Properties of Engineering Materials free essay sample

Building materials Choice of materials for a machine component relies particularly upon its properties, cost, accessibility and such different elements. It is along these lines critical to have some thought of the normal building materials and their properties before learning the subtleties of structure method. Regular designing materials are typically delegated metals and nonmetals. Metals may advantageously be isolated into ferrous and non-ferrous metals. Significant ferrous metals for the current reason for existing are: (I) Cast iron (ii) fashioned iron (iii) steel. A portion of the significant non-ferrous metals utilized in building configuration are: (a) Light metal gathering, for example, aluminum and its combinations, magnesium and Manganese composites. (b) Copper based combinations, for example, metal (Cu-Zn), bronze (Cu-Sn). (c) White metal gathering, for example, nickel, silver, white bearing metals e. g. Determination measures for building materials The choice of material, for designing reasons for existing, is one of the most troublesome issue for fashioner. The best material is one which serves the ideal goal at the base expense. The accompanying components ought to be thought of while choosing the material: 1. Accessibility of the materials. . Reasonableness of the materials for the working conditions in administration. 3. The expense of the material. 4. Its defenselessness to erosion. 5. Its physical, substance just as warm solidness. 6. Material must withstand administration requests. For example, dimensional steadiness, satisfactory quality, durability, warm conductivity and so forth 7. The degree of the anxieties initiated. 8. Factor of security wanted. 9. The underlying worries during the material preparing. 10. Its thickness, dissolving point, breaking point at the working conditions. 11. The degree of surface completion required. 12. Manufacture necessity. 13. Simplicity of joining, fix by welding and so forth 4. Superfluity and recyclability. 15. The style of the material. 16. Concoction nature of the material. 17. Ecological conditions. Mechanical properties of building materials Elasticity This is the property of a material to recapture its unique shape after twisting when the outer powers are evacuated. All materials are plastic somewhat however the degree changes, for instance, both mellow steel and elastic will be versatile materials yet steel is more flexible than elastic. Versatility This is related with the perpetual distortion of material when the anxiety surpasses the yield point. Under plastic conditions materials in a perfect world distort with no expansion in stress Strength It is the capacity of a material to oppose misshapening. The quality of a segment is typically viewed as dependent on the greatest burden that can be borne before disappointment is obvious. On the off chance that under basic pressure the changeless disfigurement (plastic strain) that happens in a segment before disappointment, the heap conveying limit, at the moment of definite crack, will likely be not exactly the greatest burden bolstered at a lower strain on the grounds that the heap is being applied over essentially littler cross-sectional region. Under straightforward pressure, the heap at break will be the most extreme relevant over a fundamentally broadened territory contrasted and the cross-sectional region under no heap. Pliability It is all the more usually characterized as the capacity of a material to distort effectively upon the use of a malleable power, or as the capacity of a material to withstand plastic disfigurement without burst. Pliability may likewise be thought of as far as twist capacity and crushability. This is the property of the material that empowers it to be attracted out or prolonged to an apparent degree before burst happens. The rate extension or rate decrease in territory before crack of a test example is the proportion of pliability. Ordinarily if rate prolongation surpasses 15% the material is flexible and in the event that it is under 5%the material is weak. Lead, copper, aluminum, gentle steel are common pliable materials. Pliable materials show huge disfigurement before break. The absence of pliability is regularly named weakness. For the most part, if two materials have a similar quality and hardness, the one that has the higher flexibility is increasingly attractive. The pliability of numerous metals can change if conditions are adjusted. An expansion in temperature will build pliability. A decline in temperature will cause decline inductility and a change from flexible to weak conduct Malleability Where flexibility is the capacity of a material to twist effectively upon the utilization of a ductile power, pliability is the capacity of a metal to show huge misshapening or plastic reaction when being exposed to compressive power. It is an extraordinary instance of malleability where it very well may be folded into slim sheets yet it isn't important to be so solid. Lead, delicate steel, fashioned iron, copper and aluminum are a few materials arranged by lessening flexibility. Uniform compressive power causes distortion in the way appeared in Figure 7. The material agreements pivotally with the power and extends along the side. Limitation because of grating at the contact faces actuates pivotal strain outwardly. Ductile powers work around the circuit with the horizontal development or expanding size. Plastic stream at the focal point of the material additionally prompts strain. Consequently, the basis of break (that is, the constraint of plastic disfigurement) for a plastic material is probably going to rely upon pliable as opposed to compressive pressure. Temperature change may adjust both the plastic stream mode and the crack mode. Durability The quality known as sturdiness depicts the manner in which a material responds under unexpected effects. This is the property which empowers a material to be turned, twisted or extended under effect burden or high worry before burst. It might be viewed as the capacity of the material to ingest vitality in the plastic zone. The proportion of strength is the measure of vitality assimilated subsequent to being focused on upto the purpose of crack. It is characterized as The work required to twist one cubic inch of metal until it cracks. Sturdiness is estimated by the Charpy test or the Izod test. Both of these tests utilize an indented test. The area and state of the indent are standard. The purposes of help of the example, just as the effect of the mallet, must bear a consistent relationship to the area of the indent. Hardness is the property of a material that empowers it to oppose plastic misshapening, infiltration, space, and scratching. In this way, hardness is significant from a designing viewpoint since protection from wear by either grinding or disintegration by steam, oil, and water for the most part increments with hardness. A few techniques have been created for hardness testing. Those regularly utilized are Brinell, Rockwell, Vickers, Tukon, Sclerscope, and the documents test. The initial four depend on space tests and the fifth on the bounce back stature of a precious stone tipped metallic sledge. The record test sets up the attributes of how well a document takes a nibble on the material. Creep When a part is exposed to a steady burden over a significant stretch of time it experiences a moderate perpetual distortion and this is named as â€Å"creep†. This is subject to temperature. Typically at raised temperatures creep is high. Flexibility This is the property of the material that empowers it to oppose stun and sway by putting away vitality. The proportion of flexibility is the strain vitality assimilated per unit volume. For a bar of length L exposed to tractable burden P, a direct burden diversion plot is appeared in figure-Brittleness-This is inverse to pliability. Weak materials show little twisting before break and disappointment happen abruptly with no notice. Regularly if the prolongation is under 5% the material is viewed as weak. E. g. cast iron, glass, earthenware production are ordinary weak materials. Weakness Fatigue is a marvel related with variable stacking or all the more decisively to cyclic pushing or stressing of a material. Similarly as we people get weakness when a particular undertaking is over and over performed, along these lines metallic segments exposed to variable stacking get weariness, which prompts their untimely disappointment under explicit conditions. Weakness stacking is essentially the sort of stacking which causes cyclic varieties in the applied pressure or strain on a segment. Consequently any factor stacking is fundamentally a weariness stacking. Stress Concentration In building up a machine it is difficult to stay away from changes in cross-area, holes,notches, shoulders and so forth. A few models are appeared in figure Any such brokenness in a part influences the pressure dispersion in the area and the irregularity goes about as a pressure raiser. at whatever point a machine segment changes the state of its cross segment, the basic pressure dispersion doesn't holds great and the area of intermittence is distinctive this abnormality in the pressure circulation brought about by unexpected changes of structure is called pressure fixation. It happens for a wide range of worries in the prescence of filets, indents, openings, keyways, splines, surface unpleasantness or scratches and so forth the nominalstress morally justified and left sides, of the previously mentioned parts, will be uniform yet in the area where the cross segment is changing, a re-dispersion of the power whithin the part should take plac. The material close to the edges is focused on significantly higher than the normal worth. The most extreme pressure happens eventually on the filet and is guided corresponding to the boundry by then. Theoratical or structure pressure fixation factor The theoratical or structure pressure focus factor is characterized as the proportion of the most extreme worry in a part (at an indent or filet) to the ostensible worry at a similar segment dependent on net zone. Scientifically, theoratical or structure pressure focus factor. Kt = Maximum pressure Nominal pressure Methods of diminishing pressure fixation various techniques are accessible to decrease pressure focus in machineparts. Some of them are as per the following: 1. Give a filet r

