Roller Coasters and Their Theory Essays

Roller Coasters and Their Theory Essays Roller Coasters and Their Theory Paper Roller Coasters and Their Theory Paper 2010 NAME: CAROLENA SEEREERAM DINESH TEELUCKSINGH DEVIANN SINGH VINCENT BAHADUR KERLON MOORE INSTRUCTOR: MR. RISHI RAMPERSAD COURSE: ENGINEERING SCIENCE COURSE: ENGINEERING SCIENCE CLASS: COMPUTER ENGINEERING (YEAR 1) INSTRUCTOR: RISHI RAMPERSAD GROUP MEMBERS: CAROLENA SEEREERAM DINESH TEELUCKSINGH DEVIANN SINGH VINCENT BAHADUR KERLON MOORE ABSTRACT A roller coaster is an amusement park ride where passengers sit in a series of wheeled cars that are linked together. The cars move along a pair of rails supported by a wood or steel structure. In operation, the cars are carried up a steep incline by a linked chain. When the cars reach the top of the incline, they roll free of the chain and are propelled downward due to gravity through a series of drops, rises, and turns. Finally the cars are braked to a stop at the starting point, where the passengers get out and new passengers get on. Roller coasters are considered by many to be the most exciting ride in any amusement park. TABLE OF CONTENTS Task Pages Abstract 3 Introduction 5 Objectives Methodology6 Background Information Design of a Roller Coaster 7-13 * Working of a Roller Coaster 14-15 * Energy Transformations 16 Methodology 17 Main Body 18 * Brief History of Roller a Coaster * Types of Roller Coasters Reference and Appendix 19 INTRODUCTION This project is based on the operations and the energy conversions of a roller coaster and it is designed to make an understanding of how a roller coaster works. A roller coaster ride is a thrilling experience which involves a we alth of physics. Part of the physics of a roller coaster is the physics of work and energy. The ride often begins as a chain and motor, or other mechanical device which exerts a force on the train of cars to lift the train to the top of track. Once the cars are lifted to the top of the track, gravity takes over and the remainder of the ride is an experience in energy transformation. OBJECTIVES The objectives of this project include: 1) Describing the equipment design and operation of Roller Coasters. 2) Investigating the sources of energy and stating whether the energy is harnessed naturally or if it is renewable. 3) Energy conversion and the losses incurred during the conversion process. ) Identifying the environmental impacts of using such energy. Methodology Different data collection methods were used to collect information of the roller coaster. The most used was the use of the internet. A lot of the information was gathered from different sites and was restructured in one’s own words. Also watching videos from the internet (YouTube) was widely used in gathering of the information. Another method was through reading of text books and encyclopedia based on the roller coaster and once again the information was put together in one’s own words. The following steps were taken when researching the topic. First planning was done on how to do the research and who had to do what in the research. Different members had to do different types of research. Some did through the internet and some researched by reading of text books and encyclopedia. The data was then analyze, then the study of the design of the structure of the roller coaster. Implementation of the information and restructure of the information was then carried out by all members of the group. BACKGROUND INFORMATION Design of a Roller Coaster The design of a roller coaster ride is the first and most important part of the manufacturing process. Because each roller coaster is unique, every detail must be designed literally from the ground up. In order to design a roller coaster, designers must consider what kind of riders will use the coaster. If the coaster is designed for small children, the hills and curves will be gentle, and the cars speed will be relatively slow. Families usually want a somewhat faster ride with plenty of turns and moderate forces. Ultimate thrill seekers want extreme heights and speeds. Next, the designers must consider the space available for the coaster, because roller coasters not only take a lot of ground space, but also a lot of air space. Designers look at the general terrain, other surrounding rides, power lines, access roads, lakes, trees, and other obstacles. Some amusement parks have added so many rides that a new roller coaster has to be designed to thread its way through existing rides and walkways. The next objective for the designers is to achieve a unique feel for the coaster. Designers can draw on a number of techniques to provide a memorable ride. The initial incline can be made steeper or the speed of the lift chain can be made slower to heighten the apprehension of the passengers. Once up the incline, the first drop is usually designed to be the steepest, and therefore the fastest and scariest. Other drops can be designed with a brief flattened section in the middle, and are called double dips. Drops with very abrupt transitions to a flat or upturned section are called slammers because they slam the passengers down into their seats. Letting the cars run close to the ground, in what is called a gully coaster, gives the illusion of increased speed. The advent of steel construction for coasters has allowed a number of variations on the basic roller coaster ride. In some modern coasters, the passengers sit suspended below the tracks rather than riding on top of them. In others, the passengers ride standing up rather than sitting down. Most of the actual design and layout of a roller coaster is done on a computer. The height of the first incline must be calculated to give the cars enough energy to propel them all the way through the ride and back to the station. The horizontal and vertical forces that the loaded cars exert on the track must be calculated at every point to ensure that the support structure is adequate. Because each coaster usually incorporates one or more new and untried features, a working prototype of the new features may be built for testing and evaluation. The prototype is erected at the manufacturers facility, and weighted test cars outfitted with instrumentation are propelled through the test section at the desired speed. Based on these tests, the designers may alter their original design before building the final product. When the calculations, design, and testing are complete, a computer-aided drafting (CAD) program is used to prepare detailed drawings for each of the thousands of parts that will be used to build the new coaster. The Manufacturing Process of a Roller Coaster The actual physical construction of a roller coaster may take place in a factory or on the amusement park site depending on the type and size of the coaster. Most steel coasters are built in sections in a factory, then trucked to the site and erected. Most wooden coasters are built piece-by-piece on the site. Here is the typical sequence of operations for manufacturing both modern steel coasters and classic wooden coasters: Preparing the Site: 1) Before the roller coaster can be installed, the area where it is to be located needs to be cleared and prepared. 2)   If there are existing structures, vegetation, or utilities that need to be moved or demolished, this work is done first. If any of the surrounding terrain needs to be filled or excavated, that work is also done at this time. 3) Holes for the support structure foundations are surveyed and drilled or dug. Sturdy wooden forms are then constructed to hold the concrete for each foundation point. In some areas where the soil is very sandy, large wooden piles may be driven into the ground as foundations rather than using poured concrete. If concrete is used, it is brought to the site in mixer trucks and pumped into place by a concrete pump with a long, articulating arm that can reach each foundation form. Connector plates are imbedded into the concrete on top of each foundation to allow attachment of the supports. Erecting the Main Support Structure: 4) When the foundation is in place, work begins on the main support structure. All the parts for steel coasters are made in a factory and shipped to the job site in sections on trucks. In the factory, the pieces for each support are cut and welded into the required shape using fixtures to hold them in the proper orientation to each other. If a complex three-dimensional bend is required, this may be done in a hydraulic tube bender that is controlled by information from the computer. On wooden coasters, the material for the supports is usually shipped to the site as unfinished lumber and the individual pieces are cut and assembled on site. In either case, the lower portions of the main supports are lifted by a crane and are attached to the connector plates protruding from the foundation points. ) Once the lower supports are in place, they may be temporarily braced while the upper sections are lifted into place and connected. This work continues until the main support structure is complete. Installing the Track: 6) With the main support structure in place, the track is installed. On steel coasters, sections of track are fabricated in the factory with the stanchions an d tubular tracks welded to the track supports. After the sections are brought to the site, they are lifted into place, and the track ends are slid together. The sections are then bolted to the main support structure and to each other. On wooden coasters, wood tie beams are installed across the top of the main support structure along the entire length of the ride. Six to eight layers of flat wood boards are installed lengthways on top of the tie beams in two rows to form a laminated base for the rails. The rails themselves are formed from long, flat strips of steel screwed into the wood base. 7) On steel coasters, walkways and handrails are welded in place along the outside of the track to allow maintenance access and emergency evacuation of passengers. On wooden coasters, the portions of the tie beams outside of the track are used as walkways, and handrails are installed. ) The lift chain and anti-rollback mechanisms are installed on the lift hill, and the braking device is installed on the final approach to the station. Fabricating the Cars: 9) The individual cars for the coaster are fabricated in the factory. The sub frame pieces are cut and welded. The bodies are stamped from aluminum or molded in fiberglass, t hen fastened to the sub frame. Seat cushions may be cut from foam, mounted on a base, and covered with upholstery. Running wheels and guide wheels are bolted in place with locking fasteners. Brake fins, anti-rollback dogs, and other safety components are installed. Finishing the Ride: 0) When the main construction is completed, electrical wiring is installed for the lighting, and the entire ride may be painted. The boarding station is constructed, signs are installed, and the landscaping is put in place. Working of a Roller Coaster The roller coasters work on the principle of conversion of potential energy into kinetic energy. The cars attached to the roller coaster do not have self-powered motor. Instead they are pulled by one chained with the other to the first peak of the roller coaster track. On reaching the top of the first peak the kinetic energy with which the cars are pulled becomes the potential energy. With that the cars of the roller coaster system not only slide