The terms 'ethnic minority' hides the diversity between and within Essay

The terms 'ethnic minority' hides the diversity between and within minority ethnic groups. Discuss - Essay Example dress issues of discrimination on racial or ethnic lives have not been able to efficiently iron out details about ethno-religious matters, gender and ethnicity, ethno-politico issues and other such gray areas. Members of these minority groups have had to endure their situation or fight like the black feminists did. This paper aims to discuss an array issues that touch on this issue of differences between and within ethnic minority groups. Looking at self-employement sector in Britain for example the self-employment rate is 14.6 percent for non-whites compared to 12.3 percent for whites. However beneath this statistics are the glaring differences between the groups. The self-employment rate for black Carribeans is 5.8 percent while that for Chinese is 26.6 percent (Kenneth and Drinkwater, 1). Factors that could create these differences would include social support from one’s community to facilitate a self-sustaining economic environment, effects of religion or access to informal sources of capital and manpower from the family ties or members of the ethnic community (Kenneth and Drinkwater, 1). Cultural endowments too determine such kinds of trends since it does determine one’s attitude towards entrepreneurship. It also has a bearing on consumer behaviour and how much of a good is ordered (Rafiq, 46). Some of these consumer behaviours become so pronounced as to qualify some goods being referred to as ethnic goods. When a good number of members of a certain ethnic group live together in one neighbourhood, a protected market scenario arises. The shop owners are able to maintain a monopoly of sorts within the neighbourhood and the members give support by being loyal to these businesses. The shop owners are keener to provide goods and services that meet the memb ers’ preferences. Religious goods are particularly a favourite. So are goods from the ethnic group’s country of origin. Religion is another strong influence. Rafiq, (50-55) argues that in

Consumer behaviour and marketing Essay Example | Topics and Well Written Essays - 2500 words

Consumer behaviour and marketing - Essay Example Generally, marketing to such a consumer base has to be made depending upon certain strategies. However, in an era of globalisation, serving consumers worldwide is what most marketers and producers have to do. Global consumer culture hence implies, the expansion of businesses and organisations all over the world in order to serve people belonging to different cultural backgrounds (Arnould, 2009, p. 3). Such a strategy involves a huge research to study the innate characteristics of consumers and this is where the importance of the present research lies. Outline In this era of globalisation, the concept ‘Global Consumer Culture’ has its own significance. It would not be wrong to say that the multinational organisations have to invest money as well as time to frame up strategies for each of their destination countries. Global consumer culture is a relief for them to let them think the world as a global village and a single market. However, evidences show there are a number o f obstacles resisting the spread of this concept. The segment ‘Global Consumer Culture: The Limitations of the Concept’ has discussed these points taking reference from books and journals. At the end, a conclusion has been inferred from the discussion and analysis, carried in the earlier segments. The analysis and evaluation section is primarily associated with the different kinds of consumers that the marketers have to deal with and the strategies that they adopt to handle each according to their cultural backgrounds. Global Consumer Culture: The Limitations of the Concept â€Å"Consumer culture can be defined as a social arrangement in which the relations between the [lived cultural experience of everyday life] and social resources, between meaningful [valued] ways of life and the symbolic and material resources on which they depend, is mediated through markets† (University of Wyoming, n.d., p.1). Consumer culture is a system, in which the behaviours found in t he consumption process and in all times and places it is dominated by the consumption of commercial products. This also enables the transmission of existing cultural values, norms and habitual ways of doing things from generation to generation. The consumer behaviour is largely influenced by the free personal choice in the private arena of daily lives. In this modern era, the consumer culture is no longer governed by tradition rather it is more influenced by instability in the economy. Globalisation culture positioning is a strategy, used to cover various consumer segments emerging with the global consumer culture (Warren, 2009). As the globalisation has spread its wings; companies do not bother to cross the boundaries of the countries. In such a case, global consumer culture is driven by the expansion of the organisations and its marketing principles across the globe. In theoretical terms, global culture can be described as the process wherein the global consumers would be united i n way to make this world as a single market place. As per Belk, introduction of global culture would lead to homogenisation of global consumption. Global consumer culture facilitates the same consumption behaviour of the consumers, which means that consumers in every corner would have the opportunity to eat the same food items, wear the same fashionable clothes, drive the same types of cars, watch the same television programs, stay

General Motors Corporation Essay Example | Topics and Well Written Essays - 3500 words