Carmen Free Essays

Development, space and elements are utilized in Mat Ek’s work Carmen to depict the different characters all through the piece and to decide their connections thusly increasing a more prominent comprehension of the characters and the story. Micaela (M) is a good and satisfactory lady who is faithful to her life partner however is continually driving him and affecting his conduct throughout everyday life. The principal development we see from M is at a low stature with falling, rehashed compressions which give us an underlying thought of her quiet nearness among her life partner Don Jose while he is chatting with the other solider depicting the possibility of her terrorizing of other men. We will compose a custom article test on Carmen or on the other hand any comparable point just for you Request Now Her developments are bended fit as a fiddle however still powerful, sharp and have a punch like power about them which gives the thought she is heart of Jose, giving his headings and rules of how the carry on. She then advances into a ton of supporting developments, which she consistently movements upward, giving the impression and the likeness of energy about existence and her reliability toward Don Jose. Imagery of a desire to have a youngster happens at 0. 33 using bended â€Å"cradle-like† movements which shows the couples want to settle down and be a family. There is additionally a monotonous floor design as M regularly ventures from Don Jose yet then voyages legitimately back towards his speaking to her devotion and dedication as she generally comes back to her life partner and furthermore the possibility of her steady nearness. M’s elements at that point accept an abrupt change as she isn't longer performing contracted, shut developments in a dull nature which depicted her optimal feministic nature of being faithful and she presently has a less controlled nature about her performing awry kicks and differentiating shapes as she appears to let free the further she adventures from Jose which represents her spirit association with him as she generally returns back. The two part harmony performed by M and Don Jose see’s M come back to her unique roundabout, bended shape developments and we see Jose’s harmony with her, constantly a stage behind which gives a sense she is demonstrating him the way. Both of their developments are free yet substantial and they have a bended shape about them inferring the shrouded control and strain between them yet in addition the daze they set each other in as the show up somewhat â€Å"playful† and constantly drawn upwards with elevated levels and solid motions, for example, lifting M up at 1:39 and high suspension developments at 1:09 to the sky representing the sentiment of being content and cheerful. Jose’s consistent after of M and his position in space of continually being marginally behind M represents his bashfulness and the controlling nature his life partner has over him. At 1:44 we see M and Jose connecting arms with M highlighting the course she wishes to head while Jose takes a gander at her in esteem and anticipating her next motion again depicting the possibility of her driving and controlling force she has over him and his compliance to this force. As the gathering of female artists come in we see a sensational change in the elements and developments of the move as in contrast with M, these artists have a significantly more open body position about them with a lot more prominent utilization of the whole kinosphere of every person. The utilization of numerous kicks and turns which take up a lot of room around the artist show their certainty and high confidence. At 2:45 the young ladies play out a controlled turn as they have a solid stance and arm position with head titled towards the sky to pass on a solid, open shape which further depicts the possibility of the certainty and â€Å"teasing† nature they have in the guys nearness. As the guys and female play out an immediate trade in sides we see the guys perform free, uncontrolled arm developments which shows the wild urge they need to go and â€Å"dance† with the young ladies and how insane they females make them alongside the to and fro floor design the young ladies make as they trade sides and they lead the young men in and afterward head back the other course which likewise passes on the prodding idea of the females. At 3:12 the guys play out a percussive development as the floor design drives them towards the females which underscores their energy, yet the reality they are surrendering to the females which remarks on the force the ladies gangs over the men. The floor design shows the guys constantly behind and following in the females ways, nearly rehashing comparable developments that the females do which further underscores the possibility of the females controlling the guys activities and the guys pursuing them. This thought is likewise at long last show at 3:29 when the females run over the backs of the guys indicating their strength and control over them. Escamillo, the certain and wanted new man around passes on the possibility of his certainty and control over everybody in his emotional section at 3:39 as the main development we see of him is an open, solid and precise hop venturing out to arrange front. This hop naturally gives us the possibility of his prevalence over every other person. His developments are sharp and precise which the choreographer to pass on his certain, incredible ersonality and his fascinating utilization of controlled and emotional elements of developments. The last area performed by the young ladies shows a mollify, less controlling side of them which is imparted by their utilization of bended, delicate developments and feeble elements and movements and shows the possibility of their deference and desire toward Escamillo. Taking everything into account, the utili zation of different elements, development and space is utilized in the concentrate to depict the characters, their feelings and decide connections and further improve and increase a superior comprehension of the characters to generally pass on the story. Step by step instructions to refer to Carmen, Papers

Essay on Global Financial Crisis in Middle East

Essay on Global Financial Crisis in Middle East Global Financial Crisis and Equity Markets in Middle East Countries Mar 26, 2018 in Economics Introduction Although there have been many financial crises in the history of the world economy, the financial crisis that occurred between 2008 and 2009 was one of the most influential. This crisis had a bigger magnitude and was of a different nature. According to Onour (2010), global market equities dropped to all-time low of 22% by the end of February 2009 from 51% in 2007. This was 56% drop in the value of equity markets, a situation, which had never been witnessed before. The level of risk exposure to this crisis of countries in the Middle East differed from country to country. Some countries in the region were affected more than others. Countries such as Saudi Arabia, United Arab Emirates, Kuwait, and Qatar, which had been investing more actively in foreign assets such as bonds in the United States of America, were adversely affected by this decline in the value of stocks. Although only few banks in the Gulf Corporation dared to publicly admit they experienced losses as a result of this, facts show that many were affected as they invested heavily in equity markets. This spillover effect of equity markets affected many aspects of the economy of these countries (World Bank, 2011).

