And Do You Locke, Take Thee Hughes? Essay

In a comparison of the essays â€Å"The New Negro† by Alain Locke and â€Å"The Negro Artist and the Racial Mountain† by Langston Hughes, there exists both similarities and differences. But, what are most striking are the differences between the two, especially in terms of purpose, tone, and audience. Locke and Hughes wrote their essays during the heart of the Harlem Renaissance; 1925 and 1926, respectively. Both men were writing from that vantage point, and with a gaze set firmly on bettering the conditions of those they held in common – the Negro. But these similarities are, in a sense, superficial. After all, there were many writers in that era – any era really – both Black and White, who felt a moral imperative to right the racial wrongs of their time; to wring justice from the cloth of unwarranted suffering. The differences between Locke and Hughes, however, serve as a model; one that illustrates a chasm between the ideas and opinions of that era in terms of how to better their people, as well as why their condition is such that it needs tending. In â€Å"The New Negro,† Locke is saying that the so-called New Negro is already here – in fact, has been here for some time. And, by extension, he’s arguing for the integration – even assimilation – of Blacks into the larger pool that is America. This sentiment is expressed rather poignantly when he says, â€Å"The fiction is that the life of the races is separate, and increasingly so. The fact is that they have touched too closely at the unfavorable and too lightly at the favorable levels.† (20) And it is further strengthened when he says, â€Å"We realize that we cannot be undone without America’s undoing.† (22) That statement holds equally true if one were to rearrange it to read, â€Å"America cannot be undone without our undoing.† Locke has, whether happily or not, acknowledged that the Negro race – for better or for worse, and until death do they part – is indeed married to America. Thus, he is advocating for integration as a means of survival as much as a means of advancement. Hughes, on the other hand, seems to champion the cause of racial distinction insofar as the Negro should be proud to be a Negro. This desire is laid bare when he says, â€Å"But, to my mind, it is the duty of the younger Negro artist†¦ to change through the force of his art that old whispering ‘I want to be White,’†¦ to ‘Why should I want to be white? I am a Negro – and beautiful.’† (28) Perhaps Hughes, too, would acknowledge a state of matrimony between the Negro race and America. But where he seems to diverge from Locke is in his almost visceral advocacy for the spouses’ maintenance of their own identities within that marriage. With Locke, although he doesn’t use the metaphor â€Å"racial mountain† in his essay, it is apparent that such an impediment exists. His path forward – whether to the top of that mountain or around it – lies in fostering meaningful relationships between the elites of both major races. This is expressed when he says, â€Å"†¦more immediate hope rests in the revaluation by white and black alike of the Negro in terms of his artistic endowments and cultural contributions, past and prospective.† (24) And, more eloquently when he says, â€Å"He now becomes a conscious contributor and lays aside the status of a beneficiary and ward for that of a collaborator and participant in American civilization.† (24) Returning to the marriage analogy, these sentiments politely convey a sense of frustration, perhaps not unlike what many married women in that time period felt; a sense of, â€Å"I’m not feckless or helpless, and I needn’t be a ward or beneficiary; I’m sturdy and bright and equal to any task that’s laid before me; I just need the space and resource to prove it!† For Hughes, conquering the mountain is to be accomplished using a tack different from that of Locke. In Hughes’s world, victory for the Negro hinges on a tempered dissociation from the white race; not to showcase or inflame racial differences, but to highlight the unique, distinct, and high-minded attributes of his own race. In other words, the Negro should be proud of his culture and his race; the Negro is a corollary to, and a parallel of, the American body, and not merely one ingredient in a larger amalgam. As a stepping stone to accomplishing this, Hughes argues that the fabrication of the â€Å"racial mountain† is due largely to the misguided deeds of his own people – the middle-class Negro in particular. This stance is taken from the outset of his essay when chides the young Negro poet for having said, â€Å"I want to be a poet – not a Negro poet.† (25) To Hughes, such a sentiment is tantamount to wanting to be white. He goes on to say, â€Å"The road for the serious black artist, then, who would produce a racial art is most certainly rocky and the mountain is high.† (27) If one operates under the assumption that Hughes makes his case, then it can logically be said that â€Å"wanting to be white† is tantamount to denial both of â€Å"who we are† and â€Å"where we’ve been.† And that’s the rub; how can an artist be true to him or herself if they don’t even know who they are? And worse, how can they ever hope to elevate their position as a people if, by attempting to do so, they give up their very identity by hewing to the strictures of the White world? Let us not forget, â€Å"An artist must be free to choose what he does, certainly, but he must also never be afraid to do what he must choose.† (29) In terms of their respective tones, there are marked differences between Locke and Hughes. While both are persuasive in nature, Locke’s tone comes across as somehow intimate, and yet fairly matter-of-fact. Whether backed by hard truths or not, he lays out his case in such a manner. He also comes across as subtly – even warmly – patronizing; a confidant or cohort who’s merely guiding his readers to the truth. This can be seen when he says, â€Å"But while the minds of most of us†¦Ã¢â‚¬  and â€Å"Recall how suddenly the Negro spirituals revealed themselves†¦Ã¢â‚¬  His tone is like a proverbial â€Å"arm around the shoulder† and an invitation to the obvious. Hughes on the other hand is more visceral, coming across as chiding, cajoling, and cynical. Whether warranted or a fabrication of his own mind, he bursts from the gates with a thesis statement that doubles as a heavy accusation – that in wanting to be a poet, and not a Negro poet, the young man actually meant that he wanted to be white. And he leaves no room for discussion on the matter; in his mind, it is settled. He continues with this tone when he describes what he believes is â€Å"a fairly typical home of the colored middle class.† (25) And this belief – as far as any evidence offered in his essay – is predicated on no more than this one young Negro poet. He goes on to charge that â€Å"the word white comes to be unconsciously a symbol of all virtues. It holds for the children beauty, morality, and money. The whisper of ‘I want to be white’ runs silently through their minds.† (25) Locke and Hughes are also appealing – at least in part – to different audiences. Locke, while certainly writing to the Black community at large, is deliberate in his inclusion of Whites. This inclusion, in fact, is necessary for his argument to work; his argument for integration. He even addresses those who are undoubtedly white in the beginning of his essay when he says, â€Å"The Sociologist, the Philanthropist†¦Ã¢â‚¬  (17) And he leaves no doubt as to white inclusion in his audience when he says, â€Å"But while the minds of most of us, black and white†¦Ã¢â‚¬  (17) Hughes’s appeal is to the Black community at large too. But it is aimed more at the black elites, the black artists, and the black middle class far more than it is at whites. This is apparent when he cajoles the black artist by saying, â€Å"†¦it is the duty of the younger Negro artist†¦Ã¢â‚¬  (28) And it is clear when he condemns the â€Å"prominent Negro clubwoman† for paying eleven dollars to see a white singer while dismissing â€Å"a great black artist† as â€Å"that woman.† (27) Regardless of the differences in style – purpose, tone, and audience – both of these essays have merit and hold power in their respective goals, which, for the most part are one in the same: to improve the Negro’s standing within the American marriage. Works Cited Locke, Alain. â€Å"The New Negro.† Course Reader, English 1B. Ed. Kelly Vogel. Fall 2012. Print. Hughes, Langston. â€Å"The Negro Artist and the Racial Mountain.† Course Reader, English 1B. Ed. Kelly Vogel. Fall 2012. Print.

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

The Use of Virtual Engagement by the British Council Research Proposal

The Use of Virtual Engagement by the British Council - Research Proposal Example It is, therefore, necessary to have a center that offers a platform by which individuals and organizations can come together and discuss matters affecting climate change in the world. Virtual technology, in this case, can be very useful as it will ease the process through which communication is to be done. The British Council on climate change and sustainability initiated an idea of using virtual technology in addressing the issue of discussion on climate change and sustainability (Virtual Engagement: British Council’s Zero Carbon Centre, 2013). This center is to help the individuals and organization to share information on carbon emission and host events with topics on climate change and sustainability and create synergies (O’Neill 2008, 81). The use of virtual technology in the fight against climate change is a very noble idea. The use of virtual technology in zero carbon centers will include a number of topics including; I. Dr. Rebecca initiated the idea behind the use of virtual technology in the creation of the zero carbon centers. The research paper should address Dr. Rebecca Nadin, the director of the program in China. Her ideas led to the creation of the Zero Carbon Centre. Dr. Rebecca is considered as the pioneer of the program as she usually challenged her team to broaden the reach and thoughts of climate change. In addition, it should address the creation and the launch of the Zero Carbon Centre. The research should address the ideas that were brought together and the eventual creation of the center. It should address the procedure through which the center was created and the funding of the finances that were used to create the center. II. The use of virtual technology in the carbon center is the other topic that will be discussed. Communication is the key factor in virtual technology. It is used to bring organizations and people together.  

Compare the travel journal to an online travel blog Essay

Compare the travel journal to an online travel blog - Essay Example In this "Compare the travel journal to an online travel blog" describes similarities and differences of these two tools of communication. Internet has helped people to share information that is often difficult to be acquired. Reference can be made, to blogs and other types of social media. The key difference between a travel journal and an online travel blog should be mentioned: a travel journal is a notebook, similar to a diary. The travel journal is differentiated from a diary at the level that ‘activities are not necessarily noted on a daily basis’ (Inbox Journal 2012). This means that in travel journal notes are kept in regard to a particular travel but the events of certain days may not be documented (Inbox Journal 2012). Notes kept in a travel journal can be changed later, before the publication of the journal, without anyone to notice the alteration of the text. The specific issue is particularly important for the following reasons: a) if a mistake has been made when documenting events, this mistake will not be identifiable by readers if the author of the journal make the necessary corrections before the publication; in online blogs such option is not available as it will be analytically described later; b) events that have been documented in a travel journal can be erased later, and before the publication of the journal; in online blogs the text is directly available to the public, the blog’s visitors; erasing parts of the text could prevent other people from reading these parts.