down but also move up the second peak. This process is repeated in the subsequent peaks and finally the cars are brought to a stop with the application of brake run. A well designed roller coaster will have enough energy to complete the entire course of the track and will come to an end on the application of brake run at the end. Modern roller coasters have launch mechanisms, which starts off the ride with a high amount of acceleration by means of one or series of Linear Induction Motors and Linear synchronous Motors, powered by hydraulic or pneumatic force. Roll back occurs when a launched train does not have enough potential energy to ascend the top of the first peak. Under the roll back the train comes back to the original launching place for re-launch. In the case of continuous circuit roller coasters, when the kinetic energy is not enough for the train to complete the travel after descending from its highest peak point , it moves forward and backward along the track until all the kinetic energy is released. After that it comes to a stop. Energy Transformations in a Roller Coaster A roller coaster ride also illustrates the work and energy relationship. The work done by external forces is capable of changing the total amount of mechanical energy from an initial value to some final value. The amount of work done by the external forces upon the object is equal to the amount of change in the total mechanical energy of the object. The relationship is often stated in the form of the following mathematical equation. KEinitial + PEinitial + Wexternal = KEfinal + PEfinal The left side of the equation includes the total mechanical energy (KEinitial + PEinitial) for the initial state of the object plus the work done on the object by external forces (Wexternal) while the right side of the equation includes the total mechanical energy (KEfinal + PEfinal) for the final state of the object. Once a roller coaster has reached its initial summit and begins its descent through loops, turns and smaller hills, the only forces acting upon the coaster cars are the force of gravity, the normal force and dissipative forces such as air resistance. The force of gravity is an internal force and thus any work done by it does not change the total mechanical energy of the train of cars. The normal force of the track pushing up on the cars is an external force. However, it is at all times directed perpendicular to the motion of the cars and thus is incapable of doing any work upon the train of cars. Finally, the air resistance force is capable of doing work upon the cars and thus draining a small amount of energy from the total mechanical energy which the cars possess. However, due to the complexity of this force and its small contribution to the large quantity of energy possessed by the cars, it is often neglected. By neglecting the influence of air resistance, it can be said that the total mechanical energy of the train of cars is conserved during the ride. That is to say, the total amount of mechanical energy (kinetic plus potential) possessed by the cars is the same throughout the ride. Energy is neither gained nor lost, only transformed from kinetic energy to potential energy and vice versa. Energy Transformations in a Roller Coaster Methodology Different data collection methods were used to collect information of the roller coaster. The most used was the use of the internet. A lot of the information was gathered from different sites and was restructured in one’s own words. Also watching videos from the internet (YouTube) was widely used in gathering of the information. Another method was through reading of text books and encyclopedia based on the roller coaster and once again the information was put together in one’s own words. The following steps were taken when researching the topic. First planning was done on how to do the research and who had to do what in the research. Different members had to do different types of research. Some did through the internet and some researched by reading of text books and encyclopedia. The data was then analyze, then the study of the design of the structure of the roller coaster. Implementation of the information and restructure of the information was then carried out by all members of the group. Main Body Brief History of a Roller Coaster: A roller coaster train going downhill represents merely a complex case as a body is descending an inclined plane. Newtons first two laws relate force and acceleration, which are key concepts in roller coaster physics. At amusement parks, Newtons laws can be applied to every ride. These rides range from The Swings to The Hammer. Newton was also one of the developers of calculus which is essential to analyzing falling bodies constrained on more complex paths than inclined planes. A roller coaster ride is in a gravitational field except with the Principle of Equivalence. An important thing to consider is that the carts on a conventional modern day roller coaster are not self-powered. The movement is generated exclusively by gravitational, inertial and centripetal forces. Although the tracks are getting more and more complex and the speed is ever increasing, the basic principles of physics at work are simple and can be easily understood. Still, the actual task of designing a roller coaster itself is by no means simple, which is reflected by the many obstacles that need to be overcome before a coaster becomes operational. Given this contrasting perspective, this paper is going to take a look at these underlying physics principles as well as some engineering methods that are involved. Energy is essentially applied to the carts only as they are pulled up the first hill. This hill is often called the lift hill. Once the coaster reaches the top, the forces applied to it for the remainder of the ride are mainly gravitational and inertial. Therefore, in essence, the fundamental principle behind the coaster’s operation is the ‘conservation of energy,’ which simply states that energy can neither be created nor destroyed. The total energy which is consisted of ‘potential’ and ‘kinetic’ parts, is therefore constant. As the coaster moves up the lift hill, the total energy exerted on the carts is stored in the system as potential energy. This happens since as the height increases, there is a greater chance for the gravity to act on the cart to pull it down. However, it is not desirable to have the carts fall vertically to the ground, and so a good way to think about what is happening here is that the tracks are designed to manipulate this fall. The second physical principle relevant here is Newton’s first law: This states that an object stays in motion (or conversely stays still) if no external forces are applied. The tendency of objects to do this is referred to as ‘inertia’. Based on this principle, as the cart reaches the second hill (after the lift hill), it continues to rise converting kinetic energy to potential energy. However, some of the energy will be lost due to friction which exists between the tracks and the cart wheels as well as that created by carts moving through the air. Therefore, a few extra hills (which are shorter than the lift hill) are put along the path to ‘recharge’ the cart giving it more potential energy to convert back to kinetic energy. The racks are designed in such a way that at the end of the ride, all potential energy is converted to kinetic energy so there is little need for brakes and the carts essentially stop on their own. Components The worlds tallest and fastest roller coaster, the Kingda Ka at Six Flags Great Adventure in New Jersey. At first glance, a roller coaster is something like a passenger train. It consists of a series of connected cars that move on tracks. But unlike a passenger train, a roller coaster has no engine  or power source of its own. For most of the ride, the train is moved by  gravity  and momentum. To build up this momentum, you need to get the train to the top of the first hill (the lift hill) or give it a powerful launch. Chain Lift The traditional lifting mechanism is a long length of chain (or chains) running up the hill under the track. The chain is fastened in a loop, which is wound around a gear at the top of the hill and another one at the bottom of the hill. The gear at the bottom of the hill is turned by a simple  motor. This turns the chain loop so that it continually moves up the hill like a long conveyer belt. The coaster cars grip onto the chain with several  chain dogs, sturdy hinged hooks. When the train rolls to the bottom of the hill, the dogs catches onto the chain links. Once the chain dog is hooked, the chain simply pulls the train to the top of the hill. At the summit, the chain dog is released and the train starts its descent down the hill. Catapult-launch In some newer coaster designs, a catapult launch sets the train in motion. There are several sorts of catapult launches, but they all basically do the same thing. Instead of dragging the train up a hill to build up potential energy, these systems start the train off by building up a good amount of kinetic energy in a short amount of time. One popular catapult system is the linear-induction motor. A linear-induction motor uses  electromagnets  to build two magnetic fields one on the track and one on the bottom of the train that are attracted to each other. The motor moves the magnetic field on the track, pulling the train along behind it at a high rate of speed. The main advantages of this system are its speed, efficiency, durability, precision and controllability. Another popular system uses dozens of rotating wheels to launch the train up the lift hill. The wheels are arranged in two adjacent rows along the track. The wheels grip the bottom (or top) of the train between them, pushing the train forward. The Breaks Like any train, a roller coaster needs a  brake  system so it can stop precisely at the end of the ride or in an emergency. In roller coasters, the brakes arent built into the train itself; theyre built into the track. This system is very simple. A series of clamps is positioned at the end of the track and at a few other braking points. A central computer operates a  hydraulic system  that closes these clamps when the train needs to stop. The clamps close in on vertical metal fins running under the train, and this friction gradually slows the train down. Types of Roller Coasters: There are many different designs for Roller Coasters but the following are the most popular: * Wooden Roller Coaster * Steel Roller Coaster Wooden Roller Coaster – Wooden coasters use massive wooden trestle-style structures to support the track above the ground. Steel plates are used to reinforce critical joints. Steel Roller Coaster – These may use thin, trestle-style structures to support the track, or they may use thick tubular supports. The track is usually formed in sections from a pair of welded round steel tubes held in position by steel stanchions attached to rectangular box girder or thick round tubular track supports. All exposed steel surfaces are painted. Reference and Appendix http://cec. chebucto. org/Co-Phys. html http://library. thinkquest. org/2745/data/ke. htm http://en. wikipedia. org/wiki/Centripetal_force teachersdomain. org/resource/hew06. sci. phys. maf. rollercoaster thehumorwriter. com/Kids_Corner_Original_Storie/Roller_Coasters/roller_coasters www. google. tt buzzle. com/articles/physics-of-roller-coasters. html

