 ) 2 n1 + n2 2 where, S = Combined standard deviation x1 = Difference between Pre test and post test in Group  Ã¢â‚¬ ° x2 = Difference between Pre test and post test in Group  Ã¢â‚¬ °Ã‚ Ã¢â‚¬ ° x1 = Mean Difference of Group  Ã¢â‚¬ ° x2 = Mean Difference of Group  Ã¢â‚¬ °Ã‚ Ã¢â‚¬ ° n1 = Number of subjects in Group  Ã¢â‚¬ ° n2 = Number of subjects in Group  Ã¢â‚¬ °Ã‚ Ã¢â‚¬ ° 4. TREATMENT TECHNIQUES 4.1 NEURO DEVELOPMENTAL THERAPY (BOBATH THERAPY) Bobath concept is the most familiar and widely used approach for children with neurologic disorders. It is originated in 1940 and early 1950. PRINCIPLES: Patterns of movement Use of handling Prerequisites for movement NDT Treatment constructs a purposeful relationship between sensory input and motor output. Therapeutic handling is a primary intervention strategy that NDT therapists use to assist the client in achieving independent function. ABNORMAL TONE ABNORMAL POSTURE ABNORMAL MOVEMENTS REGISTRATION OF ABNORMAL MOVEMENTS REPETITION MEMORY EXECUTION OF ABNORMAL MOVEMENTS The primary difference that separates NDT clinical practice from all other approaches is the inclusion of precise therapeutic handling, which includes both inhibition as key interventions to achieve independent function. HANDLING Handling is facilitation or inhibition of posture and movement: Normal postural control Movement in ground and space Experiences of various postures Postural alignment to weight shifts Variety of movement patterns Direct, regulate and organize tactile, proprioceptive and vestibular input. Direct the clients initiation of movement more efficiently and with more effective muscle synergies. Decrease the amount of force the client uses to stabilize the body segments. Guide to redirect the direction, speed, force and timing of the muscle activation for successful task completion. Sense the response of the client to the sensory input and movement outcome and provide non verbal feedback for reference of correction. When the client can become independent of the therapist and take control of posture and movement. Direct the clients attention to meaningful aspects of the motor task. HAND PLACEMENT Place the hands purposefully and precisely on the clients body to specifically influence the area under the hands to indirectly influence the body parts. FACILITATION Facilitation makes a posture or movement easier or more likely to occur. Facilitation modifies postural control by increasing the degrees of freedom, supporting a body segment during an activity. Activating the postural system to produce a change in the alignment of the body relative to the gravity and BOS. INHIBITION Inhibition refers to restricting the clients atypical postures and movements which interferes with the development of more selective movement patterns. BOBATH APPROACH It referred to reducing tone and reflex activity resulting from CNS dysfunction. Inhibiting excessive co activation-dynamic stability for more effective postural control. Balance antagonistic muscle groups. Reduce spasticity or excessive muscle stiffness that interferes with moving specific segments of the body.(Facilitation and Inhibition techniques are used in combination) Treatment strategies often include preparation and stimulation of critical foundation elements (task components) as well as practice of the whole task. NDT intervention is designed to obtain active responses from the patient on goal activities. Whenever possible during treatment movement is indicated and actively performed by the client. NDT intervention includes planning and solving motor problems. NDT intervention allows the patient to learn from errors that occur during movement. Repetition is an important component during motor learning. Create an environment that is conductive to co operative participation and support of the clients effort. Knowledge of development of posture and movement components are used in designing treatment strategies. NDT therapy sessions provide motivation purpose to engage the client fully in developing and reinforcing movement responses. NDT intervention methods include modifying the task or the environment to take into account the clients current level of performance and capacity for function. As client is able to perform the movement independently, the therapist provides time during the sessions for the client to move freely. Individual treatment sessions are designed to evaluate the effectiveness of treatment within the session. Recognize and respect the communicative effects of the clients motor behavior. Families receive information regarding clients problems and management of those problems as they are able to understand and assimilate the information. 4.2 MUSCLE ENERGY TECHNIQUE Muscle Energy Technique is a procedure that involves voluntary contraction of the patients muscle in a precisely controlled manner at varying level of intensity, against a executed counterforce applied by the therapist. Muscle Energy Technique are used to treat somatic dysfunction, especially decreased range of motion, muscular hyper tonicity and pain. MECHANISM OF ACTION FOR MUSCLE ENERGY TECHNIQUES: Muscle Energy Technique is a direct,active technique requiring patients co-operation for maximal effect. The changes occurring when patient performs isometric conttaction are: Direct inhibition of agonist muscles results due to Golgi Tendon Organ activation. At antagonist muscles there occurs reflexive reciprocal inhibition. When Patient is relaxing agonist and antagonist remain inhibited. This allows the joint to be moved into the restricted range of motion. TECHNIQUES: Muscle Energy Techniques could be applied to most areas of the body. Each of the technique requires following 8 steps: Obtaining an accurate structural diagnosis. The restrictive barrier is engaged in many planes. The unyielding counterforce matches patients force with therapists force. The isometric contraction of patient has correct amount of force, direction of effort and duration (3-5 seconds). After muscle effort there is complete relaxation. The patient is repositioned in possible planes into new restrictive barrier. Repeat 3-6 steps approximately 3-5 times. 8. Repeat structural diagnosis to find whether dysfunction has resolved. DATA ANALYSIS AND INTERPRETATION Cerebral palsy children were treated with Neuro Developmental Therapy and Muscle Energy Technique. Neuro Developmental Therapy was given for control group (Group A ) which consisted 10 samples and Neuro Developmental Therapy with Muscle Energy Technique (Group B ) which also consisted of 10 samples. DEMOGRAPHIC DATA: GROUP A (CONTROL GROUP) AGE NUMBER OF PATIENTS MALE FEMALE 4-5 years 0 0 5-6 years 0 0 6-7 years 2 0 7-8 years 2 0 8-10 years 1 0 10-12 years 2 1 12-14 years 1 1 GROUP B (EXPERIMENTAL GROUP) AGE NUMBER OF PATIENTS MALE FEMALE 4-5 Years 0 0 5-6 Years 0 0 6-7 Years 1 0 7-8 Years 1 0 8-10 Years 1 1 10-12 Years 1 2 12-14 Years 2 1 DATA PRESENTATION AND ANALYSIS WEEFIM Locomotion (Maximum score: s14) Group A (Control Group) S.No Pre Post Difference 1. 3 6 3 2. 5 10 5 3. 7 10 3 4. 3 7 4 5. 5 9 4 6. 7 10 3 7. 5 8 3 8. 3 6 3 9. 7 9 2 10. 5 7 2 MEAN 5.0 8.2 3.2 WEEFIM Locomotion (Maximum score: 14) Group -B (Experimental Group) S.No Pre Post Difference 1. 3 6 3 2. 7 11 4 3. 3 10 7 4. 5 9 4 5 3 12 8 6. 5 12 7 7. 4 7 3 8. 8 12 4 9. 3 7 4 10. 3 6 3 MEAN 4.4 9.2 4.7 WEEFIM GROUP MEAN VALUE CALCULATED T VALUE TABLE T VALUE PRE TEST PRO TEST SD A 5.0 8.2 0.918 2.25 0.05 B 4.4 9.2 1.888 MAS Group -A NDT (Control Group) S.No Pre Post Difference 1. 4 3 -1 2. 4 3 -1 3 4 1 -3 4. 4 2 -2 5. 4 3 -1 6. 3 1 -2 7 3 2 -1 8. 4 2 -2 9. 4 1 -3 10. 4 3 -1 MEAN 3.8 2.1 -1.7 MAS Group -B NDT + MET S.No Pre Post Difference 1. 4 1 -3 2. 4 1 -3 3. 4 1 -3 4 4 2 -2 5. 4 1 -3 6. 3 1 -2 7. 3 1 -2 8. 4 2 -2 9. 4 2 -2 10. 3 1 -2 MEAN 3.7 1.3 -2.4 MAS GROUP MEAN VALUE CALCULATED T VALUE TABLE T VALUE PRE TEST PRO TEST SD A 3.8 2.1 0.822 2.28 0.05 B 3.7 1.3 0.516 DISCUSSION The aim of the study was to investigate the effects of NDT and MET in reduction of spasticity in children with spastic diplegic type of cerebral palsy.30 children of age group between 4-14 years were selected for the experimental study. The study was carried out for a total duration of six months for a period of 45 minutes of treatment per day. The pre and post test scores of MAS and Wee FIM shows that significant improvements were found in reducing spasticity and ADL activities such as standing, walking, and stair climbing with less caregiver assistance. For MAS score, the average pre test and post test values of Group A and Group B showed significant difference. But the mean of Group A (1.7) shows more marked increase than that of Group B (2.4). On Statistical analysis using Independent t-test, for Group A and Group B, there is a significance of t=2.28 For Wee FIM score, the average pre test and post test valves in Group A and Group B showed significant difference. But the mean of Group A (3.2) shows more marked increase than that of Group B (4.7). On statistical analysis using Independent t-test, for Group A and Group B, there is a significance of t=2.25 From this we infer that NDT along with MET can be used as an efficient treatment protocol to reduce spasticity and to improve ADL activities in children with spastic diplegic cerebral palsy, thus rejecting the null