The Entrepreneur Essay Example For Students

The Entrepreneur Essay In the United States, approximately one in eight adults are self-employed. In their minds exists a one common dream. This is The Entrepreneur Essayial dream of self-employment. It is the freedom to start, grow, and cash in a new business. Most of the extravagant millionaires of today build up their wealth in this way. An entrepreneur is someone who has the ability to build and develop his own business. In todays fast paced world of business, many people chose to work for themselves. A career as an entrepreneur is a risky, yet personally rewarding endeavor. Entrepreneurs start from ground zero with probably only a dollar in their pocket. Entrepreneurship is the ability to create and build something from practically nothing (Timmons 1). Entrepreneurs should be admired more than anything for their hard work and determination. We will write a custom essay on The Entrepreneur specifically for you for only $16.38 $13.9/page Order now It is initiating, doing, achieving, and building an enterprise or organization, rather than just watching, analyzing or describing one. It is the knack for sensing an opportunity where others see chaos, contradiction and confusion. It is the ability to build a founding team to complement your own skills and talents. It is the know-how to find, marshal and control resources (often owned by others) and to make sure you dont run out of money when you need it most. (Timmons 1). To be an entrepreneur, it takes the willingness to prosper with calculated risks; both personal and financial-and then do everything possible to get the odds in your favor. Driven by an intense commitment and determined perseverance, entrepreneurs work very hard at what they do. They excel and want to win. Entrepreneurs are amazing people with a high respect of character. They use their mistakes as something to learn from rather than a failure. No matter the outcome, they believe in themselves and have an extreme confidence not only in themselves, but also in what they do. Entrepreneurs who start and build new businesses are more celebrated than studied. They embody, in the popular imagination and in the eyes of some scholars, the virtues of boldness, ingenuity, leadership, persistence and determination. Policymakers see them as a crucial source of employment and productivity growth. Yet our systematic knowledge of how entrepreneurs start and grow their businesses is limited. The activity does not occupy a prominent place in the study of business and economics. Clich and anecdote- or laments about the ineffable nature of entrepreneurship- dominate the discourse about new and fledgling businesses (Bhide 3). Todays economy depends of the production Many entrepreneurs have very strong characteristics and similar ambitions. To have a successful business, one must possess entrepreneur qualities. Studious and hard working, they strive through the ups and downs of start-up companies. They are self starters and have a superior belief in themselves. An entrepreneur has to be patient and wait. Companies take time and nourishment. It takes years for a small company to even build up enough to go public. They are very consistent and usually considered work alcoholics. They own inventive and creative traits. Entrepreneurs are willing to stay with a business during rough times. They plan ahead and have good self-discipline in managing their time. Also, entrepreneurs must have social skill in talking with other people. Usually, they are risk-takers. They are self-starters. They are confident, and they enjoy a challenge. They are not afraid of hard work or long hours. They are patient. They realize that most new businesses take many years before they earn a profit (Hurwitz 1). It takes many qualities to be an entrepreneur, but they are outstanding at what they do. There are many different reasons people want to start up their own business. There are probably as many reasons as there are entrepreneurs today. One of the reasons is to solve a problem. In life there are always hurdles that block us from finishing our race. Some people just give up and others keep trying to figure out a way to get over the hurdle. Entrepreneurs sit and think of ways to overcome their difficulties. .ue94b51dfbc1aee2ed6bf8a22194b5c20 , .ue94b51dfbc1aee2ed6bf8a22194b5c20 .postImageUrl , .ue94b51dfbc1aee2ed6bf8a22194b5c20 .centered-text-area { min-height: 80px; position: relative; } .ue94b51dfbc1aee2ed6bf8a22194b5c20 , .ue94b51dfbc1aee2ed6bf8a22194b5c20:hover , .ue94b51dfbc1aee2ed6bf8a22194b5c20:visited , .ue94b51dfbc1aee2ed6bf8a22194b5c20:active { border:0!important; } .ue94b51dfbc1aee2ed6bf8a22194b5c20 .clearfix:after { content: ""; display: table; clear: both; } .ue94b51dfbc1aee2ed6bf8a22194b5c20 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue94b51dfbc1aee2ed6bf8a22194b5c20:active , .ue94b51dfbc1aee2ed6bf8a22194b5c20:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue94b51dfbc1aee2ed6bf8a22194b5c20 .centered-text-area { width: 100%; position: relative ; } .ue94b51dfbc1aee2ed6bf8a22194b5c20 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue94b51dfbc1aee2ed6bf8a22194b5c20 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue94b51dfbc1aee2ed6bf8a22194b5c20 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue94b51dfbc1aee2ed6bf8a22194b5c20:hover .ctaButton { background-color: #34495E!important; } .ue94b51dfbc1aee2ed6bf8a22194b5c20 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue94b51dfbc1aee2ed6bf8a22194b5c20 .ue94b51dfbc1aee2ed6bf8a22194b5c20-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue94b51dfbc1aee2ed6bf8a22194b5c20:after { content: ""; display: block; clear: both; } READ: arranged marriage: for america? Essay For example: Dan Gerber started manufacturing baby food because his wife was spending all day mashing vegetables for their baby. Today, Gerber Products makes more than 187 varieties of baby food. He found something useful that will not .

5 Nerdy Essay Writing Skills You Cant Get Away from

5 Nerdy Essay Writing Skills You Cant Get Away from 5 Nerdy Essay Writing Skills You Cant Get Away from Writing essay in college requires many essay writing skills, including those listed below. Using these tips and integrating these skills will help you achieve great things. Planning Ahead Although planning is a practical approach to time management, it is also important to take into account different ideas for making and keeping a sensible time schedule. In preparing your schedule, it is crucial to be detailed and explicit in how you intend to spend your time. If, for example, you intend to work on history questions, indicate ‘Page 14, review questions 1-10’ as opposed to simply stating ‘history questions’. Working in the Same Spot To train your body to settle and concentrate faster during your study time, study in a regular location. Use this place only to study so that your body naturally relates this location to the activity. Consider places that are serene and have the items that you would need to study e.g. computers. Avoid places that make you too comfortable to do any constructive work a bed or comfortable couch is probably not a good idea. It is better to find a location where you can sit straight at a desk. Reading Some reading assignments demand that you know the details of a specific segment of chapter. In these cases, you can get by with reading only these sections; read with a definite intention and take notes of key words, descriptions and any other relevant material that will help you to limit the amount of reading that you will do. Great English The subject of your sentence is the person, the place, or the thing that is acting. The object is the person, place or thing that is being acted upon. An adverb is designed to modify a verb, and it is easy to remember this because â€Å"verb† is in the name. An adjective is meant to modify a noun. So if someone asks you â€Å"how are you doing?† you should answer â€Å"I am doing poorly† or â€Å"I am doing well†, NOT â€Å"I am doing good†. The reason for this is that â€Å"to do† is a verb, so whatever you put after â€Å"doing† needs to be an adverb so that it can modify your verb. â€Å"Good† in this case is an adjective which does not belong here. If someone asks you â€Å"how are you?† you can say â€Å"I am good† because you are modifying yourself, or a noun. Concentrating on One Thing at a Time Be sure to concentrate on one activity at a time, giving your mind a more conducive working environment and guaranteeing that you work effectively. Allocate the most droning tasks first to work on them while your mind is still fresh. If you push these forward to a time when you are tired, you will likely be overwhelmed and give up, choosing instead to sleep or watch TV. Identify whether your peak study time is during the day or at night and organize your time accordingly. Overall, essay writing in college requires many skills, including those listed above. You can improve upon your writing style by following the tips or by hiring our custom essay writers online.

