Amended Patient Protection and Affordable Care Act Assignment

Amended Patient Protection and Affordable Care Act - Assignment Example The New England Journal of Medicine published a survey study conducted by Dr. David Eisenberg, of Beth Israel Hospital and Harvard Medical School, which showed that 85 million Americans are using alternative methods for their health care needs, most of which is not covered by their insurance, and furthermore, the number of times they used alternative medicine practitioners was considerably more than the number of times they used allopathic doctors (Eisenberg, Kesler, Foster, Norlock, Calkins, & Delbanco, 1993). Why isn’t the new health reform program taking this preference into account? Exploring who the 8% uninsured will be, I am led to understand that Native Americans, people with financial hardship, and those with religious objections make up at least part of this group, and that everyone else will be required to have insurance or they will be fined, and the fines are fairly high (Galwitz, 2010).

Greek Mythology and Medea Essay Example for Free

Greek Mythology and Medea Essay Medea is a Greek tragedy which was written in 431 BC by the Greek philosopher Euripides. The story of Medea is one filled with anger, jealousy, and death. The main character, Medea, has to overcome the personal heartache of seeing her husband, Jason, marry another woman. The ensuing struggle she has with this notion is the focus of this play. In a very important scene, Medea hatches her plan to murder the princess, who is Jasons new bride, as well as Jason himself. She says that first, she will pretend to beg for Jasons forgiveness, and then she will have him bring the children back to the palace. At the palace, the children will present gifts to the princess from Medea. The gifts of a veil and bridal robe were covered with a poison that is designed to melt the skin from her body, as well as anyone who touched her. When the children give the gifts to the princess, she cannot resist putting them on immediately. After she put them on, the gifts begin to work as Medea had hoped. The skin begins to melt from her body and her hair begins to fall out. She also bursts into flames. Upon seeing this, a servant goes to fetch the king and Jason, and when he saw his daughter, King Creon collapses helplessly on the body, and as a result died from the same poisons. Jason returns to the place where Medea is staying and insists to see his children. But he is too late, as Medea has killed them as well. Her reasoning was that she hates Jason more than she loves her children. The sheer cruelty of this scene illustrates Euripides point that a clever woman with enough time to hatch a plan is a very dangerous woman indeed. It also proves that hell hat no fury like a woman scorned. Euripides was aiming to show, in my opinion, that when a woman is wronged in a manner such as this one, the man who has scorned her had better think twice about turning his back on the woman, especially if she is a clever one, as was Medea.