Parallelism for SAT Writing Tips and Practice

Parallelism for SAT Writing Tips and Practice SAT / ACT Prep Online Guides and Tips We get to add to our grammar knowledge. Get excited! Parallel structure questions on the SAT Writing section are fairly common. Fortunately, parallel structure is a somewhat easy to comprehend grammatical rule. Once you understand the rule, you should be able to correctly answer any parallel structure question on the SAT. So, let’s master another rule and boost your SAT Writing score with these tips and strategies. In this post, I’ll do the following: Explain parallel structure. Detail the types of parallel structure questions on the SAT. Offer strategies to correctly answer parallel structure questions. Provide additional practice questions to test you on what you've learned. What is Parallelism as a Grammar Rule? Parallel structure means using the same pattern of words for two or more words or ideas in a sentence. Using parallel structure shows that the words/ideas have the same level of importance and makes the sentence easier to understand. The basic parallel structure rule is that the things in a list should be in the same grammatical form. If you are listing three things, the construction of that list should benoun, noun, noun,orverb, verb, verb,orgerund, gerund, gerund,etc. Any inconsistency within the list is an error in parallel structure. Here is an example of a sentence with an error in parallel structure: Egya likes laughing, singing, and to write. The sentence is listing three things that Egya likes. The first two are in the gerund form. Gerunds are verbs that function like nouns and end in "ing". The last thing, "to write", is an infinitive. An infinitiveis also a verb that functions like a noun, but it is constructed by using the word "to" plus the verb. In order to make this list parallel, all three items should be in the same grammatical form. The corrected version of the sentence looks like this: Egya likes laughing, singing, and writing. Now all three items on the list are gerunds. So, how is parallel structure tested on the SAT Writing section? Parallel Structure on the SAT There are two primary types of parallel structure questions that appear in SAT Writing. Type #1: Parallel Lists The example from above was a parallel structure list sentence. Generally, in list questions, three things are listed and you have to ensure that all the items in the list are in the same grammatical form. This is another sentence that contains a parallel structure error: Sonia is known for her independence, her honesty, and being intelligent. Do you see the inconsistency in the list? The first two items are nouns, traits that Sonia possesses. In the last item, "being intelligent", the word "being" is a gerund and "intelligent" is an adjective that describes Sonia. We want all three items in the list to have the same construction. After we fix the parallel structure error, this is our sentence: Sonia is known for her independence, her honesty, and her intelligence. Now all the items in the list match. The sentence reads better and all is well in the world of parallel structure. Strategy To correctly answer parallel structure list questions, first identify that there is a list of items. Usually the list will look like this: x, y, and z. Make sure that the commas are separating items in a list and are not just separating clauses. Once you have identified the list, ensure that the items in the list are as consistent with the other items in the list as possible. How do we do that? Break down each item in the list by identifying the parts of speech of the words and make sure that all the items match. We want each item to be in the same grammatical form. After breaking down the list items, there should be no inconsistencies. Once we fixed our previous example sentence, the items in the list included "independence" (noun), "honesty" (noun), and "intelligence" (noun). Let's move on to the second type of parallel structure question. Type #2: Parallel Phrases Parallel structure phrase questions are slightly more complicated than list questions, but they follow the same principle. The parallel structure rule regarding phrases is that the construction of a phrase on one side of a conjunction must match the construction of the phrase on the other side of the conjunction as closely as possible. Definition of a Conjunction Conjunctions are words that connect phrases or clauses. Examples of common conjunctions includeand, or, but,andso.Some of you may be familiar with the acronym FANBOYS. It stands for For, And, Nor, But, Or, Yet, So. Those are all conjunctions. Additionally, there are correlative conjunctions, also known as word pairs. Literally, these words come in pairs. The items correlative conjunctions compare follow each word of the word pair. Examples of word pairs include either...or, not only...but also, as...as, and both...and. Example Sentences Now that we know the rule and the definition of a conjunction, we can check out how this rule should be applied. Here is a sentence with a parallel structure error: The SAT Writing section challengesstudents and frustration is found in them. So, the two items are connected by the conjunction "and". Let's break down each item by its parts of speech. The first item, "challenges students" is VERB+ NOUN. The second item that follows the conjunction is "frustration is found in them". That phrase's construction is NOUN + VERB + ADJECTIVE + PREPOSITION + PRONOUN. Even if you struggle identifying the parts of speech of certain words, you should be able to immediately recognize that the phrases are not consistent and the sentence has a parallel structure error. So, how do we correct the sentence? We change the wording in the phrase following "and" to match the VERB + NOUN construction of the first phrase. This is the corrected version of the sentence: The SAT Writing section challenges students and frustrates them. Do you see that the phrases appear more consistent and the sentence reads better after we fix the error? Also, note that it's fine to use a pronoun in the place of a noun as long as the pronoun has a clear antecedent (coming soon). Let's go through the same process with another example: Rand Paul supports the repeal of the Affordable Care Act as well as that the Department of Education should be eliminated. The two items in the sentence are the two things that Rand Paul supports. Both items are connected by the conjunction "as well as". Let's break down the parts of speech of the words in those things. Phrase #1 Is "the repeal of the Affordable Care Act". Repeal= NOUN +of= PREPOSITION+Affordable Care Act=NOUN. Phrase #1's construction is NOUN + PREPOSITION + NOUN. The basic construction of phrase #2 is PRONOUN(that) + NOUN (Department of Education)+ VERB (should be eliminated). Its construction is PRONOUN + NOUN + VERB.We want the construction of phrase #2 to match the construction of phrase #1. Here is the corrected version of the sentence: Rand Paul supports the repeal of the Affordable Care Act as well as the elimination of the Department of Education. Much better, right So, phrase #2 should now match the NOUN + PREPOSITION + NOUN construction of phrase #1. Let's see if it does. Elimination=NOUN, of=PREPOSITION, Department of Education=NOUN. Boom!! Strategy If you see a conjunction connecting/comparing two items, identify the items. Then, break down the words in each item by their parts of speech and determine the phrase's construction. Make sure that the phrases are parallel. The construction of the phrases should match as closely as possible. Also, a preposition used on one side of a conjunction or word pair must appear on the other side. Look at this example with a parallel structure error. The dancer was praised not only for her strength but also in her agility. The dancer was praised for two things. Those