Common Risk Factors For Cancer Essay - 1104 Words

Bone Cancer Cancer is a disease caused by uncontrollable division of abnormal cells in a part of the body. Cancer cells are normal cells mutated. Like a normal cell, about to go into the cell division cycle they grow very large. It becomes different when it divides into two but both of them stay alive. According to World Health Organization (WHO), common risk factors for cancer include: tobacco use, Alcohol use, overweight and obesity, dietary factors, including insufficient fruit and vegetable intake, physical inactivity, chronic infections from helicobacter pylori, hepatitis B virus (HBV), hepatitis C virus (HCV), some types of human papillomavirus (HPV), environmental and occupational risks including ionizing and non-ionizing radiation. In the world the most common cancer are lung, breast, colorectum, stomach and liver. In 2012 1.59 million people from lung cancer, 521,000 people from breast cancer, 694,000 people from colorectal cancer, 723,000 people from stomach cancer and 745, 000 people from liver cancer. In the United States the most common cancers are bladder, breast, colon and rectal (combined), endometrial and kidney. In 2016 about 16,390 people died from bladder cancer, 40,450- 440 for breast, 49,190 for colon and rectal, 10,470 for endometrial and 14,240 for kidney. The cancer I’m researching is bone cancer. Bone cancer is a mass of unusual cell growth in the bone. Most bone tumors aren’t cancers though. 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According to the American Cancer Society (2013) states, â€Å"Genetic risk factors are those that are part of our DNA (the substance that makes up our genes)† (American Cancer Society

Effects of Technology in Digital Nation - 541 Words

The film â€Å" Digital Nation† is an exploration of diverse peoples views on digital media, in todays world. Some of the most important topics were on the virtual world, and the pros and cons of technology within different groups like gamers, students, families, teachers, administrators, children, military and businesses, as well as the experience of general people. In the movie, Prof. Sherry Turkle said, â€Å"Technology challenges us to assert our human values. Technology is not good or bad, is powerful, and it is complicated which means first we have to figure out what they are†. Currently, technology has taken over, wherever one, goes one will find it. Over the past years, social media in particular have spread worldwide; from Facebook to Instagram. There is constantly something new, extra advanced and creative. Overall, the technology has evolved the way humans interact with each other. In particular, technology influences by motivating students towards learning, saving time, building literacy and communication skills. As shown in the film, a middle school in New York, which was at risk of being closed by the city because poor academic performance of the school had students who lacked interest in studying until a new principle allowed them to use computers as a tool for education. Therefore, the students were fascinated to learn which increase their percentage in Math from the previous one. Including, a change in their behavior like fewer fights, and higher attendance.Show MoreRelatedEffect of Technology on Students with the Film, Digital Nation560 Words   |  2 PagesThe film â€Å"Digital Nation† explored defining space in the new digital world. It talked about the virtual world, pros and cons of technology for different groups like gamers, students, families, teachers, administrators, children, military and businesses further the experience of common people. 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Issues such as relationship compatibility are prominent. Digital addiction and cyberbullying can lead to serious life-changing health issues. In our ever-growing technological world, more digital appliances