Steering System And Suspension Design Mechanics Essay

Steering System And Suspension Design Mechanics Essay The aim of this project is to work with a project team to design, build and optimize the running of a Formula SAE-A racecar, with particular interest in the Steering and Suspension systems. The Formula SAE-A project team aims to produce a competitive racecar that will compete in the Formula SAE-A competition in December. To achieve this I was required to, research the important aspects of steering and suspension systems used frequently in a nonprofessional racecar and select a suitable steering and suspension system that is within the motorsport teams limits. This project includes suggestions for the design and construction of these systems, the installing and optimising(or tuning) the steering and suspension systems and future recommendations to provide the most cornering and handling ability. Identifying the critical areas that are important for competitive steering and suspension systems, I can improve the effective handling and cornering capability of the racecar. Improving the handling and cornering power of the racecar will allow faster speeds into and exits out of corners, which will result in quicker lap times, better performance and higher overall standing in the 2006 FSAE-A competition. Adhering to the rules and regulations for the 2006 FSAE-A competition I aim to select suitable systems that are within the project teams limits by considering the financial cost versus benefit or performance to the car, complexity and time to design and 1.1 Cornering Ability and Handling 2 manufacture of each system. Critically analysing the 2005 teams racecar enables me to evaluate the cars steering and suspension setup performance and find any flaws or ways to improve them. This will give me a better understanding of the steering and suspension systems and how to find the optimum settings to perform with the 2006 car at the FSAE-A competition. Using a suspension geometry computer program developed by Wm. C. Mitchell software, I can model the 2005 teams racecar to compare the accuracy of the program, and then apply the program to optimise the 2006 racecar. The ideal outcome of this project will see that this years FSAE-A racecar have a working and well-tuned or optimised steering and suspension system that has high cornering ability and handling. Most of this projects work will become evident once we have manufactured our design and are able to test the car by running it on a test-track. If all things go to plan, I should be able to make small adjustments to improve and finally optimize the handling and cornering ability of the car which will be paramount to the performance at the FSAE-A competition. 1.1 Cornering Ability and Handling The cornering ability and handling of the racecar is very important to the overall performance of the racecar. Having excellent acceleration and braking power is good but without sufficient cornering ability and handling, the racecar will not be able to use the full potential and is more likely to run off the racetrack than take a podium position. Cornering ability and handling will be discussed in detail and how the steering and suspension systems affect it. 1.2 Explanation and definition of terminology 3 1.2 Explanation and definition of terminology Here is a number of terms and names that will be used in this dissertation to avoid confusion with other names and meanings. Ackerman Is both a principle and definition, where the principle is that the extended axis of the steering arms projected rearward meet at the centre of the rear axle (shown in figure 1.1). This allows the tyres to traverse an arc without skidding, which would otherwise oppose the steering forces making it harder to steer. The definition is described as the difference in the angle of the front tyres when turned. This dissertation will only refer to Ackerman as the principle from herein. Camber Is the angle between the vertical plane and the centre angle of the tyres (shown in fig 1.2), which can be positive or negative. This changes the size and shape of the tyres contact patch during a corner which in turn affects the amount of lateral acceleration or force it can produce (cornering and handling ability). A small amount of negative camber is ideal (around 1.5 degrees) to induce camber thrust and ensure a good contact patch during cornering (smith. C. 2004). 1.2 Explanation and definition of terminology 4 Camber Gain Or the rate of camber change in roll (or as the chassis rotates laterally). Caster Is the angle between the steering axis and the vertical from the side plane (see fig 1.3). Positive caster improves straight line stability but makes it slightly more difficult to steer, while negative makes it easier to steer with less stability. Jacking Is an upwards reaction force generated by the tyres when the racecar is accelerated during cornering and has its roll centre above ground level. Where the upwards force on the outside tyre is greater than the inner tyre having a 1.2 Explanation and definition of terminology 5 net resultant force that lifts or Jacks the sprung mass. This is unwanted and unsettling to the driver and should be avoided. The roll centre Indicates the point at which the chassis rotates (at the front and rear respectfully) during lateral acceleration. The two moment arms between the roll centre, the CG and the ground plane determine the racecars sensitivity to lateral acceleration by the production of rollover movements and jacking (Smith. C, 2000). The roll axis Is the straight line joining the roll centres of the front and rear tyres The roll moment Is the distance between the roll centre and the mass concentration at the front or rear of the car. The mass concentration is the equivalent mass or point of the CG if it were split into 2 points, one front and rear. Steering Axis Inclination and Scrub Radius Steering Axis Inclination or Kingpin Axis, is the angle between the vertical and the steering axis (figure 1.4). This helps the car to exit a corner by naturally trying to align the wheels back to centre. The SAI works with caster to allow more directional stability but less effort on steering (more sai and less caster). Scrub Radius Is the pivot point for the tyres footprint or the distance between the centre of the contact patch, to the extended SAI to the ground (figure 1.4). This allows more feel in the steering, a little is good, too much can be detrimental due to the increased steering effort for the driver. 1.3 Overview of the Dissertation 6 Slip angles Are the angles between the direction that the tyres are facing, and the direction that the tyres want to go. Deformation is due to the elastic nature of rubber when a vertical load is applied. This will be explained in detail in Chapter 2 and its effect on cornering and handling. 1.3 Overview of the Dissertation This dissertation is organized as follows: Chapter 2 Discusses cornering and handling of a FSAE-A racecar and describes various steering and suspension systems. Chapter 3 Explains the rules and regulations of the FSAE-A competition and how it affects the steering and suspension systems. Chapter 4 Introduces Wm. C. Mitchells suspension geometry software, describes its uses and strengths for this project and how it will be used to improve the steering and suspension systems. Chapter 5 Describes the analysis of the 2005 FSAE-A racecar and documenting areas that can be improved and implemented into the 2006 car. Chapter 6 Describes the analysis of the 2006 racecar and recommendations for improving the cornering and handling ability. Chapter 7 Discusses testing methods and ways to document and record actual performance of the racecar, followed by processes for optimisation of the steering and suspension systems for the best cornering ability and handling. Chapter 8 Outlines the projects achievements, findings and future recommendations. Chapter 2 Steering and Suspension Systems for a FSAE-A Racecar 2.1 Chapter Overview This chapter discusses the steering and suspension systems that are commonly used in cars on the road and in professional racing, their benefits and limitations, the ease of manufacture and complexity of design. This chapter also discusses cornering and handling in detail and how the steering and suspension can improve its cornering and handling ability. 2.2 Cornering and Handling Handling defines the racecars ability to maneuver around a corner at maximum speed without losing traction. C. Smith (1978) remarks that being able to travel around a corner faster reduces the overall lap time on a circuit for 2 reasons. First is simply that the car traverses the distance in less time, secondly, if the car exits the corner at a faster speed, there will be no time lost from having to accelerate from a slower speed. Smith (1978) also says that the factors that determine the cornering power of a racecar 2.2 Cornering and Handling 8 include the cornering capacity of the tires, which is influenced by: Vehicle gross weight Vehicle downforce Height of the vehicles centre of gravity Vehicle load transfer characteristics Suspension Geometry Size and characteristics of the tyres So you can understand, the tyres are arguably one of the most important parts of the racecar because all the moments and forces that the car undergoes is transmitted through the tyres. The acceleration and direction of the car is passed through the small footprints or contact patches of each tyre. Understanding what happens here will help to get the most out of both the tyres and racecars handling ability (Smith, C. 1978). 