things are connected by the word pair "not only...but also". The two things, which are the phrases before and after "but also", should be parallel in construction. The prepositions should match for the sentences to be parallel. This is the corrected version of the sentence: The dancer was praised not only for her strength but also for her agility. Now let's apply what we've learned to examples from real SATs. Real SAT Writing Examples See if you can identify an error in parallel structure in this first example. Explanation: First, we notice that there is no grammatical error within the underlined phrase. Now, let's look at the phrase's function within the sentence. The phrase "and composing one original work" is one of three things that a student must present to complete the music program. Therefore, the phrase is part of a list and should be parallel in structure to the other two items in the list. The construction of the first two items is "ONE" + ADJECTIVE + NOUN. We want the last item in the list to match the other two items as closely as possible. So, what's the answer? The answer is B. The phrase "and one original composition" matches the construction of "ONE" + ADJECTIVE + NOUN. Answer choice C doesn't work because the word "with" is incorrect given the context of the sentence. Remember the basic list construction of x, y, and z. Here's another real SAT example for you. Explanation: Again, there is nothing grammatically incorrect within the phrase "childhood is glorified". What is the function of that phrase within the sentence? The phrase is one of two things James Barrie is noted for portraying. The two things are connected by the conjunction "and". The first thing he is noted for portraying is "adulthood as unpleasant". What is the construction of that phrase? Its construction is NOUN + "AS" + ADJECTIVE. We want the construction of the second phrase to mirror that of the first. The answer is C. The phrase "childhood as glorious" perfectly matches the construction of NOUN + "AS" + ADJECTIVE and fixes the error in parallel structure. Check out this example of an identify the error parallel structure question. Explanation: Hopefully, you identified the conjunction "and" within the sentence. What is "and" connecting in the sentence? It is connecting two things that eating nuts might help. The first thing it might help is "to lower blood cholesterol levels in humans". The basic construction of that phrase is INFINITIVE + NOUN + PREPOSITIONAL PHRASE. The second thing that eating nuts might help is "reducing the risk of heart disease". Let's break down that phrase by parts of speech. That phrase's construction is GERUND + NOUN + PREPOSITIONAL PHRASE. We know that the infinitive form is correct in the first phrase because the word "to" isn't underlined. Therefore, the word "reducing" should be changed to the infinitive form to fix the error in parallel structure. The answer is C. "Reducing" should be changed to "reduce". The "to" is implied from "to lower". Here are some tips for you to use to help you correctly answer any parallel structure question you may encounter on the SAT Writing section. General Strategies for Parallel Structure SAT Writing Questions #1: Any List Within A Sentence Indicates a Possible Error in Parallel Structure If you see the x, y, and z list construction, make sure that the items in the list have the same grammatical form. #2: Phrases Connected by Conjunctions May Indicate an Error in Parallel Structure The phrase parallel structure questions tend to be more difficult and will most likely appear near the end of the sentence improvement and identify the error subsections. If you see multiple items connected by conjunctions at the end of these subsections, look for errors in parallel structure. #3: Break Down the Construction of Phrases Separated by Conjunctions and Items in a List Identify the parts of speech of words within a list. Also, identify the parts of speech of words within phrases that precede and succeed a conjunction. Make sure the construction of the phrases and list items match as closely as possible. Now we can apply the lessons we've learned. Additional SAT Writing Practice If you've read this article closely, I hope you have a solid grasp on parallel structure and how parallel structure questions are presented on the SAT. I've created some realistic SAT Writing practice problems for you to test your knowledge of parallel structure. Use what you've learned and the strategies I've presentedto help you answer the questions. 1. I like my PrepScholar articles because not only are they informative and entertaining but also because they offer students help. A. they offer students help. B. they offers students help. C. they are helpful for students. D. they are helping students. E. their offering to help students. 2. Because I was hungry, tired, and feeling like I was sad, I did not want to go to my appointment. A. and feeling like I was sad, B. and sad, C. I had feelings of sadness, D. I felt like I was sad, E. to feel sadness, 3. Stand-up comedy, one of the least respected performing arts, is valuable to society because the performer is able to inform the audience and making it laugh uncontrollably. A. making it laugh uncontrollably. B. making them laugh uncontrollably. C. uncontrollable laughter is caused by him. D. make it laugh uncontrollably. E. he makes people laugh uncontrollably. 4. Exercising(A) enabled Joe to strengthen his(B) muscles and releasing(C) his stress. (D) No Error (E) Answers: 1. C, 2. B, 3. D, 4. C What's Next If you want an overview of the topics on the SAT Writing section, read this article about what's tested on SAT Writing. If, specifically, you want to know the grammar rules tested in SAT Writing, check out this guide to SAT grammar. Since I know many of you have lofty goals and aspirations, I assume you may be interested in knowing what to do to get a perfect score on the SAT Writing section. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. 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Factors of Optimizing Performance Assignment Example | Topics and Well Written Essays - 2000 words - 1

Factors of Optimizing Performance - Assignment Example This essay explores the benefits of time management that include: an individual or group becomes more productive; feels less stressed, individuals are able to do the things they want, ability to relate more positively with others, individuals and groups get more things done. In order to be a good time manager, an individual needs to have strategies or understand methods that will help him or her manage time effectively. Different scholars have come up with various principles and methods of effective time management. There are ten methods of effective time management and these include the following: know what you want to achieve, focus on activities that add value, get a life, plan it out, stay focused, work expand to fill allotted time, do similar tasks together, say ‘no’, work in your prime time and lastly prioritize. Cole identified these ten principles and said that they act as the basis for an effective time management strategy. In knowing what you want to achieve it is imperative for an individual to set goals so as to be able to work towards the attainment of the set goals. It is important that you set the major goals first because these give your personal and work life a structure and purpose. After setting the major goals it is important to set the minor goals and these are important because they lead to the attainment of the set major goals. For example, for the author's case had begun as an operator of Grade two at ANZ and aspiring to be the operation state manager, my small goals are to be proficient in one job, gain experience, go for further learning before applying for the Job. All these will contribute to my attainment of the position as a state manager.