Report Writing Style and Structure Free Essays

string(143) " sentences The concluding sentence is used to reiterate the main points developed by the support sentences, and signal the end of a paragraph\." Report Writing: Style and Structure Summary Writing a report can seem daunting at first, but with a solid understanding of the fundamental structure and style used in constructing clear and concise reports, it can be achieved. The standard report format is as follows: Title, Summary, Introduction, Body, Conclusions, Recommendations, Appendix, References and Table of Contents. We will first look at how to prepare a report before the writing begins. We will write a custom essay sample on Report Writing: Style and Structure or any similar topic only for you Order Now Learning objectives At the end of the session, students will be able to: †¢ Write with a specific purpose and audience in mind †¢ Structure sentences, paragraphs and reports Write clearly and concisely Purpose and audience Before writing a report you should first identify some key factors, which will help you plan your approach and write with clarity. The first question you should ask yourself is, â€Å"what is the purpose of the report? † Purpose â€Å"What is it about, and what is it for? † It is beneficial to establish the purpose of your report before you start writing, so that you can think clearly on the subject, and produce a report styled to fit the needs of your purpose. Recognize what your report is for, (informing, instructing, guiding) and focus your writing on explaining the details. If for example, you want to write an instructional report for a team of colleagues, you know that you must focus your writing on providing clear concise instructions, which will allow your reader to comprehend the processes that you are describing. Audience â€Å"Who are you writing for? † The second question you should ask yourself is, â€Å"who is going to read this report and why? † Knowing your audience will help you determine how long your report should be, how it should be presented, and what level of terminology you should use to best attract and maintain the interest of your reader. If for example, you are writing a report to inform policy makers, you would want to focus on presenting your evidence clearly and concisely. We will now try an exercise on identifying audience and purpose: Exercise one Malaria Prevention You are a Health worker at the Ministry Of Health and have been asked to write a report on Malaria. You have access to the figures on Malaria incidents in the Country over the last five years, as well as access to the latest info on drugs and other barriers to prevent Malaria. 1. Describe the purpose of your report, and identify your audience. The sentence Now that we know how to identify our audience and define a purpose, we will look at how to write clearly and succinctly. Understanding how to structure a sentence is essential to conveying meaning clearly. Following are a few rules of thumb to help avoid ambiguous sentences: †¢ Keep it short and to the point. Many people have trouble with run-on sentences, creating ambiguity by attaching many ideas together with large combinations of commas, semicolons and dashes. Complete one thought and close out your sentence with end punctuation. †¢ Words for words sake. Avoid extraneous words, and parentheses that do not add to your point. †¢ Don’t leave it hanging. Sentence fragments can be just as confusing as run-on sentences. Make sure that you have completed your sentence and that it makes sense, before closing it out. For a comprehensive explanation of the inner workings of sentences and grammar, you can visit the links below. Sentence help: http://www2. actden. com/writ_den/tips/sentence/index. htm Grammar help: http://www. speakspeak. com/html/d10_english_grammar. htm We will now look over some common errors that can convolute sentences and obscure meaning. Sentence Fragment â€Å"Mark has finished his work on time. Since he started planning ahead. † The second sentence is a fragment here, because it does not contain enough information to complete a thought. Most sentence fragments are phrases that belong to the previous thought. To correct the problem in this instance, we simply remove the period. Correct â€Å"Mark has finished his work on time since he started planning ahead. † Run-on sentence â€Å"Jane loves Tom he is a good friend. † A run-on sentence occurs when you have two complete sentences that are not separated by correct punctuation. In this case we can correct it with a comma and a linking word, or by using a period. Correct â€Å"Jane loves Tom, because he is a good friend. † â€Å"Jane loves Tom. He is a good friend. † Exercise 2 Correct the following sentence fragments and run-on sentences. We will play Cricket tomorrow. If it doesn’t rain. In our survey we contacted 212 members of government 110 members of government responded. In order to obtain funding. You have to write clear concise reports. Michael loves to write reports he is talented at it and his wife’s name is Shelly. Structuring Sentences, Paragraphs and Reports Tell them what you’re going to tell them, tell them, and then tell them what you told them. † The diagram below is an excellent example on how to write clearly and logically. We will now look at each part of this â€Å"map† and then see how the pieces come together. [pic] Introduction Introductory paragraph The introduction should explain the general ideas to come, as well as your thesis statement, which tells the reader what to expect from the rest of the report. The rest of the report should gather evidence and organize a case around your thesis statement. Topic sentences A topic sentence is like a mini introduction to the body of your paragraph. Your topic sentence should explain what the body of the paragraph will cover, (just like your introduction explains what to expect in the report). It is a good idea to â€Å"map† out your report, by first writing topic sentences for each of the different paragraphs or sections of your report. 2. Body Support sentences Support sentences are the body of paragraphs. This is the section of your report that serves to provide evidence and examples that reinforce your thesis statement. Support sentences are also used to clearly explain and underpin main ideas. . Conclusion Concluding sentences The concluding sentence is used to reiterate the main points developed by the support sentences, and signal the end of a paragraph. You read "Report Writing: Style and Structure" in category "Essay examples" They are also useful for adding emphasis to certain key points, through repetition. We will now look at how to cr eate the different parts of a report outside of the general writing, which are: Title, Summary, Recommendations, Appendix, References, and Table of Contents. Title The title is your first contact with the reader, and should inform them succinctly about what they are about to read. Summary The purpose of a summary is to provide an overview of the report. It is not necessary to give detailed information in the summary, but rather to provide an indication of the type of information that the report contains. Average summaries are between 100-150 words, and are generally written after the report has been completed, so that you know exactly what you are summarizing. Recommendations Recommendations are not an essential part of a report; however, if you are including one, it should follow from your conclusion. A brief statement clearly declaring your recommendations will suffice. Appendix An appendix contains materials that are peripheral, but relevant to your report. For example you may wish to include a glossary of terms in your appendix if you are writing a technical report for those who are not experts on the subject. You may also include copies of research tools such as questionnaires and manuals, as well as tables and diagrams that you feel would disrupt the flow of your report by breaking it up. If your appendix does contain tables, diagrams etc. , make sure to label them properly, so that the can easily be found when referenced. References If you have consulted or quoted any media sources, (print or otherwise) to help you compile your report, they must be acknowledged here, as well as in the text. Citing your resources not only avoids running into plagiarism issues, but strengthens your work by backing up your report with evidence from the work of others. If you are quoting directly from someone else, the quote must be followed by the author’s surname and date of publication in round brackets, e. g. Calvino (1983). A standard bibliography is an alphabetized list ordered by Author’s surnames. For a book you must include: the author’s surname and full name, or initials; the full title of the book; the edition (if other than the first); the place of publication; the publisher, and the date of publication, e. g. Calvino, Italo. Palomar. Torino: S. P. A. , 1983. For a complete guide to correct citation, visit: http://www. liu. edu/cwis/CWP/library/workshop/citmla. htm Table of Contents A table of contents is a page containing numbers that correspond to different parts of your report, allowing readers to jump between sections quickly. Number and title the different portions of your report, (such as â€Å"1. 2 Medical advancements in treating Malaria† â€Å"1. 3 Government funding for treating Malaria† â€Å"2. 1 References† etc. ) and then create a corresponding list of contents that lists the page number as well as the reference number, which should be sequential, starting from the summary. A good starting point for mapping out your table of contents is to do it corresponding to your topic sentences. Below is an example of a â€Å"mapped† checklist that puts all of the steps we have learned together followed by a table of contents. It is a good guidance tool to use when preparing to write a report. The â€Å"mapped† checklist is modeled on the Malaria prevention exercise we completed earlier. â€Å"Mapped† Checklist for Malaria Prevention 1. Who is it for? Health workers in district offices. 2. What is it about? Malaria prevention – success stories over the last five years. 3. Title Let’s Win the Battle Against Malaria 4. Summary This report attempts to examine the benefits and drawbacks between different methods of combating malaria in Southern Africa, including rate of success, time, cost, and other socio-economic factors. 5. Introduction Exploring the methods for evaluating available options for combating malaria, and the relative successes of different options over the past five years. 6. Topic sentences 1. Insecticide treated nets have been proven to protect people from malaria, by both preventing physical contact, and killing the mosquito. 2. Community based work projects to reduce mosquito breeding grounds have been successful. 3. Indoor residual spraying remains one of the most widely used methods of vector control. 4. All of the discussed methods for the prevention of malaria work to some degree, but is it more beneficial to take a proactive or reactive stance? . What is the most successful and cost effective way to combat malaria, and how can we implement these measures? 6. With community work and adequate resources, malaria could be greatly reduced over the next decade. 7. Conclusion Having examined the different malaria prevention methods, and weighing their pros and cons, there are many possible solutions. 8. Recommendations 9. Appendix 10. References Table of Contents for Malaria Prevention ContentsPage no Summary†¦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‚¬ ¦. 2 Contents†¦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‚¬ ¦.. 3 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‚¬ ¦. 4 2. Prevention methods†¦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 2. 1 Insecticide treated nets†¦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‚¬ ¦. 5 2. 2 Community based work projects†¦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 2. 3 Indoor residual spraying†¦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 3. Success and Cost†¦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 3. 1 Proactive and reactive approaches†¦ †¦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 3. 2 Striking a medium between cost and success†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 3. 3 Future success†¦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 4. Conclusions†¦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 5. Recommendaions†¦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 6. 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‚¬ ¦. 0 7. 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‚¬ ¦ 11 Exercise 3 Bringing it all together Now that you have an understanding of the content and structure of a report, it is time to put that knowledge to use. 1. Using one of the reports that we read last session, map out the topic sentences, then construct a table of contents. Tips for writing a report †¢ Write in plain English †¢ Select an appropriate title †¢ Use your spell checker †¢ Start writing †¢ Use your Report Map †¢ Sleep on it †¢ You don’t need to start at the beginning †¢ Be engaging †¢ Use language the will be comprehensible by your intended audience How to cite Report Writing: Style and Structure, Essay examples