2.2.1 Tyres and slip angles The tyres ability to grip the road is a combination of vertical load applied to the tyre, the coefficient of friction between the tyre and the road, adhesion between the road surface and tyre, and slip angles developed between the tyre and direction of travel. The vertical load that is imposed on each tyre is changing continuously on a racecar maneuvering around a racetrack due to the load transfer from acceleration, deceleration and cornering. As the racecar travels around a corner, the tyres are subject to forces which result in deformation in the compound that the tyre is made of, this elastic deformation results in the contact patch pointing in a different direction to the angle of the tyre (Smith, C. 1978). Shows the deformation of the tyre compound in the contact patch and the slip angle developed. The path of the rolling tyre defines the actual direction of the tyre as it continues around the corner.There is a relationship between the slip angles and the potential grip that the tyre has to the road. Some tyre data has shown that 2.2 Cornering and Handling 9 Shows the generated slip angles in the tyre contact patch as slip angles increase, the lateral or cornering force increases up to a maximum which then either begins to drop or plateaus then drops, usually sliding occurs soon after the drop in force. The flat portion of the curve at or near the maximum is the optimum range of tyre grip that experienced drivers remain in to maximize the cars cornering potential. shows the relationship between tyre grip and the developed slip angles. shows the relationship between tyre grip and developed slip angles, picture from http://www.donpalmer.co.uk/cchandbook/modelgrip.htm 2.2 Cornering and Handling 10 2.2.2 Factors influencing tyre cornering capacity The other factors as mentioned before, vehicle gross weight, downforce, height of the CG, tyre size and characteristics, suspension geometry and load transfer characteristics, all can be factored into the design or used to improve cornering and handling. The cornering force is proportional to the increase of the vehicle gross weight and generated downforce from wings or aerofoils. The increased pressure on the contact patch generates a higher lateral force component (Smith, C. 1978). The height of the vehicles centre of gravity from the ground affects the moment between the vertical force on the tyre and the CG, this will affect the lateral load transfer during a corner. The lateral load transfer changes the vertical loads from one wheel to another due to the CG tendency to move sideways during a corner, which will decrease the total amount of cornering force generated from the tyres. For example, a 400kg car with a 50-50 weight distribution front to rear will have 100kg vertical weights at the two front tyres. Assuming the CG height is 250mm above the ground, the track width is 1300mm and during a corner the car is subject to a cornering acceleration of 1.4gs we can determine the load transfer. LoadT ransfer = 1.4 Ãâ€" 200kg Ãâ€" 0.25 1.3 = 53.85kg So this gives us 46.15kg on one side and 153.85kg on the other and is a 53.85% load transfer to the outer wheel. Obtaining tyre data in the form of Tyre cornering force versus Vertical load will allow us to determine the total cornering force with this load transfer, however getting the tyre data is difficult. Generally the tyre data is curved with less tyre cornering force as vertical load increases, so measuring the data of each vertical load and summing together will be less than the equal load distribution. Reducing the load transfer is done by lowering the height of the CG and widening the track width which will improve cornering ability. The suspension geometry determines the location of the instantaneous centres and roll centres of the racecar, these control how much the chassis rolls or pitches during cornering and accelleration, which moves the CG and hence affects the lateral load transfer. 2.3 Steering Systems 11 During roll, the suspension geometry also controls the amount of camber gain in the wheels during a corner, the change in camber affects the contact patch (increase or decrease in proportion) which changes the cornering capacity of the tyres. Ensuring that an optimum contact patch is maintained through the control of camber gain and good roll centre location is key to good handling and cornering. 2.3 Steering Systems Common types of steering systems are: Rack and Pinion basic steering system Recirculating Ball Bearing more complex system Power Steering fluid assisted steering 2.3.1 Rack and Pinion The rack and pinion steering system is a simple, cheap and relatively easy system to implement. It comprises of a rack, or toothed bar/rod which slides left and right due to the rotation of a pinion gear that sits on the teeth (Fig 2.3). The steering wheel turns the steering shaft which rotates the pinion gear, resulting in the rack pushing/pulling the steering rods. The rods are attached to the wheel hubs which turn the wheels to the desired angle (Gilles, T. 2005). The most difficult parts to design or manufacture are the pinion and the rack, the pinion defines the turning rate of the steering wheel which affects the responsiveness of the steering. The rack need to have hardened teeth which could be difficult to manufacture to some groups or would involve a significant cost to have it done. Besides these two parts the rest of the system is relatively simple, as a whole the rack and pinion setup is a cheap and common system that is reliable and resiliant. 2.3 Steering Systems 12 2.3.2 Recirculating Ball Bearing A typical Recirculating ball-bearing steering system uses a worm gear to shift ball bearings that are located within a channel such that when moved, pushes or pulls the housing in which they sit. The housing has teeth located on the outside which are in line with a sector gear that rotates a pitman arm (Fig 2.4). The pitman arm is attached with the track and tie rods, which aligns the wheels. This system can also be described as a parallelogram steering linkage system in which the linkages trace a parallelogram (Gilles, T. 2005). Figure 2.4: Recirculating ball bearing steering, picture from www.imperialclub.com/ Repair/Steering/terms.htm A Recirculating Ball Bearing can also be used in a similar setup to aRrack and Pinion gear system, where the recirculating ball bearing housing replaces the pinion gear with a sector gear that pushes/pulls the rack to align the wheels. The recirculating ball 2.3 Steering Systems 13 bearing system is significantly heavier than the rack and pinion system, due to the extra linkages, housing and gears. Friction needs to be managed in the design stage, i.e. including grease input points, dust covers etc. However the Recirculating ball bearing steering provides more sensitivity to the steering and minimum slack or loose feel in the steering wheel. Costing is also increased due to the extra material and the complexity of design makes the recirculating ball bearing system less attractive. 2.3.3 Power Steering Power steering systems are the same systems as rack and pinion and recirculating ball-bearing but with a significant modification. In a rack and pinion power steering system, the rack contains a cylinder with a piston inside it, driven by fluid supplied by a pump (see Figure 2.5). The fluid lines run to a rotary valve controlled by the steering shaft which determines the sides of the piston that the high pressure fluid acts on. This pressure assists the steering action which requires less force to rotate the steering wheel. Similar to the rack and pinion power steering, the recirculating ball housing is assisted by the pressure respectively in the ball-bearing steering (Gilles, T. 2005). Rack and Pinion power steering, picture adapded from www.cars.com/ carsapp/boston/?srv=parseract=displaytf=/advice/caradviser/steering_ fluid.tmpl 2.4 Suspension Systems 14 2.4 Suspension Systems There are two common types of suspension systems used frequently today, dependant and independant systems. The various types of both are similar but have their differences and functions. Some of these sytems are described below. 2.4.1 Dependant Suspension Systems Solid or Beam Axle Panhard Rod Watts Linkage Dependant suspension systems are variations of a simple beam axle that holds the wheels parallel with each other. So when the vertical angle of one wheel (camber) changes, the opposite wheel also changes (Gilles, T. 2005). Examples of the Panhard Rod and the Watts Linkage are shown in Figures 2.6 and 2.7, these types of suspension are generally different ways of attatching the solid axle to the chassis. 2.4.2 Independant Suspension Systems Double Wishbone, A-Arm or Four-Bar link MacPherson Strut Multi-link 2.4 Suspension Systems 15 Watts linkage suspension. Independent suspension systems allow the wheels to move independently of each other, e.g. if one wheel were to move up or down, the other would not be affected directly. It is common for racecars to have all four wheels with independent suspension as this usually provides the most customizable setup options to maximize the handling potential of the racecar. Double wishbone suspension systems are also known as double A-Arm or Four-Bar link systems. They all comprise of equal or unequal parallel links from the chassis to the wheel hub, with the shock absorbers configured in a Push or Pull rod setup, as Figure 2.8 illustrates. Unparallel and Unequal double wishbone suspension with Push or Pull rod shock absorber setup. 