hypothesis. CONCLUSION With reference to the statistical analysis done from the data collected for MAS and Wee FIM, it is noted that the combination of NDT with MET causes significant reduction in tone which produces improvement in ADL activities. However it is necessary to state that mere NDT also produces improvement in MAS and Wee FIM but the data reveals that mean improvement is greater for the group to which MET is given. These findings suggest that MET attenuates physical symptoms associated with cerebral palsy and enhances development. Hence forth it could be concluded with enough and proven confidence that NDT along with MET forms an integral part in the treatment of children with spastic diplegic cerebral palsy. LIMITATIONS: The study was a time bound study lacking large sample size. Selection of only one muscle cant fulfill the desire functional goal setup by therapist. Irregularities in attendance. Health problems. No regular follow-up of home advices. Difficulties of the communication. RECOMMENDATIONS: The technique of the study is not strict to one particular muscle or one specific condition, so it is applicable to various muscles in various conditions. Post Isometric Relaxation and Post Facilitation Stretching, which is a safetyorm of stretching is advice to use maximum in place of passive stretching of muscle. It is suggested for further research to conduct a combined therapy of NDT, MET with other Developmental Techniques for various muscle at a same time, so this will enhance to achieve goal which is setting for a particular child. This study may be useful to incorporate into further studies examining various muscles along with any development in multidisciplinary endorsed classification that are developed. BOOKS Leon Chaitow: Positional Release Techniques, 2002. Judith Delancy: Clinical application of Neuro muscular techniques, 2005. Leon chaitow: Muscle energy techniques. Janet.M,Howle: NDT approach theoretical foundations, 2002. Lisa A Kurtz: How to help a clumsy child, 2003. Freeman Miller,Erin Brown: cerebral palsy, 2005 Sophie Levit: Treatment of cerebral palsy and motor delay, 2010. Marcia Stame,MT: Posture and movement of the child with cerebral palsy. Jan Stephan Tecklin: Paediatric physical therapy 3rd edition, 1990. Gilroy J: Basic Neurology 2nd edition, 1992. Susan K Campbell: Physical Therapy for children, 1996. Roberta B Sheperd: Physiotherapy in Paediatrics 3rd edition, 1990. Rebecea Dutton: Clinical Reasoning in physical disabilities, 1995. Gupta SP: Text book of statistical methods 28th edition, 2000. Kothari CR: Text book of research methodology-methods and techniques, 2009. Carolyn M. Hicks: Research for physiotherapist 2nd edition, 1995. Sundar Roa, Richard J: An introduction to bio statistics 3rd edition, 1996. Acchors: Text book of paediatrics. Elizabeth Domholdt: Physical therapy research principles and application, 2000. ABSTRACTS Fryer et al: The effect of muscle energy technique on hamstring extensibility; Journal of osteopathic medicine, 2005. Shadmehr A: Hamstring flexibility in young women following passive stretch and muscle energy technique; J Back Musculoskeletal Rehabilitation, 2009. Milivoj Velickovic Perat; Basic principles of the Neuro developmental Treatment, 2004. Christina Evaggelina et al: Effect of intensive Neuro Developmental Treatment in gross motor function of children with cerebral palsy, Dev. Med. Child Neurology, 2004. Smith M, Fryer G:

Athens vs. Sparta: Was War Between the Two Inevitable? Essays -- essay

In 480 and the years prior the Athenians and Spartans, banned together to defeat the Persian Army. The Spartans stand at Thermopylae, allowed the Athenians time to prepare, and ultimately allowed the victory. With both of these great city-states located so close together in Hellas, there differences would ultimately lead to dissension. Throughout the course of this paper, I hope to explain the reasoning behind the dissension between Sparta and Athens, made war between these former allies inevitable. Whenever there is an argument or war there is always differences between both parties involved. In order to understand the causes of the Peloponnesian War, we must look at their differences. One of the main differences that the Athenians and the Spartans had was their way of education. Athenian boys were tutored at home until the age of six or seven years old. After seven they were sent to neighborhood schools where they were taught primary education until around the age of fourteen. These neighborhood schools were usually private schools, but the amount of money for tuition was usually affordable enough for the poor to send their children for a few years. During primary school the boys were usually taught calisthenics and how to play certain games. Older boys were taught more militaristic activities such as boxing or wrestling. All ages of Athenian boys read heavily, as well as were taught to sing songs, play instruments, and do mathematics. Athenian boys who could not afford to go to school usually began apprenticeships. No matter what however, at the age of 18 all boys were required to go to military school for two years, after completion of that they were allowed to live however they wanted. Athenian girls were not officially schooled, they were usually taught in the own homes. The purpose of an Athenian education was to train people to be thinkers, people who are well-trained in the arts and sciences (Columbia). The education of the youth establishes a precedent for the differences between the way Spartans and Athenians lead their lives. At age seven, training for the military began for all Spartan boys, they’re forced to leave their homes and go to military schools, where they endure all types of harsh training and discipline. The main lesson was learning to take pride in enduring pain and hardships. During their teenage years they were taught wrestling, ... ...-states that the Athenians were indeed as strong as all would believe, thus the smaller cit-states developed the thought that indeed Athenian attack was inevitable.   Ã‚  Ã‚  Ã‚  Ã‚  When two great and powerful city-states ban together for a common cause the results will in turn will have great expectations. Those expectations were met when an undermanned Greek army defeated the large Persian Army throughout the course of the Persian War. The problem occurs when each of the city-states’ own ego gets in the way of the cause. They handily defeated the Persians, but the Athenians took the credit for it, and paid homage to themselves, through elaborate celebrations of victory. In their minds, they were at the head of Hellas. The Spartans took exception to this and rightfully so. The credit has to go to them as well, for the large part that they played in the victory over Persia. This dissension in the end had a lot to do with the Peloponnesian War. Never mind the military structures and governments that each set up, which made their differences clear cut. There was no way to avoid the war between these two great powers, it was inevitable, j ust as Thucydides had predicted.

Trip :: essays research papers

THE TRIP It all started when my friend and I were off-roading and one of us had a marvel idea†¦ â€Å"Wouldn’t this be fun to do in Colorado?† So it begins, I mention that I have a cousin that lives in Colorado, and that we could stay with him and his family. We planned the trip for August 10th. Turns out this will be the most liberating and most independent event in my life. Thursday, August 10th rolls around, we get and start loading the jeep, and hit the highway. Just knowing that we were on our own was such a big challenge for us, never in our lives have we gone on trip with out the financial support and guidance of our parents. As we approach the first big city Omaha, I have to guide him and tell him which exits to take and when we got out of there it was such an accomplishment. After Omaha we had to fill up the tank for the first time. Never in my life have I argued with my best friend about the stupidest thing. Who, is going to pay for the first gas fill-up? After about 10 minutes of arguing we finally decided to flip a coin to see who would pay. Turns out there are some rules about coin flipping that I didn’t know about. We just had a mutual agreement to alternate who pays for gas. That was only the first major delay in our trip. As we start on the long stretch of nothingness people refer to as the Nebraska highway, I realized that a box shaped automobile isn’t the most aerodynamic car in the world. Turn out this is going to be a 16-hour trip to Gunnison Colorado instead of a 14 hours. Just one more delay on our trip. Have you ever felt so overwhelmed, like the weight of the world is on your shoulders? That’s kind of how I felt, when trying to direct my friend through the city of Denver. It was one of the most challenging things to try and explain to someone else what I see on the map and how to get through the Mixmaster’s of Denver. We only ended up stopping and asking for directions about every other exit. Just one more small delay in our trip. As night falls the Rocky Mountains rise, right into our path and get to my cousin’s house we had to travel through Monarch Pass which is probably one of the hardest ones to drive due to the lack of lighting and curves.