7th Grade SAT Prep How to Ace the Exam

7th Grade SAT Prep How to Ace the Exam SAT / ACT Prep Online Guides and Tips Why take the SAT in 7th grade, when there are plenty of other standardized tests like the PSAT and ACT Aspire that are aimed at middle schoolers? There are a couple of answers to that question. Certain summer programs for talented 7th graders require participants to take a college entry exam, which is why most students end up taking the SAT so early. The rare middle schooler may also choose to take the SAT as a 7th grader as part of her early college preparation. In an effort to do well on a college entrance exam like the SAT as a 7th grader, it may be tempting to do everything that's recommended for regular SAT prep and then turn it all the way up to . But just as good 7th grade SAT scores may be different from good college application SAT scores, so, too, does your test prep need to be different. Learn about the best strategies and practices for 7th grade SAT prep so you can be preared to ace the exam on test day. feature image credit: Ian Van Ness/Flickr. Why Take the 7th Grade SAT? The two big reasons students take the SAT in 7th grade are to participate in programs for early achievers or to start training early for college. There are several programs targeted at academically gifted younger students, including Duke TIP or CTY at Johns Hopkins, that require 7th graders to take the SAT. These organizations don't just identify your strengths and weaknesses and offer advanced summer courses for academic enrichment, but also provide guidance from middle school onwards for the best ways to prep for college. The only other real reason to take the SAT in 7th grade is to start laying the groundwork for the PSAT and SAT when you take them in high school. Since you won't have learned some of the content on the SAT (particularly certain math topics), you're definitely not going to want to use your 7th grade SAT score to apply to colleges. But if you want to start to get familiar with the format of the test and the ways in which the College Board will test your reading, writing, and mathematical knowledge, an early encounter with the test can be helpful. Depending on your reason for doing 7th grade SAT prep, you’ll have different amounts of time to study and will need to use different test-taking strategies. I'll start out by discussing how to ace the SAT in 7th grade for the purposes of qualifying for talent searches. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: 7th Grade SAT Prep: Summer Programs If you’re in 7th grade and taking the SAT to take part in a talent search or summer program, you have a relatively short deadline to work with in terms of SAT prep. Programs like the Duke TIP 7th Grade Talent Search start enrollment early, usually in August of each year. To take part in a 7th grade talent search, you have to take the SAT during 7th grade, which means the latest you can take the test is June at the end of your 7th grade school year. If you want to avoid being waitlisted for the highly competitive summer-after-7th-grade programs, though, it's usually recommended you take the SAT by December of 7th grade, if not before then. Because your prep time is so limited if you want to take the SAT as a 7th grader and still qualify for summer programs, you'll need to use strategies similar to high school students with little time before the exam. One of these strategies is to center the majority of your study around official SAT practice tests and questions to make sure you know what kinds of questions and topics will show up on the real test. You don't need to get a perfect score on the SAT in order to qualify for any of the summer programs, of course, but neither do you want to wake up early and go in on test day only to find out that you were studying entirely the wrong thing. Henry Burrows/Flickr This small child just discovered that trigonometry is now on the SAT. Don't let this be you on test day. Using official SAT materials is only the first step, however. You're also going to need to take at least a couple of realistic full-length SAT practice tests. Compared to high schoolers, 7th graders have less experience taking lengthy tests by dint of not having been in school for as many years, and so will need to build up their test-taking stamina. With breaks, the SAT is over three hours long (or over four hours long if you take the optional essay); being able to sit down and take the whole test without losing focus requires dedicated practice. Another important strategy that can be modified for use by 7th graders taking the SAT is settling on a target score ahead of time. Before you begin to study for the SAT, you need to figure out what score you're aiming for so that you can structure your studying accordingly. For high schoolers, this target score is determined by the average scores of the colleges they want to get into; for 7th graders, SAT target scores should be based on the summer programs you want to attend. Average the score cutoffs for all the different summer programs you're thinking of applying to and then aim to meet that average when you take the SAT. The key strategy to use on the SAT for 7th graders is not to agonize over answering every single question. If you’re aiming for a 600 on each section, it makes way more sense skip questions you don't understand so that you can maximize the time you spend on questions you actually can answer. For more details about exactly how many questions you can skip and still hit your SAT target, read our articles on how to improve low Evidence-Based Reading and Writing and Math scores on the SAT. 7th Grade SAT Prep: Early Training for College To be totally up front, there are definitely some drawbacks of studying early for the SAT as part of your preparation for college. Because you won't have covered a significant portion of the math tested in school yet and will be at a lower reading level (just by the fact of having been alive less time), you may struggle with the content of the SAT in an unproductive way. It's possible to learn some things on your own, but you may find that, for instance, you cannot effectively teach yourself trigonometric functions. Depending on when you take the SAT, it could be many years before you end up taking the test to apply for college, which means that any benefit you would have gotten from familiarity with the test will likely have vanished. It makes far more sense to start prepping for the SAT in 9th grade, a time when you'll have more of a chance to connect your studying with an endgame of taking the test early on in sophomore year and so can be more focused. On the other hand, if you do still want to study for the SAT in 7th grade as part of preparing to apply to college, you’ll have much more time to study than if you were rushing to take it for a talent search. Without program deadlines to limit your test dates, you can take the SAT any time during your seventh grade year, or even afterwards. And unless you write in to College Board and specifically request they keep your scores, they won't, so your 7th grade scores won't follow you around forever. All you need to do to escape the ghost of your 7th grade SAT scores is...nothing. Because you won't have learned some of the content on the SAT in school yet, you might be tempted to start with the hardest topics first and throw yourself at them until they give in. While this is an approach that might work in some areas, it won't work for studying for the SAT as a 7th grader. Instead, gear your studying toward subjects you have a better chance of improving without having learned them in school. SAT Reading is an area that offers rich rewards for non-classroom studying. It's very hard to teach reading in the same way you'd teach other standardized test skills, because SAT Reading proficiency is dependent on skills acquired through years of reading and critical thinking. As a 7th grader, the best way to study for SAT Reading is to practice reading and analyzing short stories and non-fiction writing. You may also find it useful to study vocabulary independently to boost your reading level. Out of all the subjects covered on the SAT, you'll end up using the skills you learn from SAT Reading practice most continuously as you progress through the rest of your schooling. Because any skills you pick up during early studying are unlikely to atrophy through lack of use, preparing for SAT Reading is an exception to the "starting to study sooner means forgetting what you've learned sooner" rule. You may lose familiarity with the SAT question format if you don't study for the test again until high school, but you won't forget how to read critically. By becoming familiar with more advanced writing, you'll also improve to some extent on the SAT Writing and Essay sections. For more focused studying, however, I recommend reviewing our complete list of grammar rules covered on the SAT and instructions on how to write an SAT essay step by step. Finally, you can start to take a look at some of the topics you might not have covered yet in school that are tested on SAT Math. Different topics are difficult for different students, and you may find that learn algebra and trig is a breeze, whereas SAT Reading is like pulling teeth. In general, though, mathematical topics are harder to teach yourself outside of a formal classroom or tutoring setting, even with good study materials. In general, although it's possible to take the SAT in 7th grade as a useful part of your preparation for college applications, it's more likely to be an unnecessary expense and stress than anything else. If you really want to start early, you can, but you shouldn't beat yourself up too much about not knowing content and doing as well as you hope to in high school. School is stressful enough already. Think hard about whether you really want to add more stress to your life by taking the SAT early. The Bottom Line: How to Study for the SAT in 7th Grade You’ll need to adapt your study plans depending on the reason you're studying for the SAT in 7th grade. If you're taking the SAT for a talent search or a summer program, you should focus on practicing with realistic tests and skipping the questions you don't understand or can't answer. If you're taking it to get ready for college applications, you should focus on learning content and getting familiar with the types of questions you'll be asked. Most importantly, don't let a low 7th grade SAT score (or percentile) discourage you. When you take the SAT as a 7th grader, you've got to keep in mind that the other students taking this test are high school juniors and seniors who need it for college. They're probably going to take it more seriously and spend more time prepping because it will have more of an effect on their future, and will probably know more of the content because of having covered it in school repeatedly. To get a better idea of how you stack up against others your age, take a look through our article on 7th grade SAT scores. Quinn Dombrowski/Flickr How does your 7th grade SAT score stack up? What’s Next? Looking for a more in-depth discussion of the pros and cons of taking the SAT so early? Then our article about whether or not to take the SAT in 7th grade is for you! Need to zero in on a target score, but don't know where to find that kind of information? Start with our articles on the SAT requirements for the Duke TIP and Johns Hopkins' CTY programs, which will give you a good idea of what SAT scores are needed for summer programs in general. Interested in finding out more about some of the summer programs for gifted youth mentioned in this article? Read our guides to the Duke TIP 7th grade Talent Search, CTY at Johns Hopkins, NUMATS, Stanford EPGY, and Summer Institute for the Gifted. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Taxation and Housing Issues Essay Example | Topics and Well Written Essays - 2000 words