2.4 Suspension Systems 16 The MacPherson strut suspension system (Figure 2.9) is very popular with passenger cars and some sports models since it is a relatively cheap system to produce that provides reasonable camber control (Smith. C, 1978). The MacPherson strut suspension is good for everyday commuting but does not provide sufficient stiffness to avoid movement within the components (compliance or slack) and would not fit comfortably with wide tyres (Smith. C, 1978). Multi link suspension systems are simply Four-Bar link systems with one or more extra links to attain extra control. MacPherson strut suspension, from www.autozine.org/technical_school/ suspension/tech_suspension2.htm The objective of the independent suspension is to provide enough vertical wheel movement to absorb surface bumps and compensate for the accelerations of the sprung mass, prevent changes in the distance between tyres (static toe) as they are moving, control the change of wheel camber angle and change of track distance with the wheel and/or sprung mass movement, and to ultimately allow the most grip or traction available out of the tyres while minimising weight and maximising stiffness in the links (Smith, C. 1978). 2.5 Chapter Summary 17 2.5 Chapter Summary Having discussed the cornering and handling ability in a Formula SAE-A racecar and what factors can influence the performance, helps to have an understanding of what is happening when a racecar traverses around a corner. With this in mind we can apply this knowledge into the design to maximise the cornering and handling ability of the racecar. Also selecting an appropriate steering and suspension system that will provide the best cornering and handling but also takes into account the motorsport teams resources (time, materials and complexity of design). Chapter 3 Rules and Regulations of the FSAE-A Competition 3.1 Chapter Overview This chapter covers the rules and regulations that will affect the steering and suspension sytems. Starting with the more specific rules that affect the steering and suspension systems, then moving into the general rules and regulations like material strength. These rules and regulations have been put into the competition to give the entry teams maximum design flexibility and the freedom to express creativity, but also to ensure that a safe and working car that minimises chances of damage and injury. 3.2 Steering Requirements The specific steering system rules and requirements are as follows: The steering must affect at least two wheels The steering system must have positive steering stops that prevent the steering linkages from locking up. 3.3 Suspension Requirements 19 Free play is limited to 7 degrees measured at the steering wheel. Steering must be mechanically connected to the wheels i.e. steer by wire prohibited These requirements do not severely limit the steering system design at all as for most of the previously mentioned systems, none of which include steer by wire and all affect at least 2 wheels. The rules that need to be kept and monitored is the free play in the steering wheel and steering stops, otherwise the design is virtually open. 3.3 Suspension Requirements The rules state that the car must have a fully operational suspension system with springs and shock absorbers, front and rear, with a minimum useable wheel travel of 50.8mm (2 inches), 25.4mm (1 inch) in jounce and rebound with the driver seated. So the rules again do not restrict the specific suspension system but merely sets a benchmark that it must perform to. 3.4 Other Requirements Other requirements set out in the rules define that the wheelbase must be of at least 1525mm (60inches) and that the smaller track must be no less than 75% of the larger track. The minimum material must be; either round mild or alloy, steel tubing (min 0.1% carbon) with minimum dimensions as outlined in table 3.3.3.1 in the FSAE rules handbook; or an approved alternatice material that is tested and proved to meet the alternative material guidelines in section 3.3.3.2 of the FSAE rules handbook. The wheelbase requirement affects the suspension geometry design, setting a minimum length for the suspension linkages. 3.5 Chapter Summary 20 3.5 Chapter Summary Knowing and understanding the requirements and rules set out by the Formula SAE competition provides a starting point for our design, also talking with the previous team and the performance will help to identify areas needing improvement and investigaiton. Once finding sufficent information a start can be made to get the ball rolling on design and construction of the steering and suspension systems. Chapter 4 WinGeo3 Suspension Geometry Program 4.1 Chapter Overview This chapter introduces Wm. C Mitchells suspension geometry software, Racing by the Numbers and shows its most useful power of calculation and display of steering and suspension geometry of any four wheel vehicle. The information it can tell us will greatly improve the time taken to analyse steering and suspension set-up and will allow fast optimisation when the time comes to testing. 4.2 WinGeo3 Geometry Program The steering and suspension geometry can be modeled on Wm. C. Mitchells software which is quicker than manually measuring all the various important values repeatedly for the various settings you wish to try during testing. This enables a comparison with the originally intended design parameters of the 2005 racecar and an indication of how well the car will react while cornering. It also allows a comparison of the initial 2006 cars design and actual geometry after construction and allows us to optimise the geometry to provide the best cornering and handling ability of the racecar. By 4.3 Set-up and initial measurements 22 measuring the data and entering into Wm. C. Mitchells software, we can critically analyse the racecar with regard to the handling and cornering characteristics. The software requires actual measurements taken from the car which will be done and recorded according to the geometry software requirements. Once recording all the information that the software needs, we can analyse the way the steering and suspension reacts with the chassis. Moving up or down (ride) or rotating (roll) we are able to observe the change in camber, steering angles and caster at each of those changes. This is useful since during a corner, we may model the changes that the chassis will go and can see the result on the tyres (and contact patch) and get an indication of how well it will perform. Wm. C. Mitchells software can also be used to aid in the design of steering and suspension systems, through its design and build functions you may specify various values and the software will convert it into the required lengths of the arms and rods. 4.3 Set-up and initial measurements I strongly recommend allowing at least half a day to measure up a car for the first time and someone to help. It will save alot of time that would otherwise be lost dropping things, re-setting the origins and other fiddly jobs that are not normally accounted for. Once installing the program, printing out some forms will make things much easier for entering information into the program once the measurements have been taken, as the forms sets out the required information neatly and in similar format to the program screen. Open the geometry program and from the help menu open quick start. The help tree is on the left side column, from there open the Files menu and then Blank Forms, here is all the blank forms that is needed. Click on Blank forms: Measuring cars for some general information and hints, for a double wishbone suspension with a push/pull damping system, click on the Blank forms: Double A-arm and Rocker Arm option and print. Also click on Blank forms: Pull-rod / Push-rod form, Blank forms: Auxiliary points, and Blank forms: Swaybar form and print them all out. These all will be 4.3 Set-up and initial measurements 23 sufficient for the front suspension and rear (remember to print a second batch of forms for the rear) unless you have a control arm / panhard rod rearaxle suspension setup, for which there is a seperate form. First you need to make sure that the car is set up already with the correct alignment and on a flat surface as it would on the racetrack. Ensure that access to the suspension points is possible and that they are locked in place so they do not move if you lean on the car (within reason). Then determine a baseline or origin accurately and place strings on the surface plate or flat floor or tie to appropriate point, to represent the centerlines of the car (front to back, side to side). Once an Origin for each Axis has been made, where the X-Axis is the fore-aft longitudinal dimension (front to rear of the car). The Y-Axis is the lateral dimension, or left and right sides of the car (drivers side passenger side) and the Z-Axis is the vertical dimension from the ground up. Care must be taken when selecting an origin due to common suspension adjustments, such as changing caster, can move the tire contact patch. Each such change requires a careful remeasurement (or re-calculation). When the car is ready to be measured, follow these steps: Measure the track width of the front and rear tyres by taking the centre points of each tyre as low to the ground as reasonable, the WinGeo3 program measures track at ground level at the center of the tire contact patch. The easiest way is to measure to the middle of the tire,but this can be misleading if the tire has significant static camber, so as long as you are aware of the settings you should be fine. Measure the static toe for the front tyres while measuring the track at the front and do a quick calculation of the static angle pointing inwards or outwards that