Ceramics of the North and South Coasts Essay -- Pottery Mochica Cerami

Ceramics of the North and South Coasts Ancient Peruvian Ceramics of the North Coast March 11, 1997 The first pottery pieces found in Peru were made somewhere between 1500 and 1000 b.p. The pieces were found in the central Andean region where a religious cult lived. This cult was called Chavà ­n, after the best known ceremonial center, Chavà ­n de Huà ¡ntar. The religious center was the home to massive temples that were highly embellished with low relief sculptures of gods, animals, and symbols. The pottery found in the area where vessels that were well made and highly decorated with a similar motif as the temples. But the evolution of Peruvian pottery becomes somewhat confusing and complex after this first civilization of potters. There is a division of people into the North Coast and the South Coast. The split created two styles of pottery, although similar, they never quite merge. I am only going to talk about the north coast traditions. On the North coast there are five cultures that evolve into the dominant Mochica style, which was one of the most vigorous and prosperous cultures of Ancient Peru. The next earliest North Coast style, other than the Chavà ­n, started with the Cupisnique people in the Chicama valley. Their ceramics â€Å"closely resembled those of highland Chavà ­n. They were well made and polished, though somewhat thick walled and heavy. The type of firing used produced a dark semireduced ware that varied from brownish gray to carbon black in color. Decoration consisted of bold, curvilinear human, feline, and birds of pray heads, eye patterns, pelt markings, and other brief symbols of geometric devices.† In the valley to the south of the Cupisnique were the Salinar people who someti me during the fifth century b.p. moved into the north coast of Peru and spread its influence throughout the Cupisnique area. Salinar pottery, â€Å"though deceptively primitive in ornamentation, was technologically superior to that of the Cupisnique. Vessels were made of well-prepared clays that were fully oxidized in firing, making them an even orange color. Cream and red slips were used to accentuate sculptural forms and create flat geometric patterns, but not to draw figurative motifs. The technical advances of the controlled oxidation firing and slip decoration soon had their effect on contemporary Cupisnique ceramics.† Personally, I enjoyed the bottle forms they used wi... ...V period they had an extensive kingdom established and it brought together the peoples of all the north coast valleys. The ceramics were decorated in flowing, expressive lines and the modeled vessels showed attention to individual detailed ornamentation. But the creative flow in the ceramic styles was hindered somewhat because of a strict militant rule of the warrior-priest class that was beginning. Yet this was still the most creative time for the Mochica people. The final period in Mochica ceramics, due to a collapse of the culture, brought an abrupt termination of the great art tradition that it had expressed so well. The vessels found from this period show a carelessness in painting designs, and less attention to details in the sculptural forms. Many of the figures modeled in to the vessels were warriors dressed for combat. The decline in quality that can be observed, and the nervousness and tension that were expressed in their designs and forms was related to the pressure from the militant expansionist group, the Wari. The struggle between the Mochica and the Wari, was long and fierce, ending in a total collapse of their culture and a loss a 1200 year ceramic tradition.

Light in August Essay

William Faulkner’s celebrated novel Light in August says the tale of an orphan Joe Christmas, who has an unknown or doubtful ancestry who considers himself to be part-black. The novel includes excellent themes that involve issues of gender, race, community and religion. The capture of the racist identity and the portrayal of Calvinistic religion are the main features of the novel. Light in August is one of the best works of William Faulkner. The story starts with Lena Grove, a helpless pregnant girl (from Alabama) who set out of her house in search of her unborn baby’s father Lucas Burch. Lucas Burch had actually escaped from Lena so that he need not bear the burden of fatherhood. Lena’s hunting for Lucas Burch make her reach another man with the same name Byron Bunch. He was a simple man who makes friendship with Lena and later falls in love with her. Byron was kindhearted and provided Lena with home and security that the actual Byron Bunch (the child’s father) could not provide. After that we can see Byron narrating his feelings for Lena to the former Presbyterian minister Rev. Gail Hightower who was pushed to withdraw from his ministry as his wife committed suicide. In the middle of this strange story between Lena Grove and Lucas Burch, there appears Joe Christmas the roommate of Lucas Burch. He was an orphan working in the planing mill like Byron Bunch. The word ‘Christmas’ was added to his name as it was on the day of Christmas that he reached the orphanage. Christmas was also not sure about his ancestry as he wandered across in search of his lineage; a voyage for self-discovery. Christmas’ journey led him to Jefferson, Mississippi where he falls in a dangerous relation with Joanna Burden spinsterish civil rights activist. This affair led him to grave destruction. The most interesting theme of Light in August is the Southern issue with racial identity. Joe is mistreated and humiliated as people suspect that he has a black ancestry. They never him the way they treat white people (Dondlinger, 98-125). We can find in Light in August that majority of the characters are influenced by the notion of race disparity. For example, Joanna Burden, Joe Christmas, Doc Hines, Nathaniel Burde and lastly Percy Grimm are some or the other way influenced by the concept of race (Towner, 45-65). Some of the characters become victims of the senseless racial classification and suffer. Others who are out of this threat believe that there is nothing wrong in treating blacks inhumanly on the basis of racial difference. Racial discrimination is quite acceptable for them (Dondlinger, 98-125). For example The Jefferson sheriff, Watt Kennedy appears to be a decent man. However we can see him punishing a randomly chosen black person in an unwanted investigation (appeared unwanted at first). Similarly several other characters are found to be under the grip of the notion of race. Gender also plays a crucial role in the novel Light in August. Male-female identity and relations is an important topic. For example, we can find Joe being hostile to women. Lena’s baby’s father Lucas Burch also ran away from his pregnant wife; he was also fleeing away from women. Byron Bunch also did not have any plans to marry and was living a lonely life till Lena comes. He was adjusting his life in such a way that he could continue living alone. Rev. Gail Hightower also do not have a good fellowship with women as he led his wife to suicide. Another character Joanna Burden does not even marry. However we can find that the author never attempts to contrast the lonely life of these unfortunate characters with any happy or satisfied normal family or love relationships until the novel reaches the last chapter. We can see that the marriage of Hines and McEachern was also not a happy one. Moreover the Armstids also do not appear to have any love among them. Finally it appears to come to a happy end when Byron Bunch moves away with Lena Grove. But disappointment suddenly comes in she refuses him to share her bed. That relation also seems to be failure. The only relationship that appears to be happy is the relationship of the furniture dealer and his wife. They only had a relationship that had any trace of happiness or satisfaction.

Global Warming or the Next Ice Age? Essay

It would be safe to assume that climate change is going to be around for a long time and have an enormous impact on the lives of many people. Humans have had a huge impact on the environment for many years and can be linked to one the main factors of global warming. Global warming is a topic that has received much attention in recent years; yet our climate change is not a recent problem. If the U.S. Continues to ignore climate change then the effect on the environment will affect humans. Despite what many might think, climate change is well known across hundreds of nations all over the world. My thesis is the Greenland ice cap is both shrinking and expanding, and climate change can be linked to both trends. The effect humans have had on the environment can be linked to the shrinking and expanding of the Greenland ice cap. In the book â€Å"The Science and Politics of Global Climate Change† it is discussed how greenhouse gasses have been increasing in the atmosphere for the last two centuries or so, primarily as a result of human activity. (Dessler and Parson 88). In addition, climate change will most likely affect populations through impacts on the necessities and comforts of life such as water, energy, housing, transportation, food, natural ecosystems, and health systems. Rural communities tend to be more dependent on climate-sensitive livelihood activities and have fewer resources and social support systems compared to urban populations (Alig 73). The growth of our population has increased our use of fuel, land, and manufacturing. All of these are increasing emissions into our atmosphere that increases global warming. The concern about climate change has been an issue for decades. There’s no specific date as such. The climate-change debate, like all policy debates, is fundamentally an argument over action. An action needs to be taken soon on how to respond to climate change. Listen to the debate and you will hear many different kinds of arguments – about whether and how the climate is changing, whether human activities are responsible, how much of the change occurring might be natural, how the climate might change in the future, what the effects of the changes will be and whether they matter, and the feasibility, advantages, and disadvantages of various responses. Although these arguments are distinct, when advanced in policy debate they all serve to make a case for what we should or should not do (Dessler and Parson 31). Scientists had long been aware of the consequences of global warming and had been urging governments to take action for many years. As far back as the 1950’s there was pressure being put on governments to take action but very little was done. The one event that put the issue of global warming firmly on the political agenda was the 1992 Rio Earth Summit, this was attended by presidents, prime-ministers and heads of state from around the world. It wasn’t the first Earth Summit but it was the one where global warming was addressed and led to the United Nations Framework Convention on Climate Change. Following inception the UNFCCC has met regularly in what is known as the Conference of Parties (COP) and it was at the 3rd COP that the Kyoto Protocol was adopted. If the U.S continues to ignore climate change the Greenland ice cap will continue to shrink and expand . In the opening decades of the 20th century, real estate hucksters, railroad tycoons and even government agencies persuaded thousands of dirt-poor farmers to come to the dry and windy center of the Great Plains, plow up millions of acres of ancient grasslands and plant wheat. There were several reasons this was a bad idea, but for a couple of unusually wet decades, bumper crops were the norm. Then, in the 1930s, inevitable drought returned. The land dried up and, quite literally, blew away in enormous black clouds that killed crops, livestock, children, old people and dreams which is also known as the Dust Bowl. It was the worst man-made environmental disaster in American history. Now, as we grow more aware that we face the worst man-made environmental disaster in the history of the world, we are proving to be no more wise than the imprudent farmers who tore up the buffalo grass (Landon-Lane 11). The United States is a case in point. Some of the best climate scientists in the world are Americans. So are some of the most eloquent and influential advocates for a global compact. Moreover, global compacts are an American specialty. At pivotal moments in the twentieth century, U.S. presidents were the chief architects, master-builders, and principal funders of international institutions— notably, the UN itself— that constitute a rule-based world order and have promoted the prosperity and security now threatened by climate change. Yet in the face of that threat, all four of America’s most recent presidents—including, up until now, its current one— have, for one reason or another, been unable to rise fully to the challenge (Antholis and Talbott 24) Global warming is a very difficult problem to fix. People are having a hard time agreeing on what to do about it. For example, everyone agrees that wasting energy is a bad thing to do. But some people think that the federal government should make laws about it, while other people think it should be up to each person or business to decide what to do. In conclusion, the process may not stop entirely, but we can try to keep the climate from reaching a point that we can’t stop it. If everyone in the world stop polluting and begin keeping their environment clean it would help. Global warming may not be stopped but it can be reduced.