Principles of Entrepreneurship Coursework Example | Topics and Well Written Essays - 2500 words

Principles of Entrepreneurship - Coursework Example As the report declares  smart TV which is also known as connected TV is incorporated with internet features that provide the users a better experience. The features of Smart TV’s include video streaming, video on demand along with web browsing. Smart TV’s enables the users to share music, movies, photos and other multimedia files. These TV’s have entered the market since two years which provides a complete package of entertainment to the users like Youtube, Netflix, iPlayer along with various other applications that add up to the features of the smart TV’s. Besides, along with smart TV’s it has been observed that there has been a growth in the smart TV devices like PVR’s, TV adapters and Blu Ray players, that provide accessibility to internet services through TV. There are some Smart TV’s which are wireless enabled for using the internet services.This study stresses that TV viewers often do not find enough time or interest to watch s hows provided by the broadcasters anymore as there has been an emergence of a wide range of solutions pertaining to entertainment which enables the users to watch those shows that they desire to watch. The objective of the report involves determining the prevailing market scenario in the United Kingdom for a new smart TV manufacturing firm and developing a set of strategies to enter into the market. In addition, it has been observed that there is downward trend regarding the sales of TV’s in the UK.

Can video surveillance protect us from terror Essay

Can video surveillance protect us from terror - Essay Example They have variable social structures within the society, which needs to be maintained well to ensure no disparity occurs, that can trigger off unsocial behaviour. It has today become pertinent that the society takes care of its people and ensures a safe and secure habitat for them. Society Today With the modernization and advancement of technology, society has undergone a dramatic change (Volti, 2005). It no longer is a domicile, safe and secure place for people. It is said that power brings with it tremendous responsibility, but we are not fulfilling our end of the responsibilities. Today there has been a change in the world due to much technological advancement, all achieved by humans towards the betterment of the society and standards of living .However, not all of the inventions and discoveries have had a positive impact on the world, the glaring examples would be nuclear weapons, satellites and modern weaponry. These have brought in a craze for power within the world leaders and no one wants to take a back step when it comes to flashing their ingenuity. The other major social problems faced globally are – unemployment, economical misbalance, lack of proper education, violence and drugs. Social issues like these cause an imbalance in the smooth functioning of the society as a whole. However, on a positive note, everyone in the society are seen to make conscious efforts to bring about changes and try to eradicate these issues at the earliest. Society and Security Tremendous technological advancement on one hand opened up a world of opportunities for individuals, businesses and even Governments, while on the other hand, ushered in the concern for safety and security in the society (Wood & Dupont, 2006). There are tools and techniques made available to disrupt the normal functioning of the society. Hence, it has been globally accepted that security plays an unprecedented role in the well being and upkeep of the society. Implementing good security system s takes time, money and individual discipline. Security today needs to be a collaborative effort by the industries, businesses, governments and individual citizens. Society exists at all due to the basic human requirement for security and safety. With modernization, the security aspect of society has grown complex and dynamic as well (Rusteikiene, 2008).Globalization and interdependence have to an extent affected the foundations of society, making it more vulnerable and security an integral part of the society. It is believed that security strategies should be made pliable rather than hardened rules and should be made such that society can absorb and respond to attacks rather than collapse on a whole. Aspects of Security The concept of security in layman terms would be providing protection and safety to human beings, infrastructures, businesses and anything that is of great value and importance. In most instances it has been observed that the actual security measures provided are fa r less effective than how it is perceived to be. For e.g. we have all modern equipments to detect earthquakes, however it has been observed that in most cases it occurs suddenly , where we are unable to prevent a natural calamity and its consequences. Today we can categorise security types to be of the following: Information Technology, monetary aspects, political sphere and all other public domains like the airports, hospitals, and

Law and management Assignment Example | Topics and Well Written Essays - 2000 words - 1

Law and management - Assignment Example ess in which the courts interpret and apply legislation in the courts is known as the statutory interpretation.The court looks on the meaning of the statute and looks at how it is implemented by the process. The statute, which is regarded as a bill, or law, which is passed by the legislature, subjects the people on the rules and obligations. However, apart from statutes making law, statutory interpretation involves making a decision on how a particular bill or law will apply in a particular case. A clear interpretation is sometimes very important especially when a case involves a statute and sometimes the words of a statute have a plain straightforward meaning. However, in other times, there is ambiguity or sometimes vagueness in the normal words of the statute, which must be resolved by the judge.The judiciary gives out an interpretation on how the legislation should be applied in a certain case since there is no unambiguous legislation that addresses all matters. There are several reasons as to why words being imperfect symbols in the communicating intent, they are ambiguous,and the meaning changes with time, and lastly the unforeseen incidences are unavoidable and the new technology and anew culture apply the existing law to be challenging. Addition of uncertainties may also take place in the course of enactment; for example, need to cater for special interest group or compromise.Judges have the responsibilities of giving out the meanings of the statutes. They use several measures and methods of statutory interpretation such as theuse of traditional canons of statutory interpretation, legislative history and additionally the purpose. It is known that,in common law jurisdictions, rules of statutory interpretation may be applied to the enacted legislation or additionally to the legislation that is delegated such as administrative agency regulations. The judiciary majorly takes such actions; therefore,there is a responsibility that the court needto do, it must try

Costing of Zara Article Example | Topics and Well Written Essays - 500 words

Costing of Zara - Article Example Essentially, the main purpose of business is to generate profits. When the company is in a position to generate more revenue from its operations, that is if it is operating to capacity, it is able to expand its operations. Growth of business in this particular case entails that the company can employ more people which in turn helps to generate more revenue. This is very important in as far as sustainability in the company’s long term operations are concerned. It can also be noted that for Zara to operate below capacity, it is a strong disadvantage to its financial performance. Such companies invest large sums of money to set up manufacturing plants and they must operate above capacity to recover the money that has been invested in the first place. When the company has recovered the money that has been invested, it is in a position to generate surplus revenue commonly known as profit. Any viable company should be in a position to generate profits from its operations. This can help the company to operate viably in the long run. The other disadvantage of operating below capacity is that the company may face problems in terms of meeting the maintenance costs of the equipment used in the manufacturing of fashionable clothes. A company that is operating below capacity is not able to meet all its operational costs as a result of the fact that it would be generating limited revenue. This means that the company may be forced to borrow from other financial institutions in order to sustain its operations in the event that the equipment has broken down. The company should be in a position to buy spares and meet other operational costs in the event that it has encountered some problems in its operations. This can only be possible if it is operating above capacity. To a certain extent, the only advantage that can be derived by Zara for operating below capacity is that it is in a

Promote Equality and Inclusion in Children’s and Young People’s Settings Essay Example for Free

Promote Equality and Inclusion in Children’s and Young People’s Settings Essay The importance of diversity in an early years setting is that children need to have their own sense of identity and have a sense of pride in themselves and their cultures. Equality This means to treat everyone fairly and equally. Children should be treated as individuals, equally and fairly. Sometimes treating children equally, you have to treat them differently. All children should be valued for their individuality and offered any support they may need. Everyone should be treated with the care, consideration and respect that they have a right to and given the same opportunities to learn and achieve as others. Inclusion This mean to include everyone and meet the individual’s needs. It is a human right for every individual. Everyone counts and differences should be valued, respected and celebrated. Inclusion involves identifying barriers that prevent people from taking part, being involved and fitting in. Knowledge is needed to understand these barriers which can only then be broken down. It is everyone’s responsibility to remove these barriers. It involves making sure that all support systems are available in order for everyone to participate fully. The importance of having equality and inclusion in a setting is so the child does not have poor self-esteem or lack of respect or confidence. The child should not feel as though they are being stereo-typed which could make the child aggressive towards others and prevent the child from interacting. The child should believe in themselves and behave in accordance with others expectations. Equality Act 2010 is the law which bans unfair treatment and helps achieve equal opportunities in the workplace and in wider society. Participation Every child matters, whether they have a different culture, race, gender or if they have a disability, all children have equality of learning and to participate to allow them to grow and meet their full potential. Discrimination Discrimination is a preconceived attitude towards members of a particular group formed only upon the basis of their membership of that group that leads to less favourable or bad treatment of that person. Discrimination could be direct or indirect. Direct discrimination is when a person is treated differently to other people when they are in the same circumstances and indirect is when discrimination is done un-intently. Potential effects may include: Causing upset Affecting an individual’s self-esteem Causing stress Individuals feeling isolated Affecting individuals’ hopes and expectations Creating tensions Leading to stereotyping Leading to labelling Producing prejudices The types of discrimination are:- Racial discrimination This is a belief that some races are superior then others based on the false idea that skin colour may make people better than others. Institutional racism This describes any kind of system of inequality based on race. It can occur in institutions such as public government bodies, private business corporations and universities. Disability discrimination Disability discrimination is about being denied equality of opportunity with their non-disabled peers because of their disabilities or impairments. Sex Discrimination People of one gender reinforce the stereotype that they are superior to the other gender. Discrimination is generally based on either prejudice or stereotypes. Prejudice means to prejudice people based on assumptions and stereotype refers to forming an instant or fixed picture of a group of people, usually based on false or incomplete information. By being discriminated can cause a lifelong effect on a child. They could feel shy and lack in confidence which can then stop them from fulfilling the full potential.