Vivid Use of Imagery in My Father’s Garden, by David Wagoner Essay

In David Wagoner’s poem, â€Å"My Father’s Garden†, the speaker describes his father’s job as a fruitful gardener that his father find very productive but does not finally yield anything of value. Through the use of vivid imagery, we are presented with two contrasting outlooks on life. In four stanzas, Wagoner’s use of imagery and metaphors shows us what he thinks of his father’s job, his education and subsequently, the choices his father has made throughout his life. We are first presented with image of an open hearth which directly sets the tone for the first stanza. The speaker description of his father as a knight in a furnace with where â€Å"white hot steel† (ln, 1) that is pierced by â€Å"his lance† (ln, 2) has a negative connotation. With the use of the words, â€Å"blazing† and â€Å"molten† (ln, 4), the setting is hell-like and ultimately gives us an insight into the speaker’s impression of his father. However, in the last sentence, the scene drastically changes from a mercilessâ€Å"open hearth† to a calm a scrapyard that is his father’s â€Å"kind of garden† (ln, 6). In the secon...

Ban Public Smoking And Save Lives

Public smoking is hazardous to health. It has already been identified by medical authorities as a major threat to public health, as a key contributor to preventable deaths anywhere in the world. It exposes non-smokers to second hand smoke (SHS), which is â€Å"a mixture of the smoke given off by the burning end of a cigarette, pipe or cigar and the smoke exhaled from the lungs of smokers† and which has proven to be almost as dangerous as the cigarette smoke directly inhaled by smokers.In fact, it is believed that a nonsmoker who is closeted in a room with several smokers for an hour inhales dangerous chemicals equivalent to that contained in ten or more sticks of cigarette. (Cooper) [cigarette 2] Reports issued by the office of the Surgeon General declared that second hand smoke (or passive smoking), was considered a contributory factor in over 50,000 deaths every year during the early 1990s. [cigarette 5] On the other hand, LawsuitSearch.com [cigarette 6]stated that since it has already been clinically proven that people exposed to secondary smoke are prone to lung cancer, heart disease, asthma, chronic bronchitis, and other related diseases, employers who force their workers to be exposed to second hand smoke are now valid respondents to lawsuits. Meanwhile, an estimate made in the United Kingdom of deaths attributable to second hand smoke in the workplace and at home for the year 2003, found out that a total 617 employees died at the workplace while 2726 people aged 20-64, and 7959 over-65 year olds died from exposure to second hand smoke at home.Fatal strokes and heart disease aggravated by passive smoking (second hand smoke) were identified as the culprits in over 3,000 of the cases. (Jamrozik) [cigarette 8] These data certainly strengthens the case against second hand smoke. Allowed freely in public places, it can really prove harmful to nonsmokers. Armed with a prevalence of clinical data gathered around the globe, countries the world over, in wha t appears to be a concerted effort to save mankind from diseases caused or aggravated by second hand smoke, have, one after another, enacted laws declaring smoking in public areas illegal.The government of the Greater Kashmir banned it as early as 2002, with the term public places encompassing public offices, educational institutions, hospital buildings, libraries, auditoriums, public conveyance including railways, and court buildings. (Tobacco. org. ) [public smoking 3] In France, Chrisafris (2006) reported that the public smoking ban which will take effect February 2007 will cover universities, railway stations, and offices, while nightclubs, cafes, restaurants and bars were told to be ready for the ban a year after.[public smoking 7] Meanwhile, the ban in Hongkong which took effect January 1, 2007, included all indoor places such as restaurants, public places, workplaces, karaoke lounges, and bars. (Washburn, 2007) [public smoking 8] Over in Canada, smoking in public places will be prohibited in Quebec effective February 1, 2007, and smoking in bars, restaurants, nightclubs and cafes will be banned starting January 1, 2008. (Greenaway, 2007) The evidence against the hazards of public smoking can no longer be ignored, and the rest of the world has already spoken: public smoking must be banned if we want a healthy citizenry.The United States should now stop patronizing the tobacco industry and enforce a total ban on all public places in the country, because people are already dying. Smokers may invoke their freedom to smoke as they wish: when, where, or in what manner. However, people have now decided that enough is enough; that individual freedom can only be exercised as far as it doesn’t curtail other people’s own freedoms. Their right to smoke, therefore, must never prejudice nonsmokers’ right to inhale smoke-free air and, therefore, add years to their lives.Given the number of deaths occurring each year in countries around the world, public smoking could even be considered an act of homicide through reckless imprudence! REFERENCES Chrisafis, A. (2006). France sets date for public smoking ban. Guardian Unlimited. (Retrieved from: http://www. guardian. co. uk/smoking/story/0,,1890866,00. html) Cooper, P. G. (2005). Hazards of Smoking. University of Michigan Comprehensive Cancer Center. (Retrieved from: http://www. cancer. med. umich.edu/prevention/hazards_of_smoking. shtml) Greenaway, N. (2007). CanWest News Service. The Gazette. (Retrieved from: http://www. canada. com/montrealgazette/news/story. html? id=c414c2a9-9d63-4bae-9c28-a2543ac. 59025) Jamrozik, K. (2005). Estimate of deaths attributable to passive smoking among UK adults: Database analysis. BMJ. (Retrieved from: http://www. bmj. com/cgi/content/abridged/330/7495/812) LawsuitSearch. com. (2006). (Retrieved from: http://www. lawsuitsearch. com/product-liability/smoke-exposure.aspx) The Reports of the Surgeon General: Secondary Smoking, Individual Rights, and Public Space. (n. d. ). Profiles in Science. (Retrieved from: http://profiles. nlm. nih. gov/NN/Views/Exhibit/narrative/secndary. html) Tobacco. org. (2002) Public smoking banned. (Retrieved from: http://www. tobacco. org/news/89098. html) Washburn, D. (2007). Public smoking banned in HK†¦Mainland next? Shanghaiist. (Retrieved from: http://www. shanghiist. com/archives/2007/01/05/publicsmoking. php)