Ultrasonic Speed Measurement

â€Å"ULTRA SONIC SPEED MEASUREMENT DEVICE† A PROJECT REPORT Submitted in partial fulfillment Of requirements for award of the degree Of BACHELOR OF TECHNOLOGY In ELECTRONICS & COMMUNICATION ENGINEERING By: Nimisha Sharma Nishant Tyagi Gaurav Sharma [pic] Department of Electronics & communication engineering Radha Govind Engineering College Meerut, U. P 2009-2010 ULTRA SONIC SPEED MEASUREMENT DEVICE By: Nimisha sharma Nishant tyagi Gaurav sharma [pic] Department of Electronics & communication engineering Radha govind Engineering College Meerut, U. P 2009-2010 ACKNOWLEDGEMENT Before we get in to thick of things we would like to add a few heartfelt words for the people who were the part of the project in numerous ways. People who gave unending support right from the stage the idea were conceived. In particular, we wish to thank Mr. P. K Singh Head of the Department, Electronics & Communication and Mr. Abhishek Singh lecturer, Electronics & Communication Department for providing this opportunity to us. After doing this project we can confidently say that this experience would not only enriched us with technical knowledge but also has unparsed the maturity of thought and vision . he attributes required being a successful professional. Gaurav Sharma Nimisha Sharma Nishant Tyagi CANDIDATE’S DECLARATION We, here by certify that the work which is being presented in the project report entitled Ultra sonic speed measurement device in partial fulfillment of the requirement for the award of degree of BACHELOR OF TECHNOLOGY in Electronics & Communication Engin eering submitted in the department of Electronics & Communication Engineering of the Institute, is an authentic record of our own work carried out during final year of B. tech degree under the supervision of Mr. P. K Singh Head of the Department, Electronics & Communication and Mr. Abhishek Singh lecturer, Department Electronics & Communication Project group:- Gaurav Sharma (0606931023) Nimisha Sharma (0606931045) Nishant Tyagi (0606931047) This is to certify that the above statement made by the above candidates is correct to the best of my knowledge. Mr. P. K Singh Mr. Abhishek Singh (H. O. D) (Lecturer) Dept. of Electronics & Comm. Dept. of Electronics & Comm. R. G. E. C R. G. E. C Meerut, U. P Meerut, U. P Date†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Date†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Place†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Place†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ TABLE OF CONTENTS 1. INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ a. MEANING OF THE WORD PROJECT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . ABSTRACT †¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ c. PARTS OF SPEED MEASUREMENT DEVICE†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2. GENERAL DISCRIPTION AND FEATURES OF MICRO CONTROLLER †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3. HARDWARE DISCRIPTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ a. VOLTAGE REGULATOR LM 7805†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. b. COMPONENTS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4. PCB LAYOUT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ a. STEPS FOR MAKING PCB †¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦ b. CIRCUIT LAY OUT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5. SOFTWARE PROGRAM †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6. TESTING†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7. TROUBLESHOOTING †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8. CONCLUSION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9. REFERENCES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10. APPENDIX†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. INTRODUCTION MEANING OF PROJECT The project gives the significance of the following field of engineering – P-signifies the phenomenon of planning which deals with symbolic nation and proper arrangement of sense and suggestion receptivity accordingly to the needs R-it is associate with the word resources wh ich guides to promote planning . OJ-this letter signifies the overhead expenses in unestimated expenses that may occur in the manufacture design or layout of the project. E- signifies the word engineering. C- signifies the convey about phenomenon of construction low cost. T-the word T stands for technique. unless there is a technique; it is impossible to complete the project . The conclusion thus arrived is that project is a systematic consideration discussed and proposal in a particular subject . we can say that project includes complete requirement of mechanism , tools , application and needs. It considers the circuit diagram and various operational performances in sequence and data about the instrument and in the last we can say about the project profit loss. CERTIFICATE This is to certify that Mr. GAURAV SHARMA, student of B. Tech (Electronics & communication Engineering) Final year from Radha Govind Engineering College has successfully completed his project â€Å"ULTRA SPEED MEASUREMENT DEVICE†. During the project period he was working under the guidance of Mr. Abhishek Singh (lecturer, Electronics & Communication Engineering Department). His performance during the project has been Excellent. We wish him all the best for his future. Mr. P. K Singh Mr. Abhishek Singh (H. O. D) (Lecturer) Electronics & Comm. Dept. Electronics & Comm. Dept. R. G. E. C R. G. E. C Meerut, (U. P) Meerut, (U. P) CERTIFICATE This is to certify that Ms. NIMISHA SHARMA, student of B. Tech (Electronics & communication Engineering) Final year from Radha Govind Engineering College has successfully completed her project â€Å"ULTRA SPEED MEASUREMENT DEVICE†. During the project period she was working under the guidance of Mr. Abhishek Singh (lecturer, Electronics & Communication Engineering Department). Her performance during the project has been Excellent. We wish her all the best for her future. Mr. P. K Singh Mr. Abhishek Singh (H. O. D) (Lecturer) Electronics & Comm. Dept. Electronics & Comm. Dept. R. G. E. C R. G. E. C Meerut, (U. P) Meerut, (U. P) CERTIFICATE This is to certify that Mr. NISHANT TYAGI, student of B. Tech (Electronics & communication Engineering) Final year from Radha Govind Engineering College has successfully completed his project â€Å"ULTRA SPEED MEASUREMENT DEVICE†. During the project period he was working under the guidance of Mr. Abhishek Singh (lecturer, Electronics & Communication Engineering Department). His performance during the project has been Excellent. We wish him all the best for his future. Mr. P. K Singh Mr. Abhishek Singh (H. O. D) (Lecturer) Electronics & Comm. Dept. Electronics & Comm. Dept. R. G. E. C R. G. E. C Meerut, (U. P) Meerut, (U. P) CHAPTER 1 ABOUT OUR PROJECT Our project the ultrasonic speed measurement device is used to measure speed of a vehicle moving in front of it using ultrasonic waves. The concept of using ultrasonic waves instead of any other communicating tools as infrared and RF is its high preciseness and very less interference by the surrounding. There can various methods that can be opted to design this instrument such as Doppler Effect etc. but we have used the concept of distance measurement at a regular interval. The pulse is being transmitted at a regular interval and the corresponding distance is measured of the two pulses. The difference in the distances is observed and is then divided by the time duration between the two pulses. As result the corresponding speed is obtained. The range of this device is directly dependent on the performance of the transmitter and the receiver. Higher the transmitting and receiving frequency better will be its range. Mathematical analysis(hypothetical) The duration of pulse is 5 milliseconds. The distance for the signal1 be say 3 cm. The distance for the signal2 be say 2. 