Taxation and Housing Issues - Essay Example Hence, in order to understand the economic feasibility of a particular country, a close analysis of the prevailing issues on taxation and housing is necessary. This paper will critically analyze various issues pertaining to taxation and housing in the United Kingdom, United States, and United Arab Emirates. Issues relating to taxation and housing in the UK The economic spectrum of the United Kingdom indicates that taxation issues have impeded the faster growth of the country. UK holding companies have been heavily suffering from tax issues in the recent years. Corporation tax deductions are available to a UK holding company on the interest payment to investors subject to anti-avoidance policies. More details on these features can be found at . The anti-avoidance provisions including transfer pricing are increasingly complex in nature and therefore the country’s holding companies are not benefited from tax reductions. In addition, a UK holding company does not get any tax deduc tion benefit while paying dividends to investors. Similarly, the tax deductions allowed to the UK’s small scale enterprises for boosting entrepreneurship actually result in a deadweight cost. This situation adversely affects the overall growth of the economy. Over the past few years, the UK government has faced a series of issues associated with the country’s corporate tax structure. In order to resolve the limitations of its corporate tax structure, the country is changing its policy from taxing worldwide profits to a more territorial taxation approach. Irish tax issues on UK transactions remain to be a major growth impediment to the UK’s business sector. Tax evasion has been a potential issue in the UK over the last few decades, and recently the country adopted tax fraud prevention measures. When an outsider deals with purchase of real property in the UK, he has to consider a number of factors including capital gains tax, stamp duty, inheritance tax, and incom e tax. The UK housing market has been struggling with numerous issues especially since the global financial crisis 2008. As a result, even small flats are becoming unaffordable to lower class of the society. Housing sector data show that affordability of housing in the UK has been getting worse since late 1990s as house prices grew faster than earnings rate. Although most of the developed countries including the United States experienced housing price increases in the beginning of the 21st century, this issue was different in the United Kingdom in two aspects. Firstly, the country’s house prices boom began earlier as compared to other developed economies, and indicated relatively sustained increases. Secondly, the regional pattern of the country was almost uniform. As per statistical data, house prices in the United Kingdom increased by 90% between 2002 and 2007. The average age of first time home buyers is also increasing in the country. Although mortgages were increasingly available to people, mounting housing prices remains to be an issue in the country. As reported by Department for Environment Food and Rural Affairs (2004), an additional 39,000 houses per annum were essential to meet housing requirements of the country effectively. The primary issue behind the housing market struggle in the UK is that the country does not have enough space to build new houses. In contrast, many people possess more

Remembrance Personal Statement Example | Topics and Well Written Essays - 500 words

Remembrance - Personal Statement Example She was extremely intelligent and graduated at age sixteen, much before the other children in her class. I, on the contrary, was forced to attend seventeen schools from the fifth grade through twelfth; always playing catch up in school. I never establish a foundation of good educational skills. In spite of the pit, falls I found myself somehow graduating on time. 7 The love of music I inherited from my mother. My mother an accomplished pianist, taking lesson from age four, played Carnegie hall at a very early age. I remember her telling stories of practicing two to three hours a day and attending the Julliard School of music in New York City. As an adult, she continued to play and even taught my older siblings to play the piano. However, when her mother died she stopped playing and never played again. Therefore, she never taught me to play the piano. I am assuming that her mother was the driving force behind her piano accomplishments. Although I never learned to play the piano, I love music, especially classical music. 12 Traveling became a large part of my adolescents. By the time, I reached age twelve my mother had remarried, and we began to travel up and down the East coast. I spent the first twelve years of my life in Stamford Ct., and then we moved to Florida, back to Connecticut, then to New Hampshire, and Virginia and landed in Biglerville Pa.

Learning outcome Essay Example for Free

Learning outcome Essay Understand diversity, equality and inclusion in own area of responsibility 1.1.1There are two models that link with equality, diversity and inclusion, the first one is the social model of disability which views discrimination and prejudice as being embedded in today’s society, their attitude’s and their surrounding environment. The social model focuses on who the adult is as person not what their disability or diagnosis is, the focus is on how to improve and empower the individual’s life and lead a more independent life as possible. The second model is the medical model of disability which views adults has having an impairment or lacking in some way, this model focuses on impairments that the adult has and finding and acknowledging ways to correct them. The client group at my current place of work are adults with mild learning disability and some of the residents have a dual diagnosis of mental health issues as well. Both the social and medical model has an impact on their daily life. The companys’s ethos is to empower the residents and in able them to lead a normal life as possible. This is done by providing and engaging them in their own individualised person centred plans and asking their opinions on what they like how they like it etc. allowing them to make informed choices for them self and whether they have the capacity to make these decisions. 1.2 Analyse the potential effects of barriers to equality and inclusion in own area of responsibility The potential effects that the residents will experience in this care setting are prejudice and discrimination. Prejudice happens when society lacks education and the understanding of different cultures and how society looks at it. Prejudice begins by making assumptions of a certain client group i.e. people with learning disability and mental health issues are put into a certain box. 3.1 Analyse how systems and processes can promote equality and inclusion or reinforce discrimination and exclusion †¢The Equality Act is a legislation that is in place to ensure that people are given equal rights and opportunities regardless of their age, gender, disability, race,religion or belief and sexual orientation. This legislation promotes diversity, equality and inclusion by making it a requirement that they are commonly practiced and incorporated into the health and social care setting, making it illegal to discriminate against a person/or persons for any reason. The main Acts incorporated into the Equality Act 2010 are; †¢ The Care Quality Commission †¢ The Disability Discrimination Act 2005 †¢ Human Rights Act 1998 †¢ The Equal Pay Act 1970 †¢ The Sex Discrimination Act 1999 †¢ The Race Relations Act 2003 If these code’s of practice and legislations where not to be followed the consequences can be diverse. They can effect just one individual or can effect an entire team of social care workers. By not following the codes of practice and the legislation you could cause a service user to feel discriminated against which would have negative effects such as making them feel isolated or un-heard and could lead to more problems that would effect the people around them as well as the individual . By not using inclusive practice you may find that the service user might be put in a situation in which they are not happy which could make them act out in a way that could effect their future and how other team members interact with them. †¢ [The service has a low number of service users from other black and cultural backgrounds †¢There are few staff members from black and cultural backgrounds (I have recently recruited a female member of staff who originates from Ghana ) †¢Some service users display prejudice by refusing support from a balck worker †¢Waiting for a disabled woman to be clear through the CRB process to become a volunteer focusing on media and creative writing. †¢Decision making processes for service users through the person centred plans which for some of the people in the service I manage still are powerless as staff determine outcomes for the person especially for people with limited communication. There are a number of people who are institutionalised and because they are older this is unlikely to change. †¢Staff attitudes towards women for example saying â€Å"Hey girl† I respond to this by saying my name is Alison and I manage the service. I feel there islittle respect of people’s positions within the organisation. There needs to be teaching of prof essionalism staff using appropriate language when in the work place. I feel undermined as a woman †¢Work policy systems for discrimination †¢Simple changes as everyone using the same mugs and staff having drinks at the same time as people who use the service. †¢Equality Act 2010 is the law that bands unfair treatment and helps achieve equal opportunities in the work place and wider society. †¢Promote – cultural diversity social work student on 9 week placement from the Check Republic unable spend quality time with her to discuss how the service †¢Ankar Hindu temple celebration of their 8 night festival †¢Health wellbeing day promotion of healthy Asian finger foods for many people who attended the day this was a new experience including myself. 3.2 †¢it is important to promote equality and explain without causing offence why some practices are unacceptable â€Å"The key anti-oppressive component of personal ands social history discussed in chapter one understanding and valuing the cultural and spiritual heritage of families and communities within which individuals are situated, but recognising the continually changing dynamics of that experience.† (Burke, Clifford 2009:11) Anti-Oppressive ethics and values in Social Work Derek Clifford and Beverley Burke †¢Creating an environment to learn through music and singing for example gospel choir. †¢The organisation is predominately white with its origins from the Christian Brothers established in Belgium. Their principles for caring for orphaned children and children with disabilities. †¢As a manager it is important to ensure that people are given the opportunity to make informed decisions Burke, B. Clifford, C. (2009) Anti-Oppressive Ethics and Values in Social Work, Palgrave Macmillan 3.3 †¢Organise different cultural days /celebrations †¢Recruit more volunteers from cultural background †¢Out reach work with other cultures and religions allowing people to gain insight into how other people live. 4 Be able to manage the risks presented when balancing individual rights and professional duty of care. 4.1 The people I am responsible for have varying degrees of learning disabilities therefore their level of understanding in some cases is limited owing to their life experiences. †¢The majority of people have never had the opportunity to make informed decisions. The Mental Capacity Act 2005 states that you can make decisions acting in persons best interests. †¢Duty of care ensuring a person is not put at risk and keeping people safe. It is difficult for some staff to understand the power they hold and †¢don’t always make the best decision for the person. 4.2 †¢Informed choice this is giving people the appropriate information to make a decision. †¢It has to be in a format that the person understands such as easy read pictorial as most people who I support have limited literacy skills. Using pictures are and basic sign language can help. †¢Service user group meets monthly chaired by the people who use the service to discuss what happens in the service 4.3 †¢Individual capacity is based on a persons IQ and socialisation from childhood to adulthood most behaviour’s are learned. The people I support in most cases have been with the organisation since childhood there fore are institutionalised so decision making is very difficult for them. It is almost subservient wanting to please the member of staff by agreeing through repeating what the staff member had said. You could argue that the people we support are conditioned to give their personal power away to staff. There are minority of staff who say they acting in the person’s best interests but are actually exploiting their power. 4.4 Propose a strategy to manage risks †¢Financial policy when handling peoples personal monies ensuring they are supported to handle their own money to the best of their ability. †¢Assess the persons capacity level of understanding †¢Work on a life skill guiding the person through decision making stages †¢Write a risk assessment for each activity undertaken. †¢Travelling alone in taxis ring the person’s home first to check support staff are there. Ring for taxi. Support person into the taxi give taxi information on whether the person can talk confirm address and that a member of staff will meet the person at the final destination and pay. \r\ing person’s home to inform they have left in the taxi give the taxi company details, description of driver and car.