EIA Assessment for Loch Urr Wind Farm

EIA Assessment for Loch Urr Wind Farm Carbon Emissions by the Loch Urr Wind Farm Wind farms are located on the peat lands that usually accommodate huge stocks of improperly protected carbon (Energy sources 2012).Advertising We will write a custom coursework sample on EIA Assessment for Loch Urr Wind Farm specifically for you for only $16.05 $11/page Learn More The project, therefore, poses a great threat in the increase of the overall carbon losses. The soil in the Loch Urr has surface organic horizon which is greater than 50 cm in depth (Werner 2010, p. 201). Hence, the project is set to impact carbon emissions to the environment. The carbon is subjected to loss when constructing wind farm, where carbon is lost from the excavated peat (Shogren 2013, p 214). Carbon is also lost from the project area due to drainage (Built Environment-Scottish Government 2012). Some of the constructions that lead to carbon emissions include track preparation, construction of the turbine foundations, and transport ation of the materials to the project area. The legislation and policy covers for carbon emissions In Scotland, there are several policies that have been formulated to govern all projects causing the emission of carbon into the environment. Some of the governing bodies involved in the implementation of the policies include the Scottish Planning Policy (SPP), The National Planning Framework (NPF), and the local policy. NPF is a national policy providing the principal planning approach for Scotland. The regulations set by the national government to control the development of projects in Scotland have been outlined in it (Great 2012).Advertising Looking for coursework on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More The stipulated laws dictate that require that all the applications of the planning permission must be formulated in consensus with the development arrangement where the exceptions are indicated and directed otherwise (Great 2012). The Scottish Environment Protection Agency (SEPA) is a vital organ that determines and ascertains whether the project developers have accurately outlined the regulations of the carbon losses and savings to reduce the overall emissions. This policy necessitating the involvement of SEPA is fundamental in ensuring that the project developers do not pollute the environment since they follow procedures directed towards sustainable development (Energy Sources-Scotland n.d.). The final policy is the European EIA legislation which participates in covering this parameter. The project developers must adhere to the directives set in the various articles within the European EIA legislation (Montini and Bogdanović 2011). The primary need of this legislation is to protect the environment in accordance to the article five that advocates against release of pollutant gases to the environment (Proposal for a Directive-European Commission- Europa 2012). Discussion and examples of the baseline data Even though global warming emissions are not always associated to the functioning of the wind turbines in the farms, there are some cases where these releases arise from different stages in the development of their life cycle (Environmental impacts of wind power n.d.). Some of the activities that lead to emission of carbon by the wind farm in Loch Urr include materials production, on-site construction, transportation of materials, projects that involve operations and maintenance, dismantling, and decommissioning (Koeller, Koeppel and Peters 2006, p. 21).Advertising We will write a custom coursework sample on EIA Assessment for Loch Urr Wind Farm specifically for you for only $16.05 $11/page Learn More The available data on the level of carbon emissions from the wind farms shows that the power results to insignificant emissions of carbon (Shogren 2013, p. 214). However, arguments have been raised that carbon dioxide takes 72 % of the effects on global warming. A comprehensive cross-examination of the carbon emitted by the wind farm indicates that there is a high percentage of carbon emitted from its activities (Bryce 2011, p. 148). In this regard, the life cycle of carbon emissions in relation to the on-shore wind generation have been estimated at 10 kg per 1 MWh of the electricity generated (Shogren 2013, p. 214). This implies that generating electrical energy to serve cities lead to heavy carbon emissions. However, it is anticipated that prior to following the regulations on gas emissions, the releases will reduce by 42% by the year 2020. Apparently, the investigation of the gas emissions, there remains a gap due to lack of adequate investigation on the release of the non-greenhouse gases during the production process (Lyster 2006). Few developers tend to give estimates of the other percentile gases that the project will emit into the atmosphere. It has been reported that there are many incidences whe re the construction of the wind farm contributes to the loss of carbon compared to its saving (Bryce 2011, p. 148). This does not imply that there is no savings made on the carbon from the wind farms (Shogren 2013, p. 214). The calculation of the carbon emissions that can be attributed to the drainage of peat is obtained from the discharge happening when soil is left in its natural state which is retrieved from the emissions arising from the removal (Transport Scotland n.d.).Advertising Looking for coursework on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is assumed that the total percent of carbon lost when decommissioning the farms is a hundred percent (Energy sources 2010). It is, therefore, advisable for the project developers of the wind farm to follow the strategies that will emit least carbon to the environment strictly. Discussion on the type of prediction methods that could be used for the parameter Prediction would involve the techniques that have been used to forecast the future impacts of the project. There are two types of the prediction methods that can be employed to estimate emissions. These are the extrapolation method and the scenario method. In the scenario design, the process is a situation based planning process used to order someone’s perception concerning the substitute future environments where the present decisions may play out (Richard 2011, p. 89). The extrapolative methods draw trends on the past and the present data (Morgan 2001, p. 89). In this process, there are comparisons made concerning the situations as well as the study of direct impacts on several related projects (Richard 2011, p. 89). Using this method may also necessitate primary surveys in order to get information. The technique will involve visiting Loch Urr area to examine the soil condition and then make comparisons with the other related projects situated under similar soil conditions. The other important method that can be used is the normative methods. This works by assessing the project’s environmental context and its potential to achieve the desired outcomes (Richard 2011). In Loch Urr, the desired direct impact of the carbon emission is the change in Europe climate. Discussion on the possible mitigation measures for the significant impacts on carbon emissions There are numbers of significant impacts caused by the emission of carbon in Loch Urr. The significant impacts are loss of carbon from the soil and increase in the level of the greenhouse gasses leading to global warming (Dinan 2008, p. 24) . The mitigation measures that can be undertaken to minimize these impacts are as follows: Carbon emitted as a result of transportation- This scan is reduced by the use of the transportation means that may not make many trips to the construction sites (Energy Sources-Scotland n.d.). The mitigation measure will involve the use of bigger carriers that will travel to the construction site a few times compared to the small carriers. During the construction, the constructors should put mechanisms that curb the emission of the carbon into the environment such as burning of the construction materials (Good practice during wind farm construction, 2010). Loss of carbon due to drainage- The project developers should put in place the reinforcement measures such as the stabilization of the hillside through insertion of the elements for the reinforcement in the ground, and the mechanical treatment (Energy Sources-Scotland n.d.). Decrease in the level of carbon in the soil- This can be prevented by the construction of the â€Å"floating track†. Floating tracks will ensure that the supporting subsoil and the vegetation in the area remain intact. This measurement may result in the production of less amount of carbon into the environment as compared to when the land was excavated during the construction of roads (Energy Sources-Scotland n.d.). Operational maintenance should also be conducted in the wind farm. The maintenance should be done with care to ensure that little or no carbon is emitted into the air (Energy Sources-Scotland n.d.). Waste management should also be checked to prevent the emission of carbon through unintended ways. Agencies Involvement The agencies involved include the Scottish Environmental Protection Agency (SEPA), Directorate for the Built Environment, and Transport Scotland. The SEPA will be involved in the scoping stage. This agency is bound to provide important information on the proposed scheme (Energy Sources-Scotland n.d.). The directorat e of the built environment will also be involved since they are mandated to formulate, implement, and monitor legislation and policies concerning any construction. This agency will be involved before the construction of the floating track. They will provide important information on the guidelines of how to construct the floating tracks and the rules governing their construction (Transport Scotland n.d.). This bureau is also concerned with the examination of the development plans in Scotland implying that their involvement throughout the project implementation would be of high impact into the success of the project (Transport Scotland n.d.). Lastly, the Transport Scotland would be involved through consultation during the construction phase. The agencies would provide very important information based on the impacts of the turbines’ constructions and some of the possible mitigation measures that would be built up by the developers to curb any negative impact of the project (Tran sport Scotland n.d.). Use of EIS by competent authorities The EIS would be presented to the Scottish ministers to help them in determining whether the project is practical or not. They will use this EIS to countercheck the developers’ statements based on the expected emissions and savings. After the ministers have considered the merits and the demerits of this project, they will be in a position to say whether the project developers should continue with the project or stop its implementation. The provided impacts on the carbon emissions will guide the Scottish ministers to evaluate whether the developers have set all the mitigation measures to curb the problems that would arise from the impacts. Otherwise, the government would not be in a position to give any directions concerning the state of the project. Therefore, the concerned authorities should comprehensively examine the EIS. References Bryce, R 2011, Power Hungry the Myths of Green Energy and the Real Fuels of the Futu re. New York, Public Affairs. Built Environment-Scottish Government n.d., viewed on scotland.gov.uk/Topics/Built-Environment. Dinan, T 2008, Policy options for reducing COâ‚‚ emissions, Washington DC, Congressional Budget Office. Energy Sources-Scotland n.d., viewed on scotland.gov.uk/Topics/Business-Industry/Energy/Energy-sources/19185/17852-1/CSavings. Environmental Impacts of Wind Power n.d., viewed on ucsusa.org/clean_energy/our-energy-choices/renewable-energy/environmental-impacts-wind-power.html. Good practice during wind farm construction, 2010, viewed on snh.org.uk/pdfs/strategy/. Great, B 2012, National planning policy framework 2012: report from the London, TSO, viewed on https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/6000/2115548.pdf. Koeller, J, Koeppel, J Peters, W 2006, Offshore wind energy research on environmental impacts, New York, Springer. Lyster, R 2006, Energy law and the environment, Cambridge, Cambridge Univ. Press. Montini, M, Bogdanović, S 2011, Environmental Security in South-Eastern Europe: International Agreements and their Implementation, Dordrecht, Springer. Morgan, R 2001, Environmental impact assessment: a methodological perspective, Kluwer Acad. Publishers, Dordrecht. Proposal for a Directive-European Commission- Europa 2012, viewed on http://ec.europa.eu/environment/eia/pdf/COM-2012-628.pdf. Shogren, J 2013, Encyclopedia of energy, natural resource, and environmental economics, Elsevier Science, Amsterdam. Transport Scotland n.d., viewed on transportscotland.gov.uk/. Werner, L 2010, Soil Carbon Dynamics, Cambridge, Cambridge University Press.

Free Essays on Alexander Grahm Bell

Alexander Graham Bell's invention of the telephone grew out of his research into ways to improve the telegraph. His soul purpose was to help the deaf hear again. Alexander Graham Bell was not trying to invent the telephone, he was just trying to help out people in need. Young Alexander Graham Bell, Aleck as his family knew him, took to reading and writing at a precociously young age. Bell family lore told of his insistence upon mailing a letter to a family friend well before he had grasped any understanding of the alphabet. As he matured, Aleck displayed what came to be known as a Bell family trademarkan expressive, flexible, and resonant speaking voice. Born in Edinburgh, Scotland, the inventor spent one year at a private school, two years at Edinburgh's Royal High School (from which he graduated at 14), and attended a few lectures at Edinburgh University and at University College in London, but he was largely family-trained and self-taught. He moved to the United States, settling in Boston, before beginning his career as an inventor. With each passing year, Alexander Graham Bell's intellectual horizons broadened. By the time he was 16, he was teaching music and elocution at a boy's boarding school. He and his brothers, Melville and Edward, traveled throughout Scotland impressing audiences with demonstrations of their father's Visible Speech techniques. Visible Speech was invented by their father but he didn’t have much luck with it. It is a technique were ever sound that comes out of a persons mouth can be represented with a visual character. In 1871, Bell began giving instruction in Visible Speech at the Boston School for Deaf Mutes. Attempting to teach deaf children to speak was considered revolutionary. Bell's work with his deaf students in Boston would prove to be a watershed event in his life. One of his pupils, Mabel Hubbard, was the daughter of a manGardiner Greene Hubbard who would go on to play a vital role in... Free Essays on Alexander Grahm Bell Free Essays on Alexander Grahm Bell Alexander Graham Bell's invention of the telephone grew out of his research into ways to improve the telegraph. His soul purpose was to help the deaf hear again. Alexander Graham Bell was not trying to invent the telephone, he was just trying to help out people in need. Young Alexander Graham Bell, Aleck as his family knew him, took to reading and writing at a precociously young age. Bell family lore told of his insistence upon mailing a letter to a family friend well before he had grasped any understanding of the alphabet. As he matured, Aleck displayed what came to be known as a Bell family trademarkan expressive, flexible, and resonant speaking voice. Born in Edinburgh, Scotland, the inventor spent one year at a private school, two years at Edinburgh's Royal High School (from which he graduated at 14), and attended a few lectures at Edinburgh University and at University College in London, but he was largely family-trained and self-taught. He moved to the United States, settling in Boston, before beginning his career as an inventor. With each passing year, Alexander Graham Bell's intellectual horizons broadened. By the time he was 16, he was teaching music and elocution at a boy's boarding school. He and his brothers, Melville and Edward, traveled throughout Scotland impressing audiences with demonstrations of their father's Visible Speech techniques. Visible Speech was invented by their father but he didn’t have much luck with it. It is a technique were ever sound that comes out of a persons mouth can be represented with a visual character. In 1871, Bell began giving instruction in Visible Speech at the Boston School for Deaf Mutes. Attempting to teach deaf children to speak was considered revolutionary. Bell's work with his deaf students in Boston would prove to be a watershed event in his life. One of his pupils, Mabel Hubbard, was the daughter of a manGardiner Greene Hubbard who would go on to play a vital role in...