Earned Value Management Essay Example | Topics and Well Written Essays - 750 words

Earned Value Management - Essay Example It compares the work finished with the estimates made at the beginning of the project, which gives a measure of how far the project is from being finished. Inferring from the amount of work already put into the project, a project manager can get reasonable prediction as to how much resources the project will have used at completion. EVM was used in the 1800s as industrial engineers looked for ways to measure performance in factories. The United Stated Department of Defense (DOD), in the 1960s, employed the Cost/Schedule Control System Criteria (C/SCSC) which is now referred to as the Earned Value Management System (EVMS), a recognized function of program management, which ensures that technical, cost, schedule, and aspects of a contract are truly integrated. The DOD used the C/SCSC cost system simply because their contractors ran over budget, lag behind schedule, had no ability to guesstimate an acceptable cause-effect relationship of how cost, schedule or scope impacted multiple and simultaneous projects. As a result, the government requested that contractors were no longer permitted to forecast costs by subtracting project actual costs from the original budget. With the EVMS, which includes organized components of the project's schedule, budget estimate and scope of work, project's forecast costs at completio n of project are more accurately determined (Warhoe, 2004). However, after nearly four decades, EVM clearly has not achieved its actual or perceived potential. Of the innumerable projects, less than 1% use the EVM application. One reason suggested in literature for the low usage of EVM and procurement is the contract type selection bias toward cost-reimbursable (CR) contracts. Literature review addressing EVM and procurement, indicate that there are mixed beliefs on contract type selection (Marshall, 2005). Conventional use of EVM with CR contracts, were limited to large United States government departments such as the National Aeronautics and Space Administration (NASA). Today NASA employs EVM to support President Bush's Management Agenda specifically to improve competitive sourcing by providing better historical performance data; to enhance financial performance by helping measurement of performance against the budget; and to advance NASA budget and performance integration by integrating management of technical requirements, schedule, and budget risks. In contrast, many project practitioners, experts and literature reviews argue in support of using fixed price (FP) contracts. Kelvin Yu described how EVM was effectively used with a FP contract to renovate a wind tunnel operated by NASA. For instance, Yu utilized EVM in defining the project scope, developing negotiating tools such as "should cost estimate", and directing and integrating the actual work of multiple contractors working on a project. Quentin Fleming and Joel Koppleman agree because both have noted the efficiency and effectiveness of EVM with FP contracts. Authors are suggesting the use EVM with FP contracts and provide sound rationale for their beliefs and claims. They made a good case for continuous use of FP (Marshall, 2005). For those such as Karen Evans, an Office of Management and Budget (OMB) Administrator of e-government and Information Technology, who testified last spring before the House Government Reform Committee, EVM has not been of much service. Her complaint

Discuss the different types of love Essay Example for Free

Discuss the different types of love Essay In Act 3, Shakespeare portraits love in different characters point of views, also showing the different ways love can be expressed in. Orlando and Silvius both express their love openly, not fear of embarrassments. Touchstones love is very realistic; Phoebes way of express is very childish; and Rosalinds words are very self-contradicting. Touchstones point of view of a wife is a tool that can be replaced or thrown away at any time. Just from the excuse he gave from not having a proper wedding for he is not like to marry me well and, not being well married, it will be a good excuse for me hereafter to leave my wife, it can show that he doesnt really value this marriage and is already thinking about divorcing before they are even married. Also from the reason he gave about the marriage is just by so much is a horn more precious than to want, we can tell how he sees Audrey as a person. Audrey in Touchstones eyes can be seen as an object or just a releasing of sexual needs, he is not respecting her in any point. As a professional jester, people usually imagine them as very nai ve and stupid, but in a contrast to Orlando from a noble family, he acts more mature and is more realistic. By using big difference in status, Shakespeare shows that the way of thinking is actually not affected by the status and job of that person. Different from Orlando, Silvius pursues Phoebe day and night, and begs that she would accept him, while Orlando is just expressing his love without even the courage to go see Rosalind face to face. But the love between Silvius and Phoebe is one sided. We can tell this after Silvius said she is like the common executioner, whose heart thaccustomd sight of death makes hard begging her to go easy on him, but just in return receives Phoebes mocking. She mocks him about his hyperbolic language and says now show the wound mine eye hath made in thee. During the whole scene, she only said Siliviuss name once, showing that she does not even spare him a glance. Not only is their love one sided, Phoebe acts really irritated and is very cruel with the words she chose to use. Like if mine eyes can wound, now let them kill thee, suggests that she would rather kill him than to give him a little of her love. Although she says cruel things, but she never kicked Silvius or physically hurt him. She also never said anything like stay away, I think is because she likes to feeling of being popular, and the amount of attention Silvius is giving her. I think she mistook that every man is like Silvius, only crying for her love, and falling before her knees, thats why she acts like a queen. This shows that Phoebe actually has very little contacts with people outside even the others in the forest. Phoebe actually is very inexperienced with love. Although she didnt say openly, but saying I had rather hear you chide than this man woo to a man which she has just saw reveals her affections. Shakespeare here uses dramatic irony, because Phoebe doesnt know that Ganymede is actually a women in disguised. And denying her own love is just like the actions of a child towards his or her first love, so I think she is very inexperienced in love. The love Orlando holds for Rosalind is very inconsiderate. As Rosalind says, he haunts the forest that abuses out young plants with carving Rosalind on their bards; hangs odes upon hawthorns and elegies on brambles; all, forsooth, defying the name of Rosalind. He doesnt care how much trouble he is causing to the forest and other people that lives in the forest, just for the sake of his quotidian of love. He didnt care about Rosalinds feelings whose name is written by him all over the forest, which makes her widely known, just for the sake of his love. Orlando is very childish, naive, and venire. He wants the whole world to believe that he is in love with Rosalind, even the Ganymede for which he has only seen. He said, fair youth, I would I could make thee believe I love and I swear to thee, youth, by the white hand of Rosalind, I am that unfortunate he. From his urgent tone, we can tell that how much a strangers word weighs on his heart, in order for him to swear. White using to describe a persons skin can mean that he or she is ill, but I think Orlando mean no harm, but this is just the word he can find to describe Rosalind. So, again, we can see the big difference in education between Rosalind and Orlando. He said the verses above right after Rosalind (now as Ganymede) said he doesnt look like he is in love, so he reacted greatly from just a strangers words. Just from one side of the story, without questioning the truth, Orlando accepted the help of a stranger, without even knowing that person. If it was a trap, Orlando would be dead by now, so he is very nai ve. As a woman, Rosalind loves Orlando by heart. By the way she questions Celia about Orlando, answer me in one word shows that Rosalind is very urgent about everything that is about Orlando. Although she loves him, she doesnt show it very much, denying the love rule in Shakespeares plays, which when characters fall in love hard and fast, they would be desperate and reacts greatly. Rosalinds love is very self-contradicting. She says love is merely a madness when she also, is madly in love. She says as if she was very experienced with love, but actually she doesnt hold much experience than Orlando does. These contradictions only happen when she is dress as a man, showing the difference in gender can bring much difference in the way of talking and gestures. Rosalind is a very ironic character. She comments on love from two different points of views when she is having two different identities. She uses her identities to her greatest benefits, but in return receives a self-contradictory image about love. It is because in Shakespeares period, all actors were men. Imagine a man playing a woman who plays a man in order to win a mans love, the neat borders of gender becomes hopelessly muddled. I think Rosalinds Ganymede identity is use to show that men is actually not much better than women, because the things men can do, women can also do if they want. Shakespeare displays love in many different angles, showing to the audience that love cannot be too realistic like Touchstone, but cannot be too imaginative like Orlando; love is a poison that can bring suffer like Silvius and Phoebe, but can also bring sweetness. The love in As You Like It is far to unrealistic that they are not likely to happen, but this is just a hyperbolic play, suggesting that it might occur in another form. Like Rosalinds identities, love need to strike a balance; otherwise they would create problems for others and themselves.

