One Machine in Cement Production Industry Essay Example for Free

One Machine in Cement Production Industry Essay The cement packing machine is mainly used for packing cement in bags, or other fluit powdery materials bagging work. Except manual sidekick, baggs cant fall off unless the bulking load reach centain amount. The machine can stop immediately when bag happens to fall of suddenly. It can charge load without compressing air, which reduces the packer damadge caused by damaged pneumatic components. Most of the cement packer is divided into fixed and rotary. The work of running processes 1). Start the operation steps: The circular telegram starts the belt fastener start the packer start the feeding engine to insert the bag to fill installs measurement fall the bag . 2). Engine off step: Closes the feeding engine emptying the cement in the packer switch off the total power source . Entire operation and routine maintenance When the operation appears failure ,emergency stopping maintenance , cutting off power supply, , listing alerts or the specialist care. 6). Packer of grounding protection wants safely reliable,and regularly test ground resistance . 7). When the belt suddenly stop , they should immediately cut off the cement packer rotary power to scratch-resistant package

The Situation In Ireland :: European Europe History

The Situation In Ireland "But who are we that we should hesitate to die for Ireland. Are not the claims of Ireland greater on us than any personal ones? Is it fear that deters us from such an enterprise? Away with such fears. Cowards die many times, the brave only die once." Padraic Pearse (rebellion leader), 1916 (The New Republic, 34) Pearse's words, spoken just before the Easter rebellion, summarizes many Irish feelings toward rebellion for independence. In order to gain freedom from the British, revolutionaries were willing to sacrifice anything, even their lives. For centuries, the Irish had been part of the vast British empire and for most of that time, they struggled to obtain their sovereignty. Numerous events sparked this discontent in Ireland in the early 20th century. At the top of their list of grievances was the political treatment of the Irish. The Irish parliament was highly inadequate and inefficient with no real power to represent the people (The Outlook, pg 116). Additionally, Britain governed Ireland in the same manner that it governed all of its territories; it ruled according to what would best serve Great Britain, not the territory. For example, Ireland's commerce was discouraged and their manufacturing was paralyzed by British legislation (The Outlook, pg 116). Religious treatment of Roman Cat holics also angered the Irish. A large number of Irish were (and still are) Catholic and were repressed in many ways by English legislature. They were expected to pay taxes to support the Established Church of England, which gave Catholics no services. Furthermore, Britain forbade Catholics from providing education for their own children. Catholics could not be teachers and parents could not send their children abroad for education without forfeiture of their property and citizenship (The Outlook, pg 117). Although these actions by the British government infuriated the Irish, the new wave of rebellion actually began again in 1914 with the British government's repeal of the recently enacted Home Rule Bill, which gave the Irish some measure of political autonomy. These feelings came to a peak on Easter Monday, April 24, 1916 in the Irish capital of Dublin when approximately 1500 men, led by Pearse, seized the post office and other strategic points. These men were members of the Citizen Army, an illegal force of Dublin citizens organized by labor leader Jim Larkin and socialist James Connolly. From here, they established themselves in military fashion by erecting barricades of sandbags and closing off the streets with barbed wire.

What Did It Mean to Be Modern in Early 20th Century East Asia?