5 Important School and Statutory Framework Essay Example for Free

5 Important School and Statutory Framework Essay Thousands of Muslims were becoming followers of Guru Hargobind Sahib Ji. Khawaja Raushan was a very respected Muslim Faqir with thousands of people visiting him to pay him respect and get boons. However Khawaja Raushan’s own mind was restless, he was in search of a true Guru. Once a friend told him about Guru Ji, Khawaja Raushan reached Kiratpur and met Guru JI. When he heard Guru Ji’s he was so impressed that he decided to stay at Kiratpur. He became an admirer of Guru Sahib; he started doing Seva of Guru Ji’s horses. One day Guru Ji went out for riding his horse, Khawaja Raushan ran behind Guru Ji in Bairag. See more: Sleep Deprivation Problem Solution Speech Essay He ran more than a mile after Guru Ji, who then dismounted his horse and embraced Khawaja Raushan with great love. Guru Ji then gave Khawaja Raushan Charan Amrit and Naam as well as spiritual Gian and sent him to Doaba to preach Sikhi.Khawaja Raushan was going from one village to another for preaching Sikhi, one day he met Sayyad Jaani Shah who was wandering in search of bliss. Jaani Shah had met many Sadhus and Faqirs but could not get spiritual Gian from anyone. Khawaja Raushan told him he should go to Kiratpur to achieve your aim. Firstly Jaani Shah did not believe him but when Khawaja Raushan told his story he was determined to go. When he reached Kiratpur and sat in front of the door of Guru Ji’s house and cried loudly â€Å"Janni Ko Jaani Milaa Do (Let Jaani meet his dear one )†.