City Boy versus Country Girl :: Mama Day Gloria Naylor Essays

City Boy versus Country Girl Gloria Naylor’s novel, Mama Day, shows how two loving people can unite in marriage, while being from two separate worlds. The way that Naylor creates the anxiety between these two characters is by the differences in their backgrounds--including their families, traditions and their geographical origins. Cocoa and George are extremely different; however, this is what makes their marriage so strong. Raised by the two most respected women in the town, Cocoa grew up on a small southern island with a loving family, while George grew up in a boys’ home without a family in urban New York. These differences in background bring George and Cocoa together, while helping to instill traditions and values in George. In the end, George has changed his point of view of the island and the way Cocoa acts in her home so dramatically that he sacrifices his life for her. Mama Day illustrates differences that are all around us through one couple’s marriage and the two places they call home. Willow Springs, the island on which Cocoa spent her childhood, lies between Georgia and South Carolina. Set apart from the rest of the world because it belongs to neither state, Willow Springs has many traditions unlike the world around it. Candle Walk, for instance, the tradition that created Willow Springs, goes back to the legend of Sapphira Wade, Cocoa’s great-great-great-grandmother. Saphira Wade had walked to the ocean in hopes of returning to her mainland with only the light of a candle showing the way. Thus, each year since that time, the island celebrates the memory of Saphira Wade during Candle Walk, takes place at night and encourages every neighbor to give homemade gifts to others in the community. Coming from the city, George has personality issues because of his non-existent family background. As a young child, his prostitute mother abandoned him to be raised by the state in the Wallace P. Andrews Shelter for Boys. George explains to Cocoa how the shelter treated him as though there were nothing out of the ordinary about a home without love in it. â€Å"They may not have been loving people, [Mrs. Jackson] and Chip–or when you think about it, even lovable. But they were devoted to their job if not to us individually† (Naylor 23).

Compare the suitability of Greenfield and Brownfield sites for housing development

A) Compare the suitability of Greenfield and Brownfield sites for housing development If new homes were built, then some would be in rural areas and some in the cities. There are major arguments over the proportion of the new households that should be in cities, rural areas, villages and towns. This has become the debate other whether new homes should be on Greenfield or Brownfield land, which are vague terms. Brownfield land is sometimes used to refer to land in urban areas. A more narrow definition is land urban areas that have been previously developed often for industry, offices and housing. Some Brownfield sites will have been cleared of old building, others will not. Brownfield land can be found in both major cities and small towns. Greenfield land is land that has never been developed and includes wasteland that no one ever wanted to build on, protected areas such as the green belt, and parks, golf courses and playing fields. There is both rural Greenfield land and urban Greenfield land. It is not the same as greenbelt land. The target set by the Government is for 60% of new houses to be on Brownfield land. Countryside and environmental organisations have argued the figure should be nearer 75%. The Urban Task Force, established in 1998 by the government argued that the 60% target would not be met for 3 reasons: there is a mismatch between where land is available (northern England) and where pressure for housing is the greatest (south east England); too much Greenfield land is already allocated for housing; the supply for Brownfield land is quite limited, sometimes in undesirable locations and often as high development costs due to clearing old buildings and contamination. Those who support a high proportion of new houses on urban Brownfield sites claim that it has economic, social and environmental benefits. Urban residents will be near to work and leisure activities will be able to use public transport, this would mean less car-related energy use and pollution. Brownfield development would protect rural lifestyles and the countryside and increase in car use would be averted. Arguments for building on rural Greenfield sites claim that land is usually cheaper to develop in rural areas because it has not been built on before. There is still plenty of rural land. In 1991, only 10.6% of land in England was in urban use and if development patterns continued as they have done then this figure would rise to only 11.9% by 2016. Much agricultural land is doing nothing. In 1995, 545,000 hectares of farming land (5.8% of the total) were set aside and receiving European Union subsidy. Also many farmers are experiencing difficulties, 60,000 farming jobs have been lost in the last decade. People want to live in environmentally pleasant rural areas because they have less pollution, crime and noise. This includes many of the new households that will be single person households, such as divorced people with children and widowers, many of whom will not want to live in densely populated cities. B) What are the consequences of re-urbanisation in Brighton and Hove and to what extent has this resulted in gentrification. Examples of gentrification have been shown in the consequences of Brighton and Hove's re urbanisation. Gentrification is the process where by sustained buildings in an inner area of a city are bought and improved to become homes for the middle class and wealthy. This has occurred in a number of areas in Brighton and Hove. An example of the renovation of Brighton and Hove is shown at City College in Richmond Terrace, where the windows have been designed with ‘stained' glass. Previous windows had suffered deterioration through lack of maintenance and investment since the 1960's. The main cause of this deterioration was due to the fact that the Richmond Terrace site had very little money to pay for repairs and maintenance for the windows as not many students were taking up the science and engineering courses the site had to offer. This was mainly due to the fact that there was a reduction in apprenticeship schemes. This eventually led to the abandonment of the site. Amenities and other additions made the redevelopment of the site a costly process. However, this was helped by private investments. One and two bedroom apartments have been created within the college and the prices for these starts at around à ¯Ã‚ ¿Ã‚ ½200,000. Since the re urbanisation of Brighton and Hove, many sites, like Richmond Terrace, have been recognised as having potential for gentrification. The modernisation of houses in Pelham Square within the North Laine area is another example. These run-down terrace houses now accommodate the wealthy. Private homeowners have gentrified them with no direct intervention from the Council. Gentrification also occurred after the Argus offices re-located out of this zone to an industrial estate. The building was left empty before a major fire in the winter of 1999/2000; this led to it becoming derelict. However, this has now led to it becoming an area of high status designer homes. Although to a large extent Brighton and Hove's re urbanisation has resulted in gentrification, there have been other consequences. The renovation of the North Laine area has been sensitive to preserve its character, an example of which is the improvement made to the Sydney Street. The narrow street has been made a one-way thoroughfare so less traffic passes through. It also has a widened pavement to accommodate for pedestrians and has been repaved. There are also sections of raised road to slow cars, and bollards have been erected to discourage parking on the pavements thereby making the street more pleasant. Brighton and Hove has received Single Regeneration Budget funding from the government for urban improvement because the council has proved to be effective in this area, this funding is also there because the area has been recognized as having a relatively high incidence of social problems and unemployment. To gain this funding, the council must locate matched investment, thus contributing to Brighton and Hove's re urbanisation and revitalisation as ‘the place to be'.