Japan And Thailand Essays (2759 words) - , Term Papers

Japan And Thailand GEOGRAPHY ESSAY Thailand and Japan are two countries situated in the Australian, Asian and Pacific (A.A.P) region. There are many similarities and differences in their physical and human geographies. Japan is an archipelago of 3900 mountainous islands with a total land size of 377 835km2. Located in East Asia along the 'Pacific Ring of Fire' Japan ranges from North 50 30I to 210 and East 970 3I to 1030 3I. In contrast, Thailand is a larger country with a total landmass of 511 770km2. It is located in South East Asia on the Indo-China and Malayan peninsula. Thailand's landmass ranges from 70 5I to 200 5I North and 970 to 105o 41 East. Thailand has a tropical climate that experiences monsoonal influences, whereas Japan has a diverse climate, ranging from sub-tropical in the south to alpine conditions on the elevated peaks. Japan has an aging population, which is twice the size of Thailand's. 90% of Japan's 126 million people live on only 20% of its dry land. Dissimilarly, Thailand's population is more evenly spread with a distribution of 117 persons per km2. Japan is a More Developed country (M.D.C) with a GNP per capita of US$34 500, which makes it Asia most affluent country. Japan Economy relies on services and high technology industries. Thailand is a Less-Developed country (L.D.C) with a GNP per capita of US$8 800. Thailand's population relies more on a subsistence way of life. In fact 75% of its inhabitants making their living from farming. Japan is an island archipelago with over 3900 islands. The four main islands, Honshu, Hokkaido, Kyushu and Shikoku stretch for over 3 800 kilometres. The country situated on the edge of large tectonic plates which are constantly moving providing an unpredictable countryside. The Pacific Ocean, Sea of Japan, Korea Strait and the East China Sea surround the Japanese archipelago. Unlike Japan, Thailand is not a group of islands, it is however a larger country with a land area of 511 770km2. Thailand's extends 2500km from North 50 30I to 210 and 1250km from East 970 3I to 1030 3I. The most southern land extends down the Malayan peninsula and borders with Malaysia. The country also borders with Burma, Laos and Cambodia as well as the Indian Ocean and the Gulf of Thailand. Similarly, both Japan and Thailand have elevated landscapes. Japan physical geography is described as rugged and mountainous. Over 80% of the land is at an elevated level and there are 532 mountains over 2000 metres. The mountain ranges extend across the islands from north to south. The main ranges are located throughout the central areas of the four main islands. The highest mountain is on Honshu, Mt Fuji is 3776m above sea level, other large mountains are Mt Kita, 3192m, Mt Hotaka 3190m and Mt Asahi 2290m. The lowest point is Hachiro-gata and -4m below sea level. Thailand is described as a hilly country with some mountains located in the North and South. The highest mountain is Inthanon Mountain at 2595m; other substantial mountains are Luang Chiang Dao at 2182 and Mt Mokochu at 1964m. There are many volcano located on the Japanese islands, of which 60 are still active. There are over 1500 earthquakes reported each year, most cause little or no damage but some can be disastrous. In contrast, there are no active volcanoes in Thailand and only minor earthquakes occur. Japan experiences seismic activity such as volcanoes and earthquakes because it is located on the edge of large tectonic plates which are regularly moving. These plates are what cause Japan to have such an elevated landform. Thailand only experiences earthquakes because it is located on an area of folding and not the edge of tectonic plates. Edges of the tectonic plates run throughout Asia and have become known as 'the Pacific Ring of Fire'. Compared to Japan, Thailand has very few forest and trees. Substantial amounts of land have been cleared for agricultural purposes. Only 25% of the land has been left with coverings of forests and woodlands. Japan has 68% of land surfaced with forests and woodlands. 34% of Thailand's landmass is considered arable, which enables it to be cultivated. In contrast, only 11% of Japanese land in considered

Civil War Unavoidable essays

Civil War Unavoidable essays Was the Civil War un-avoidable? Was there another solution, or was it inevitable? These questions have one definite answer. The answer is Inevitable. What were the causes of the Civil War? Most people think of slaver when that war is mentioned. Even centuries later, we still debate the cause of the Civil War. With most wars, there isnt just one problem, but several complicated issues. The main issue was slavery! President Lincoln wanted to abolish slavery altogether. There was a tremendous amount of political opponents to this. In a speech made by president Lincoln I believe this government cannot endure permanently half slave and half free.1 The only problem was: the south needed slavery for their economy. They felt that without slavery, their economy was doomed to fail. Although, slavery was the main cause; some states w anted to secede. They wanted to secede because of two reasons: slavery was needed for the southern economy, and the southern were pro states rights. They thought the federal government and president Lincoln- had too much power. When Lincoln came to office, the confederate states thought they were doomed; although, all Lincoln really wanted to do was stop slavery from expanding into free territories. In 1793, a man by the name of Eli Whitney invented the Cotton Gin. This made it easier to mass produce separated cotton. This invention made southern crops very profitable; all they needed were hands to pick it. This led to increase in slave labor, which perpetuated more civil disobedience in the southern states. The confederate states couldnt just give up slavery outright. They felt it would have ruined the southern economy. They would no longer have the people to pick cotton, and white people thought they were too good for that. The north industrialized, and didnt see the need for slavery anymore. The democratic party was mostly made up of slaveholders. W...