Impact of Non Native Insects on Agricultural Ecosystems

Impact of Non Native Insects on Agricultural Ecosystems Subject Using examples, describe how invasive, non-native insects can affect agricultural ecosystems and wild ecosystems in areas outside their native range Abstract The global climate is changing rapidly and this trend is expected to continue throughout and beyond the 21st century. Rising temperatures as well as new precipitation patterns are toady affecting different aspects of natural world and human society worldwide. Indeed, we are experiencing many changes as a result of climate change in the ecosystems on an astonishingly pace and scale. Non-native species are thought to be of greatest threats as a result of the current global warming. There are almost approximately two thousand established invasive species in Britain. Indeed, the factor of non-native species cost Great Britain approximately  £1.7 billion annually. As each species have their way of responding to these changes in environment, its interactions with the physical world as well as the organism around it change too. This causes a cascade of influence within the entire ecosystem. In fact, such influence can lead to a spreading out of species into new areas, interaction of diffe rent species to a point of species extinctions. This paper aims to examine and describe with examples how invasive or non-native insects can impact agriculture ecosystems and wild ecosystems in areas outside their naive range. Non-native insects also referred as exotic, non-indigenous, alien, or introductions are insects introduced to new areas or living outside their native distribution range as a result of human activities, either deliberate or accidental. According to Krueger and May (1991) non native species can be described as the transfer of different organisms outside their native range. Different type of animals have been transferred or transported to different locations as a result of different means and introduced into new areas for many years. Many of these introductions have been both accidental and intentional, however, many have not. For intentional, the primary reason is for agriculture or livestock production such as domesticated cattle, honeybees, goats, swine etc. Invasive species either large or small have devastating impact on agricultural ecosystem and wild ecosystem in areas outside their native range. According to Schowalter and Whitmore (2002) invasive insects are one of the major threats to native wildlife and other plantations worldwide. In fact, approximately 42 percent of endangered or threatened species are at risk mainly as a result of invasive species. Agricultural ecosystems are also at high risk from invasive species. The effect of invasive insects on our agricultural products cost billions of dollars annually. An invasive species are many type of living organism-an amphibian, insects, plant, bacteria, fungus or eggs that are not native to an ecosystem and has the potential to cause harm to the environment. However, for the purpose of this paper, we shall examine the species insect as the invasion species. Insects in non-native areas have the potential to harm the environment especially the agricultural ecosystem. They do grow and reproduce rapidly and hence spread in a hostile way, with the potential to cause harm and thus, they are labeled as invasive. It is important to understand that invasive insects might not come from a different country. According to Wittenberg and Cock (2001), invasive species such as insects pose great threat on biodiversity across the globe. However, insects from a large part of the invasion fauna across the globe appears to have received excessively less attention regarding their impact on the agricultural and wild ecosystem compared to aquatic or vertebrate organisms (Levine et al. 2003; Long 2003). Nevertheless, according to Jenkins (2003) through direct interactions, invasive insects have the potential to affect native biodiversity, for instance, a herbivore feeding on a native plant that wild animals are supposed to feed on. Evans (2006) note that the migration of insects to a new location has the potential to attack native prey or host. Additionally, invasive insects has the potential to affect native species as well as ecosystems indirectly through cascading impacts or other several mechanism such as the spread of diseases, competing for space and food (NRC, 2002). Invasive insects can particularly be harmful to native plants populations. Nevertheless, many publications examining ecological impacts of non-native insects do not appropriately quantify these effects. However, the most documented effects on invasive species are undoubtedly these caused by insects on agriculture and wild ecosystems. According to Mallet (2005) hybridization between native ecosystems and invasive insects is a major concern as a result of disturbances that can produce in native genetic resources. Indeed, hybridization has been established in plants and in many cases has continued to show a negative effect on native species (Long 2003). In particular, North America has been largely been affected by invasive insects that are said to originate from Europe. For instance, the balsam woolly adelgid, A. piceae, (pictured below 1) as well as the hemlock wooly adelgid, A. tsugae, are said to pose threat to forest ecosystems in Northern America through killing Fraser fir and Carolina hemlock, Tsuga Canadensis on a large scale (Small et al. 2005). As shown in image 2 below: Image 1: balsam woolly adelgid, A. piceae Image 2: hemlock wooly adelgid, A. tsugae,attackingFraser fir and Carolina hemlock Another example is the gypsy moth,Lymantria dispar (image 3 below)as well as the hemlock woolly adelgid, Adelges tsugae,is seriously affecting the hemlock and oak forest in North America (Orwig and Foster, 1998). Another example of invasive insects threatening agriculture is the scale insects Orthezia insignis, which are seriously threatening endemic gumwood (Fowler, 2004) and the ambrosia beetle Xylosandrus compactus that are attacking a number of vegetations in Hawaii. Image 3: gypsy moth,Lymantria dispar Since their accidental introduction to North America from Europe, around mid 19th Century, the gypsy moth (L. dispar) has become major pests that affect trees in Eastern North America (Liebhold et al. 1995). Additionally, Eurasian insects have also caused serious issues for many trees in America and Europe including the spruce aphid, Elatobium abietinum image 4 below (Lynch 2004), as well as the recently introduced emerald ash borer, which in the past few years has affected over 15 million ash trees (Poland and McCullough 2006). Image 4: Spruce aphid, Elatobium abietinum attacking a plant By reducing or killing the host plant populations, invasive insects also have the potential to impact many other native plants species. According to Gray (2011), the bugs which were introduced accidently in Britain from other countries are at this period considered as the greatest threat to many garden plants. Plants such as rosemary and sage, lilies and fritillaries flowers and shrubs like berberis are today under attack from invasive insects. Many insects have been confined to attack plants in the south east of England. As a result, many horticulturalists have monitored the spread of insects such as Scarlet lily Beetle (Lilioceris lilii) image 5 below, Rosemary Beetle, Hemerocallis gall midge (Contarinia quinquenotata), and Berberis sawfly (Arge berberidis) have warned that the insects have the potential to spread quickly northward and westward across Britain devouring plantations (Gray, 2001). Image 5: Scarlet lily Beetle, Lilioceris lilii attacking a leave The Royal Horticultural Society (2016) has described the invasive insects as most wanted pests and they are urging farmers to be on the lookout. The organization continues and said that the spread of these insects is quite worrying as they defoliate the plantations and spoil the flowers. Even though they do not kill the plants they leave the weakened to a point that they cannot grow properly. Climate change is the main cause of this move as summer got hotter and winter milder, it has cause insects that were in the south of England to migrate and spread further north. These insects (Scarlet lily Beetle, Rosemary Beetle, Hemerocallis gall midge, and Berberis sawfly) are among the increasing number of non-native species that are causing devastation across the England landscape. One of the common insect is Rosemary Beetle (Chrysolina americana) that has spread quickly attacking herbs such as sage, lavender, rosemary and thyme. The image below shows Rosemary Beetle: Image 6: Rosemary Beetle As they establish themselves in the new environment, invasive insects in Canadian forests such as Lepidoptera, Hymenoptera, and Coleoptera engage in competitive and trophic interactions with native species and hence potentially impacting natives through several direct and indirect mechanisms (Gandhi and Herms 2010). Invasive insects such as phytophagous feed on native woody plants and thus compete with native species for space and food and they also consume native insects and parasitoids. As well as direct interactions such as interference competition and consumption, non-native insects might therefore interact with native species through other mechanisms such as indirect mutualism, trophic cascades, and exploitative competition (White et al. 2006). According to Lovett et al. (1995) this interactions are most of the time considered to be negative. However, there are some beneficial of mutuality interaction with naÃÆ' ¯ve species. For instance, the impact of interactions between natives and invasive might occur are different levels of ecological organization such as the level of the gene, population, ecosystem, community and individual (Parker et al. 1999). As discussed above, the introduction of invasive insects such as gypsy moth (Lymantria dispar) is most of the time described as one of the most destructive ecological species in North America forest (ISSG 2009). According to Gale et al. (2001) the defoliation of Gypsy moth opens up the canopy, reduces the growth of trees, kills and weaken trees outright and as well as alter nutrient cycling and ecosystem processes in the forest. At the long run, gypsy moth invasion can also lead to changes in stand composition and structure. These effects of gypsy moth on forest can cause both lasting and temporary changes in habitant for other organisms in the forest such as birds and mammals (Schowalter and Whitmore, 2002) Invasive insects causes harm to wild ecosystems in many different ways. When a new and aggressive species are introduced to a new ecosystem, it can breed quickly as well as spread, taking over the plants and the location. As a result, native wildlife might fail to provide any protective mechanism against the invader as the species has no predators. Invasive insects are said to have devastating effects on an ecosystem and it might result to the local extinction of native species, particularly if they are endangered. When invasive insects are introduced to a new area outside their range it is likely that they will disrupt the natural food web and as a result start to compete with the native wild ecosystem and directly predating them. In this view, when natural food pattern are disturbed, the results becomes complex and varied consequences, which later lead a reduction in biodiversity within the habitant. The gypsy moth defoliation effect on canopy openness lead to understory plant growth, tree mortality and stand composition that has some impact on wildlife. Increased openness of canopy can in one way reduce populations of birds species that are linked with closed canopies The effects of gypsy moth defoliation on canopy openness, understory plant growth, stand composition, and tree mortality can also have impacts on forest wildlife. Increased canopy openness can temporarily reduce populations of bird species associated with closed canopies Gale et al. 2001, as well as cause nest predation. Equally, increases in understory cover and dead trees have been considerably linked with increased profusions in the eastern towhee (Pipilo erythrophthalmus) as well as cavity-nesting bird species. Moreover, species that stay in an open canopy are more in defoliated stands (Bell and Whitmore 1997). This means that gypsy moth defoliation leads to an increased habitat complexity, which at the other case can be beneficial for forest birds and wild animals in the ecosystem. Parasitism on native fauna Invasive insects have also the potential to affect that native fauna as a result of parasitism on native vertebrates or insects. In many cases, parasitoids have been applied as biological control means nationally. In just a few cases, these control measures have turned to be a threat to non-target insects. One of the best know example in forest ecosystem is that is tachinid fly, Compsilura concinnata, which were introduced in North America from Europe at the start of 20th century to control gypsy moth, which is today suspected to have a negative effect on populations of endangered natives (Boettner et al. 2000). Also, according to Bildfell et al. (2004) alien ectoparasites of vertebrates have the potential to threaten native species. For instance, a chewing louse, Damalinia sp., can cause hair-loss effect in black tail deer in western North America. Competition Additionally, competition is likely to occur between non-native insects and native animals for nesting areas. Hybridization between invasive and native species can as well occur, which leads in reduced fitness of offspring and could eventually result to the extinction of the species. Moreover, invasive insects can introduce pathogens into the new area, which has the potential to spread to the native ecosystem which has not experienced the disease there before and thus they have no immunity to it. In additional to diseases being transmitted to flora and fauna, other many diseases that come with insects can as well be transmitted to nearby human population. Invasive insects are said to affect communities and populations of native area through competing for same resources (Reitz and Trumble 2002). The Asian adelgid (Pineus boerneri Annand) have shown some competitive nature that has resulted to displacement of native congener in red pine plantations in Eastern parts of the U.S, through the reduction of host plant quality forcing the native animals to less suitable locations (McClure, 1989). Also, the European weevil (R conicus) act of feeding on flower-heads of native animals in the U.S. considerably reduces the density of native tephritid flies, which also are said to feed on flower-heads (Louda et al. 1997). Also, according to Roque-Albelo (2003) the scale insect kill endangered plants populations in the Galapagos, has also led to local extinctions of host-specific Lepidoptera. Several ecosystem processes can also be altered by invasion insects such as nutrients and water cycles, habitant and succession modification, which later result to a reduction of biodiversity. Indeed, altered water cycle can result to an increased risk of flooding within the area. In additional to be associated with high scale ecological impact, invasive insects can as well have some economical implications. For instance, the government of U.K often spent approximately  £1.7 annually in the control of pests (Wild Screen Arkive, 2001). In fact, direct economical losses might occur from non-native insects causes serious damage to infrastructure or goods and indirect losses leading from decreased tourism in affected area. Spread of Vectors of diseases Invasive insects might also be a source of several vectors or facilitate the transmission of both plant and wild animal diseases. According to Brasier (2000), the European bark beetle, Scolytus multistriatus, is known to be a common source of the Dutch elm disease in North America. The European beech scale, Cryptococcus fagisuga is linked with the fungus ectria coccinea var. faginata, which causes beech bark illness (Houston 1994). Additionally, the invasion mosquitoes are also vectors of avian malaria that affect endemic birds in the forest ecosystem in Hawaii (LaPointe et al 2005). Above all, invasive insects also play an important role as pollinators in the flowering plants. Many of the plants especially flowers are dominant producers in several terrestrial ecosystems, but there is no way they can reproduce without insect intermediaries in order to carry pollen from one flower to another. Plants in the ecosystem produce an array of colors, rewards, odors, as well as ruses in order to attract their insect accomplices. Any flower grows in a design that ensures no insect visitor leaves without a thorough dusting of pollen, which is destined to another flower nearby. Therefore, invasion insects have the capability to continue transfer of pollen to anther flower and thus ensure continued populations of plants. Despite the fact that many of the remarkable studies focuses on ecological effects of invasive insects in the forest ecosystem, there is a still neglected scope that would merit further attention. In conclusion, this paper has clearly indicated that invasive or non-native insects have the potential to affect agricultural ecosystems and wild ecosystems in areas outside their native range through several mechanisms. Several examples have shown that invasive insects affect growing plants and wild animals in the ecosystems. As it has been established in this paper, non-native insects can impact biodiversity through direct interactions such as herbivore feeding on native plantations. The other effect is a predator or a parasitoid attack on native wild or host. Moreover, there invasive insects hybridize with native species. It is also established that invasive insects may affect communities and plant populations of native herbivores through competing for the same resources. In addition, this paper has established that invasive insects can affect vegetation and wild ecosystems indirectly. This can occur through cascading effects or other mechanisms such as carrying diseases, competing for space and food as well as sharing natural enemies with native ecosystems species. Moreover, it has been established in this paper that ecological effect by invasive insects can happen at different levels of biological organizations such as genetic impact- effects on populations, communities or individuals of species. The invasive insects effect on the processes of ecosystems in both agriculture and wild animals. Finally, invasive alien insects have been considered to be one of the most significant threats to biodiversity across the globe. In fact, invasive insects are seen top threaten many native ecosystems by consuming, competing and displacing them. However, a number of governments are investing huge amount of dollars to attempt to find solution to already devastating and devouring small animal that is destroying millions of vegetations and wild worldwide. References Bildfell R. J., Mertins J. W., Mortensen J. A. and Cottam D. F. 2004: Hair-loss syndrome in black-tailed deer of the Pacific Northwest. J. Wildlife Dis., 40: 670-681. Boettner G. H., Elkinton J. S. and Boettner C. J. 2000. Effects of a biological control introduction on three non-target native species of saturniid moth. Conserv. Biol. 14: 1798-1806 Brasier C. M. 2000. Intercontinental Spread and Continuing Evolution of the Dutch Elm Research Pathogens. Kluwer Academic Publishers, Boston, USA, pp. 61-72. Evans E. 2004. Habitat displacement of North American ladybirds by an introduced species. Ecology, 85:637-647. Fowler, S. V., 2004. Biological control of an exotic scale. Orthezia insignis Browne (Homoptera: Ortheziidae), saves the endemic gumwood tree Commidendrum robustum (Roxb.) DC. (Asteraceae) on the Island of St. Helena. Biol. Control, 29: 367-374. Gandhi, K.J.K., and Herms, D.A. 2010. Direct and indirect effects of alien insect herbivores on ecological processes and interactions in forests of eastern North America. Biological Invasions 12: 389-405. Gale, G.A., DeCecco, J.A., Marshall, M.R., McClain, W.R., and Cooper, R.J. 2001. Effects of gypsy moth defoliation on forest birds: an assessment using breeding bird census data. Journal of Field Ornithology 72: 291-304. Invasive Species Specialist Group. 2009. Global invasive species database. Online: www.issg.org/database. accessed on 28th Dec 2016. Levine J.M, Vila` M, DAntonio C. M, Dukes JS, Grigulis K, Lavorel S., 2003. Mechanisms underlying the impact of exotic plant invasions. Proc R Soc Lond B Biol Sci 270:775-781 Long J. L 2003. Introduced mammals of the world. Their history distribution and influence. CABI, Wallingford. Lovett, G.M., Canham, C.D., Arthur, M.A., Weathers, K.C., and Fitzhugh, R.D. 2006. Forest ecosystem responses to exotic pests and pathogens in eastern North America. BioScience 56: 395-405. Lapointe D. A., Goff M. L. Atkinson C. T. 2005 Comparative susceptibility of introduced forest-dwelling mosquitoes in Hawaii to avian malaria, Plasmodium relictum. J. Parasit., 91: 843-849. Mallet. J., 2005. Hybridization as an invasion of the genome. Trends Ecol Evol 20:229-237 NRC., 2002. Predicting invasions of nonindigenous plants and plant pests. National Academy Press, Washington Orwig D. A. Foster D. R., 1998. Forest response to the introduced hemlock woolly adelgid in southern New England, USA. J. Torrey Bot. Soc., 125: 60-73. Parker, I.M., Simberloff, D., Lonsdale, W.M., Goodell, K., Wonham, M., Karieva, P.M., Williamson, M.H., Von Holle, B., Moyle, P.B., Byers, J.E., and Goldwasser, L. 1999. Impact: toward a framework for understanding the ecological effects of invaders. Biological Invasions 1:3-19. Schowalter, C.R., and Whitmore, R.C. 2002. The effect of gypsy moth defoliation on cavity-nesting bird communities. Forest Science 48: 273-281. Wild Screen Arkive, 2001. UK invasive species. Online: http://www.arkive.org/uk-invasive-species/ Accessed on 27th Dec 2016. White, E.M., Wilson, J.C., and Clarke, A.R. 2006. Biotic indirect effects: a neglected concept in invasion biology. Diversity and Distributions 12: 443-455.