Testing of Hardened Concrete

Part B: Testing of hardened concrete 1. Objectives: The objective of the hardened concrete test was to determine the compressive and indirect tensile strength. On the other hand, this experiment was also used to examine the effect of curing condition on strength of concrete, the influence of specimen shape on compressive strength, the effect of compaction on compressive strength and this experiment was also to examine the effect of increasing water to cement ratio on compressive and in direct tensile strengths of concrete. 2. Procedure (Refer AS1012 for full details) 2. 1 Compressive Strength In this test, standard cylinders and cubes will be subjected to uniaxial compressive loading and the load will be applied gradually at a standard stress rate of 15MPa/min. , up to failure. The maximum applied load is recorded for the determination of the compressive strength. * When testing a cylinder, a hard- rubber cap is needed to achieve uniform loading. * When testing a cube the load is app lied to cast surface and no capping is needed. * Compressive strength of concrete [fc] (MPa) = Maximum Load [P] (N) / Load bearing area [A] (mm2) Load bearing area for cylinder = ? (r^2), where r is the radius of the cylinder Load bearing area for cube = d x d, where d is the cube size 2. 2 In-direct tensile strength (AS 1012:10) In this test, a standard cylinder is subjected to a compressive loading along its length and the cylinder splits in indirect-tension along the diagonal, due to the induced tension (Poisson's effect). It is necessary to use bearing strips between the concrete and the testing machine platens to avoid local crushing. In-direct tensile strength [fst] (MPa) is calculated using the following expression: (MPa) = 2000 x Maximum load P (kN) / ? l (mm) x d (mm) Where d and l are the diameter and length of the cylinder in mm. Testing procedure * Fix the compressometer centrally around the 100mm diameter cylinder. Carefully center the specimen in the testing machine. * Three times gradually load the specimen (15+2 MPa/minutes) to the test load level (40% of the cylinder strength) and unload it. Records need not to be kept during first loading Record the following: 1. Applied load when the deformation is such that the specimen is subjected to a longitudinal strain of 50 microstrain 2. Deformation attained at test load. 3.From these results the following are to be determined: 4. 1 = applied stress at the strain of 50 microstrain 5. 2 = applied stress corresponds to the test load 6. 3 = strain at test load 3. Test Result 3. 1 Compressive Strength – Cylinders (Water cured for 28 days) Specimen No. | Diameter| Height| Weight| Max. Load| cylinder strength (Mpa)| average cylinder strength (Mpa)|   | (mm)| (mm)| (g)| (kN)|   |   | A1. 1| 100. 1| 200| 4138| 569| 72. 3| 71. 6| A1. 2| 100. 1| 200| 4109| 555| 70. 5| | A1. 3| 100. 0| 200| 4125| 566| 72. 1| | B1. 1| 100. 3| 202| 4050| 490| 62. 0| 60. 5| B1. 2| 100. 2| 200| 4025| 463| 58. | | B1. 3 | 100. 1| 200| 4018| 478| 60. 7| | C1. 1| 100. 4| 203| 3995| 345| 43. 6| 45. 5| C1. 2| 99. 7| 204| 3981| 366| 46. 9| | C1. 3| 100. 4| 202| 3978| 365| 46. 1| | D1. 1| 100. 2| 198| 3842| 286| 36. 3| 36. 5| D1. 2| 100. 3| 202| 3833| 277| 35. 1| | D1. 3| 99. 9| 201| 3865| 299| 38. 1| | Table1. Compressive Strength – Cylinders (Water cured for 28 days) Observation: 3. 2 Compressive Strength – Cylinders (Air stored for 28 days) Specimen No. | Diameter| Height| Weight| Max. Load| cylinder strength (Mpa)| average cylinder strength (Mpa)| | (mm)| (mm)| (g)| (kN)| | | A1. 4| 100. 2| 201| 3946| 373| 47. 3| 48. | A1. 5| 100. 2| 200| 3947| 397| 50. 3| | A1. 6| 99. 7| 201| 3954| 383| 49. 1| | B1. 4| 99. 8| 200| 3863| 319| 40. 8| 41. 3| B1. 5| 100. 3| 201| 3890| 334| 42. 3| | B1. 6| 100. 2| 200| 3883| 323| 41. 0| | C1. 4| 100. 0| 202| 3800| 305| 38. 8| 38. 4| C1. 5| 99. 7| 203| 3795| 296| 37. 9| | C1. 6| 100. 2| 202| 3783| 304| 38. 6| | D1. 4| 99. 8| 203| 3738| 193| 24. 7| 25. 7| D1. 5| 100. 1| 202| 3726| 205| 26. 0| | D1. 6| 99. 7| 202| 3717| 205| 26. 3| | Table2. Compressive Strength – Cylinders (Air stored for 28 days) Observation: 3. 3 Indirect Tensile Strength – Cylinders (Water cured for 28 days) Specimen No. Diameter| Length| Weight| Max. Load| cylinder strength (Mpa)| average cylinder strength (Mpa)| | (mm)| (mm)| (g)| (kN)| | | A1. 7| 100. 2| 201| 4151| 151| 19. 1| 20. 1| A1. 8| 100. 1| 201| 4137| 169| 21. 5| | A1. 9| 100. 1| 203| 4166| 155| 19. 7| | B1. 7| 100. 2| 201| 4044| 136| 17. 2| 16. 5| B1. 8| 100. 1| 201| 4022| 129| 16. 4| | B1. 9| 99. 8| 200| 4002| 124| 15. 9| | C1. 7| 100. 2| 202| 3899| 115| 14. 6| 14. 6| C1. 8| 99. 7| 200| 3912| 109| 14. 0| | C1. 9| 99. 9| 201| 3903| 120| 15. 3| | D1. 7| 99. 8| 198| 3861| 96| 12. 3| 12. 3| D1. 8| 100. 1| 200| 3837| 93| 11. 8| | D1. 9| 100. 2| 198| 3859| 102| 12. 9| |Table 3 Indirect Tensile Strength – Cylinders (Water cured for 28 days) Observation 3. 4 Ultrasonic Pulse Velocity  œ Cubes (Water cured for 28 days) Specimen No. | Path Length| Elapsed Time| pulse velocity(km/s)| average velocity(km/s)| cylinder strength (Mpa)| | (mm)| (? sec)| | | | A1. 10| 100. 1| 21. 1| 4. 7| 4. 8| 20. 1| A1. 11| 100. 2| 20. 9| 4. 8| | | A1. 12| 100. 1| 20. 7| 4. 8| | | B1. 10| 100. 0| 21. 2| 4. 7| 4. 7| 16. 5| B1. 11| 100. 1| 21. 4| 4. 7| | | B1. 12| 99. 9| 21. 3| 4. 7| | | C1. 10| 99. 9| 21. 5| 4. 6| 4. 6| 14. 6| C1. 11| 100. 0| 21. 6| 4. 6| | | C1. 12| 100. 1| 21. 6| 4. 6| | | D1. 10| 99. 9| 21. 9| 4. | 4. 5| 12. 3| D1. 11| 100. 2| 22. 0| 4. 6| | | D1. 12| 100. 1| 22. 1| 4. 5| | | Table 4. Ultrasonic Pulse Velocity – Cubes (Water cured for 28 days) 3. 5 Compressive Strength – Cubes (Water cured for 28 days) Specimen No. | Width| Depth| Weight| Max. Load| cylinder strength (Mpa)| average cylinder strength (Mpa)| | (mm)| (mm)| (g)| (kN)| | | A1. 10| 100. 1| 100. 2| 2631| 695| 88. 3| 86. 2| A1. 11| 100. 2| 100. 0| 2625| 677| 85. 9| | A1. 12| 100. 1| 100. 1| 2611 | 664| 84. 4| | B1. 10| 100. 0| 100. 0| 2536| 555| 70. 7| 72. 2| B1. 11| 100. 1| 99. 9| 2548| 567| 72. 0| | B1. 12| 99. 9| 99. 9| 2539| 580| 74. 0| | C1. 10| 99. 9| 100. | 2497| 431| 55. 0| 54. 6| C1. 11| 100. 0| 99. 8| 2484| 420| 53. 5| | C1. 12| 100. 1| 100. 1| 2500| 436| 55. 4| | D1. 10| 99. 9| 100. 0| 2461| 357| 45. 5| 44. 2| D1. 11| 100. 2| 100. 1| 2453| 345| 43. 8| | D1. 12| 100. 1| 100. 0| 2462| 340| 43. 2| | Table 5. Compressive Strength – Cubes (Water cured for 28 days) Observation 4. Presentation of Test Results Materials | Mix A | Mix B | Mix C | Mix D | Cement content (kg/m3) | 16| 16| 16| 16| Free water content (kg/m3) | 6. 4| 7. 2| 8| 8. 8| Free water/cement ratio | 0. 4| 0. 45| 0. 5| 0. 55| Hardened unit weight (kg/m3) | 2614. 03| 2550. 70| 2476. 86| 2467. 41| Cylinder strength (MPa) | 71. 3056253| 60. 4904288| 45. 5208526| 36. 49120537| Indirect tensile strength (MPa) | 20. 10660749| 16. 4968345| 14. 6184321| 12. 34162357| Ultrasonic pulse velocity (km/s) | 4. 791360998| 4. 69489736| 4. 63680017| 4. 548533685| Cube strength (MPa) | 86. 18075386| 72. 236373| 54. 6216624| 44. 