What did it mean to be modern in early twentieth century East Asia? In the early 20th century, East Asia went through a process of modernisation to cope with the challenges brought by the Western powers. This process of modernisation was characterised by numerous features, ranging from military, political, economic, industrial and technological reforms to changes in the legal, administration, diplomatic as well as education and women. There were long term socio-political and cultural impacts which shaped the modern East Asia in the early 20th century.While modernisation was in no way equivalent to Westernisation, many in the early 20th century saw the West as a model for modernisation. Modernisation in East Asia was thus more often than not taken as a process of learning from or even imitating the West. This essay will argue that Japan, Korea and China shared similar themes in the path towards modernity even though they developed in different ways. One of the most important steps tow ards modernisation for all 3 regions of East Asia was the reform (increasing levels of freedom) for women.In the early 20th century Japan, Korea and China underwent economic and industrial development taking the first steps towards modernisation. However, the significant difference lay in the fact that Korea underwent this process of industrial and economic modernisation under Japanese colonial rule therefore one may argue that the significance of their development was much greater. Japanese corporations took advantage of international technological and managerial innovations often called the â€Å"second industrial revolution†. Japan’s electrical technology became second to none.Electric street cars appeared in Tokyo in 1904, several years after they had appeared in Seoul. Of Japanese households, 85% had electricity in 1935, compared to 68% in the United States. Techniques of mass production required both standardised equipment and scientific management or Taylorism, an American theory of rational labour practice that Japan adapted to make the work force more efficient. A dual structure characterised Japan’s modern economy. Therefore, for Japan modernisation meant a rise in industrial advances and production thus a booming economy.Scholars’ views of Korea’s colonial period generally divide into two broad categories. The first takes a negative view of Japan but the second fits the colonial experience into major trends that lasted to the end of the 20th century. This included abolishing inherited social status as a barrier to advancement; liberating women from male domination; introducing modern mass media and popular culture; creating a modern economy through heavy investment in railroads, bridges and harbours; establishing a modern financial sector in the 1920s; and industrialising the peninsula in the 1930s.A small middle class of businessmen and shopkeepers arose and half million farmers were converted to factory workers a nd miners. In retrospect, the most important economic contribution was Japan’s use of state-led industrialisation involving planning and controls of all kinds in the process of late industrialisation to catch up to the advanced economies of western imperialists. Colonial economic policy aimed at expanding agricultural production by investment in reclamation, irrigation, chemical fertiliser and the introduction of new seeds to grow rice for export to Japan.Some people benefited more than others out of the economic boom in Korea from 1910-1925. This economic boom saw a rise in the price of rice. Korean landlords most of whom were Yangban (landed or unlanded aristocracy), fared far better than sharecroppers and Japan succeeded in winning tangban landlords compliance to colonial rule by granting them noble titles and guaranteeing their private property rights. As a result landlords took little part in the development of active nationalist resistance to Japanese rule.Taking this i nto consideration it is not unreasonable to suggests that while Japanese colonial rule brought about tyranny, exploitation of the Korean economy, its reduction of the mass of the population to bare subsistence and its attempt to obliterate Korean culture without granting equal citizenship rights it also encouraged developmentalism thus a profound increase in economic development. World War One gave China’s businesses and industries a chance to flourish.Britain, France, Germany and Russia were preoccupied with what was happening in Europe and no longer had spare goods to export. Imports from the West thus dropped dramatically, giving Chinese manufacturers a chance to sell more profitably. At the same time, the demand for products from China increased dramatically, giving Chinese manufacturers a chance to sell more profitably. At the same time, the demand for products from china increased helping china’s export industries. The number of Chinese textile mills increased fr om 22 in 1911 to 109 in 1921.Tonnage of coal produced grew from 13 to 20 million tons between 1913 and 1919. Modern banking took off: between 1912 and 1923, the number of modern banks increased from 7 to 31. Telephone and electric companies were formed not only in major cities but also in county seats and even in market towns. New fortunes were made. For instance, the Rong brothers from a family of merchants in Wuxi built a flour mill in 1901 and another in 1913. As opportunities opened up, they built eight new factories between 1914 and 1920 expanding into textiles.Therefore, like Japan and Korea, modernisation for China also meant an increase in industrialisation and economic production which brought the first steps towards modernity in the early 20th century. In Japan the path towards modernisation also meant the adoption of constitutional government and an imperial democracy. After the Meiji restoration in 1868, it provided for a form of constitutional monarchy, in which the emp eror of Japan was an active ruler and wielded considerable political power over foreign policy and diplomacy which was shared with an elected Diet.The Diet primarily dictated domestic policy matters. After the Meiji restoration, which restored direct political power to the emperor, Japan underwent a period of political and social reform and modernisation aimed at strengthening Japan to the level of the nations of the Western world. The immediate consequence of the constitution was the opening of the first parliamentary government in Asia. In the early 20th century the struggle for democracy engaged academic theorists, journalists, feminists, outcasts and working men and women who expressed themselves in riots and in efforts to organised unions.For Japanese intellectuals liberalism meant representative government, constitutionalism, and rule by law. It meant individual rights and freedom from undue governmental interference in the individual’s life. It