Bill Gates :: essays research papers fc

Bill Gates When one thinks of computer software, one must think of Microsoft. In fact if you use a computer, chances are that you will have some type of program on there that is developed by Microsoft. The CEO, chairman, cofounder, and owner of 147 billion shares of Microsoft is Bill Gates. William Henry Gates III was born in the midst of a scenic Seattle on Thursday, October 28, 1995 to his parents Mary and William Henry Gates Jr. His childhood was uneventful and was well raised. He went to Sunday school at the Congregational church and sang in the choir. He was a Boy Scout but never showed interest for either of these activities. Gates was an unusual child who spent long periods in his room in deep thought. He loved science and showed great skill in the area of math. In fact he scored a perfect on the math section of the SAT. His high school English teacher Anne Stephens was amazed at Gates' memory. She commented on how Gates had remembered a 3-page soliloquy for a school play in one reading. He read often, tried to take up the trombone, had no interest in philosophy but rather thought of himself as a "scientist." His science teacher, William Dougall, remembers if the teacher wasn't going fast enough, "Bill always seemed on the verge of saying, 'But that's obvious.'" Gates once said to a teacher that some day he would be a millionaire. A grossly underestimated statement. Today Gates is one of the richest men in the world. In the fall of 1968, Bill Gates was entering the 8th grade at lakeside School, and his best friend Paul Allen, entered the 10th grade. Lakeside invested $3,000 into a Teletype machine which could connect to the business computer via a phone line. When the computer courses began in January 1969, both Gates and Allen discovered their passion for programming. Since very few teachers knew anything about computers, the boys taught themselves with every manual they could get their hands on. Some days both would cut gym to gain extra time on the terminal. Gates first program was a ticktacktoe game. Gates and Allen would soon be restricted to time on the terminal because the school's electric bill was ever increasing. In a long series of mishaps Gates and Allen would soon be programming away at Lakeside. The math teacher that had been assigned to do class scheduling, manually, died in an airplane accident. Gates and Allen were offered $2,400 worth of computer time in exchange for a class scheduling program.

Greek Tragedy Exemplified in Shakespeares Hamlet Essay -- Shakespeare

Greek Tragedy Exemplified in Shakespeare's Hamlet For several thousands of years, drama has existed among mankind. The ancient Greeks are accredited with the creation of drama, which began as simple religious rituals and eventually evolved into the more complex forms of tragedies and comedies. The first rules of drama, not surprisingly, were also written by a Greek--the famous philosopher and intellectual, Aristotle. Aristotle took note of the what qualities created a successful dramatic piece by observing a plethora of plays written by different Greek dramatists. As a result of what he observed, Aristotle compiled a set of guidelines to define the perfect tragedy. So influential, thorough, and well crafted were his writings that many poets and playwrights since have patterned their own works after them. Aristotle noted six basic requirements for a good tragedy--plot, character, diction, thought, spectacle, and song. The most important of all of these is obviously the plot. The plot needs to have a beginning, which doesn't necessarily follow any event; a middle, which follows the beginning and causes the ending; and of course the finale, which is caused by the middle and does not itself cause any other event. Common sense, therefore, dictates that all of the acts need to be skillfully woven into one another instead of each act abruptly starting and abruptly ending. The last need of a good plot is the incorporation of situation reversals and scenes of recognition. These are almost always the most powerful parts of any good plot, as they invoke emotional interest in the viewer. Character is the next most important aspect of the perfect tragedy after the plot. Every tragedy needs to contain a tragic hero. A complete vil... ...oetic form of all of Shakespeare's plays is always well crafted and problems with wording are nonexistent. Hamlet also contains some of the most famous soliloquies that Shakespeare ever wrote. Hamlet's "to be or not to be" speech is probably one of Shakespeare's best known speeches outside of Mark Antony's "friends, Romans, county men, lend me your ears" speech from Julius Caesar. Elements of song are also found in this play through the character Ophelia when she is in her maddened state. Hamlet is most definitely a shining example of an ideal tragedy. Its plot, characters, and wording are all masterfully crafted. It is well thought out and flows smoothly. William Shakespeare has truly embraced Aristotle's idea of the perfect tragedy through his own Hamlet, Prince of Denmark. Works Cited: Shakespeare, William. Hamlet. Global Shakespeare Theatre Series. 1996.

Family Assessment: Pratt and Cartwright Essay

The movie Tyler Perry: The Family That Preys is about Charlotte Cartwright (Kathy Bates) who is a white wealthy socialite and her dear friend Alice Pratt (Alfre Woodard), an African-American working class woman of high ideals. These two have enjoyed a lasting friendship throughout many years after all the ups and downs of life. Alice Pratt, a hard working Christian woman, who raised her two daughters Andrea (Sanaa Lathan) and Pam (Taraji Henson) while managing a simple diner of her own. While Charlotte owns a very profitable construction company in the area in which they both live. After graduation from college Andrea decides to work in a construction corporation owned by Charlotte Cartwright while her sister stays with Alice to work in the diner. Andrea is married to construction worker Chris (Rockmond Dunbar), who works in the same corporation as his wife but dreams of starting up his own business with his brother-in-law Ben (Tyler Perry). Throughout the movie Alice’s self-centered newlywed daughter Andrea is betraying her trusting husband Chris by engaging in a torrid affair with her boss and mothers best friend’s son William (Cole Hauser). While cheating on his wife Jillian (Kadee Strickland) with a string of ongoing dalliances with his mistress Andrea, William’s true focus is to replace Abby Dexter (Robin Givens) the COO of his mother’s lucrative construction corporation. Meanwhile, Alice’s other daughter Pam, a kind but no nonsense woman married to a hard working construction worker Ben, tries to steer the family in a more positive direction. While Alice travels with Charlotte on a road trip, the ambition and infidelity of William triggers a series of events that will affect relationships in both families. Suddenly, their lives become mired in turmoil as their adult children’s extramarital affairs, unethical business practices and a dark paternity secret derails family fortunes and unravel the lives of all involved. This movie is based in a modern day southern city, mostly likely Atlanta, Georgia, and revolves around two families from completely different financial, ethnic, and religious backgrounds. Both of the main characters are business owners but that is one of few things they have in common. Alice is woman who is very religious woman but it comes to Charlotte’s religion it is implied that she is not very religious at all. Both women own their own businesses. Alice who owns a diner is depicted to be struggling to get by; while Charlotte is the head of a major construction company has everything she always wanted and seems to want for nothing. The educational level of these characters is not stated, but it seems that any education has nothing to do with life experiences, their friendship, and how they run their businesses.   Alice is depicted to be a loving mother to her two daughters, while Charlotte comes off to be cold and harsh to her son and daughter-in-law.   Both women are the matriarch of their families and are without a husband. Charlotte lives in a big mansion that sits on top of a hill. While Alice lives in town. Both women seem to be well known in the community. Alice is known for her gentle kind heart and Charlotte for her ruthless and witty business practices. Both women have various family issues that seem to be ignored by them throughout the movie. This denial of the past seems to brew its ugly head towards the end of the movie and causes both women to confront the issues they have been putting on the back burner. Alice tries to pass on her religious and moral beliefs to both her daughters, but Andrea seems to have plans of her own. She is very resentful towards her mother for letting her father run off with another woman. She feels like her mother should have fought for her father instead of letting him run off with some woman and leaving them behind broke and struggling. Alice tries to explain to Andrea that what happened to them happened thirty years ago and the path she is going down by having an affair with William isn’t going to come out the way she expects.   Alice tells hers daughter that she needs to try and let go of what happened in the past and that William and her are from two different worlds. She tries to tell her daughter that he will not leave his wife and child for her and that she is ruining her life by have this affair. She tells her daughter that this was not how she raised her children. She tells her daughter that she can’t make herself happy bringing misery to others. Andrea tells her mother she’s going to enjoy the ride all the way. On the other hand Charlotte doesn’t trust her son or his intentions. It seems that he reminds her of his father. She makes this evident when her daughter-in-law Jillian comes to her and tells her that she found out that William is having an affair and it has been going on for years. She tells her daughter-in-law that she thinks she’s weak and that’s why she’s never really cared much for her. She explains to her daughter-in-law that in order to be a Cartwright woman she has to be able to en dour many things to enjoy the comforts that comes with the title. She tells her that his father did the same thing to her and Cartwright men are the kind of men that wonder and they have to be the kind of women that stay a few steps ahead. She explains to her that she now has the upper hand in the relationship and she holds all the cards and it’s up to her how she plays them. Both the Cartwright and the Pratt families have unhealthy coping skills and have big problems with denial. Whether is the way Charlotte interacts with her son and daughter in-law or the feelings of resentment that Andrea feels towards her mother for letting her father leaving them for another woman. Both of these families have unresolved issues that affect their everyday lives and the decisions that they make. This is depicted in the movie by various actions by its main characters. Things such as: Andrea’s unhealthy relationship with a married man, William going behind his mother’s back to try and steal the company from up under her or even Charlotte, unbeknownst to Alice, convincing her to take a road trip West after finding out she has been diagnosed with Early-Onset Alzheimer’s. Each person in this movie has a difficult problem with facing the truth that seems to be staring them right in the face. Each family’s core issues and their inability to resolve these problems are tearing them apart. I believe if it wasn’t for her Alice’s strong belief in God she would have buckled under the stress of her families poor decisions. Because she believed that when trouble hit if she stayed faithful and prayed that everything would work itself out. Whereas Charlotte believed that she controlled her own destiny through strategy and manipulation. The core differences between these two families are that the Cartwright’s believed that money and power are the most important things in life. Whereas the Pratt family, with exception of Andrea, believed that good things come to those who are faithful and good to others. References  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Perry, T. (Director). (2008). Tyler Perry: The Family That Preys [Motion Picture].  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (2010). Retrieved April 28, 2010, from The Internet Movie Database:  Ã‚   http://www.imdb.com/title/tt114279  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Friedman, M., Bowen, V., Jones, E. (2003). Family Nursing: Research, Theory, and Practice 5th edition.   Ã‚  Saddle River, New Jersey. Pearson Education, Inc.