16699149| Plot the following graphical relationships and discuss these relationships a) Cylinder compressive strength versus free water-to-cement ratio [water-cured] As seen from the graphical relationship, as the free water content of cement decreases the compressive strength of the concrete specimen will increase.These two properties are inversely proportional to each other. This may be due to the extra water diluting the cement paste mixture which will weaken the bonding between cement paste and aggregates, and hence decreases the compressive strength of the concrete. b) Cylinder compressive strength versus free water-to-cement ratio [air-stored] The ratio between the compressive strength and the free water to cement ratio for the air cured specimens shows a similar trend to that of the water cured i. e. inversely proportional to each other. However it can be obser ved that the compressive strength is lower than that of the water cured specimens.This is due to the superior moisture conditions that the water curing option provides. c) Cylinder compressive strength [water-cured] to cylinder compressive strength [air-stored] ratio versus cylinder strength [water-cured] Comparing the ratio of strengths of water cured concrete and air stored concrete against the strength of just water cured concrete, a difference in strength can be seen. From the graph above, concrete cured in water have higher compressive strength than that of air stored concrete. Therefore, if high strength concrete is needed for construction, it would be important to expose concrete to moist conditions during curing. ) Cylinder indirect tensile strength versus free water-to-cement ratio [water-cured] e) Cylinder indirect tensile strength versus cylinder compressive strength [water-cured] f) Cylinder indirect tensile strength to cylinder compressive strength ratio versus cylinder compressive strength [water-cured] g) Cylinder compressive strength versus ultrasonic pulse velocity [water-cured] h) Cube compressive strength versus free water-to-cement ratio [water-cured] A large free water to cement ratio can cause segregation of aggregates, which leads to uneven distribution of aggregate, strength will vary.This theory can be clearly seen in the graph above. As free water to cement ration increases, compressive strength decreases. i) Cylinder compressive strength versus cube compressive strength [water-cured] – include the theoretical relationship cylinder compressive strength = 0. 80 x cube compressive strength for each mix) As seen from the trend of the results, the cube strength of concrete for a particular mix is always stronger than that of the cylindrical shape. The reason for this result is due to the advantageous geometric properties that a cube precedes over the cylindrical shape.The cubic specimen has anchor points at the corners of the cube which provide greater compressive strength. A general rule states that cylinder strength is about 80% of cube strength. Therefore, it can be stipulated that in construction, members with a square cross – section would have greater compressive strength than that of a cylindrical member. Members with square cross – section would be able to handle futher loads than a same sized cylindrical member. According to our results, the experimental data is quite close to our theoretical data.However, experimental result tends to be slightly higher than theoretical data. Indirect tensile test Apparatus Avery 200Ton concrete test console Bearing strips Dental plaster Procedure Using the same machine as the compressive test, a compressive load is induced along the cylinders length which caused failure along the diagonal direction by tension. Bearing strips are used between the cylinder and testing machine platens which avoids local crushing. Concrete sample was placed between bearing strips which was placed on the undersell testing machine laterally.A constant load was applied to the sample at a rate of 15Mpa/min until the sample fails. Specimen No. | Diameter| Length| Weight| Max. Load| cylinder strength (Mpa)| average cylinder strength (Mpa)|   | (mm)| (mm)| (g)| (kN)|   |   | A1. 7| 100. 2| 201| 4151| 151| 19. 1| 20. 1| A1. 8| 100. 1| 201| 4137| 169| 21. 5| | A1. 9| 100. 1| 203| 4166| 155| 19. 7| | B1. 7| 100. 2| 201| 4044| 136| 17. 2| 16. 5| B1. 8| 100. 1| 201| 4022| 129| 16. 4| | B1. 9| 99. 8| 200| 4002| 124| 15. 9| | C1. 7| 100. 2| 202| 3899| 115| 14. 6| 14. 6| C1. 8| 99. | 200| 3912| 109| 14. 0| | C1. 9| 99. 9| 201| 3903| 120| 15. 3| | D1. 7| 99. 8| 198| 3861| 96| 12. 3| 12. 3| D1. 8| 100. 1| 200| 3837| 93| 11. 8| | D1. 9| 100. 2| 198| 3859| 102| 12. 9| | Indirect Tensile strength – Cylinders (Water cured for 28 days) Non-destructive testing Specimen No. | Path Length| Elapsed Time| pulse velocity(km/s)| average velocity| cylinder strength ( Mpa)|   | (mm)| (? sec)|   |   |   | A1. 10| 100. 1| 21. 1| 4. 7| 4. 8| 71. 6| A1. 11| 100. 2| 20. 9| 4. 8| | | A1. 12| 100. 1| 20. 7| 4. 8| | | B1. 10| 100. 0| 21. | 4. 7| 4. 7| 60. 5| B1. 11| 100. 1| 21. 4| 4. 7| | | B1. 12| 99. 9| 21. 3| 4. 7| | | C1. 10| 99. 9| 21. 5| 4. 6| 4. 6| 45. 5| C1. 11| 100. 0| 21. 6| 4. 6| | | C1. 12| 100. 1| 21. 6| 4. 6| | | D1. 10| 99. 9| 21. 9| 4. 6| 4. 5| 36. 5| D1. 11| 100. 2| 22. 0| 4. 6| | | D1. 12| 100. 1| 22. 1| 4. 5| | | Ultrasonic Pulse Velocity – Cubes (Water cured for 28 days) Cylinder indirect tensile strength versus free water-to-cement ratio [water-cured] The tensile strength of concrete showed a linear relationship with the free water to cement ratio.As the free water to cement ration increased, the tensile strength of concrete decreased. This shows a similar relationship between free water to cement ratio and the compressive strength of concrete as seen in part A and B. It also follows the general trend that an increase in free water to cement ration will decrease the strength of hardened concrete. Cylinder indirect tensile strength to cylinder compressive strength ratio versus cylinder compressive strength [water-cured] From this diagram we are able to observe the relationship between cylinder tensile strength vs. ompressive strength. It is known that concrete is naturally weak in tension, however and increase in the compressive strength will also increase the tensile strength. This is increase the two properties of concrete is due to the lower water to cement ratio which increases the concentration of cement paste providing aggregates to cement paste bonding. This diagram shows the fraction of tensile strength in comparison to its compressive strength of a particular mix. The magnitude is approximately constant for all four mixes, thus showing a concrete tensile strength is an approximate.Cylinder compressive strength versus ultrasonic pulse velocity [water-cured] The above graph shows the relati onship between compressive strength and ultrasonic pulse velocity. The relationship shows that the higher the cylinder strength, the more ultrasonic pulse velocity is produced. This link indicates that with higher concrete strength, the denser the concrete specimen. The transmission time of the pulse travelling through the specimen is much shorter in denser materials. Discussion of all test results Effects of free water content on the properties of fresh concrete (workability and unit weight of concrete).Free water refers to the amount of water that is available for the concrete hydration process after the absorption of the aggregates has been taken into account. If the aggregate is saturated and wet, this will increase the amount of water available for the hydration process, increasing the free water content of the concrete mix. The workability and unit weight of fresh concrete are affected by the free water content as the variables alter the way concrete is utilized and transporte d and a construction site.The most common way of measuring the workability of concrete batch is by measuring the amount of slump in accordance with Australian Standards. A linear relationship between fresh concrete and free water content can be seen from the results of testing fresh concrete. When the free water-content increases, the slump of the concrete batch increases respectively. Lubricating effects can be seen between cement and aggregate particles and thus the more water present in the concrete mix, the easier for particles to slip and slide over each other and therefore increasing the workability.In terms of unit weight, it will decrease with the increase in water content. Cement mainly consists of water, cement and aggregates with respective specific gravities of approximately 1. 