distinguished between th e naturalness of society and the artifice of the state. Intellectuals who professed liberal views jeopardised their careers. For example, Yoshino Sakuzo had to resign his position at Tokyo University because he had argued that people are the basis of the state and the aim of the state is to promote their well-being.The public interest had to in their view, supersede private, partial interests of oligarchs, bureaucrats, politicians and businessmen. Minobe Tatsukichi argued that according to the constitution, the Diet, in particular the lower house was the organ that represented the people. Therefore, it is clear that in Japan modernisation not only meant an improvement in industrial production and economic strength, but more significantly it meant the expression by the people for democracy and new liberal ideas imported from the West.A new modern culture was emerging in East Asia along with education which was emphasised significantly in Korea in the early 20th century. Radio broadca sting began in 1927 under the Japanese Korean broadcasting company and Korean language programs expanded from a third to half of airtime and in 1933 the first all Korean station was allowed. It devoted many programs to Korean history, science, the arts, international affairs, translations of western plays, popular songs with a distinct Korean flavour and standardisation of Korean grammar. In Japan the great Kanto earthquake of 1923 ushered in modern Japanese culture.Modern culture incorporated a second wave of westernisation driven not by national goals but by individual inclinations. After the earthquake, there emerged theatres, galleries, exhibition halls, and rooftop arcades and in 1927 the first subway in Asia connected corporate headquarters in Ginza with movie houses and cafes in Asakysa. The new middle class consumed a modern culture removed from politics. Mass literacy spurred the development of mass media. Self-help books and magazines taught the rudiments of popular scienc e, how to be modern, how to succeed in business and how to create the perfect home environment.Cinemas showed films from abroad alongside domestically produced animated cartoons and historical dramas. This modern mass culture promoted a privatising world of leisure and self-expression. In China the new culture movement took the lead in rejecting traditional values. For example, articles were written that promoted the importance of rejection of Confucianism so that China could attain equality and human rights. Leaders of the movement proposed ending use of the classical literary language because it was a â€Å"dead language† according to Hu Shi.By 1919 New youth written entirely in vernacular Chinese was joined by many other periodicals aimed at young people aspiring for new china. Magazines were filled with articles on western ideas including socialism anarchism, democracy, liberalism Darwinism pragmatism and science. All the major political and intellectual revolutionaries o f the early 20th century spoke out on the need to change the ways of thinking about women and their social roles. Early in the century the key issues were foot binding and women’s education. Anti-foot binding campaigns depicted the ustom as standing in the way of modernisation by crippling a large part of the population. As women gained access to modern education they began to participate in politics. Schools for women were becoming more common in this period. In 1907 the Qing government mandated the opening of schools for girls. By 1910 there were over 40000 girls’ schools in the country, with 1. 6 million students and by 1919 this had increased. Schools offered much more than literacy; they offered a respectable way for girls to interact with unrelated people.After 1920 opportunities for higher education also rapidly expanded leading to a growing number of women working as teachers, nurses and civil servants in the larger cities. At the end of World War One the treat y of Versailles ceded former German holdings in China to Japan instead of returning the territories to China even though China had sent troops to fight with the Allies in Europe. Such unfair treatment sparked a widespread intellectual uprising known as the May 4th movement. Focussing on the need for national strength and modernisation this movement also encompassed widespread cultural and literary innovation.These cultural products also saw new representations of women as two distinct archetypes: the New Woman and the Modern Girl. The new emphasis on women in the early 20th century and the public movements taking place (May 4th) show that to China modernisation meant a more Western liberal approach than ever before. To conclude one may argue that to be modern in East Asia in the early 20th century meant different things to Japan, Korea and China. However, similarities were greatly emphasised. For Japan there developed a robust parliamentary democracy supported by an electorate that encompassed the entire male population.The industrialised economy and modern bureaucracy fostered the growth of a well-educated middle class. Overall modern Japan contained conflicting visions of what it meant to be Japanese. For Korea Japanese colonial rule had both positive and negative effects. It established models for successful enterprises and by breaking down hereditary status barriers it opened opportunities to people previously blocked from upward mobility. By introducing modern education it introduced some Koreans to science, foreign languages and social science and enabled the birth of modern mass culture.In short Japanese colonialism produced wealth and poverty, acceptance and animosity, revolutionary potential and conservative reaction. For China modernisation meant the end of the two thousand years of monarchical government, the importance of nationalism and the emergence of political parties. Through the spread of modern schools and new publications a large proportion of the population knew of western countries and ideas. Radically new ideas such as individualism and democracy were being widely discussed and advocated. However, overall of most importance to the whole of East Asia was the similar way in which women were revolutionised.In Japan, Korea and China one may argue that the process of modernisation had the greatest impact on women and that one of the biggest aspects of adopting a more modern western culture in early 20th century East Asia, was the freedom for women to play more public roles in society. Bibliography 1. Edwin Arnold, Asia’s first parliament: Sir Edwin Arnold describes the step in Japan, New York Times 26 January 1891 2. Ebrey, Walthall and Palais, East Asia: a cultural, social and political history second edition 2009 3. Sarah E Stevens, Figuring modernity: the new woman and the modern girl in republican China volume 15 number 3 2003