How Do You Address Your Professional Background in a Job Search

How Do You Address Your Professional Background in a Job Search You might see the phrase â€Å"professional background† popping up now and then in your job search, but what does it mean? The quickest summary is that they’re asking for your  work history. But you shouldn’t stop there–no one really wants a dry list of previous employers. When a hiring manager wants to hear about your  Ã¢â‚¬Å"professional background,† they are looking to learn about your performance and history in your current and past professions.Where Should You Put It?The best place to share this information is perhaps at the top of your resume, in a summary of your qualifications or a career profile- both much more effective than the outmoded â€Å"Objective† section. With each job you apply for, make sure you’ve made a convincing map of your skills and experience as matching the requirements for the job.On a resume, the best way to format your work history and professional accomplishments is probably chronological. But you can also try formatting it in a way that emphasizes jobs you’ve had that are particularly relevant- by type.What Should You Say?Be as honest as possible about what you’ve done and where you’ve worked, but, with that in mind, emphasize your particular skills and expertise as strongly as possible.If you don’t have a white-collar background with fancy managerial positions, that shouldn’t matter. What matters most is your professionalism, how you conducted yourself on the job, and how much you have grown. Showing your record of acting  responsibly and accountably, with excellence and integrity, will do you a world of good.  It’s still a â€Å"professional† background even if you feel your job is not fancy.Go Beyond Just Paid JobsRemember to include training and education- which are more than just academic credentials. Any certifications or skills training or onboarding you’ve acquired in the course of your career are relevant and quite important.Remember, how you look on paper is only the first step. Your resume is a partial summary of your professional background. Use it to get in front of a hiring manager or recruiter, and then expand upon the bullet points while you have the face time.And keep in mind: when an interviewer asks you to tell them about your professional background, remember that they want more than just a chronological list of jobs that they could read straight off your resume. Present yourself professionally, and your background can provide the extra boost you need.

Individual Case Study Assignment (4,000 words) Business Synoptic Essay

Individual Case Study Assignment (4,000 words) Business Synoptic - Essay Example ook at the use of the supply chain management by Wal-Mart to enhance not only its competitive strategy but also its strategic management accounting approach. This is achieved by improving efficiency, having faster distribution and maintaining quality fresh merchandise in all the regional operations. As illustrated in the case study, Wal-Mart has devised two distinct strategic management approaches that are interlinked and hence compatible to the firm’s overall strategy as set by its founder Sam Walton of providing high quality products at affordable prices. These include competitive strategy and strategic management accounting (SMA). There are four major elements involved in Wal-Mart’s strategic management approach. These include situation analysis, strategy formulation, implementation and evaluation (Bivens, 2006). A company’s main competitive strategy is generally based on devising methods that can bring about a competitive advantage to its market segment (Johnson et al, 2006, Pg.242). On the other hand, SMA is concerned with providing and appraising a company with appropriate accounting information on its business operations as well as its rivals that can be utilised strategically in decision-making. According to the Chartered Institute of Management Accountants (CIMA), management accounting is ‘the process of identification, measurement, accumulation, analysis, preparation, interpretation and communication of information used by management to plan, evaluate and control within an entity and to assure appropriate use of and accountability for its resources’ (Caplan, 2004, Pg.1). Irwin and Clark (2006, Pg.2) identify Wal-Mart’s effective utilisation of ‘cost-saving technologies’ and advanced supply chain management is one of the key elements in the firms enviable growth. They also cite Wal-Mart global strategy, which has assisted the firm in its expansion, ease of trading, and technology. Wal-Mart is able to effectively utilise its efficient

A Raisin in the Sun Research Paper Example | Topics and Well Written Essays - 1000 words

A Raisin in the Sun - Research Paper Example Amid these struggles, hope was the only reason why the middle black class kept up with the struggle. When the Younger family in the play, A Raisin in the Sun, faced with numerous economic challenges receives insurance premiums of their father, it rekindles their hope of having a better life. However, the money comes as a blessing in disguise. Not only does it take the family through a rocky trial, it also revealed of the cracks among the family members. With $10000, they envisioned a full transformation of their lifestyles. The money overwhelms then in such significant levels that they fall apart on how to use the fortune. Lena, their mother favors the idea of a home, opting to buy a house in a white neighborhood, while Beneatha hoped to receive money for her school. It was however Walter’s idea that pulled them back to their initial economic status, of hopelessness, after losing the rest of the money in a liquor business scum. This essay analyses Walter Lee’s character , a married man full of determination, hard work and highly ambitious, but at the same time, too stubborn and trusting that he cost the family its fortune. The author portrays Walter Lee as a passionate man bursting with energy, but equally desperate, bound by shackles of poverty (Hansberry and Langston 8). Having tasted the bitterness of poverty, Walter is highly determines save his family form the captivity of poverty. Working as a chauffeur, he holds on to their belief that one day, he would be in a position to transform the family’s lifestyle. He envisioned taking them from a house, squeezed enough that it denied them peace and comfort. He even reveals his dreams and fantasies to the family as he announces, â€Å"I have bigger dreams. I want to be more! When I drive downtown I pass cool, fancy restaurants where boys younger than I am work million-dollar deals.† As he dedicatedly ferried his boss in his errands, he felt much obliged to go by his duties, carrying on with his dreams and hopes. It was however his wife Ruth, who filled his thoughts. He could not understand why she could not wear pearls and have the luxuries that every other women in the United States had. Therefore, his dreams revolved around plans of giving her such life. The much efforts he puts however does not seem to bear fruits, as he ends up broke. The little salary he receives from his job cannot win the family the basic lifestyle. When news about Ruth’s pregnancy comes, he desperately starts looking for an opportunity to make it in life. His heavy efforts and lack of success makes him a bitter man. Totally, he is disgusted with his life, especially because he works for a rich white man. Consequently, this demeans him significantly, making him feel less than a man. He even openly shows his dissatisfaction with his job, saying that, â€Å"I drive a man around and say "yes, sir" and "no, sir" all day long!† (Piechocki 51). This is his high level of dissatisfact ion. At his thirties, an age where men are in total control of their lives, he cannot provide for his family. It is his desire to succeed that pulls him to the edge, making him prone to abuse and misuse. Struggling to find a way of providing for his family, he lands a deal with a number of his friends that appears not only lucrative, but also promising; a liquor business that his family is totally against. A desperate person would buy any idea coming his way, so long as it shows some hopes of