95 cm. Difference of distances is (3-2. 95) = . 05 cm. Speed = distance/ time Speed = . 05/5 = 10 meters/sec ADVANTAGE AND DISADVANTAGE The major advantages of our project are One of the major advantages our project is its multi utility. It can be used as 1 Speed measurement 2 Distance measurement 3 Car parking controller The other advantage of this project is its cost. Its cost is less than 1000 INR. The precise result is one more advantage of our project. Limitation of our project. The major disadvantage of our project is its range. Due to the use of low frequency transmitter and receiver. High frequency transmitter and receiver give higher range of upto 10 to 15 mtrs Block diagram [pic] Circuit diagram Working In our project Ultrasonic Speed Measurement Device we are going to measure the speed of a moving vehicle. For this we are using the Ultrasonic Sensors. We first generate a 40 KHz signal by taking the time period of 25 microseconds. Then we actually generate the pulse burst with a delay of 5 milliseconds. For this we programmed the microcontroller. We send the pulse by pressing the switch that is connected to the pin no. 1 of the microcontroller. At this moment the distance of the object from the device is measured and is stored in the microcontroller. Then after the delay of 5 milliseconds the second pulse hits the moving object. Again the distance of the object is measured and is stored in the microcontroller. Then we can easily find out the difference in the distance by simply subtracting these two distances. Now we have the distance and also the time. Therefore by the formula speed = distance / time we can find out the speed of the moving object. In the transmitter part we have LM311which is a voltage comparator and is used here as the precision squarer whose pin no. 2 is connected to the pin no. 2 of the microcontroller. Then at pin no. 7 and pin no. 8 the ultrasonic transmitter is placed. In the receiver part we have LM833 for amplification and 74HC14N as the Hex inverting Schmitt trigger. The pin no. 1 of 74HC14N is connected to the pin no. of LM833. The ultrasonic receiver is connected between pin no. 6 of LM833 and ground. These ultrasonic transmitter and receiver are placed close to each other so that there will be minimum noise. Why ultrasonic signal ? ‘ULTRA'-sonic is a sound wave with a frequency above the normal range of human hearing. Most humans can hear up to 16,000 He rtz. Young people can hear almost to 20,000 Hertz. Bats and mice and other small critters can hear much higher and use those sounds to ‘see' the world around them. An ultrasonic imaging device sends a signal into a medium and then listens for the reflected waves. The more receiving transducers you use to pick up the sound the better you can tell what you are ‘looking' at. Reflected waves will reach one receiver before the next based on where the reflecting object is located. Electronics are fast enough to determine the direction and distance to the reflected objects. Also the higher the frequency you broadcast the better resolution you will see. A computer is interfaced with an array of receiving tranceducers and it calculates the direction and distance that the many echos must represent and then it plots the picture of the results. The Image can be displayed or printed. In ultrasonic non destructive testing, high-frequency sound vibrations are transmitted into material by an ultrasonic transducer. The test instrument then analyzes the ultrasonic signals which are received using either a pulse-echo or through-transmission method. In the pulse-echo mode, the transmitting transducer also serves as the ultrasonic receiver and analyzes the reflected signal with respect to amplitude and time. In the through-transmission mode, the ultrasonic signal is received by a separate transducer which analyzes the amplitude loss of signal. These ultrasonic NDT methods will indicate material defects such as longitudinal and transverse cracks, inclusions and others as well as ID/OD dimensions and dimensional changes such as thickness and ovality. Components Component required 1. Ultrasonic Transmitter and Receiver 2. Resistor 3. Capacitor 4. Crystal 5. Preset 6. Switch 7. LCD 8. Power Supply 9. IC’s †¢ LM833 †¢ LM311 †¢ 74HC14N †¢ 7805 10. Micro controller †¢ AT89S52 11. Wires 12. Burst Strip 13. IC Base Specification ULTRASONIC SENSORS [pic] Selection and use of ultrasonic ceramic transducers : The purpose of this application note is to aid the user in the selection and application of the Ultrasonic ceramic transducers. The general transducer design features a piezo ceramic disc bender that is resonant at a nominal frequency of 20 – 60 KHz and radiates or receives ultrasonic energy. They are distinguished from the piezo ceramic audio transducer in that they produce sound waves above 20 KHz that are inaudible to humans and the ultrasonic energy is radiated or received in a relatively narrow beam. The â€Å"open† type ultrasonic transducer design exposes the piezo bender bonded with a metal conical cone behind a protective screen. The â€Å"enclosed† type transducer design has the piezo bender mounted directly on the underside of the top of the case which is then machined to resonant at the desired frequency. The â€Å"PT and EP† type transducer has more internal damper for minimizing â€Å"ringing†, which usually operates as a transceiver – oscillating in a short period and then switching to receiving mode. Comparative characteristics : When compared to the enclosed transducer, the open type receiver will develop more electrical output at a given sound pressure level (high sensitivity) and exhibit less reduction in output as the operating frequency deviates from normal resonant frequency (greater bandwidth). The open type transmitter will produce more output for a specific drive level (more efficient). The enclosed type transducer is designed for very dusty or outdoor applications. The face of the transducer must be kept clean and free of damage to prevent losses. The transmitter is designed to have low impedance at the resonant frequency to obtain high mechanical efficiency. The receiver is constructed to maximize the impedance at the specified anti-resonant frequency to provide high electrical efficiency. Sound propagation : In order to properly select a transducer for a given application, it is important to be aware of the principles of sound propagation. Since sound is a wave phenomenon, its propagation and directivity are related to its wavelength (? ). A typical radiation power pattern for either a generator or receiver of waves is shown in Figure 1. Due to the reciprocity of transmission and reception, the graph portrays both power radiated along a given direction (in case of wave production), and the sensitivity along a given direction (in case of wave reception). As an example of a typical situation, a transducer of 400ET250 has an effective diameter of 23 mm (1mm wall thickness) will produce a main beam (-6dB) with full width of 30 ° at a frequency of 40 KHz. For open type transducers, the beam is decided by the angular and diameter of conical cone attached on the bender inside of housing and the opening diameter so it can not be simply calculated by the diameter of the housing. The intensity of sound waves decrease with the distance from the sound source, as might be expected for any wave phenomenon. This decrease is principal a combination of two effects. The first is the inverse square law or spherical divergence in which the intensity drop 6dB per distance doubled. This rate is common to all wave phenomena regardless of frequency. The second effect causing the intensity to decrease is the absorption of the wave by the air (see figure 2). Absorption effects vary with humidity and dust content of the air and most importantly, they vary with frequency of the wave. Absorption at 20 KHz is about 0. 