General Motors Corporation - Essay Example GM’s six main automaking divisions have catered to its manifesto of â€Å"a car for every purse and purpose† (Monks & Minow, 2008: 414). Statement of Purpose: This Case Study on the General Motors Corporation is for the purpose of investigating the company’s downward spiral into possible bankruptcy. Using appropriate theories and literature, investigation of the What? Why? and How? of the organization will help to determine the reasons for the auto giant’s decline 0ajjind the implications for the future of the company. The reasons for and the processes by which the United States’ auto giant General Motors Company deteriorated to a position of near-bankruptcy, can be determined by investigating various factors based on relevant theories of corporate collapse (Fig.1). These would include corporate governance, organisational culture, leadership styles, operational risk management and financial risk management pertaining to the functioning of General Motors. The underlying concepts pertaining to risk management, financial markets and products, and global perspectives on risk are important aspects. A widely encompassing approach that associates the causes of bankruptcy to the characteristics of the company and to the financial symptoms of distress, is essential, in examining the company’s financial decline (Thornhill & Amit, 2003). Besides the financial situation of the company, other crucial factors include the time dimension of failure, and the influence of key non-financial factors such as managerial error which is found to be one of the main reasons (Balcaen & Ooghe, 2006). Over the decades, from the time of GM’s inception in 1909, the company has suffered numerous set-backs which destroyed its ability to control the cost of its workforce. Roger Smith as CEO started downsizing the manufacturing units from 1985, with a commitment to revolutionizing the organization.

Research Project Essay Example | Topics and Well Written Essays - 3000 words - 2

Research Project - Essay Example tz, 2002), one of the greatest accomplishments at the onset of the 21st century is the continuous pursuit of fitness since the beginning of our existence. Fitness remains to be paramount to health and well-being. In cognizance of the recognized importance of fitness in the life of everyone, fitness centers or health clubs commonly known as a gym emerged almost everywhere. Fitness gyms cater to almost all age groups but usually to teens, adults and even elderly. The Fitness Center is a health, recreational and social facility geared towards exercise, sports and other physical activities. It may be for a for-profit commercial facility or a community or institutionally supported center. A successful facility will accommodate both the serious athlete and the casual recreational user. (Mion, E.G. 2010) It was found that fitness centers in the past 20 years have not only proven to be popular and very much in demand by fitness conscious consumers but also a very profitable business opportunity. There are many aspects to carefully consider prior to starting a fitness center. However, with careful research and proper planning fitness center can be a fabulous business to start, operate, and own not to mention that it also has the potential to be very profitable. Opening a fitness center requires careful planning and research and the following are some aspects of the business that should be considered: Where will the fitness center be located, how much square footage would be required/ focus of the business (caters to all people or one specific group, service (Will the center be full service meaning optional aerobic classes and one-on-one personal training for clients, staff, marketing, competition(How much does the competition charge?). ( Business Idea Center: Fitness Center) The fitness centers shall continue to be a profitable business venture. It may also important to know that top fitness trends for 2011 include fitness programs for older

Satanism and Suicide in the School Case Study Example | Topics and Well Written Essays - 250 words

Satanism and Suicide in the School - Case Study Example For this case study, the potential positive consequences include agreeing with the parents that the Halloween holiday has no place in the school. Negative consequences include disagreeing with the parents and allowing the pupils to attend the Halloween party. The risk here will be discontentment from parents who might decide to transfer their pupils and as a result, be fired by the school’s board (Callison and McAllister 84). I will evaluate the outcome of my decision/the school’s decision based on the pupils performance, parents and boards approval or support, and the number of pupils who joins the school. Reach a compromise agreement with the parents will enhance learning, and improve the school’s performance. In this case study, the problem that needs to be resolved is that of a pupil in the school who has thoughts of committing suicide, and as such, as the principle I need to decide what to do. This process should involve the pupil, his/her parents, his/her immediate teacher and a counselor. I will need to communicate to the pupil, his/her parents, and his/her immediate teacher. The potential positive for this case is getting the pupil to change his attitudes and help the pupil to give away that disturbing wish and thought of wanting to die; simply keeping the pupil alive (Callison and McAllister 106). For this case, a negative consequence will be to fail to get the pupil some substantial help, thus resulting in the pupil committing suicide. I will evaluate my decision based on whether the pupil is able to fend that suicidal feeling and stay alive or not. In case, the pupil does not get help and ends up committing suicide, the other pupils and the entire school community will be devastat ed.  