Dissimilation and Haplology in Phonetics

Dissimilation and Haplology in Phonetics Dissimilation is a general term in phonetics and historical linguistics  for the process by which two neighboring sounds become less alike. Contrast with assimilation.  According to Patrick Bye, the term dissimilation entered the field [of phonology] in the 19th century from rhetoric, where it had been in use to describe the variation in style required for good public speaking (The Blackwell Companion to Phonology, 2011). Dissimilation and Haphology As discussed below, one type of dissimilation is  haplology- a sound change  involving the loss of a syllable when its  next to a phonetically identical (or similar) syllable.  Perhaps the best known example is the reduction of  Anglaland  in Old English to England in Modern English. Haplology is sometimes called  syllabic syncope.  (The counterpart of  haplology  in writing is  haplography- the accidental omission of a letter that should be repeated, such as mispell for misspell.) The Phonetics of English ElisionLanguage ChangePronunciationSegment and SuprasegmentalSound ChangeWhat Is the Correct Pronunciation of February?Word Boundaries Examples of Dissimilation [An] example of dissimilation is the substandard pronunciation of chimney as chimley, with the second of two nasals changed to an [l]. The ultimate dissimilation is the complete loss of one sound because of its proximity to another similar sound. A frequent example in present-day standard English is the omission of one of two [r] sounds from words like cate(r)pillar, Cante(r)bury, rese(r)voir, terrest(r)ial, southe(r)ner, barbitu(r)ate, gove(r)nor, and su(r)prised.(John Algeo and Thomas Pyles, The Origins and Development of the English Language, 5th ed. Thomson, 2005) Dissimilation of Liquid Consonants ​Consider [an] example of dissimilation of liquid consonants that took place when the suffix -al attached to some Latin nouns to make adjectives. The regular suffixation process gives us pairs like the following: orbit/orbital, person/personal, culture/cultural, electric/electrical. However, when an /l/ precedes the ending anywhere in the root, the ending is changed from -al to -ar as a result of dissimilation: single/singular, module/modular, luna/lunar. (Kristin Denham and Anne Lobeck, Linguistics for Everyone. Wadsworth, 2010) Assimilation v. Dissimilation ​Assimilation is far more common than dissimilation; assimilation is usually regular, general throughout the language, though sometimes it can be sporadic. Dissimilation is much rarer and is usually not regular (is sporadic), though dissimilation can be regular. Dissimilation often happens at a distance (is non-adjacent) . . .. (Lyle Campbell, Historical Linguistics: An Introduction. MIT Press, 2004) Causes and Effects of Haphology ​We say that assimilation and dissimilation are changes that result in an increase or decrease, respectively, in the degree of phonetic similarity between two segments. It is tempting to think that such changes in the one segment are somehow caused by the phonetics of the other, and for generations that is actually how the matter has usually been presented. . . . But this is a confusion of cause and effect. It is true that the effect of the change is a net increase/decrease of similarity between two segments, but it is begging the question (to say the least) to assume that the degree of similarity is also somehow the cause of the change. The fact is that very little is known of the actual mechanisms of these changes, commonplace as they are. (Andrew L. Sihler, Language History: An Introduction. John Benjamins, 2000) Haplology Haplology  . . . is the name given to the change in which a repeated sequence of sounds is simplified to a single occurrence. For example, if the word  haplology  were to undergo haplology (were to be haplologized), it would reduce the sequence  lolo  to  lo,  haplology  Ã‚  haplogy. Some real examples are: (1) Some varieties of English reduce   library  to libry [laibri] and   probably  to probly [prÉ”bli].(2)   pacifism  pacificism (contrast with   mysticism  mysticism, where the repeated sequence is not reduced and does not end up as   mystism).(3) English   humbly  was   humblely  in Chaucers time, pronounced with three syllables, but has been reduced to two syllables (only one   l) in modern standard English.  (Lyle Campbell,   Historical Linguistics: An Introduction, 2nd ed. MIT Press, 2004) The Haphology Effect The  haplology  effect can often be heard in the casual  pronunciation  of each of these words: February, probably, regularly, and similarly.  The words  library  and  necessary, especially as spoken in Southern England, are often heard by foreigners as  libry  and  nessary. But when they repeat the words as such, they do not sound right, since there should be a lengthened  r  and  s, respectively, in those words. It shows that foreigners notice the beginning stages of  haplology  in those words, when there is as yet no complete haplology. (Yuen Ren Chao,  Language and Symbolic Systems. Cambridge University Press, 1968)

Is college Education for everyone Essay Example | Topics and Well Written Essays - 1000 words

Is college Education for everyone - Essay Example This research aims to evaluate and present â€Å"In the Basement of the Ivory Tower† as a lamentation discourse of a college professor about students enrolled in the university but who are not academically prepared to take on such intellectual work. His sadness stems from his observation that most of these students who are enrolled in night school are in school not for the main purpose of achieving true academic excellence but merely to pass the course as a requirement for promotion, for salary upgrade or position reclassification. Early in the article, the reader is treated to a picturesque description of the typical university campuses, where presumably the author teaches, as a way of introducing the subject matter of his discourse. It would not be too long for the reader to know that he is talking about working students in evening school. It would initially seem to this reader that all is well in the campus setting until he gets a subtle warning that â€Å"beneath the surf ace† is a problem that is causing â€Å"frustrations and bad feelings† about students â€Å"who are in over their heads.† At this point, the reader would seem to be cued back to the article’s title â€Å"In the Basement of the Ivory Tower† and would develop a feeling that something is wrong in the â€Å"basement.† It is of course known that the term â€Å"Ivory Tower† figuratively refers to a sheltered institution such as a university of higher education. This reader thinks that such a development in the content is brilliant as it cultivates and sustains reader interest. The author proceeds to describe what the problem is all about by using his course subjects English 101 and English 102 as anchor and the imperative need for students to pass these subject as a prerequisite for course completion. It is apparent that the requirement to successfully hurdle these two subjects is the seed of the author’s lamentations, after discoveri ng that these students enrolled in night school are not academically prepared to pass the subjects. To prove his point, the author narrates incidents to justify his slapping of grades F (for Fail) to majority of his students. The author makes a beautiful exchange of his conversations with a specific student, Ms L, who would get an F and how and why she got it. Of course, the author is very persuasive, as he provides proof for his giving out a failing grade. At the same time, he attempts to involve his readers in his own dilemma, or even guilt, arising from his decision to fail his students who come to school in the evening because they are working during the day and are therefore physically spent and run down to do extended mental work. He then shares his ambivalent feelings of whether to be compassionate and give them all a passing mark or to keep his school’s standard of academic excellence. As if to provide a parallel ending to his opening, the author ends his discourse in the same lamenting posture, leaving the reader in an emotional suspension without seeing a resolution to the problem he has presented. As a critical commentary, this reader believes that perhaps the author should have proposed a few recommendations on what to do, given the problem he presented. Or would that have been his real intention, to put the reader in a state of search for the solution or solutions? This reader would have wanted some relief coming from the author. For example,

Reflection Paper Essay Example | Topics and Well Written Essays - 750 words - 4

Reflection Paper - Essay Example Moreover, the writing skills and critical thinking is also enhanced. Papers usually require an in depth understanding of a particular subject matter. This helps the student to do an extensive research, hence, the student gets to learn more about the topic, and this also helps in enhancing the comprehension over the subject matter. Before writing a paper, it is always preferable to do some brainstorming over the topic which is expected to be covered. Brainstorming helps a student to think outside the box, which means thinking from all possible aspects of a topic. Students often write papers to enhance their understanding in the fields they are already interested in. In this way, they get to do extensive research. Often, good papers get published. One comes up with unique ideas, thoughts and arguments while writing a paper. These concepts are then put together coherently, in a logical and understandable manner. Writing a good paper helps a student achieve success in the student career and in future. Writing papers helps a student develop a lot of skills (Education Essays, 2011). From a very early age, the teachers prepare their students to face the challenges of rapidly changing world. Children are expected to take some standardized tests, such as the Galileo and the AIMS, this helps in assessing heightened skills of a student. Moreover, whenever a student is interested in ideas, he will read, and when he has to say something and wants to get his theory across, he will write. This is one of the reasons why students write papers, they want to get their message across. At an early age, students are expected to write so that they get enough room to express things which cannot be openly discussed in public. This might not be the case always. Vocabulary, expressions, mind power, knowledge, and critical thinking are sharpened when a student writes. At a university level, papers are expected to be written by students simply to get an in