John Wayne Gacy Essay -- essays research papers

John Wayne Gacy was born in Chicago, Illinois on March 17 1942. Gacy had an uneventful childhood up until the age of eleven. While out playing he had been struck on the head by a swing. Subsequently he suffered fainting fits for many years. Gacy graduated from business school and went on to work as a shoe salesman for the Nunn Bush shoe company. Gacy met and then married work colleague Marilynn Myres in 1964. The marriage ended when Gacy was imprisoned for ten years at a correctional institute in Waterloo, Iowa for various sex and violent crimes against young men. In 1971 Gacy was arrested again for trying to rape a teenage boy. John Wayne Gacy was married for the second time in 1972 to Carol Hoff. He set up a business as a renovation contractor at this time. This marriage also ended partly because Carol was frightened of he husband's temper. Despite all this Gacy worked very hard at trying to be liked. He was an enthusiastic member of the Junior Chamber of Commerce as "Pogo the Clown" a children's entertainer. Gacy would use his contracting business to attract young men eager for work, many of whom were subjected to rape. Thirty-three of who lost their lives. At nine o'clock on the evening of 11 December 1978, fifteen year old Robert Piest went to a chemist's shop in his home town of Des Plaines, Illinois. He was going to see a building contractor who was working in the shop about a holiday job. Robert Piest was supposed to go straight home, where his family was holding a birthday party for his mother. When Robert had not arrived home by 11:30pm, his family contacted the police. Police investigating the case learned that the contractor hired by the shop was in fact John Wayne Gacy a name not unfamiliar to them. Gacy had been reported earlier in the year by a 27-year-old man named Jeffery Rignall. According to Mr. Rignall's story, a plump man with a flashy car had approached him. The man invited him to join him in the vehicle to smoke some marijuana. Once in the car the man pushed chloroform soaked handkerchief into Rignall's face and drove him, unconscious, to a house where he was beaten with whips and raped. Rignall regained consciousness then next morning where he had been dumped in Lincoln Park. In lieu of the fact that Rignall could not give them much information, the Police were unable to be of much help. In fact even wh... ...covered in the Illinois River. His body had supposedly been lodged somewhere along the river making it difficult to find his body. However, strong winds must have dislodged the corpse and carried it to the locks at Dresden Dam where it was eventually discovered. Autopsy reports on Piest determined that he had suffocated from paper towels being lodged down his throat. The family soon after filed a $85-million suit against Gacy for murder and the Iowa Board of Parole, the Department of Corrections and the Chicago Police Department for negligence. Police investigators continued to match dental records and other clues to help identify the remaining victims who were found on Gacy’s property. All but nine of the victims were finally identified. Gacy made three confessions, but declined to testify at his trial for murder. The Jury who tried him were told by a psychiatrist that Gacy was suffering from a personality disorder that did not amount to insanity. Seeing this, on the 13 March 1980, Gacy was sentenced to life imprisonment, but this was changed to a death sentence. Just after midnight on 10 May 1994 Gacy was executed by lethal injection at Stateville prison in Joilet, Illinois.

John Proctor change during the course of the play Essay

How does John Proctor change during the course of the play? How might this change be communicated on stage? In Act one we first see John Proctor. He appears to be a very sharp and nasty man. We can see this in the way he talks to his servant, Mary Warren: â€Å"Be you foolish Mary Warren? Be you deaf? I am looking for you more than I am looking for my cows!! † If I were producing this play on the stage I would have Mary warren cowering away from John Proctor. This would give the audience an impression that he is quite a nasty man. But this all changes when he meets Abigail as she realises that he is still a powerful man even though he committed adultery with her: â€Å"Gah, I’d almost forgot how powerful you were John Proctor! † In the same conversation he shows he has feelings for Abigail and that he is a deceitful person: â€Å"Oh, how you sweated like a stallion whenever I come near. † This language creates a sense of a passionate relationship. If I were producing this on stage I would have Abigail trying to hold John while he is looking away and checking no one is around. Even though he has committed lechery he is still protective over is wife as he tells Abigail that she ‘will not speak anything of Elizabeth’ to him. He also shows that he is in denial and a liar as he denies anything ever happening between him and Abigail: â€Å"Aye but we did not† The language from the conversation with Abigail creates a sense of confusion with John’s personality as he does one thing and says another. Although he is a well-respected member of the community, as the audience we don’t really know whether to trust him or not. He has a high expectation of Hale before he meets him and when he first meets him he is shocked by him: † Why, Mr. Hale! Good evening to you, sir. Come in Come in. † If I were producing this play then I would have John looking quite flabbergasted. This would show that Mr. Hale impresses him and that he respects him. He is also respectful to him: â€Å"I’ve heard you be a sensible man, Mr. Hale† This concludes how John is respectful to his fellow villagers. He is well respected in the community and this may be why. In Act 2 we see the relationship between him and his wife, Elizabeth. The relationship in their marriage seems to be quite distant as john arrives late home. This could suggest that he stayed away longer because he wanted to avoid Elizabeth due to the fact that he has a guilty conscience: â€Å"What keeps you so late its almost dark† In a production of this play I would have the room very dark with just a few candles on the table. There would be food on the table but it would not look appetising, as it would have gone cold. There would be family pictures on a dresser at the side. This indicates that john is a family man, or so Elizabeth thinks. Even though there are pictures of their family presented in the kitchen, this is due to their appearance in Salem. They are well respected so if they tell people that John has been unfaithful then the village will look down on them. As readers it seems that Elizabeth knows about John’s affair as they had an argument about ‘forgiving and forgetting’ but John is nasty to Elizabeth and shouts at her: â€Å"Oh, Elizabeth, your justice would freeze beer! † Although he is irate with her he still wants ‘to please her’ as he was unfaithful to her. He does this by complimenting her cooking even though he changed it so it would taste better. John’s temper also increases when he has arguments with Elizabeth. He constantly takes his anger out on Mary Warren even though she hasn’t actually done anything wrong: I’ll whip you if you dare leave this house again! † This language creates a sense of him being a bully. Mary Warren always seems to be the victim. Proctor shows he is bossy also when he orders Mary Warren to ‘go to bed’. This is what adults say to young children not to 18 year olds. This gives us a sense that he is treating her like a child and is disrespectful to her. Mary Warren is also more than John’s servant in the house as he tries to get her, along with himself, to overthrow the court to free Elizabeth. This also enables him to get revenge on Abigail for accusing his wife. If I were producing this play then I would have Mary trying to run away shouting that she ‘won’t do it’. This would indicate that she is scared of John and doesn’t feel safe near him. His anger also is shown in this Act as he ‘rips the deputy governors warrant’ up. This is very disrespectful and rude to Mr. Hale, Mr. Danforth and Cheever as they are the people giving out warrants, leaving Mr. Danforth to sign them. John has destroyed legal documents that have been given out by these 3 men. John also shows that he is religious and is part of the belief of Christianity as he shouts at Mr. Hale: â€Å"Pontius Pilate! God will not let you wash your hands of this! † If I were producing this play on stage I would have John with lots of anger shown on his face looking like he was going to hit Mr. Hale. Mr. Hale would turn around and start to run towards Cheever. This would indicate that John is a scary man and that getting away from him is probably the best thing to do. His emotions suddenly change when Elizabeth appears. He turns into a caring man when they are taking her away: â€Å"I will bring you home, I will bring you home soon† This language shows that John can be caring, as he has forgotten about Mr. Hale and Cheever and is now concentrating on his wife. Proctor has faith that his wife ‘never lies’. She confessed that she doesn’t believe in witches even though her religion says she should believe in them. At the end of act 2 John feels quite scared as he is trying to make Mary overthrow the court and she doesn’t want to do it: † My wife will never die for me! I will bring your guts into your mouth but that goodness will not die for me! † John character has gone from being angry to being scared in Act 2. In Act 3 John’s attitude changes, as he becomes quite a false man. This is shown when he is in the court introducing his case to Danforth: â€Å"She has signed a deposition† The language indicates that he is playing a court game as he has written a legal statement. When he is presenting himself he is very polite to Mr. Danforth, this is probably in his attempt to overthrow the court. He responds to questions very politely and doesn’t appear violent: â€Å"John Proctor, sir, Elizabeth Proctor is my wife† Even though John stays calm, Danforth constantly tries to interrogate him. This slowly increases his temper; he keeps to his words without erupting with anger, as he knows this will do him more harm than good. When John speaks Danforth is constantly interrupting him, this is frustrating for him, as he cannot finish what he is saying: â€Å"I come not to hurt the court, I only-†¦ † The technique that Danforth uses to interrogate John suggests by John’s reaction that it is annoying and could start an argument. If I were producing this play then I would have John dressed smartly so he looks professional and Danforth sat higher up than John so he looks more important. John would try to avoid looking Danforth in the eyes. This would indicate to the audience that John is a little fearful of Danforth, as he knows that he could sentence himself and his wife to death at any time. When Elizabeth Proctor was accused of witchcraft due to the poppet that was found and Abigail’s accusation this made John angry. In court John is sarcastic about this and tries to change the subject and make it funny: â€Å"There might also be a dragon with five legs in my house but no one has ever seen it! † This language also shows that John is biding time with the court. If I where producing this play then I would have John laughing, looking around the court but no one else would be laughing. This could indicate that he is scared and is trying to laugh it of or this could be so he can think of more negatives about Abigail and prove that she is lying. John is also indiscreet as he tells Danforth about how Abigail laughed during Prayer: â€Å"†¦ she were twice this year put out of this meetin’ house for laughter during prayer! † John also shows that he is nasty as he calls Abigail a ‘whore’. Consequently this proves that John Proctor wants to seek revenge on Abigail. Even though this makes Abigail sound like the victim she is not as she is the one who is making false allegations against honest, well respected members of the community. When John is presenting his own case to save his life he is like a hero and he is very brave. He tells Danforth what he actually thinks of him: â€Å"I see the boot of Lucifer, I see his dirty face, and it is my face and yours Danforth! â€Å"