02dB/30 cm. It is clear that lower frequencies are better suited for long range propagation. Of course, the selection of a lower frequency will result in less directivity (for a given diameter of source of receiver). [pic] How far the transducer could reach? One of the most frequently asked questions is â€Å"How far the transducer could reach? †. This question can be answered by a simple calculation that is based on the published specifications in the Ultrasonic Ceramic Transducer Data Sheets. The basic procedure is to first determine the minimum sound pressure level developed at the front end of the receiver for a specific transmitter driving voltage and distance between the transmitter and receiver (transceiver has double distance between reflect target). This SPL must then be converted â€Å"Pa† (Pascal) or â€Å"? bar† (microbar) units. The sensitivity of the receiver must then be converted from a dB reference to an absolute mV/Pa or ? bar level resent to obtain the final output. Assume a 400ST160 transmitter is driven at a level of 20Vrms and a 400SR160 receiver is located 5 meters from the ransmitter and loaded with a 3. K Ohm resistor (loaded resistor value varies receiver sensitivity, please see â€Å"Acoustic Performance† of transducer data sheet). The analysis is necessary to the fundamental understanding of the principals of sound wave propagation and detection but it is tedious. The figure 10 below is a graphical representation of previous analysis which may be used once in the SPL at the receiver is determined. Enter the graph from the SPL axis and proceed upward to an intersection with –dB sensitivity level of the receiver using the 1V/? bar referenced data. Follow a horizontal line to the â€Å"Y† axis to obtain the receiver output in V. At Receiver Ultrasonic echo ranging : Ultrasonic ranging systems are used to determine the distance to an object by measuring the time required for an ultrasonic wave to travel to the object and return to the source. This technique is frequently referred to as â€Å"echo ranging†. The distance to the object may be related to the time it will take for an ultrasonic pulse to propagate the distance to the object and return to the source by dividing the total distance by the speed of sound which is 344 meters/second or 13. 54 inches/millisecond. IC’s [pic] BASIC OF LM833 Low noise dual operational amplifier It is a monolithic dual operational amplifier particularly well suited for audio applications. It Offers low voltage noise (4. 5nV/vHz) and high frequency performances (15MHz Gain Bandwidth Product, 7V/? s slew rate). In addition the LM833 has also a very low distortion (0. 002%) and excellent phase/gain margins. [pic] TOP VIEW AND PIN SET [pic] Features of LM833 †¢ LOW VOLTAGE NOISE: 4. 5nV/vHz †¢ HIGH GAIN BANDWIDTH PRODUCT: †¢ 15MHz †¢ HIGH SLEW RATE: 7V/? s †¢ LOW DISTORTION: 0. 002% †¢ EXCELLENT FREQUENCY STABILITY †¢ ESD PROTECTION 2kV Basic of LM311 The LM111 series are voltage comparators that have input currents approximately a hundred times lower than devices like the mA710. They are designed to operate over a wider range of supply voltages; from standard  ±15 V op amp supplies down to a single 3 V supply. Their output is compatible with RTL, DTL, and TTL as well as MOS circuits. Further, they can drive lamps or relays, switching voltages up to 50 V at currents as high as 50mA. Both the inputs and the outputs of the LM111 series can be isolated from system ground, and the output can drive loads referred to ground, the positive supply, or the negative supply. Offset balancing and strobe capability are provided and outputs can be wire-ORed. Although slower than the mA710 (200 ns response time versus 40 ns), the devices are also much less prone to spurious oscillations. [pic] TOP VIEW AND PIN SET [pic] features FEATURES †¢ Operates from single 3 V supply (LM311B) †¢ Maximum input bias current: 150 nA (LM311: 250 nA) †¢ Maximum offset current: 20 nA (LM311: 50 nA) †¢ Differential input voltage range:  ±30 V †¢ Power consumption: 135 mW at  ±15 V †¢ High sensitivity: 200 V/mV †¢ Zero crossing detector 7805 The 7805 series of three-terminal positive regulator are available in the TO-220/D-PAK package and with several fixed output voltages, making them useful in a wide range of applications. Each type employs internal current limiting, thermal shut down and safe operating area protection, making it essentially indestructible. If adequate heat sinking is provided, they can deliver over 1A output current. Although designed primarily as fixed voltage regulators, these devices can be used with external components to obtain adjustable voltages and currents. [pic] 1 2 3 [pic] Internal diagram [pic] Features †¢ Output Current up to 1A Output Voltages of 5, 6, 8, 9, 10, 12, 15, 18, 24V †¢ Thermal Overload Protection †¢ Short Circuit Protection †¢ Output Transistor Safe Operating Area Protection 74HC14N HEX SCHMITT TRIGGER INVERTER Basic of 7414 Each circuit functions as an inverter, but because of the Schmitt action, it has different input threshold levels for positive (VT+) and for negative going(Vt-) signals. These circuit are temperature compensated and can be triggered from the slowest Micro controller AT89S52 Basic of AT89S52 The AT89S52 is a low-power, high-performance CMOS 8-bit microcontroller with 8K bytes of in-system programmable Flash memory. The device is manufactured using Atmel’s high-density nonvolatile memory technology and is compatible with the industry- standard 80C51 instruction set and pinout. The on-chip Flash allows the program memory to be reprogrammed in-system or by a conventional nonvolatile memory programmer. By combining a versatile 8-bit CPU with in-system programmable Flash on a monolithic chip, the Atmel AT89S52 is a powerful microcontroller which provides a highly-flexible and cost-effective solution to many embedded control applications. The AT89S52 provides the following standard features: 8K bytes of Flash, 256 bytes of RAM, 32 I/O lines, Watchdog timer, two data pointers, three 16-bit timer/counters, a six-vector two-level interrupt architecture, a full duplex serial port, on-chip oscillator, and clock circuitry. In addition, the AT89S52 is designed with static logic for operation down to zero frequency and supports two software selectable power saving modes. The Idle Mode stops the CPU while allowing the RAM, timer/counters, serial port, and interrupt system to continue functioning. The Power-down mode saves the RAM contents but freezes the oscillator, disabling all other chip functions until the next interrupt or hardware reset. [pic] Features of AT89S52 †¢ Compatible with MCS-51 ® Products †¢ 8K Bytes of In-System Programmable (ISP) Flash Memory – Endurance: 1000 Write/Erase Cycles †¢ 4. 0V to 5. 