Crisis Management Communication Plan Essay

Create a 750- to 1,050-word crisis management communication plan for a health care organization or health care setting with which you are familiar. Include the following in your plan:  · An explanation of how communication dynamics may differ in times of crisis, mass trauma, or disaster  · Three ways to reduce stress during a crisis  · Three ways to resolve potential communication challenges Cite at least two peer-reviewed references supporting the strategies used in your communication plan. College life is much different than life at home. Your parents aren’t there to help whenever you need them and you’ll be entrusted with far more responsibility than you’re used to. Make sure you stay organized and manage your time wisely or you’ll find yourself drowning in your new found responsibilities. There is HCS 350 Week 5 Crisis Management Communication Plan in this pack. General Questions – General General Questions Resource: Assignment Grading Criteria: Crisis Management Plan Create a 750- to 1,050-word crisis management communication plan for a health care organization or health care setting with which you are familiar. Include the following in your plan:  · An explanation of how communication dynamics may differ in times of crisis, mass trauma, or disaster  · Three ways to reduce stress during a crisis  · Three ways to resolve potential communication challenges Cite at least two peer-reviewed references supporting the strategies used in your communication plan. College life is much different than life at home. Your parents aren’t there to help whenever you need them and †¦ Search for more tutorials here – https://bitly.com/12CbKhM College life is much different than life at home. Your parents aren’t there to help whenever you need them and you’ll be entrusted with far more responsibility than you’re used to. Make sure you stay organized and manage your time wisely or you’ll find yourself drowning in your new found responsibilities. General Questions – General General Questions Resource: Assignment Grading Criteria: Crisis Management Plan Create a 750- to 1,050-word crisis management communication plan for a health care organization or health care setting with which you are familiar. Include the following in your plan:  · An explanation of how communication dynamics may differ in times of crisis, mass trauma, or disaster  · Three ways to reduce stress during a crisis  · Three ways to resolve potential communication challenges Cite at least two peer-reviewed references supporting the strategies used in your communication plan.