AIDS and Needles Essay Example for Free

AIDS and Needles Essay Becton Dickinson, one of the largest manufacturers of medical supplies, dominates the US market in disposable syringes and needles. In 2005, a nurse, Maryann Rockwood (a fictional name), used a Becton Dickinson 5cc syringe and needle to draw blood from a patient known to be infected with HIV (Human immunodeficiency virus). Ms. Rockwood worked in a clinic that served AIDS patients, and she drew blood from these patients several times a day. After drawing the blood on this particular day, she transferred the HIV-contaminated blood to a sterile test tube by sticking the needle through the rubber stopper of the test tube, which she was holding with her other hand. She accidentally pricked her finger with the contaminated needle. She is now HIV positive. A few years earlier, in 2000, Becton Dickinson had acquired exclusive rights to a patent for a new syringe that had a moveable protective sleeve around it. The plastic tube around the syringe could slide down to safely cover the needle. The Becton Dickinson 5cc syringe used by Maryann Rockwood in 2005, however, did not yet have such a protective guard built into it. The AIDS epidemic has posed peculiarly acute dilemmas for health workers, including doctors and nurses. Doctors performing surgery on AIDS patients can easily prick their fingers with a scalpel, needle, sharp instrument, or even bone fragment and can become infected with the virus. The greatest risk is to nurses, who, after routinely removing an intravenous system, drawing blood, or delivering an injection to an AIDS patient, can easily stick themselves with the needle they were using. Needlestick injuries occur frequently in large hospitals and account for about 80 percent of reported occupational exposures to HIV among health care workers. It was conservatively estimated in 2005 that about 64 health care workers were then being infected with HIV each year as a result of needlestick injuries. Although the fear of HIV had heightened concerns over needlestick injuries, HIV was not the only risk posed by needlestick injuries. Hepatitis B can also be contracted through an accidental needlestick. In 2000, the Centre for Disease Control (CDC) estimated, on the basis of hospital reports, that each year at least 12,000 health care workers are exposed to blood contaminated with the Hepatitis B virus, and of these 250 die as a  consequence. Due to underreporting, however, the actual numbers may be higher. In addition to Hepatitis B, needlestick injuries can also transmit numerous other viral, bacterial, fungal, and parasitic infections, as well as toxic drugs or other agents that are delivered through a syringe and needle. The total statistics on needlestick injuries in 2005 are disturbing, although the exact incidence of contamination is unclear. It was estimated that each year, in the United States alone, between 800,000 and 1 million needlestick injuries occurred in hospitals of these, between 60,000 and 300,000 resulted in Hepatitis B infection. By one estimate, the risk of contracting HIV from a known contaminated needle could be as high as 1 in 1000, and the risk of contracting Hepatitis B, a serious and often life-threatening condition, could be as high as 1 in 6. These estimates would imply that as many as 600 to 1000 health care workers were at risk of contracting HIV and as many as 100,000 were at risk of contracting Hepatitis B. Several agencies stepped in to set guidelines for nurses, including the American Nursing Association, the CDC, the Environmental Protection Agency (EPA), and the Food and Drug Administration (FAD), who all developed such guidelines. The most comprehensive guidelines were issued by the Occupational Safety and Health Administration (OSHA), who on December 6, 2001, required hospitals and other employers of health workers to (a) make sharps containers (safe needle containers) accessible to workers, (b) prohibit the practice of recapping needles by holding the cap in one hand and inserting the needle with  the other, and (c) provide information and training on needlestick prevention to employees.  The usefulness of these guidelines was controversial. Nurses work in high-stress emergency situations requiring quick action, and they are often pressed for time both because of the large number of patients they must care for and the highly variable needs and demands of these patients. In s uch workplace environments, it is difficult to adhere to the guidelines recommended by the agencies. For example, a high-risk source of needle sticks is the technique of replacing the cap on a needle (after it has been  used) by holding the cap in one hand and inserting the needle into the cap with the other hand. OSHA guidelines specifically warned against this two-handed technique of recapping and instead required that the cap be placed on a stable surface and the nurse use a one-handed spearing technique to replace the cap. (Note that recapping the needles in this more time consuming way presented no risk of needlestick injury to the user). As noted above however, nurses are often pressed for time (and are keenly aware of the added danger of walking around with an uncapped needles) and tend to take the ‘two-handed recapping shortcut’ when no suitable surface is readily available for the safer one-handed capping technique. This fact is known to Hospital administrators, who regularly