Comparing Two Advertisements :: Adverts, Compare and Contrast

Comparing Advertisements For this comparison I have chosen to compare two car adverts. The first advert I chose was from the car magazine "Autocar" and this is an advert for a Chrysler PT Cruiser. The second advert I chose was from the "Sunday Times" and this is for a Fiat Ulysse. I chose these two adverts because I feel that they will be good compare as they have similarities and differences so there are many things I can comment about. There is a big difference in the sale tactics of the 2 adverts. The Fiat is a soft sell advert because there is no reference to the price of the car or any statistics about the car where as the Chrysler advert displays the price in big numbers at the top of the advert and it also refers to the fuel consumption of the car. This shows that the 2 adverts use different tactics to advertise and sell the car. I think that the target audience for these cars are the same; both of these cars are family cars. Both of the cars are designed to be comfortable and safe, they are not advertised to be fast sports cars or stylish city cars; they are advertised as normal cars. In both of the adverts there is no real reference towards the performance of the car apart from in the Chrysler where there is a reference to the fuel consumption of the car but this backs up the point that the Chrysler is a car for a sensible family person because that is the kind of person who would show interest in the economics of the car. Both of the adverts have main points that they want you to focus on as soon as you look at them, on the Chrysler advert the first thing they want you to focus on is the name of the car and the price which are both in bold font at the top of the page, the Fiat wants you to focus on the name of the car which is written in huge letters diagonally

Judaism †Meaning of life Essay

The meaning of life is a philosophical question concerning the significance of life or existence in general. It can also be expressed in different forms, such as â€Å"Why are we here? â€Å", â€Å"What is life all about? â€Å", and â€Å"What is the purpose of existence? † It has been the subject of much philosophical, scientific, and theological speculation throughout history. There have been a large number of proposed answers to these questions from many different cultural and ideological backgrounds. The meaning of life is in the philosophical and religious conceptions of existence, social ties, consciousness, and happiness, and borders on many other issues, such as symbolic meaning, ontology, value, purpose, ethics, good and evil, free will, the existence of one or multiple Gods, conceptions of God, the soul, and the afterlife. Scientific contributions focus primarily on describing related empirical facts about the universe, exploring the context and parameters concerning the ‘how’ of life. Science also studies and can provide recommendations for the pursuit of well-being and a related conception of morality. An alternative, humanistic approach poses the question â€Å"What is the meaning of my life? † The value of the question pertaining to the purpose of life may coincide with the achievement of ultimate reality, or a feeling of oneness, or even a feeling of sacredness. governs the universe. Closeness with the God of Israel is through study of His Torah, and adherence to its mitzvot (divine laws). In traditional Judaism, God established a special covenant with a people, the people of Israel, at Mount Sinai, giving the Jewish commandments. Torah comprises the written Pentateuch and the transcribed oral tradition, further developed through the generations. The Jewish people are intended as â€Å"a kingdom of priests and a holy nation†[69] and a â€Å"light to the Nations†, influencing the other peoples to keep their own religio-ethical Seven Laws of Noah. The messianic era is seen as the perfection of this dual path to God. Jewish observances involve ethical and ritual, affirmative and prohibative injunctions. Modern Jewish denominations differ over the nature, relevance and emphases of mitzvot. Jewish philosophy emphasises that God is not affected or benefited, but the individual and society benefit by drawing close to God. The rationalist Maimonides sees the ethical and ritual divine commandments as a necessary, but insufficient preparation for philosophical understanding of God, with its love and awe. [70] Among fundamental values in the Torah are pursuit of justice, compassion, peace, kindness, hard work, prosperity, humility, and education. [71][72] The world to come,[73] prepared in the present, elevates man to an everlasting connection with God. [74] Simeon the Righteous says, â€Å"the world stands on three things: on Torah, on worship, and on acts of loving kindness. † The prayer book relates, â€Å"blessed is our God who created us for his honor†¦ and planted within us everlasting life. † Of this context, the Talmud states, â€Å"everything that God does is for the good,† including suffering. The Jewish mystical Kabbalah gives complimentary esoteric meanings of life. As well as Judaism providing an immanent relationship with God (personal theism), in Kabbalah the spiritual and physical creation is a paradoxical manifestation of the immanent aspects of God’s Being (panentheism), related to the Shekhinah (Divine feminine). Jewish observance unites the sephirot (Divine attributes) on high, restoring harmony to creation. In Lurianic Kabbalah, the meaning of life is the messianic rectification of the shattered sparks of God’s persona, exiled in physical existence (the Kelipot shells), through the actions of Jewish observance. [75] Through this, in Hasidic Judaism the ultimate essential â€Å"desire† of God is the revelation of the Omnipresent Divine essence through materiality, achieved by man from within his limited physical realm, when the body will give life to the soul. Zoroastrianism Zoroastrianism is the religion and philosophy named after its prophet Zoroaster, which is believed to have influenced the beliefs of Judaism and its descendant religions. [77] Zoroastrians believe in a universe created by a transcendental God, Ahura Mazda, to whom all worship is ultimately directed. Ahura Mazda’s creation is asha, truth and order, and it is in conflict with its antithesis, druj, falsehood and disorder. (See also Zoroastrian eschatology). Since humanity possesses free will, people must be responsible for their moral choices. By using free will, people must take an active role in the universal conflict, with good thoughts, good words and good deeds to ensure happiness and to keep chaos at bay.