00, 3. 15 and 2. 65. With water having the least weight per unit volume, it can be assumed that with an increase in water content in a concrete mixture, the lower unit weight of concrete will be i n the mixture when the mixture is combined as there are lower amount of aggregates and cement which are the heavier elements in a concrete mixture.Lower unit weigh of concrete indicates that lighter concrete mixture for the same volume, and this is beneficial property of fresh concrete as it allows easier pumping around the construction site, however, higher water content can affect the strength of hardened concrete so equilibrium of cost versus benefit must be considered. Effects of free water content on the hardened concrete properties (compressive strength, tensile strength and modulus of elasticity) As shown in the graphs, the compressive strength of concrete generally increases as the free water to cementitious materials ratio is decreased.However as also seen in the graphs the compressive strength of cylindrical shape specimens tends to increase as free water to cementitious materials ratio is decreased at a decreasing rate whilst cube shaped specimens tends to increase in com pressive strength as free water to cementitious materials ratios decreased at an increasing rate. However for cube shaped specimens its compressive strength is relatively higher than that of cylindrical shaped specimens as seen in the graphs.Cylinder strength requires a larger reduction in free water to cementitious materials ratio in order to achieve the same strength as cube strength. A similar behavior can be seen between water cured cylinder specimens and air cured cylinder specimens. Air cured requires a further reduction in free water to cementitious materials ratio to achieve the same strength as water cured. For tensile strength, as the free water to cementitious materials ratio is decreased at a decreasing rate, the strength of the concrete increases.However tensile strength tends to increase less than compressive strength as the free water to cementitious materials ratio is increased. As seen in the graphs also, the modulus of elasticity for concrete tends to increase as t he free water to cement is decreased at an increasing rate. Effects of curing condition on the compressive strength of concrete Curing of concrete is known as the process which encourages cement hydration where an adequate supply of moisture is required to ensure that the rate of hydration of cement is adequate enough to achieve the desired strength for the concrete.Curing allows for continuous hydration of cement where the more days that the concrete is cured the more gain in strength at a decreasing rate there is for the concrete. However this gain in strength will be halted when cement hydration stops, due to the internal relative humidity of the concrete dropping below 80%. Curing of concrete is largely influenced by temperature and humidity, where concrete cured in air after several days of water or moist curing will never reach the strength of concrete that is continuously cured in water.Overall the more days that the concrete is water the more gain in strength there will be f or the concrete. Therefore it is very important to properly cure concrete in order to achieve optimum strength. Effect of specimen shape on compressive strength The compressive strength of concrete is also influenced by the shape of the testing specimen. In general, the compressive strength for cube shape concrete is relatively higher than the compressive strength of cylindrical shape concrete.This is largely due to the fact that in cube shaped concrete, the stress is further away from the uniaxial cracking whilst for cylindrical shaped concrete the stress is near the uniaxial cracking. Discuss your reflection on the importance of the laboratory session After having participated in the laboratory testing of fresh concrete and hardened concrete, we now have an in depth knowledge of the behavior of concrete in civil engineering structures, as well we know the various methods and preparation of producing concrete to achieve a particular goal in terms of strength and durability.The impo rtance of our laboratory class is that it lets us see the practical side of concrete properties where practical properties of concrete may sometimes not match the theoretical methods of concrete. This is quite common. The laboratory classes lets us learn how to prepare and produce concrete in order to achieve a particular goal in terms of strength and durability, as well we are able to see how real life situations and environments can affect the behavior of concrete particularly during curing.This would most likely be an important knowledge to us when we go to work in the real world. The laboratory has also helped gain an in depth knowledge of how to produce the most workable, durable and most economical concrete. Conclusion As highlighted in the report, the factors which influence the performance of concrete include: free water to cement ratio, curing, specimen shape. The amount of free water in concrete is critical given that concrete strength decreases as free water to cement rat io is increased.Curing environment is also an important factor influencing the performance of concrete where an appropriate environment is required to give an adequate supply of moisture is required to ensure that the rate of hydration of cement is adequate enough to achieve the desired strength for the concrete. However in general concrete cured in air after several days of water or moist curing will never reach the strength of concrete that is continuously cured in water. Overall the more days that the concrete is water the more gain in strength there will be for the concrete.The shape of the specimen is also an important factor influencing the performance of the concrete. As observed in the report, cubic strength of concrete is generally higher than that of cylindrical strength. The workability of fresh concrete is also largely influenced by the free water to cement ratio, where the workability of concrete increases as the free water to cement increases REFERENCE Standards Austra lia International Ltd (2010), AS1012. 3. 1-1998:Methods of testing concrete –determination of properties related to the consistency of concrete – slump test, SAI GLOBAL, accessed 24th April 2012 http//www. aiglobal. com. ezproxy. lib. uts. edu. au/online/autologin. asp Standards Australia International Ltd (2010), AS1012. 5 – 1999: Methods of testing concrete – Determination of mass per unit volume of freshly mixed concrete, SAI GLOBAL, accessed 24th April 2012 http//www. saiglobal. com. ezproxy. lib. uts. edu. au/online/autologin. asp Standards Australia International Ltd (2010), AS1012. 10 – 2000: Methods of testing concrete – Determination of tensile strength of concrete cylinders, SAI GLOBAL, accessed 24th April 2012 http//www. aiglobal. com. ezproxy. lib. uts. edu. au/online/autologin. asp Standards Australia International Ltd (2010), AS1012. 9 – 1999: Methods of testing concrete – Determination of the compressive strength of concrete specimens, SAI GLOBAL, accessed 24th April 2012 http//www. saiglobal. com. ezproxy. lib. uts. edu. au/online/autologin. asp Vessalas, K. (2010), 48352: Construction Materials Lecture Notes, University of Technology, Sydney http://www. icar. utexas. edu/publications/105/105 1. pdf viewed on 24/4/2012