warn against such practices, and offer ongoing training and retraining opportunities to their nursing staff. Several analysts suggested that the peculiar features of the nurses work environment made it unlikely that needlesticks would be prevented through mere guidelines alone: The problem was not the worker, but the design of the needle and syringe. Experts on needlestick injuries argued that, rather than trying to teach health care workers to use a hazardous device safely, the focus should be on the hazardous product design and that a whole new array of devices in which safety is an integral part of the design was required. Regulators also urged manufacturers to provide the health care worker with devices in which safety was built into the design. The risks of contracting life-threatening diseases by the use of needles and syringes in health care settings had been well documented since the early 1980s. Well over half of all the needles and syringes used by U.S. health care workers since 1980 were being manufactured by Becton Dickinson. Despite the emerging crisis, however, Becton Dickinson decided not to modify its syringes, although it did include in each box of needled syringes an insert warning of the danger of needlesticks and of the dangers of two-handed recapping. On December 23, 2000, the U.S. Patent office issued patent number 4,631,057 to Charles B. Mitchell for a syringe with a tube surrounding the body of the syringe that could be pulled down to cover and protect the needle on the syringe. At the time, at least four other patents for needle-shielding devices existed. As Mitchell noted in his patent application, those devices all suffered from serious drawbacks. One of them  would not lock the protective cover over the exposed needle, one was extremely complex, another was much longer than a standard syringe and difficult to use, and a fourth was designed primarily for use on animals. It was Mitchells assessment that his invention was the only effective, easily usable, and easily manufactured device capable of protecting users from needlesticks, particularly in emergency periods or other times of high stress. Unlike other syringe designs, Mitchells was shaped and sized like a standard syringe so nurses already familiar with standard syringe design would have no difficulty adapting to it. Shortly after Mitchell patented his syringe, Becton Dickinson purchased from him an exclusive license to manufacture it. A few months later, Becton Dickinson began field tests of early models of the syringe using a 3cc model. Nurses and hospital personnel were enthusiastic when shown the product. However, they warned that if the company priced the product too high, hospitals, with pressures on their budgets rising, could not buy the safety syringes. With concerns about HIV rising fast, the company decided to market the product. In 2001, with the field tests completed, Becton Dickinson had to decide which syringes would be marketed with the protective sleeves. Sleeves could be put on all of the major syringe sizes, including 1cc, 3cc, 5cc, and 10cc syringes. However, the company decided to market only a 3cc version of the protective sleeve. The 3cc syringes account for about half of all syringes used, although the larger sizes-5cc and 10cc syringes-are preferred by nurses when drawing blood. This 3cc syringe was marketed in 2002 under the trademarked name Safety-Lok Syringe. It was promoted as a device that virtually eliminates needlesticks. The 3cc safety syringe with the protective sleeve was sold in 2001 to hospitals and doctors offices for between 50 and 75 cents. By 2003, the company had dropped the price to 26 cents per unit. At the time, a regular syringe without any protective device was priced at 8 cents per unit and cost 4 cents to make. Information about the cost of manufacturing the new safety sy ringe is unavailable but is estimated at between 13 and 20 cents each. The difference between the price  of a standard syringe and the price of the safety syringe was an obstacle for customers. To switch to the new safety syringe would increase the hospitals costs for 3cc syringes by a factor of three. An equally important impediment to adoption was the fact that the syringe was available in only one 3cc size, and it was perceived to be of limited application. Hospitals are reluctant to adopt and adapt to a product that is not available for the whole range of applications the hospital must confront. In particular, hospitals often needed the larger 5cc and 10cc sizes to draw blood, and Becton Dickinson had not made these available with a sleeve. For 5 years, Becton Dickinson manufactured only 3cc safety syringes. During that period, Becton Dickinson did not license its new safety syringe technology to another manufacturer that might have produced a full range of syringe sizes. Most hospitals and clinics, including the medical facility where Maryann Rockwood worked at drawing blood from many patients with Hepatitis B or HIV, did not stock the Becton Dickinson safety syringe. Most nurses in the United States continued to use unprotected syringes. Maryann Rockwood sued Becton Dickinson, alleging that, because it alone had an exclusive right to Mitchells patented design, the company had a duty to provide the safety syringe in all its sizes, and that by withholding other sizes from the market it had contributed to her injury. The case was settled out of court.