Essay about Rwandan Genocide - 2279 Words

Rwanda has almost always been somewhat of a melting pot, much like other African nations. People of various ethnicities, occupations, and social classes lived in the country without much more trouble than the surrounding nations. Even so, much like other nations, Rwanda still had underlying issues beneath the surface that still had to be faced. Beginning on April 9th, 1994, the genocide had begun, leading to a systematic killing of over 800,000 Rwandans. For what reason were these people killed to begin with? Each of these people were killed for being either Tutsi, an upper-classed ethnic group in the nation, or for refusing to partake in the barbaric bloodletting. After the confrontations between the â€Å"upper class† Tutsi and the†¦show more content†¦However, a Hutu could still become a â€Å"Tutsi† if he went up high enough on the social ladder, so if anything the separation was just a general statistic at best. By the time the late 19th century and early 20th century came along, after colonialists came into the area, a new policy was instilled which proclaimed that Tutsi were superior to Hutu, giving the Tutsi more privileges and better education than their Hutu counterparts (Twagilimana 22). After Belgium took control of Rwanda in 1918, it was decided that rather than allow Hutu to improve their living situation, they would be forced into a social class - â€Å"upper-classed† Tutsis or â€Å"lower-classed† Hutu – depending on their ethnicity (â€Å"Frontline: Rwanda Chronology†; Twagilimana 22). In addition, the Hutu were no longer allowed to rise in class, and were stuck in their position for life. Further exacerbating the already strained relationship of Hutu and Tutsi masses, between the 1920’s and 1930’s, Belgian officials decided that ethnicity cards, or â€Å"books,† as described by some individuals, would be issued to every citizen of Rwanda, identifying them as Hutu, Tutsi, or of another race (â€Å"Frontline: Rwanda Chronology†; Rusesabagina 23). This suppression of Hutu continued on until the 1950’s, when Hutus rebelled against a suppressing ruling-class that had oppressed them for so long. By the year 1962, the Hutu had finally taken control of the nation, causing thousandsShow MoreRelatedThe Genocide Of The Rwandan Genocide Essay1711 Words   |  7 PagesThe Rwandan Genocide took place in 1994 and involved members of the Hutu mass killing Tutsi and Tutsi sympathizers who were Hutu. The genocide resulted in the deaths of around 800,000 people, majority Tutsi. The separation of classes came from Belgian internationals creating the two ethnic classes and giving power to the Tutsi who were taller and had lighter skin, and generally appeared more European. In response to this, after the country gained independence from Belgium, Hutu extremists gatheredRead MoreThe Rwandan Genocide And The Genocide1654 Words   |  7 PagesMira nda Shearer Mrs. Sohal/ Mrs. Love Period 3 17 October 2014 The Rwandan Genocide A genocide is defined as the deliberate killing of a group of people, especially of a certain ethnicity. By that definition and almost any other a dictionary could define, the killing of the Tutsis was certainly a genocide.The Rwandan Genocide occurred in 1994, in an African country called Rwanda. A long history of building friction between the Hutus and the Tutsis undeniably caused the mass murder of over 800,000Read MoreThe Genocide Of The Rwandan Genocide1421 Words   |  6 PagesThe Rwanda Genocide was an unfortunate case where thousands of deaths could have been prevented, but because of irresponsibility and selfishness of global governments’ innocent lives were lost. The Genocide began on April 6, 1994 and was, â€Å"initiated by the Hutu political elite and extremists and its military support, their prime targets were the Tutsi, as well as Hutu moderates.† (Hain 2) The Hutu made up majority of the population and government officials and enforced a government-ass isted militaryRead MoreThe Rwandan Genocide Essay959 Words   |  4 PagesThe problems of today can often be traced in the beginnings of yesterday. The Rwandan Genocide was a divisive division of two groups that culminated in the mass murder of nearly 500,000 Rwandans, three-fourths of the population. The tactful subterfuge by the ruling party fueled the separation of two ethnic groups that reminisce the events in Europe 55 years earlier. Naturally, the question becomes, how? Simply speaking it was the indifference of global elites and political demagoguery that incitedRead MoreThe Rwandan Genocide And The Genocide866 Words   |  4 PagesThe Rwandan genocide occurred during the period of April to July of 1994. This genocide was as a result of the Hutu ethnic majority slaughtering the Tutsi minority. During this period as much as 800,000 Tutsis were killed. The genocide was started by Hutu extremists in the capital of Kigali and the genocide soon spread across the country. Despi te all of this there were several survivors of the genocide. Immaculee Ilibagiza is one of those people. Immaculee Ilibagiza was born in 1972. 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Over the years scholars have studied just wha t motivates a state to engage in such awful behavior. What motivates them? Why would they do such horrendous things to their own citizens? Is it solely for some economic incentive, orRead MoreThe Genocide Of The Rwandan Genocide Essay2042 Words   |  9 Pagespeople that commit genocide; we are all capable of it. It’s our evolutionary history† (James Lovelock). According to the Oxford dictionary, genocide is defined as â€Å"the deliberate killing of a large group of people, especially those of a particular nation or ethnic group.† Although it may be hard to believe, genocides have occurred all over the world and all throughout time. There have been well documented genocides such as the Holocaust. Additionally, there have also been genocides that have barelyRead MoreThe Rwandan Genocide1188 Words   |  5 PagesRwandan Genocide The Rwandan Genocide began on April 6, 1994 and lasted for about 100 days (History). 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