Discussion And Implications For The Eap Program Education Essay

IntroductionThe two old chapters demonstrated the importance of researching Saudi pupils ‘ demands and the academic civilization that they encounter while analyzing in British establishments which relate to their English acquisition experience in Saudi Arabia, including their positions about larning English in the UK and analyzing in a British graduate student programme and to uncover single demands and battles in larning EAP. Without analyzing Saudi pupils ‘ positions about their demands analysis from the beginning in Saudi Arabia, and the EAP class in the UK, I would non be able to do any relevant connexions between the EAP and postgraduate context and demo how their positions and behaviors vary in footings of linguistic communication demands and academic demands. It is apparent that the Saudi pupils sampled in this survey happen it hard to get by with linguistic communication demands and the academic civilization differences despite the fact that they are given the cha nce to fix themselves either in Saudi Arabia or in the UK before get downing their graduate student plans in the UK. It is, hence, imperative to analyze their current readying in footings of EAP and cultural differences and to propose possible ways to better the support that is offered to these pupils. The three major theories that underpinned this survey were Present state of affairs analysis ( PSA ) , Target state of affairs analysis ( TSA ) and civilization analysis. The PSA and TSA are based on the Huticon and Water ( 1987 ) theoretical account which suggested happening out the pupils ‘ current and future demands. The cultural demands analysis is based on different research workers e.g. as explained in the 3rd chapter which suggested look intoing the academic demands of pupils analyzing in English speech production states. Second, this research aimed to place the relationships between Saudi pupils analyzing in British graduate student plans and their version to their new academic environment and the possible struggles they encountered. Last, this survey conceptualised the nature of Saudi pupils, as a specific group through their experiences in British graduate student plans. Refering these theories, this research provided findings that reflect the current jobs Saudi pupils face and inside informations possible parts to Saudi pupils, British faculty members and policy shapers in footings of better apprehension Saudi pupils ‘ acquisition procedures in British graduate student plans, get the better ofing the cross-cultural issues viz. academic civilization and get bying with troubles in footings of the new academic context they need to accommodate to in the British context. The first issue raised in this research was related to ( PSA ) on the subject of larning English. It focused on discourses that might uncover of import facets of English linguistic communication troubles through looking at Saudi pupils ‘ experiences in larning the English linguistic communication in the two different instruction systems. Harmonizing to the research findings here, Saudi pupils sampled in this survey were accustomed to a teacher-centred acquisition environment. The development of Saudi pupils ‘ cognition about larning forms in this system seems non to fit them good to larn English for Academic Purposes. For illustration, it seems that it is slightly difficult for EAP instructors to set up what kind of troubles the pupils have in larning the English linguistic communication. Basically, the teacher-centred acquisition system is likely to forestall them from managing the jobs they face because most instructors in this environment are non regarded as feeders. I n a word, the instructors ‘ function in this system is non appropriate for Saudi pupils ‘ development in EAP unless instructors work hard to suit the pupils. To set this merely, it would be helpful if instructors guided the pupils to accommodate to the British system of learning English bit by bit, as making this would heighten Saudi pupils ‘ experiences larning EAP. Harmonizing to literature, pupils can develop their English through interacting with equals, and these synergistic discourses are really of import to make ways of developing the proficiency degree of EAP scholars. Saudi pupils sampled in this survey are mostly those who have shifted to a student-centred acquisition system and therefore encountered many jobs with their new larning environment specifically when they start their graduate student surveies. They would hence hold more opportunity of sing unexpected English linguistic communication troubles in footings of interacting with native and non-native pupils, faculty members and people in the host community. It is natural that a student-centred acquisition system should supply a better environment for Saudi pupils to make synergistic discourses which they could use for the development of their EAP abilities. With respect to the importance of a tutorial type of activity ; this is non a formal portion of the Saudi instruction system. There are similar types of Sessionss offered by the private sector in third Saudi establishments, but this is different from the British instruction system which regards tutorials as an indispensable portion of the acquisition and learning teaching method. This means that Saudi pupils are non prepared to take part in concerted acquisition activities such as tutorials and squad work. They are non good at sharing thoughts or discoursing the issues that might be raised in category. This is a major trouble that Saudi pupils have in accommodating to cross-cultural differences faced in British graduate student plans. It is a new challenge for them to get the better of this indispensable undertaking in order to set about their classs successfully. However, it is besides true that this can non be changed in the short term because Saudi pupils have non been taught with a discussion-based manner including equals and instructors in Saudi Arabia. Therefore, this is a important issue for both the Saudi instruction system and British third instruction suppliers. For the Saudi instruction system, policy shapers who are involved demand to be concerned that they provide a instruction teaching method in line with the subject of a concerted group larning environment for Saudi pupils. This is because the findings of this research indicate that pupils ‘ deficiency of experience in a concerted acquisition environment to a great extent impacts on their EAP acquisition and academic success. In add-on, British third instruction suppliers, and people who are involved in this country, need to pay attending to the fact that Saudi pupils ‘ trouble in tutorial engagement is one which interferes with or prevents pupils from developing EAP acquisition and academic success while analyzing in British graduate student plans. The findings of this survey with cross-cultural version in the subject of cultural theories presented in chapter two of this survey revealed Saudi pupils ‘ experiences of larning English at place and in British graduate student plans are different. First, Saudi pupils did non hold adequate opportunity to larn about Britain, even though the UK had been regarded as one of the preferable English speech production states Saudi pupils seek for their graduate student surveies. In fact, Saudi English instruction plans do non supply adequate information about English talking states in their course of study. This besides tended to take to a deficiency of cognition and cross-cultural consciousness for Saudi pupils in respects to their targeted states. On the other manus, Saudi pupils ‘ exposure to such cognition and cross-cultural facets was likely to be recognised one time they arrived in the UK and commenced their classs in British establishments † plans. It can be argued t hat Saudi pupils ‘ well- organised readying before going their place state is important in guaranting better version to the new acquisition environment, particularly the academic environment. More significantly, the research findings in this context emphasised a deficiency of cognition of the academic context which is besides an of import issue. The fact that Saudi English instruction plans do non embrace the academic context is an excess concern. This may be the most serious job that causes current Saudi pupils ‘ English linguistic communication troubles when accommodating to the British academic context ( every bit good as other English talking states ‘ academic contexts ) . For this ground, Saudi pupils merely begin to gain the importance of the academic context as they encountered the new or existent academic environment. Refering the general tendency of Saudi pupils ‘ taking English speech production states for their instruction, it is necessary for people or administrations to originate plans of English linguistic communication for academic intents as an indispensable portion of the school course of study. These would better link with the demands o f the scholars in their new academic environment. In add-on ; consciousness about developing a better apprehension of academic cultural differences, particularly when aiming English speech production states, should be examined by both pupils themselves and policy shapers in Saudi Arabia prior to doing a concluding determination about who is traveling to analyze in English speech production states.Saudi pupils ‘ motions into British graduate student plansSaudi pupils are ‘on the move ‘ to see other states. They are go forthing Saudi Arabia as tourers, pupils, and man of affairs. In recent old ages, they have shown a penchant for sing foreign states with an increasing avidity to larn foreign linguistic communications, particularly English and deriving recognizable makings e.g. Masterss or PhDs every bit good as to hold an escapade larning about different peoples and civilizations. This quickly turning tendency has been encouraged by King Abdullah ‘s scholarship . There is no uncertainty that an of import drift for Saudis ‘ attending to the outside universe has been the high rate of growing of the Korean economic system and its economic promotion. As a consequence of this advancement, the figure of Saudi pupils using to analyze in British graduate student plans has increased steadily over the last five old ages. Recent information from the Ministry of Higher Education in Saudi Arabia ; which relates the Numberss of Saudi pupils analyzing abroad, the UK came 2nd after the US in popularity. At present, the necessity for English linguistic communication accomplishments and their importance in the present epoch is a primary influence exciting travel to the UK for academic intents. A good degree of English and its wider use are now important demands for all working and academic countries in Saudi society. The proficiency degree of English is a major demand in judging pupils ‘ eligibility to come in to third establishments, every bit good as in the enlisting of human resources in Saudi Arabia. This enthusiastically supported societal phenomenon has become a major issue nation-wide since the proclamation of King Abdullah ‘s scholarships. This accelerated the societal phenomenon and led finally to more Saudi pupils set abouting abroad surveies. It resulted in an sweetening of Britain ‘s place as one of the preferable finishs for such intents.The Main Characteristics of Saudi Students ‘ Experiences of Learning the English Language in Saudi ArabiaThe pro be into the features of Saudi pupils ‘ experiences in larning the English linguistic communication in Saudi Arabia focused on how they had been taught English as a foreign linguistic communication in the Saudi instruction system and their positions on their English acquisition in Saudi Arabia. In general, it was found that Saudi pupils sampled in this survey indicated that they had been dissatisfied with the English class that was provided by the ministry of instruction. These consequences were non surprising as old research conducted by Al-Tuwaijri ( 1982 ) , who was analyzing in the US at that clip, asked them how satisfied they were with English the course of study, and learning methods and the consequences showed the bulk of his participants were dissatisfied. The underpinning attack can be concluded as a chiefly teacher-centred larning teaching method. Furthermore, this research found that there were some extra facets of their anterior educational experience in Saudi Arabia that impacted upon their ulterior acquisition in an English speech production environment viz. the UK. First, the background of Saudi pupils sampled in this survey was that many had non had an chance to larn or pattern the English linguistic communication with native English talkers. Even though some of them had experience with those who speak English as their first or 2nd linguistic communication, the chief focal point of the learning teaching method affecting their speech production abilities did non look to assist their development of English linguistic communication proficiency. Due to the dominant environment of exam-based English linguistic communication acquisition, speech production in a communicative context is non a precedence concern for Saudi pupils prior to entry into the esteemed universities in Saudi ‘s instruction system. Therefore, Saudi p upils do non hold to show unwritten proficiency. In add-on, Saudi pupils sampled in this survey revealed a deficiency of cognition about the IELTS trial system because of the laterality of the TOFEL trial in Saudi Arabia. There are many more readying plans for the TOFEL trial in Saudi universities and private English linguistic communication establishments than there are IELTS proving Centres. The British Council in Riyadh provides IELTS trial Centres in Saudi Arabia. Unfortunately, from the information it seems that there are non any specific third readying plans for domestic Saudi pupils who seek to analyze in English talking states like Australia, Canada, UK, US and New Zealand. More significantly, the consequences revealed that there is small concern about the importance of English for academic intents in general in the English linguistic communication larning teaching method in Saudi. Learning English for the interest of larning a new linguistic communication was wholly absent from the participants points of position. The consequences besides, showed that English acquisition is chiefly undertaken because the high force per unit area placed upon larning English as an of import measure for entry into esteemed Saudi Arabian third establishments, or to derive a better chance to be employed by major companies such as ARAMCO and this has ever been a important facet of larning English. Refering the issue of a pre-departure readying scheme for Saudi pupils meaning to analyze in the UK, there is grounds here that Saudi pupils were non sufficiently prepared in Saudi to run into the demands of the proficiency degree of English needed for most British graduate student plans. Students needed to fix for such demands, including the by heightening their proficiency degree in English and their apprehension of the academic environment of British graduate student plans. However, the Saudi pupils sampled in this survey revealed that they did non go to any plan in Saudi Arabia in order to help them in get bying with such possible jobs while analyzing overseas. In general, even though those who wished to analyze overseas realised the importance of taking official English trials, more than half of the pupils in this survey took them in Saudi Arabia. The grounds of the study outcomes in this survey reveals that the IELTS trial is the most preferable by Saudi pupils come ining British graduate student plans. This is non surprising because most, if non all, British third establishments emphasise this trial as a important measuring of international pupils ‘ ability when finding whether or non they can set about British graduate student plans. Harmonizing to the findings from the study, the Saudi pupils sampled in this survey had begun to larn English as a foreign linguistic communication at an inappropriate age in footings of their cognitive development as 2nd linguistic communication scholars. They were between childhood and maturity when they began analyzing English linguistic communication. Harmonizing to Park ( 2006 ) larning the English linguistic communication at the age of 13 old ages is instead late in footings of sing the most effectual development of their 2nd linguistic communication larning accomplishments. It seems that Saudi pupils were non to the full confident about why they had to larn English and how far they could come on in their English proficiency degree. The consequences revealed in chapter one that Saudi pupils were taught the English linguistic communication in Saudi Arabia by unqualified English instructors who required them to larn in a inactive the top down manner. This meant that Saudi pupils needed changeless counsel from their