Culture and Cultural Norms Essay

Culture can be referred to as a people’s way of life. It can be used to refer to the way we live and all that goes along with our life. That means that for us to have a life we have to be affiliated to a certain culture or to belong to a certain culture. To be in a certain culture, one has to comply will the cultural values, norms and expectations. Cultural values can be used or rather the term can be used to refer to the way we have our things done. Wee can not be able to have statistical averages on cultural norms. There are expected and also accepted practices in our society. Sometimes they may not be in line with the law or our policies. An example is a case where it is understandable and very normal to drive 5 miles above the speed limits. (http://www. changeculture. com/Webpages/Norms/Norms. htm) Norms have varying strength and thus they have very different consequences incase one violates these norms. If one lacks norms, this is referred to as economies and it is mostly associated with social breakdown and mental illness. This means that depending on the offense that one has committed they may be punished by their culture differently. They may be excommunicated by their community or anything that this community may think. (Westing, 1988) However, culture keeps changing and people in that culture move in pace with the change. This is why some people are more civilized than others. Due to this we find that some people have or seem to be more advanced then others. This can be used or is used in reference to some elite activities such as classic music, museum caliber art. There are times that one will move place to or one continent to the next and find that he can not fit in the next. This is because he finds that he really having a different way of life from the other people or the people that he meets. (http://www. changeculture. com/Webpages/Norms/Norms. htm) I once visited South America for one month in Peru. I was expecting a very normal life but I got some things that I least expected. Life was very different and that is when I realized I was in another world with quite a different culture. I was used to a life where we had a simple nuclear family where we have dad, mom and my brother and my two sisters. Down there I found that life is quite different. A simple family I realized consisted of the father, mother, children, uncles, aunties and the grandparents. All these were living in the same house under the same roof. There was a very different way of life here. Then when Sunday comes, I am a Christian and we go to church every Sunday. Here there were no churches and people used to pray under different groups at different places. I have never seen this before. There were sacrifices at the places where they prayed and they would slaughter animals and roast meat. This was very different from what we are used to in Florida. I also understood that there congregations were headed by old men and they spoke in their own native language. I later understood that some they did not understand English no wonder they communicated in their language. (Wolfgang M 2001) These people were little light in skin color more reddish than most of us. Most of them had not gone to school and thus they would not communicate or rather they did not know any other language. This made it very difficult for them to communicate. Most of their children used to go to look after their animals in some forest. I had led this only on papers but I never thought it happens on real life. However, there were those who were civilized for example in the towns. There were more advanced. Majority of them knew how to read and write and they would communicate in even in English. I realized that I was in a different world with quite different civilization. However, the culture of the people was quite different from what I was used to. Also, in this area there were very poor communication systems. Very few people had mobile phones and they were very expensive. I found this very different from what I am used to in our country. This gave an advantage as since people knew that we were foreigners they never concentrated so much on us. I would see that even if we go to a public place we were given a first priority in service. Life was very different here and people had to notice us everywhere we were going. I remember one time we were walking late at night and the police were rounding up all those who were walking around. When they came to us and realized that we were foreigners, they just passed but told us to go to our house while they arrested those who were behind us. In conclusion, it happens that people will have very different cultures in different places and they will have different way of life. If people from a different culture come, they will experience the change and they have an advantage of being foreigners. This makes them to have an advantage of being served or rather being attended to first. This shows that culture is complex and mostly resistant to change. (http://www. changeculture. com/Webpages/changeprocess. htm) Reference Westing H. A(1988)Cultural Norms, War and the Environment. Oxford University Press Wolfgang M (2001)The Subculture of Violence: Towards an Integrated Theory in Violence Routledge Publishers http://www. changeculture. com