Tables for refrigerant of R134a in the domestic refrigerator

Tables for refrigerant of R134a in the domestic refrigerator CHAPTER -4 RESULTS DISCUSSION 4.1 Experimental Procedure on Running Refrigeration Tutor 4.1.1 Tables for refrigerant of R134a in the domestic refrigerator Table reading taken from the process of R134a refrigerant placed within the experimental setup. Note the reading of compressor water, mechanical device outlet condenser outlet, evaporator temperature pressure & of varied parameters within the setup. This is the normal domestic refrigerator having refrigerant 180 grams placed in the system. Table 4.1.1 Reading of R134a Refrigerant without Heat Exchanger This is the heat exchanger domestic refrigerator having refrigerant 150 grams placed in the system, experimental setup is same procedure is same as normal domestic refrigerator. Table 4.1.2 Reading of R134a Refrigerant with Heat Exchanger 4.1.2 Tables for refrigerant of R410a in the domestic refrigerator Table 4.1.2.1 Reading for R410a without Heat Exchanger Table reading taken from the experimental procedure of R410a refrigerant placed in the experimental setup . Note down reading as per procedure placed in third chapter-3 This is the normal domestic refrigerator having refrigerant 120 grams placed in the system Table 4.1.2.2 Reading for R410a Refrigerant with Heat Exchanger This is the heat exchanger domestic refrigerator having refrigerant 105 grams placed in the system. Experimental setup is same procedure is same as normal domestic refrigerator. 4.2 Calculation the Coefficient of Performance a Refrigerator Tutor 4.2.1 Calculating COP of R134a Normal Heat Exchanger Domestic Refrigerator Sample Calculation for R134a Normal Refrigerator: Taking valves from table 4.1.1 of following parameter Evaporator temperature :T1 0c:-9.3 Pressure (bar) : P1:0.55 Compressor temperature (outlet): T2 0c:57.5 Pressure (bar): P2:11.72 Condenser temperature (outlet):T3 0c:44 Pressure (bar): P3:11.03 Taking reading and seeing enthalpy values from the data handbook with having refrigerant R134a PH chart Evaporator enthalpy H1:585KJ/Kg K Compressor enthalpy H2:615KJ/Kg K Condensed enthalpy H3:460KJ/Kg K C.O.P :(H1-H3)/(H2-H1) :(585-460)/ (615-585) C.O.P:4.16 Sample Calculation for R134a with Heat Exchanger Refrigerator: Taking valves from table 4.1.2 of following parameter Evaporator temperature :T1 0c:-9.6 Pressure (bar) : P1:0.58 Compressor temperature (outlet): T2 0c:55.6 Pressure (bar): P2:15.72 Condenser temperature (outlet):T3 0c:41.6 Pressure (bar): P3:15.03 Taking reading and seeing enthalpy values from the data handbook with having refrigerant R134a PH chart Evaporator enthalpy H1:587KJ/Kg K Compressor enthalpy H2:617KJ/Kg K Condensed enthalpy H3:458KJ/Kg K C.O.P :(H1-H3)/ (H2-H1) :(587-458)/ (617-587) C.O.P:4.3 Table 4.2.1 C.O.P of R134a refrigerant with without H.E Figure 4.2.1 Graph Shows C.O.P of R134a refrigerant with without H.E 4.2.2 Calculating COP of R1410a Normal Heat Exchanger Domestic Refrigerator Sample Calculation for R410a Normal Refrigerator: Taking valves from table 4.1.2.1 of following parameter Evaporator temperature :TÂ ­1 0c:-12 Pressure (bar) : P1:1.103 Compressor temperature (outlet): T2 0c:56.8 Pressure (bar): P2:30 Condenser temperature (outlet):T3 0c:43.9 Pressure (bar): P3:29.65 Taking reading and seeing enthalpy values from the data handbook with having refrigerant R410a PH chart Evaporator enthalpy H1:434.6KJ/Kg K Compressor enthalpy H2:441KJ/Kg K Condensed enthalpy H3:423KJ/Kg K C.O.P :(H1-H3)/ (H2-H1) :(434.6-423)/ (441-434.6) C.O.P:1.81 Sample Calculation for R410a with Heat Exchanger Refrigerator: Taking valves from table 4.1.2.2 of following parameter Evaporator temperature :T1 0c:-11.5 Pressure (bar) : P1:1.24 Compressor temperature (outlet): T2 0c:52.3 Pressure (bar): P2:30.34 Condenser temperature (outlet):T3 0c:42.6 Pressure (bar): P3:30.00 Taking reading and seeing enthalpy values from the data handbook with having refrigerant R410a PH chart Evaporator enthalpy H1:414.9KJ/Kg K Compressor enthalpy H2:425.4KJ/Kg