English instructors about their errors during the learning procedure.The Main Characteristics of Saudi Students ‘ Experiences in Learning EAP in the UKThe first issue raised in larning EAP in the UK context is about the composing of the scholars group inside the schoolroom as it might impact on the development of EAP larning procedure. Harmonizing to research findings about Saudi pupils ‘ experience of EAP larning in UK establishments, the groups of scholars larning English were chiefly composed of Saudis with two or three non-Arabic pupils who speak Arabic as their precedence. This means that Saudi pupils did non hold much chance to better their speech production proficiency degree. In add-on, it is natural that they would talk in Arabic if they had something to inquire to each other in category. It is necessary for EAP instructors to inquire or even to coerce them to talk in English. EAP instructors may state them that if they do no n talk in English they will lose some Markss. From the observation there were some EAP instructors who were truly rigorous about talking in English. It would be a positive move if the EAP instructors were to go on this pattern towards better proviso of the transmutation of the pupils ‘ wonts of speech production in English all the times at least in the schoolroom. A multicultural group larning environment, whether in the UK or Saudi Arabia, would offers Saudi pupils ‘ positive experiences including more chance to interact with pupils from different states who speak English as a 2nd linguistic communication. In these fortunes pupils have to utilize English in order to pass on with each other whether or non their proficiency degree of English is sufficient to pass on. One piece of grounds to back up this statement is that the consequences of this survey showed that Saudi pupils improved their English linguistic communication accomplishments one time they started conversation with those who speak English as a first or 2nd linguistic communication. Sing this result, it can be emphasised how of import it is to set up an appropriate environment for scholars of EAP. This is a ground why policy shapers in the UK should see the figure of each nationality in the schoolroom. In add-on to that the English instruction system in Saudi Arabia needs to enroll as many native English instructors as possible, particularly if the system does non germinate a multicultural group larning environment in Saudi instruction system. It is the best option to supply a similar environment to English speech production states. The last issue raised in this context is that linguistic communication intervention might happen during the procedure of English linguistic communication acquisition in a different environment. The acquisition environment where Arabic linguistic communication is dominant ( as in Saudi Arabia itself ) does non supply specific linguistic communication intervention. However, Saudi pupils in the UK are straight influenced by the differences between their first linguistic communication, Arabic, and English. For Saudi pupils sampled in this survey, English is their chief precedence, so it is natural that the distance between the two different linguistic communications would make linguistic communication intervention whenever they use English in activities that are a portion of the British academic context. However, both faculty members and EAP instructors in the UK should be able to place this job in order to better pupils ‘ proficiency degrees in the English linguistic communication .The English Language Difficulties that Saudi Students Face in the British academic ContextThe 2nd dimension of the first research inquiry was to place the English linguistic communication troubles that Saudi pupils faced from an educational position while they were enrolled in British graduate student plans delivered in English which related to both present state of affairss analysis and mark state of affairs analysis. The research findings revealed that Saudi pupils ‘ reading and authorship jobs are the chief issues to get the better of during their classs. There are several of import factors lending to pupils ‘ troubles in these two facets in the British academic context. As discussed in the background to Saudi pupils ‘ experience in larning English in Saudi Arabia, these factors could be related to jobs with English linguistic communication teaching method and learning methodological analysis in Saudi Arabia or in the UK. It can be said that Saudi pupils Ã¢â‚¬Ë œ background experiences in larning the English linguistic communication straight reflect the jobs of Saudi pupils ‘ reading and composing troubles in the British academic context. The findings obtained from this research clearly indicate that EAP plans did non supply adequate chances for the development of pupils ‘ reading and composing abilities. This survey indicates that engagement in tutorials or group activities and giving a presentation were amongst the more hard undertakings for Saudi pupils to get by with. The analytical results obtained from the three different methodological analysiss applied to this survey, viz. the descriptive consequences of the study, observation, and in-depth interviews, indicated three contributory factors. The first is a deficiency of assurance with their proficiency degree in English as a 2nd linguistic communication, which was due to a self-fulfillment about the insufficiency of their readying and tuition, with respect to the manner they were taught English in Saudi Arabia. Acerate leaf to state as many Saudi research workers have found ( ) , Saudi pupils were taught English in an examination-based and text-based system. These learning experiences tend sometimes to do them dying when required to take part in tutorial Sessionss and group meetings, which is the prevailing teaching method in th ird instruction. Furthermore pupils ‘ anxiousnesss arise from a deficiency of assurance with all major English linguistic communication accomplishment classs, including speech production, listening, reading and composing. These anxiousnesss as Park ( 2006 ) claimed besides lead to pupils holding psychological emphasiss. Consequently, it can be concluded that the displacement from a teacher-centred to student-centred acquisition system and being critical, non merely in composing but in all facet of larning are the chief cross-cultural factors that causes jobs. In short, Saudi pupils in this survey who spoke English as a 2nd linguistic communication and were presently enrolled in British graduate student plans were shown to hold troubles in accommodating to the usage of the English linguistic communication. With respect to version troubles, two of import findings of this survey were a deficiency of exposure to a existent English speech production environment and strangeness with the usage of English, peculiarly for academic intents. The research findings from sample responses in this survey clearly indicate that Saudi pupils chiefly face reading and composing jobs. The consequences of this survey revealed that Saudi pupils have trouble in reading rapidly through a text to acquire a general position of the content when reading. It was besides evident that they are unfamiliar with the construction of English academic authorship, have trouble in showing thoughts when composing and happen it hard to organize thoughts in a logical sequence. The research findings here indicate that Saudi pupils ‘ troubles in reading and authorship activities are affected by learning and larning methods that were adopted in the Saudi instruction system. Acerate leaf to state the teaching method in Saudi is preponderantly reliant on an examination-based model. Despite the attempts of EAP instructors in the UK Saudi pupils still find it hard to get by with academic reading and authorship. The difference between the two instruction systems in footings of learning authorship and reading are besides of import factors that were reported to impact Saudi pupils ‘ ability to get by with EAP in British graduate student plans.The Main Cross-cultural Factors that Impact on Saudi Students ‘ Troubles in the British ContextLast, this research asked about the chief cross-cultural fluctuations that impact on Saudi pupils ‘ troubles in the British graduate student acquisition environment. In general, the research findings indicated that cross-cultural discourses presented fewer jobs when compared to English linguistic communication troubles. However, the most of import determination of this research is that Saudi pupils are to a great extent influenced by changed forms in their acquisition environment, peculiarly traveling from a teacher-centred to student-centred system. This was besides shown to hold an impact on Saudi pupils ‘ troubles in take parting in some tutorials and some other in-class activities. The impact of this displacement besides influenced Saudi pupils ‘ assurance with the English linguistic communication and created anxiousnesss and emphasis in tutorial Sessionss. The research findings indicate that the Saudi pupils sampled were affected by different types of academic activities and cross-cultural differences as the research worker expected. In add-on, the undermentioned three of import facets of the new academic context influenced the Saudi pupils sampled in this survey. These were traveling from a teacher-centred to a student-centred, discussion-based and critical thinking-based acquisition system as found in British graduate student plans. Harmonizing to the consequences, pupils who had experience of go toing the EAP plan tended to hold fewer jobs in the discussion-based attacks of the instruction system. The older pupil participants in this survey, in peculiar, were likely to meet fewer jobs accommodating to a different acquisition system. Whilst younger pupils were likely to hold some trouble in accommodating to a British single ability-centred academic environment. Harmonizing to the survey ‘s findings, the pupils that undertook EA P plans still have trouble in fixing assignments. In contrast, these pupils showed a higher adaptability in all other classs with regard to the cross-cultural issues raised in this survey.The Best Preparation for Saudi Students to Succeed in British graduate student PlansThe research findings can lend to the treatment and preparation of schemes to develop more effectual ways for Saudi pupils to fix for British graduate student plans in footings of their linguistic communication and academic demands. Successful accomplishment of their ends and deriving an apprehension of their new academic context are the existent loads for Saudi pupils. Presently, these are barriers that prevent them from accommodating both academically and linguistically. The Saudi pupils sampled in this survey clearly indicated that they had shown different degrees of version harmonizing to the old plans they experienced prior to come ining British graduate student plans. The old two chapters detailed the current public presentation of Saudi pupils sampled and their responses in seting to the British academic context. More than half of the Saudi pupils who participated in this survey had experienced EAP plans before get downing their classs in British graduate student plans. In peculiar, a bulk of them attended a class offered by the university plan that was chiefly designed to fix them to come in the university and run into its demand but non for the official IELTS trial or any other trial. Saudi pupils sampled in this survey are likely to hold spent less than 12 months analyzing in such a readying plan. Typically, the Saudi pupils sampled in this survey appeared to depend on go throughing the EAP plan to derive permission to analyze in British graduate student plans one time they arrived in the UK. I would propose that the EAP plans provided by the universities should besides be concentrating on the IELTS trial because the consequences from the pupil interviews revealed that they are non confident about the university assessment process. Therefore, fixing pupils for the IELTS would forestall any misinterpretations on the pupils ‘ portion over whether they were tested based on their background. For the present sample of Saudi pupils, nevertheless, it has been revealed that as clip has gone on the IELTS trial is recognised to be merely one step of entry degree ability and non needfully the 1 that predicts success in third acquisition. In fact, this research indicates that most Saudi pupils continue to confront English linguistic communication troubles and academic cultural challenges in the academic context while set abouting their graduate student surveies. The EAP instructors who had old experience of learning Saudi pupils in this survey believed that the proficiency degree of English acquired by go throughing the IELTS trial differs from the proficiency degree of English which would be utilised in the existent life state of affairss which arise in the class of academic survey. A deficiency of cognition and accomplishments associated with English for academic intents is a major ground. Saudi pupils sampled in this survey admitted that the degree of English acquisition and instruction does non run into the degree that British graduate student plans require because the current Saudi English instruction system and its acquisition environment are non practical plenty to accomplish the high proficiency degree of English that is indispensable for Saudi pupils. The research findings clearly indicate that Saudi pupils who had experienced an EAP plan showed better public presentation in their academic surveies compared to those pupils who had non attended any EAP plans. The consequences besides showed that Saudi pupils were found to hold experienced trouble in run intoing the needed degrees of proficiency in the English for British graduate student plans. The acknowledgment of the English linguistic communication jobs that pupils encounter while set abouting their plans presently is described by sources as the deficiency of their cognition about the mark linguistic communication because of the manner it was taught in the EAP plan. Howevet, the research found that with regard to academic cultural issues, pupils who had undertaken EAP plans demonstrated more adaptability in most countries of subsequently larning. For illustration, some pupils responded that they were satisfied with proficiency degree of their English speech production and were confident and had less anxiousness when they needed to talk in a category. While others besides had trouble in organizing thoughts in a logical sequence when composing English. Furthermore, they were probably to hold fewer jobs than other nationalities when giving a spoken presentation in category.6.5 Chapter sum-upThis chapter discusses the results from the information analysis and connects them with the theories that have been discussed in chapters two and three. It was clear that pupil linguistic communication proficiency was non high plenty for Saudi pupils to get down their graduate student surveies at British establishments. It was besides revealed that pupils are confronting troubles in get bying with their new academic environment. Consequently, the research suggests that the best readying for Saudi pupils as they enter British graduate student plans and achieve successful consequences is to go to EAP plans where they can accomplish early socialization and pre-preparation by sing interaction with native English talkers in existent academic state of affairss. This suggested tract would probably offer future Saudi pupils a more realistic chance to get the better of jobs presently faced by Saudi graduate student pupils. These Saudi pupils must be regarded as grownup scholars when sing their age harmonizing to the consequences of the study. As grownup scholars, they would probably recognize the importance of EAP and the academic differences in their new academic environment. It can be said that their greater realization of this context was chiefly based on experiences of interacting with the British academic acquisition environment. As a consequence, they came to gain what kind of readying they needed and how they might better get by with unexpected jobs faced in British plans. It means that they had chances to detect, through their experiences, how to cover with EAP troubles and academic cultural differences at this degree. In add-on, these Saudi pupils revealed that their anxiousness, emphasis and deficiency of assurance with English as a 2nd linguistic communication created a psychological trouble when take parting in tutorials. Sing the issues discussed supra, a scope of possible recommendations can be offered that might supply a valuable way for Saudi pupils, the policy shapers in Saudi Arabia and British establishments, private suppliers and other people who are involved in this sector. These might be considered in order to better Saudi pupils ‘ public presentations in British graduate student plans in the hereafter.