5V Operating Range †¢ Fully Static Operation: 0 Hz to 33 MHz †¢ Three-level Program Memory Lock †¢ 256 x 8-bit Internal RAM †¢ 32 Programmable I/O Lines †¢ Three 16-bit Timer/Counters †¢ Eight Interrupt Sources †¢ Full Duplex UART Serial Channel †¢ Low-power Idle and Power-down Modes †¢ Interrupt Recovery from Power-down Mode Watchdog Timer †¢ Dual Data Pointer †¢ Power-off Flag †¢ Fast Programming Time †¢ Flexible ISP Programming (Byte and Page Mode) Coding ; line 1 ; #include CLINE0 ; end of line 0 ; line 1 ; /* CLINE1 ; end of line 1 ; line 2 ; SFR31. H CLINE2 ; end of line 2 ; line 3 ; Copyright 1995 SPJ Systems, Pune CLINE3 ; end of line 3 ; line 4 ; CLINE4 ; end of line 4 ; line 5 ; This header file contains SFR declarations for the CPU 8031 CLINE5 ; end of line 5 ; line 6 ; Please note that you will have to include SFR31. H in your program, if you CLINE6 ; end of line 6 ; line 7 ; wish to access the SFRs from your C program. CLINE7 ; end of line 7 line 8 ; */ CLINE8 ; end of line 8 ; line 9 ; CLINE9 ; end of line 9 ; line 10 ; SFRACC0xe0 CLINE10 ACCequ0e0h ; end of line 10 ; line 11 ; SFRREG_B0xf0 CLINE11 REG_Bequ0f0h ; end of line 11 ; line 12 ; SFRPSW0xd0 CLINE12 PSWequ0d0h ; end of line 12 ; line 13 ; SFRSP0x81 CLINE13 SPequ081h ; end of line 13 ; line 14 ; SFRDPL0x82 CLINE14 DPLequ082h ; end of line 14 ; line 15 ; SFRDPH0x83 CLINE15 DPHequ083h ; end of line 15 ; line 16 ; SFRP00x80 CLINE16 P0equ080h ; end of line 16 ; line 17 ; SFRP10x90 CLINE17 P1equ090h ; end of line 17 ; line 18 ; SFRP20xa0 CLINE18 P2equ0a0h ; end of line 18 ; line 19 ; SFRP30x b0 CLINE19 P3equ0b0h end of line 19 ; line 20 ; SFRIP0xb8 CLINE20 IPequ0b8h ; end of line 20 ; line 21 ; SFRIE0xa8 CLINE21 IEequ0a8h ; end of line 21 ; line 22 ; SFRTMOD0x89 CLINE22 TMODequ089h ; end of line 22 ; line 23 ; SFRTCON0x88 CLINE23 TCONequ088h ; end of line 23 ; line 24 ; SFRTH00x8c CLINE24 TH0equ08ch ; end of line 24 ; line 25 ; SFRTL00x8a CLINE25 TL0equ08ah ; end of line 25 ; line 26 ; SFRTH10x8d CLINE26 TH1equ08dh ; end of line 26 ; line 27 ; SFRTL10x8b CLINE27 TL1equ08bh ; end of line 27 ; line 28 ; SFRSCON0x98 CLINE28 SCONequ098h ; end of line 28 ; line 29 ; SFRSBUF0x99 CLINE29 SBUFequ099h ; end of line 29 ; line 30 ; SFRPCON0x87 CLINE30 PCONequ087h ; end of line 30 ; line 31 ; CLINE31 ; end of line 31 ; line 2 CLINE0 ; end of line 0 ; line 1 ; /*float. h CLINE1 ; end of line 1 ; line 2 ; CLINE2 ; end of line 2 ; line 3 ; Copyright (c) SPJ Systems 1998 CLINE3 ; end of line 3 ; line 4 ; All Rights Reserved. CLINE4 ; end of line 4 ; line 5 ; */ CLINE5 ; end of line 5 ; line 6 ; CLINE6 ; end of line 6 ; line 7 ; #define FLT_RADIX2 CLINE7 ; end of line 7 ; line 8 ; #define FLT_DIG6 CLINE8 ; end of line 8 ; line 9 ; CLINE9 ; end of line 9 ; line 10 ; #define FLT_MANT_DIG24 CLINE10 ; end of line 10 ; line 11 ; #define FLT_MAX_EXP+128 CLINE11 ; end of line 11 ; line 12 #define FLT_MIN_EXP-125 CLINE12 ; end of line 12 ; line 13 ; CLINE13 ; end of line 13 ; line 3 CLINE0 ; end of line 0 ; line 1 ; #definestart_timer0()asmsetbtcon. 4 CLINE1 ; end of line 1 ; line 2 ; #definestop_timer0()asmclrtcon. 4 CLINE2 ; end of line 2 ; line 3 ; #definestart_timer1()asmsetbtcon. 6 CLINE3 ; end of line 3 ; line 4 ; #definestop_timer1()asmc lrtcon. 6 CLINE4 ; end of line 4 ; line 5 ; #defineex0_edge()asmsetbtcon. 0 CLINE5 ; end of line 5 ; line 6 ; #defineex0_level()asmclrtcon. 0 CLINE6 ; end of line 6 ; line 7 ; #defineex1_edge()asmsetbtcon. 2 CLINE7 ; end of line 7 ; line 8 ; #defineex1_level()asmclrtcon. 2 CLINE8 ; end of line 8 ; line 9 ; #defineenable_rx()asmsetbscon. 4 CLINE9 ; end of line 9 ; line 10 ; #definedisable_rx()asmclrscon. 4 CLINE10 ; end of line 10 ; line 11 ; #defineclr_ti()asmclrscon. 1 CLINE11 ; end of line 11 ; line 12 ; #defineclr_ri()asmclrscon. 0 CLINE12 ; end of line 12 ; line 13 ; #defineenable_ex0()asmorlie,#81h CLINE13 ; end of line 13 ; line 14 ; #defineenable_t0()asmorlie,#82h CLINE14 ; end of line 14 ; line 15 ; #defineenable_ex1()asmorlie,#84h CLINE15 ; end of line 15 ; line 16 ; #defineenable_t1()asmorlie,#88h CLINE16 ; end of line 16 ; line 17 ; #defineenable_ser()asmorlie,#90h CLINE17 ; end of line 17 line 18 ; #defineenable_t2()asmorlie,#0a0h CLINE18 ; end of line 18 ; line 19 ; #defineenable_all()asmmovie,#0bfh CLINE19 ; end of line 19 ; line 20 ; #defineenable()asmsetbie. 7 ; sets only the MSB CLINE20 ; end of line 20 ; line 21 ; #definedisable_ex0()asmanlie,#0feh CLINE21 ; end of line 21 ; line 22 ; #definedisable_t0()asmanlie,#0fdh CLINE22 ; end of line 22 ; line 23 ; #definedisable_ex1()asmanlie,#0fbh CLINE23 ; end of line 23 ; line 24 ; #definedisable_t1()asmanlie,#0f7h CLINE24 ; end of line 24 ; line 25 ; #definedisable_ser()asmanlie,#0efh CLINE25 ; end of line 25 ; line 26 ; #definedisable_t2()asmanlie,#0dfh CLINE26 end of line 26 ; line 27 ; #definedisable_all()asmmovie,#0 CLINE27 ; end of line 27 ; line 28 ; #definedisable()asmclrie. 7 ; clears only the MSB CLINE28 ; end of line 28 ; line 29 ; #defineset_hi_ex0()asmorlip,#1h CLINE29 ; end of line 29 ; line 30 ; #defineset_hi_t0()asmorlip,#2h CLINE30 ; end of line 30 ; line 31 ; #defineset_hi_ex1()asmorlip,#4h CLINE31 ; end of line 31 ; line 32 ; #defineset_hi_t1()asmorlip,#8h CLINE32 ; end of line 32 ; line 33 ; #defineset_hi_ser()asmorlip,#10h CLINE33 ; end of line 33 ; line 34 ; #defineset_hi_t2()asmorlip,#20h CLINE34 ; end of line 34 ; line 35 ; #defineset_lo_ex0()asmanlip,#0feh CLINE35 ; end of line 35 ; line 36 ; #defineset_lo_t0()asmanlip,#0fdh CLINE36 ; end of line 36 ; line 37 ; #defineset_lo_ex1()asmanlip,#0fbh CLINE37 ; end of line 37 ; line 38 ; #defineset_lo_t1()asmanlip,#0f7h CLINE38 ; end of line 38 ; line 39 ; #defineset_lo_ser()asmanlip,#0efh CLINE39 ; end of line 39 ; line 40 ; #defineset_lo_t2()asmanlip,#0dfh CLINE40 ; end of line 40 ; line 41 ; #defineset_double_baud()asmorlpcon,#80h CLINE41 ; end of line 41 ; line 42 ; #defineclr_double_baud()asmanlpcon,#7fh CLINE42 ; end of line 42 ; line 43 ; #definepowerdown()asmorlpcon,#2 CLINE43 ; end of line 43 ; line 44 ; #definego_idle()asmorlpcon,#1 CLINE44 ; end of line 44 ; line 45 ; #defineset_t0_mode(gate,c_t,mode)asmorltmod,#((gate * 8) + (c_t * 4) + mode) CLINE45 ; end of line 45 ; line 46 ; #defineset_t1_mode(gate,c_t,mode)asmorltmod,#(((gate * 8) + (c_t * 4) + mode) * 16) CLINE46 ; end of line 46 ; line 47 ; #defineset_com_mode(mode,sm2,ren)asmmovscon,#((mode * 64) + (sm2 * 32) + (ren * 16)) CLINE47 ; end of line 47 ; line 48 ; CLINE48 ; end of line 48 line 4 CLINE0 ; end of line 0 ; line 1 CLINE1 ; end of line 1 ; line 2 ; CLINE2 ; end of line 2 ; line 3 ; Copyright (c) SPJ Systems 1998 CLINE3 ; end of line 3 ; line 4 ; All Rights Reserved. CLINE4 ; end of line 4 line 5 ; */ CLINE5 ; end of line 5 ; line 6 ; CLINE6 ; end of line 6 ; line 7 ; unsigned char inportb (unsigned int portid) ; CLINE7 ; end of line 7 ; line 8 ; void outportb (unsigned int portid, unsigned int value) ; CLINE8 ; end of line 8 ; line 9 ; unsigned char peekb (unsigned int addr) ; CLINE9 ; end of line 9 ; line 10 ; void pokeb (unsigned int addr, uns igned int value) ; CLINE10 ; end of line 10 ; line 11 ; void set_tcnt (int tnum, unsigned int count) ; CLINE11 ; end of line 11 ; line 12 ; void delay (int count) ; CLINE12 ; end of line 12 ; line 13 ; void delay_ms (int count) ; CLINE13 ; end of line 13 ; line 14 unsigned char lo_nibb (unsigned char ch) ; CLINE14 ; end of line 14 ; line 15 ; unsigned char hi_nibb (unsigned char ch) ; CLINE15 ; end of line 15 ; line 16 ; int getbyte () ; CLINE16 ; end of line 16 ; line 17 ; void sendbyte (unsigned char ch) ; CLINE17 ; end of line 17 ; line 18 ; int ser_rdy () ; CLINE18 ; end of line 18 ; line 19 ; void init_ser () ; CLINE19 ; end of line 19 ; line 20 ; CLINE20 ; end of line 20 ; line 21 ; #defineINT_EXT01 CLINE21 ; end of line 21 ; line 22 ; #defineINT_TMR02 CLINE22 ; end of line 22 ; line 23 ; #defineINT_EXT13 CLINE23 ; end of line 23 ; line 24 ; #defineINT_TMR14 CLINE24 ; end of line 24 line 25 ; #defineINT_SER5 CLINE25 ; end of line 25 ; line 26 ; #defineINT_TMR26 CLINE26 ; end o f line 26 ; line 27 ; CLINE27 ; end of line 27 ; line 5 CLINE0 ; end of line 0 ; line 1 ; /*math. h CLINE1 ; end of line 1 ; line 2 ; CLINE2 ; end of line 2 ; line 3 ; Copyright (c) SPJ Systems 1998 CLINE3 ; end of line 3 ; line 4 ; All Rights Reserved. CLINE4 ; end of line 4 ; line 5 ; */ CLINE5 ; end of line 5 ; line 6 ; CLINE6 ; end of line 6 ; line 7 ; #definepye3. 