Biology-Nutrition Essays

Biology-Nutrition Essays Biology-Nutrition Paper Biology-Nutrition Paper Introduction: One of the basic needs of man is food, aside shelter and clothing. It is important to understand its use, the right amount to combine and the specific components of our food. This will help live healthy lives because we eat well! This assignment analyses a food and gives recommendation on it. Food: Macaroni, protein-fortified, dry and enriched Amount 200.0g Carbohydrate   131.3g [65.6%]: it is mainly carbohydrate food which releases 748Kcal of energy. The energy source comes from the carbohydrate constituent and the lipid which is 4.5g [2.3%]. Because of the protein fortification, it has 43.6g of protein [ 21.8%] The food contains 3130kJ [or 748kCal] of energy The food item contains: Minerals: High concentration of Potassium, Phosphorus, Magnesium, Calcium and some amount of iron, Sodium, Zinc with minimal amount of manganese and copper. Vitamins: Thiamin, Niacin and pantothenic acid are present in substantial amount. It also contains other nutritional contents of food like folate, folic acid, dietary fiber and amino acids notably glutamic acid and leucine. It contains 18.5g [9.2%] of water. Water is to maintain fluid and electrolyte balance in the body. The highest category of biological molecule in the food is Carbohydrate. It is made of a complex network of simple sugars. It contains refined starch which is easily digested in the body to release glucose for metabolism. I would recommend it as part of a healthy diet because it contains all the classes of food: carbohydrates, lipids, proteins, fats, vitamins, minerals, protein and dietary fiber. References Dan Rutherford. Carbohydrates. netdoctor.co.uk/focus/nutrition/facts/lifestylemanagement/carbohydrates.htm Food Pyramid and Recommended Daily Allowances USDA interactive Food Pyramid resource, mypyramid.gov/ USDA National Nutrient Database for Standard Reference, Release 21 (2008)nal.usda.gov/fnic/foodcomp/cgi-bin/list_nut_edit.pl

Learn How to Conjugate Neiger (to Snow) in French

Learn How to Conjugate Neiger (to Snow) in French When you want to tell someone that its snowing in French, youll use the verb  neiger  (to snow). While this is a spelling change verb, which typically makes learning the conjugations a challenge, its also an impersonal one. That means you have far fewer words to memorize, which makes this lesson far easier than most. Neiger  Is an Impersonal Verb Neiger  is an  impersonal verb. This means that a person cannot do the act. It makes sense if you think about it: I cannot personally make it snow, you  cannot make it snow, and neither can we, she, he, or any other subject pronoun except it. This happens to verbs that we cannot control and youll find that  pleuvoir  (to rain) follows the same logic. What this means for French students is that you dont need to memorize the verbs conjugates for all of the pronouns other than  il, which means it in this circumstance. Also, there is no imperative form. The Essential Conjugations of  Neiger While you do have fewer forms of  neiger  to memorize than with personal verbs, you do need to look out for a few changes in its conjugations. This is a  spelling change  verb. You will notice that when the verb stem (neig-) requires an ending that begins with  a, an  e  is placed between the stem and the ending. This is done to retain the soft  g  so it sounds like gel rather than gold. The first chart gives you the proper forms for  neiger  in the indicative mood. While the present and future tenses use regular -er  endings, the spelling change is required in the imperfect past tense. The chart  will help you learn that  il neige  means it is snowing,  il neigera  means it will snow, and il neigeait  means it snowed. Present Future Imperfect il neige neigera neigeait You may also need to question whether it really is snowing, which is when  the subjunctive  is useful. If, however, it will only snow if something else happens (the temperature drops, perhaps), then youll use  the conditional.  In most cases, you will only find  the passà © simple  and  imperfect subjunctive  in written French. Subjunctive Conditional Passà © Simple Imperfect Subjunctive il neige neigerait neigea neigeà ¢t The Present Participle of  Neiger The present participle  of  neiger  does require the spelling change. Thats because it uses an -ant  ending and this produces the word  neigeant. Neiger  in the Compound Past Tense Beyond the imperfect, you may also use the  passà © composà ©Ã‚  to say that it has already snowed. This compound past tense requires neigers  past participle  neigà ©Ã‚  as well as a helping (or auxiliary) verb. To form this, begin by conjugating  avoir  to the il  present tense, then add  neigà ©:  il a neigà ©.

Term paper 2 Article Example | Topics and Well Written Essays - 1750 words

Term paper 2 - Article Example Introduction Nursing theory is essential to all nurses as they develop their knowledge through their extended studies and learn to evaluate the different cases they will encounter during their careers. Most notably, understanding ethics in nursing theory is also important as part of the evaluation process as concerns patients and their health. In a global society, technology and research knowledge are advancing at a rapid rate, and more so now than ever before, future nurses must engage in continual education and developing their theories of nursing. The term, ethical knowing, outlines the fundamental pattern of knowledge, theory and purpose in the business of nursing (Carper, 1978; Noureddine, 2001). Ethical Knowing It should be understood that while nursing goals and actions within the terms of ethical knowledge is evaluated within the framework of each medical case the nurse will encounter. While a simple solution might be viewed as obvious, in a further review of the circumstance s surrounding a case, it may be determined that another path of treatment would be far better for the patient rather than just the accepted book-learned course of treatment. In reviewing ethical knowing from a philosophical viewpoint and through terms of ontological and epistemological dimensions, the ontological dimension refers to ethical traits which nurses must possess – empathy and compassion. In the epistemological dimension, the moral validity of what nurses must be is to be truthful and maintain the confidentiality of the patient (Noureddine, 2001). Ethical theories encompass the deontological, utilitarian, right-based, intuitionist theories which are associated most often with ethics in nursing. Deontological, duty-based theories have four major principles: the personal liberty to act; doing no harm; action which improves the welfare of others; and justice in treating people equally and fair distribution of resources (Noureddine, 2001). Utilitarian theory is action-b ased with the outcome as the basis, which is also referred to as maximizing the good for everyone rather than addressing individuals. Right-based theories are more concerned with the individual as the center and protecting individual choice. Autonomy and self-determination are part of right-based theories. Intuitionist theories, on the other hand, put the elements of duties, rights and goals on the same level, and it is up to the nurse and her moral intuition to make the ethical decision for any particular situation (Noureddine, 2001). Yet, as nurses have discovered for themselves, occasional cases may show that two theoretical frameworks may apply, and determining the more salient resolution, becomes a dilemma for the nurse in the process of caregiving. Initially, nurses might question why there is such a thing as nursing theory and for those who are first encountering the concept of theory, the reaction is one of fear and trepidation (McEwen & Wills, 2010). The point for theory in nursing is that it educates nurses to think on a more evolved level which will assist them later as professional nurses in assessing individual cases. Theory can also be from outside of the nursing field when assisting in looking at and analyzing a case from all angles. Ultimately, theory is ‘guidance through interpretive assumptions, principles and propositions which help explain and