Early Childhood Education Philosophy - Free Essay Example

Sample details Pages: 6 Words: 1814 Downloads: 2 Date added: 2019/03/13 Category Sociology Essay Level High school Tags: Childhood Essay Did you like this example? Early Childhood Development Philosophy You have been dreading this day all summer. You made a special dinner, took a little longer washing her hair and brushing it, even longer with night time cuddles and story time, and when you went to close the door you looked over at her sparkly backpack and a blue dress with a matching bow and you cant help but to feel her excitement but also sadness. You walk to the kitchen and make her favorite sandwich and pack all her favorite snacks in her matching sparkly lunchbox. You turn out all the lights, pick up her toys from today, and make your way down the hall to your bedroom. Before laying down you pop your head in one more time to just see if maybe she magically turned back into a toddler so you could cherish a few more years of her being your little baby, you sigh as you see her sleeping peacefully, and close the door. The next morning is filled with a sense of excitement, anxiety, and a sense of urgency as you miscalculated how long it would take to get a 5-year old ready for her first day of Kindergarten. You drive her to school and walk her in to her classroom, just to make sure she knows where everything is. You reach her classroom, and your eyes start stinging with tears, you fight them back, so she wont know. Don’t waste time! Our writers will create an original "Early Childhood Education Philosophy" essay for you Create order At the same time you see a woman with a warm smile, she walks towards the door and greets your daughter and hands her a blue card with a star on it and shows her where to put her things and how to find her seat using that card. Your daughter laughs at the silly hat the woman is wearing and sits down and starts giggling with the little girl across the table who has the same backpack as her! The woman reassures you that she will be just fine and she will be sending pictures to every parent during her lunch to show them how their day is going. I Am That Woman. I am the person that you will trust your baby with most likely for the very first time. I am the one that will fan the flame that you started when you taught her how to say her first words and taught her how to ride her bike. My name is Savanna and I am your daughters Kindergarten teacher. Family Support To ensure that every family is supported in a way that they specifically need I would use the weeks after registration to set up either a phone call or email conference with the parents of my children before school started. I would ask them things about their child to get to know them better and open a line of communication with the parents/guardians. I would also ask for written permission to share group photos of their child on a Parent/Teacher app like Edmodo with other parents (2015, April 28). With a parent/teacher app, parents could stay in touch and involved with their children all the time. Something else I would do is in the early weeks of school before Parent/teacher night I would do my due diligence in researching local food pantries, shelters, clothing donations, the Texas Department of Health and Human Services, utility assistance programs like United Ways, WIC, etc. I would then create a flyer with all the contact information for these programs and hand them out at parent/teacher night as well as send them home in the childrens folder and post them electronically to our Parent/Teacher app. I would make sure to include ways that families who do not need these services can help those in our community such as participating in a food or clothes drive for our classroom/school. My ultimate goal of this project would be to ensure that families who did need these services would have the information they needed to get assistance. Environment The ideal environment that I envision for early childhood education begins with an open and inviting layout of the room. Each item will be labeled as to help the children with learning how to spell and understanding what each item is properly called. Each desk would have their own name spelled out on an index card, so they can copy it daily. The room would be decorated with the theme of the current unit such as Habitats or even a specific book that we are reading that week, such as Cat in the Hat. We would meet in groups to discuss our units so that not only are the children listening but also discussing the unit which can expand their vocabulary as well as inspire critical thinking which is an important skill to develop for students. I am a firm believer that early childhood classrooms should rarely be quiet. This age group loves to talk and express their ideas and opinions (2011). This is a great thing because children learn so well in diverse classrooms and listening to each other talk and use different vocabulary is superlative. The perimeter of the classroom would have different stations that would be changed up weekly depending on the station. Each child would be assigned to a different station daily so that they could explore each one. For instance, some children may not automatically be drawn to the dramatic play station but when assigned to the station they may discover that they like using their imaginations to play detective or firefighters, which may also spark an interest in what they may want to be when they grow up. At 5 years old most children are still learning through hands on play, which means a sensory station is superlative. Observing children playing at the sensory station could also give you insight to children who may not have diagnoses for autism, as textures can be a big thing for children and people with autism. In fact these different stations can help in discovering what learning style each child learns best in or developing their multiple intelligences in reference to Howard Gardners research. Howard Gardner believed that we did not just have one intelligence or one IQ; instead, that there were multiple types of human intelligence such as Verbal, Logical, Visual, Musical, Naturalistic, Bodily, Interpersonal, and Intrapersonal (2016). Observing children in the classroom is important to understanding the needs of each child. A kindergarten classroom should be set up to allow children to explore these intelligences. Once you can discover the childs learning style you can ensure that each child has the skills to succeed not only in your class but any future classes. To me I believe that this the exa ct goal, to not only absorb the information taught in your class but to prepare the child for future courses and for life. Professional Development As a professional I want to ensure that my knowledge tool belt is constantly full of resources to assist in educating each child in a way that supports them individually. To satisfy this responsibility I plan to attend conferences, stay involved with teachers in my local community as well as stay involved online through social media accounts such as Twitter, Facebook, and Pintrest. Through research on workshops for professional development, I found a resource through Stanford University that connects you with online workshops (DevelopED, n.d.). One workshop I found interesting was the Challenge Success workshop, which is offered completely online and focuses on giving you research-based teaching strategies (DevelopED, n.d.). Another way I have discovered to keep updated on new developments in the field is by having an open communication with my peers. I plan to use the experience and advice from my peers as a first line of defense to any questions or solutions to any complicated situations that may arise. Having a support system that is easily attainable can help me support each child the way they need to be. I am not perfect and will not ever be perfect but using my peers personal experience I can make sure that I can find a solution to any problem that may arise with my students so I can be a supportive advocate. In my research I have also found that social media can be beneficial in staying up to date on new techniques, as well as laws that may be passed in my state that could affect my students, and the way I teach. In my research I found that Pintrest can me beneficial for find ways to decorate my classroom for specific units like habitats, or if we are reading one of Eric Carles books I can find inspiration how to decorate to make that book leap off the pages and come to life. I found that Twitter has some great resources as well, like the page Teaching Strategies. They are constantly posting new techniques and teaching strategies. You can also ?hashtag teaching strategies and post your personal techniques so you are constantly getting new ideas! I want to use all of these opportunities for my professional development so that I can stay in the now with knowledge in the early childhood education field. Conclusion to my Ethical Responsibilities In conclusion, it will be my responsibility to ensure that I support each family in a way that is unique to each situation. This will happen by keeping an open line of communication and ensuring those who need assistance have an opportunity, and the ability to receive that assistance. It is also my responsibility to ensure my classroom is an ideal early childhood learning environment by including an open floor plan, bright colors and words, different learning stations and ensuring that I nurture each childs multiple intelligences. I will ensure that I stay up to date on all educational standards and new teaching techniques by attending conferences and staying active in the teaching community by creating a good relationship with my fellow peers and using social media accounts such as Pinterest Twitter, and LinkedIn for teaching techniques and information about new laws being passed. It is my ethical responsibility that all of my students are safe, secure, happy, and have gained knowledge throughout the year. I never want a child to leave my classroom feeling as though they hate learning, and I inspire to make this my ultimate goal. References Characteristics of Great Kindergarten Classrooms. (2011). Retrieved from https://www.scholastic.com/teachers/blog-posts/sharon-taylor/characteristics-great-kindergarten-classrooms/ DevelopED. (n.d.). Professional Development Opportunities for Educators and Education Leaders. Retrieved from https://ed.stanford.edu/careers/developed/pd-opportunities?field_pd_persona_value=k12Educfield_pd_type_value=online P. (2016). Multiple Intelligences: What Does the Research Say? Retrieved from https://www.edutopia.org/multiple-intelligences-research Ponsford, N. (2015, April 28). Five of the best apps that help teachers communicate with parents. Retrieved from https://www.theguardian.com/teacher-network/2015/apr/28/five-best-apps-teachers-communicate-parents