K Condensed enthalpy H3:436.4KJ/Kg K C.O.P :(H1-H3)/ (H2-H1) :(414.9-436.4)/ (414.9-425.4) C.O.P:2.047 Table 4.2.2 Represent C.O.P of R410a without With H.E Figure 4.2.2 Graph Shows COP Of R410a without With H.E 4.3 Comparison of Discharge Temperature of R134 R410a Refrigerant 4.3.1 Comparison of Discharge Temperature of R134a without With H.E: Following table show difference between normal heat exchanger refrigeration tutor working of compressor discharge temperature thus shows the by using heat exchanger there is decrease in temperature . This leads to improve the performance of system compared to normal refrigerator tutor Table 4.3.1 Shows Compressor Discharge Temperature of Normal H.E Tutor Figure 4.3.1 Graph Shows Compressor Discharge Temperature Difference 4.3.2 Comparison of Discharge Temperature of R410a without With H.E: Following table show difference between normal heat exchanger refrigeration tutor working of compressor discharge temperature thus shows the by using heat exchanger there is decrease in temperature . This leads to improve the performance of system compared to normal refrigerator tutor Table 4.3.2 Shows Compressor Discharge Temperature of Normal H.E System Figure 4.3.2 Graph Shows Compressor Discharge Temperature Difference 4.4 Comparison of Refrigerator Tutor Running Time by Using Various Refrigerants in the System 4.4.1 Comparing Running Time Consumption R134a Refrigerator Tutor Without With H.E: When running of refrigerator tutor time calculates to get final refrigeration effect in the evaporator, when staring from end of cut-off time is taken by the refrigerator tutor. Table 4.4.1 Time Taken for Running R134a Refrigerator Tutor without with H.E In this process found that time is decreased when tin the H.E refrigerator running time compared to normal refrigerator without H.E. Figure 4.4.1 Graph Shows Difference of Time Taken for Running Refrigeration system 4.4.2 Comparing Running Time Consumption R410a Refrigerator Tutor Without With H.E: When the running mode of refrigerator tutor time calculate to get final refrigeration effect in the evaporator, when staring from end of cut-off time is taken by the refrigerator tutor .In this process found that time is decreased when tin the H.E refrigerator running time compared to normal refrigerator without H.E. Table 4.4.2 Time Taken for Running R410a Refrigerator without with H.E Figure No 4.4.2 Shows Difference of Time Taken For Running Refrigeration 4.5 Calculating Energy Consumption of Various Refrigerant using without with H.E 4.5.1 Calculating the Energy Consumption for the Domestic Refrigerator for Running System: By giving electric power to refrigerator tutor energy meter placed to output supply to calculate energy consumption .Taking the reading from table 4.1.14.1.2 evaporator, 5 revolution of energy meter in seconds. Hence calculate the energy consumption into hours. At -9Â ºc freezer point time taken for 5 revolution of energy meter is 60second Energy meter constant :1200revolution: 1 KW :1200=3600Kj 1 revolution:3600/1200 Kj/rev For 5 revolution :(5*3600)/ (60*1200) Energy consumption: 0.25Kw-hr Table 4.5.1 Reading of Energy Consumption (KW) of Domestic Refrigerator during operation Figure 4.5.1 Shows the Difference of Energy Consumption in Without With H.E 4.5.2 Calculating the Energy Consumption for the Domestic Refrigerator for Running System: By giving electric power to refrigerator tutor energy meter placed to output supply to calculate energy consumption .Taking the reading from table 4.1.2.1 4.1.2.2 evaporator, 5 revolution of energy meter in seconds. Hence calculate the energy consumption into hours. At -10Â ºc freezer point time taken for 5 revolution of energy meter is 38.12second Energy meter constant :1200revolution: 1 KW :1200=3600KJ 1 revolution:3600/1200 KJ/rev For 5 revolution :(5*3600)/ (38.12*1200) Energy consumption: 0.393kw-hr Table 4.5.2 Reading of Energy Consumption (kw) of Domestic Refrigerator during Operation Freezer cut-off point OC -10 -12 -14.1 -16.8 -19.6 R410a Without H.E 0.393 0.385 0.383