Action Planning Template Essays - Free Essays, Term Papers

Action Planning Template Essays - Free Essays, Term Papers Action Planning Template Project title Vegetable Farm Project leader Headmaster/Principal Participants Four Uniform Units ( 125 pupils ) 8 Uniform Units Coordinators Project goal The goal of this project is to introduce to pupils the usage of recycleade thing for Planting vgetables Focus The core skills this project focuses on are all skills in in conducting the project. Rationale Tthis project will familiarise the teachers and pupils with the score skills and will Enhance the pupils knowledge the imporetance Outcomes What will the outcome of the project be? How will you know the outcome has been achieved? Outcome 1 All coordinators and partcipnts invle in the project.get to know about this project Briefing conducted for all coordinators and pupils Outcome 2 Participants know the to plant the vegetable with the coordinators help Vegetables are planted in the chosen recyclable items Outcome 3 Outcome 4 Working group formed identifying and collecting recyclealde items to be used in the project Planting and taking care of the vegetable farn 8 coodinators are appointed form 4 uniform units.8 groups with 15 participants are formed Work scheduler are formed for the coordinators and the groups Overview of steps of process Step 1 Design school vision for the project Step 2 Identify and appoint coordinators,who will be the leaders of their groups for the project. Step 3 Dividing the members of the 4 uniform units into 8 group for the project Step 4 The coordinators and the participants write and dessiminate a plan to carry at the project' Detailed breakdown of steps to achieve the project goal Step Brief description (from previous page) Who is involved? When? Deadlines? What resources are required? Notes Step achieved? Yes/No 1 Meeting, discussion and briefing the project to the teachers and staffs All teachers and staffs 19 Sept 2017 Principal's knowledge Meeting room 2 Meet and discuss on ideas for the pupils to present All Level 2 students 21 Sept 2017 Access to computer and internet Computer labs can be used for the discussion and sourcing for information 3 Practising cleanliness in school All Level 2 students 25 - 29 Sept 2017 Resources can be obtained from school 4 Prepare materials for exhibition corner and 3R Bin (3 bins) All Level 2 students 26 - 29 Sept 2017 Exhibition: Materials for setting up exhibition 3R Bins: Boxes and labels Exhibition set up in classrooms; manned by the group of selected students Students provide boxes for the bins 5 Setting up the exhibition All Level 2 students 2 Oct - end of school term 2017 Periodical 6 Students' Journal All Level 2 students 6 - 9 Oct 2017 Journal Share the journal in the school FrogVle site for the community to access.

How to get Your CDL in Alabama, Arkansas and Mississippi

How to get Your CDL in Alabama, Arkansas and Mississippi This article is useful for anyone who wants to get a CDL in Alabama, Arkansas and Mississippi. If you want to learn about earning a CDL at other states, we have put together a comprehensive guide on how to get a commercial driver’s license in every state of the country. AlabamaBefore You Apply for Your CDL1. Get you  doctor to fill out  the current Department of Transportation Medical Examination Report (Form 649-F)2. Learn or review  the rules and regulations of commercial driving. You can study these in Alabama’s Commercial Driver License Manual.How to ApplyTake the following documents to your nearest Driver License Division office (make sure to research ahead for one that handles CDLs!):A current Alabama driver’s licenseA Social Security card or other proof of Social Security numberYour current DOT medical certificate (from above)Proof of insurance for the testing vehicle if you are taking the skills test$25 for the written test, $20 for the skills testL icense fees vary depending on your desired  class of license. Class A costs $66.25; Class B costs $56.25; Class Ccosts $36.25. If you are purchasing a CDL  or a license to operate only a school bus, the fee is $36.25.What to Expect When TestingFirst, on test day,  you will take one or more knowledge tests (which are written), depending on the license and endorsements you want.Then, if you pass the knowledge tests, you qualify to take the skills test (which is a driving test). Another option at this point is choosing to  be issued a learner’s license, which will allow you to practice driving  a rig with a licensed commercial driver in the passenger seat.When you feel   ready to take the on-road driving test, you can make another appointment at  the CDL licensing office.  The driving skills test includes: vehicle inspection (where you must  prove your vehicle’s safety and show your inspection skills), vehicle control (you will be asked to drive forward, backward, and in turns, in a small  area), and the actual driving test (this tests how well you know  Ã‚  signs, driving laws, and regulations).ArkansasBefore you take your certification exams, you must assess your driving record. If you have any serious offenses, like  DUI, you may be disqualified.The Knowledge TestsYou must pass the written knowledge test before you can take your road skills test. In order to familiarize yourself with the content of the exam, study the Arkansas  CDL Manual  to learn about driver safety, cargo safety, equipment, traffic rules, inspection procedures, and hazardous materials.To bring on test day:Documents that prove your age and identity$42, which is the fee for your CDLIf you haul hazardous materials, you will need to have federal  background and fingerprint check.The Road Skills TestAfter you have passed the written tests, you are ready for the road skills test.  On this test, you will be asked to perform driver tasks including pre-t rip inspections, changing lanes, tying down cargo, and maneuvering intersections.  The Arkansas CDL Manual review everything you will be tested on- review the criteria before test day so you are familiar with the tasks you will face.RequirementsYou must self-certify one of the following driving categories with the Arkansas DMV:Non-Excepted InterstateExcepted InterstateNon-Excepted IntrastateExcepted IntrastateIf you choose Non-Excepted Interstate, you must provide the DMV with a federal medical certificate.MississippiTo obtain a CDL in Mississippi, you must hold a  Regular Class R driver’s license. You must also obtain a current medical card when applying.Testing for the CDLNext stop is to take and pass the written and skills tests. All the information you need to know about the exam is in the Professional Driver’s Manual, which you can find at any  driver’s license office  throughout the state. You can schedule an appointment for the driving test either   online  or by phone.What You Must BringYour valid Mississippi driver’s license, a CDL learner’s permit, and your completed application for your desired CDLAnother driver to accompany you who holds the same class CDL license (or greater) as the one you seekA current medical cardThe same class of vehicle you will be driving once you obtain your CDL (it must pass inspection before any tests will be administered)A Social Security cardProof of residency (electric or water bill, lease agreement, vehicle-registration receipt, mortgage documents, homestead exemption receipt, bank statement, notarized employer verification on company letterhead (with a phone number) that states your address)Appropriate feesOut-of-state applicants applying for a Mississippi CDL can use their valid driver’s license from another stateNote: If your job entails hauling hazardous materials, you must undergo a background check. You will have to complete a  Driver’s License Hazard ous Materials Endorsement Application  and pay a fee.

Equitable Discretion in Determining Relief Case Study - 1

Equitable Discretion in Determining Relief - Case Study Example According to Lord Upjohn in Redland Bricks v Morris4 the grant of a mandatory injunction will depend upon the individual circumstances of a particular case; unlike a negative injunction, it can never be â€Å"as of course†. In the case of Charrington v Simons and Co5, Buckley J granted an injunction but suspended it for three years and in stating his reasons, he has highlighted the issue of fairness and justice to both parties in granting the remedy that was sought: The underlying issue of fairness and justice as the basis for determining the grant of a mandatory injunction was similarly elucidated in the case of Sheperd Homes v Sandham7 where Meggary J stated that relevant grounds would also include â€Å"the triviality of damage to the Plaintiff, and a â€Å"disproportion between the detriment that the injunction would inflict on the defendant and the benefit that it would confer on the plaintiff.† The stated goal, according to Meggary J was a â€Å"fair result† and this involved the â€Å"exercise of judicial discretion.†Ã‚   In the matter of an interlocutory injunction, the purpose behind the issue of such an injunction is to protect the rights of the parties until the time of final disposition of the case. The guiding principles of fairness and justice to both parties were laid out in the case of American Cyanid Co v Ethicon9, which is one of the most significant cases, since it overturned earlier criteria for assessing the merit of an interlocutory injunction, i.e, to examine the probabilities that a prima facie case had been established for the grant of a permanent injunction.  Ã‚