14285714285714 CLINE7 ; end of line 7 ; line 8 ; #definepyex26. 28571428571429 CLINE8 ; end of line 8 ; line 9 ; #definepye_2 1. 57142857142857 CLINE9 ; end of line 9 line 10 ; #definepyex3_2 4. 71428571428571 CLINE10 ; end of line 10 ; line 11 ; #defineLOG20. 30102999566 CLINE11 ; end of line 11 ; line 12 ; #defineNLOG20. 69314718056 CLINE12 ; end of line 12 ; line 13 ; #defineCONST_M0. 43429 CLINE13 ; end of line 13 ; line 14 ; CLINE14 ; end of line 14 ; line 15 ; float sin (float x) ; CLINE15 ; end of line 15 ; line 16 ; float cos (float x) ; CLINE16 ; end of line 16 ; line 17 ; float tan (float x) ; CLINE17 ; end of line 17 ; line 18 ; float asin(float x) ; CLINE18 ; end of line 18 ; line 19 ; float acos (float x) ; CLINE19 ; end of line 19 ; line 20 ; float sinh (float x) ; CLINE20 ; end of line 20 ; line 21 ; float cosh (float x) ; CLINE21 ; end of line 21 ; line 22 ; float tanh (float x) ; CLINE22 ; end of line 22 ; line 23 ; float exp (float x_flval); CLINE23 ; end of line 23 ; line 24 ; float log (float value) ; CLINE24 ; end of line 24 ; line 25 ; float log10 (float value) ; CLINE25 ; end of line 25 ; line 26 ; float pow (float x, float y) ; CLINE26 ; end of line 26 ; line 27 ; float sqrt (float x) ; CLINE27 ; end of line 27 ; line 28 ; float ceil (float x) ; CLINE28 ; end of line 28 ; line 29 ; float floor (float x) ; CLINE29 ; end of line 29 ; line 30 ; float fabs (float x) ; CLINE30 end of line 30 ; line 31 ; float ldexp (float number, int power) ; CLINE31 ; end of line 31 ; line 32 ; float frexp (float number, int *power) ; CLINE32 ; end of line 32 ; line 33 ; float modf (float x, float *ipart) ; CLINE33 ; end of line 33 ; line 34 ; float fmod (float n1, float n2) ; CLINE34 ; end of line 34 ; line 35 ; CLINE35 ; end of line 35 ; line 6 CLINE0 ; end of line 0 ; line 1 ; /*stdlib. h CLINE1 ; end of line 1 ; line 2 ; CLINE2 ; end of line 2 ; line 3 ; Copyright (c) SPJ Systems 1998 CLINE3 ; end of line 3 ; line 4 ; All Rights Reserved. CLINE4 ; end of line 4 ; line 5 ; */ CLINE5 ; end of line 5 line 6 ; CLINE6 ; end of line 6 ; line 7 ; float atof (char *s) ; CLINE7 ; end of line 7 ; line 8 ; int atoi (char *s) ; CLINE8 ; end of line 8 ; line 9 ; long int atol (char *s) ; CLINE9 ; end of line 9 ; line 10 ; int abs (int n) ; CLINE10 ; end of line 10 ; line 11 ; long int labs (long int n) ; CLINE11 ; end of line 11 ; line 12 ; CLINE12 ; end of line 12 ; line 13 ; void int2bcd (int value, char *dest, int ndigits) ; CLINE13 ; end of line 13 ; line 14 ; void itoa_c31 (int value, char *dest, int ndigits) ; CLINE14 ; end of line 14 ; line 15 ; void ui2a_c31 (unsigned int value, char *dest, int ndigits) ; CLINE15 end of line 15 ; line 16 ; void ui2bcd (unsigned int value, char *dest, int ndigits) ; CLINE16 ; end of line 16 ; line 17 ; CLINE17 ; end of line 17 ; line 18 ; void long2bcd (long int val, char *dest, int cnt) ; CLINE18 ; end of line 18 ; line 19 ; void ltoa_c31 (long int val, char *dest, int cnt) ; CLINE19 ; end of line 19 ; line 20 ; CLINE20 ; end of line 20 ; line 7 ; #include CLINE0 ; end of line 0 ; line 1 ; /*etc. h CLINE1 ; end of line 1 ; line 2 ; CLINE2 ; end of line 2 ; line 3 ; Copyright (c) SPJ Systems 1998 CLINE3 ; end of line 3 ; line 4 ; All Rights Reserved. CLINE4 ; end of line 4 ; line 5 ; */ CLINE5 end of line 5 ; line 6 ; CLINE6 ; end of line 6 ; line 7 ; int bcd2int (char *str, int ndigits) ; CLINE7 ; end of line 7 ; line 8 ; void flot2str (float value, char *dest) ; CLINE8 ; end of line 8 ; line 9 ; CLINE9 ; end of line 9 ; line 8 ; #include CLINE0 ; end of line 0 ; line 1 ; /*string. h CLINE1 ; end of line 1 ; line 2 ; CLINE2 ; end of line 2 ; line 3 ; Copyright (c) SPJ Systems 1998 CLINE3 ; end of line 3 ; line 4 ; All Rights Reserved. CLINE4 ; end of line 4 ; line 5 ; */ CLINE5 ; end of line 5 ; line 6 ; CLINE6 ; end of line 6 ; line 7 ; char * strcpy (char *dest, char *src) ; CLINE7 ; end of line 7 ; line 8 char * strncpy (char *dest, char *src, int maxlen) ; CLINE8 ; end of line 8 ; line 9 ; char * strcat (char *dest, char *src) ; CLINE9 ; end of line 9 ; line 10 ; int strcmp (char *s1, char *s2) ; CLINE10 ; end of line 10 ; line 11 ; unsigned int strlen (char *src) ; CLINE11 ; end of line 11 ; line 12 ; char * strlwr (char *s) ; CLINE12 ; end of line 12 ; line 13 ; char * strupr (char *s) ; CLINE13 ; end of line 13 ; line 14 ; CLINE14 ; end of line 14 ; line 15 ; void * memset (void *s, int c, int n) ; CLINE15 ; end of line 15 ; line 16 ; CLINE16 ; end of line 16 ; line 9 ; CLINE9 ; end of line 9 ; line 10 ; CLINE10 end of line 10 ; line 11 CLINE11 ; end of line 11 ; line 12 CLINE12 ; end of line 12 ; line 13 CLINE13 ; end of line 13 ; line 14 CLINE14 ; end of line 14 ; line 15 ; CLINE15 ; end of line 15 ; line 16 CLINE16 ; end of line 16 ; line 17 CLI NE17 ; end of line 17 ; line 18 ; float f1,f2,s1,s2; CLINE18 ; end of line 18 ; line 19 ; CLINE19 ; end of line 19 ; line 20 ; /*************************************************** CLINE20 ; end of line 20 ; line 21 ; * Prototype(s) * CLINE21 ; end of line 21 ; line 22 ; ***************************************************/ CLINE22 ; end of line 22 line 23 ; CLINE23 ; end of line 23 ; line 24 CLINE24 ; end of line 24 ; line 25 CLINE25 ; end of line 25 ; line 26 CLINE26 ; end of line 26 ; line 27 CLINE27 ; end of line 27 ; line 28 CLINE28 ; end of line 28 ; line 29 ; void LCD_init(); CLINE29 ; end of line 29 ; line 30 ; CLINE30 ; end of line 30 ; line 31 ; /*************************************************** CLINE31 ; end of line 31 ; line 32 ; * Sources * CLINE32 ; end of line 32 ; line 33 ; ***************************************************/ CLINE33 ; end of line 33 ; line 34 CLINE34 ; line 35 ; { CLINE35 _LCD_delay: end of line 35 ; line 36 ; unsigned char n; CLINE36 ; end of line 36 ; line 37 ; unsigned char i; CLINE37 ; end of line 37 ; line 38 CLINE38 pushbp movbp,sp incsp incsp for0: movr1,bp incr1 incr1 [email  protected],#0 for_in0: mova,bp adda,#0fdh movr1,a movmyacc,@r1 movr0,#myacc movr1,bp incr1 incr1 mova,@r1 clrc subba,@r0 clra movacc. 0,c [email  protected],a mova,myacc jnzfor_ok0 ljmpfor_out0 for_ok0: ; line 39 ; { CLINE39 ; line 40 CLINE40 for1: movr1,bp incr1 [email  protected],#0 for_in1: movr1,bp incr1 movr0,#myacc mova,@r1 clrc subba,#100 clra movacc. 0,c [email  protected],a mova,myacc jnzfor_ok1 ljmpfor_out1 for_ok1: ; line 41 ; { CLINE41 ; line 42 asm nop CLINE42 nop ; line 43 ; } CLINE43 for_inc1: movr1,bp incr1 [email  protected] ljmpfor_in1 for_out1: ; line 44 ; } CLINE44 for_inc0: movr1,bp incr1 incr1 [email  protected] ljmpfor_in0 for_out0: ; end of line 44 ; line 45 ; CLINE45 ; end of line 45 ; line 46 ; } CLINE46 movsp,bp popbp ret ; end of line 46 ; line 47 ; CLINE47 ; end of line 47 ; line 48 ; CLINE48 ; end of line 48 ; line 49CLINE49 ; line 50 ; { CLINE50 _LCD_command: ; end of line 50 ; line 51 CLINE51 pushbp movbp,sp mova,bp adda,#0fdh movr1,a mov160,@r1 ; end of line 51 ; line 52 CLINE52 clr P3. 2 ; end of line 52 ; line 53 CLINE53 clr p3. 1 ; end of line 53 line 54 CLINE54 setb P3. 0 ; end of line 54 ; line 55 CLINE55 clr P3. 0 ; end of line 55 ; line 56 CLINE56 mova,#01h pushacc lcall_LCD_delay decsp ; end of line 56 ; line 57 ; } CLINE57 movsp,bp popbp ret ; end of line 57 ; line 58 ; CLINE58 ; end of line 58 ; line 59 CLINE59 ; line 60 ; { CLINE60 _LCD_putc: ; end of line 60 ; line 61 ; P2 = ascii; CLINE61 pushbp movbp,sp mova,bp adda,#0fdh movr1,a mov160,@r1 ; end of line 61 ; line 62 CLINE62 setb P3. 2 ; end of line 62 ; line 63 ; asm clr p3. 1 CLINE63 clr p3. 1 ; end of line 63 ; line 64 CLINE64 setb P3. 0 ; end of line 64 ; line 65 ; asm clr P3. 0 CLINE65