Behavioral Expectations and Consequences Essay Example | Topics and Well Written Essays - 1250 words

Behavioral Expectations and Consequences - Essay Example As Emmer, Evertson, & Worsham (2006) elaborate, students have to train their mental ability to relate and come up with viable explanations, while the teacher may offer warm up questions at the beginning of any period. Each students will then be asked to explain to the class what they think are the happenings in the picture. Each student has to answer. Activity 2. Students will be required to write a story about any social setting that they presume is peaceful, clean and that would enhance harmony and favorable living, whether real or out of their creativity. The teacher will offer the class specific time during the lesson to discuss as a group and then write individual essays after reading through stories of a good and bad communal living or set up. Students will then use the knowledge gained to write their own understanding of what a good place has to be. Emmer, Evertson, & Worsham (2006) argue that students in their early education have to learn to formulate important social proble ms and questions in locating and analyzing important data and knowledge. Such will portray students have a connection with their social and communal environments. Expected Behavior Activity 1 Emmer, Evertson, & Worsham (2006) explains, procedures communicate behavior expectations that apply to specific activity. Students will be required to portray the use of thinking in promoting understanding. Every child will be expected to offer a viable explanation touching on a social issue and elaborate on the possible causes of this issue. The student will be expected to behave confidently, have the courage to speak before other students effectively and portray integration of learned concepts in their arguments. The student though may repeat what their peers say will be expected to offer additional information to portray understanding of certain social issues. The student will be expected to show connection with picture shown in that they will be expected to show interests in diverse social issues and expound on the same. No student will be allowed to sit, refuse to speak, or repeat exactly what their peer say without additional information regarding the social setting as constructed in their minds. Expected Behavior Activity 2 Student will be expected to portray ability to write logical explanations of a social setting. Student will be expected to interact closely in groups and talk with low tones. Students will be expected to ask questions to the teacher whenever they are in doubts or for clarification, and have to participate effectively in these groups. Each student will in addition be expected to have finished by the time the teacher assumes appropriate, and hand in the writing for marking before the class ends. To portray excitement and interests, student will be expected to discuss briefly with their next peers after the teacher collets their books. Out of Class Activity Activity 1 Students will be required to go around their homes or community after school, not e and write down any pollution they observe in these areas. Students will indentify the specific causes of pollution and the possible effects it may have on the environment or people, and how the problem may be solved. Students will particularly be required to detail at least 10 pollution causes as observed in their areas and note how they are caused and how they can be prevented. Students will however not expect to go into much

Land law Essay Example | Topics and Well Written Essays - 3000 words

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I don't have any topic, you have to choose the topic and write it Essay

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Hart's Hotel Nottingham Essay Example | Topics and Well Written Essays - 1500 words

Hart's Hotel Nottingham - Essay Example An organization always aims at giving quality service to the customers. This is meant to attract more customers thus leading to profit maximization and business expansion. This paper discusses in depth about Harts Hotel Nottingham, its accommodation and front service management. Hart’s hotel is said to be a magnificent place for exploration. It’s a classical 17th century mansion owned by Tim and Stefa Harts and under management of Rupert Elliot. The hotel maintains high standards of modernization with light and airy modern space. It presents beautiful scenery with walls decorated in a range of bright abstract canvasses and no echoes of its previous incarnation (Vickers, 2005:42). Not only is the place fantastic to the viewer’s sight but also a very clean environment with friendly and helpful staff. Scholar depict that the restaurant advocates for excellent service and delicious menus. The hotel is located approximately a 3-minute walk form the city centre hence c onvenient enough for visitation. Moreover, it portrays a quiet environment away from noise of traffic and nightlife thus relaxing and comfortable for stay (http://www.tripadvisor.com/ShowUserReviews-g186356-d292105-r14432692-Hart_s_Hotel-Nottingham_Nottinghamshire_England.html). Hart’s hotel has quite a pleasant accommodation service. The rooms have high ceilings thus making the place light airy, contemporary, and comfortable. The top quality beds are neatly and stylishly equipped with goose down pillows and duvets, and Egyptian cotton bed linen. Once, a customer visited the

Land law Essay Example | Topics and Well Written Essays - 3000 words

Land law - Essay Example e disputes are likely to occur when the forms are incomplete or absent, as was the case in TSB Bank Plc v Botham.3 This aspect was also applied in the Taylor case, where it was held that the time for assessing whether an item is a fixture or chattel is at the time of contracting, otherwise it could amount to concealment. Therefore, a great deal will depend upon the contents of the mortgage contract Freddy has with Lords Bank and whether or not it has been specified that certain items will not be considered fixtures for purposes of the contract. When the question concerns the determination of whether or not an item belongs to a house, then it must be such that it becomes a part of the land itself. The case of Elitestone Ltd v Morris4 demonstrates this principle. In this case, the property in question was a house that had been prefabricated and stood on cement pillars so it was viewed as personal property (chattel) by the Court of Appeal. However, when the case went to the House of Lords, it was held that a removal of the building would have entailed its destruction, therefore the building was a part of the land itself and could not be removed. However, in the case of Chelsea Yacht and Boat Club v Pope5 , a house on a barge that was attached at the side through gas and electricity cables, was not deemed to be a part of the land, but was considered personal property that could be removed. Therefore, when the position on fixtures/fittings has not been clearly specified in the contract, the most important aspect in the determination of whether an item is removable or not will depend upon the extent to which it is considered to be a part of the property itself. Applying this distinction therefore, items which become a part of the house will be considered to be fixtures and will not be removable. However, items which do not become part of the house but are removable will be considered fittings and they can be removed. For example, in the case of Berkeley v Poulett6

Hart's Hotel Nottingham Essay Example | Topics and Well Written Essays - 1500 words

Hart's Hotel Nottingham - Essay Example An organization always aims at giving quality service to the customers. This is meant to attract more customers thus leading to profit maximization and business expansion. This paper discusses in depth about Harts Hotel Nottingham, its accommodation and front service management. Hart’s hotel is said to be a magnificent place for exploration. It’s a classical 17th century mansion owned by Tim and Stefa Harts and under management of Rupert Elliot. The hotel maintains high standards of modernization with light and airy modern space. It presents beautiful scenery with walls decorated in a range of bright abstract canvasses and no echoes of its previous incarnation (Vickers, 2005:42). Not only is the place fantastic to the viewer’s sight but also a very clean environment with friendly and helpful staff. Scholar depict that the restaurant advocates for excellent service and delicious menus. The hotel is located approximately a 3-minute walk form the city centre hence c onvenient enough for visitation. Moreover, it portrays a quiet environment away from noise of traffic and nightlife thus relaxing and comfortable for stay (http://www.tripadvisor.com/ShowUserReviews-g186356-d292105-r14432692-Hart_s_Hotel-Nottingham_Nottinghamshire_England.html). Hart’s hotel has quite a pleasant accommodation service. The rooms have high ceilings thus making the place light airy, contemporary, and comfortable. The top quality beds are neatly and stylishly equipped with goose down pillows and duvets, and Egyptian cotton bed linen. Once, a customer visited the

How to minimise the chance of project failing Essay Example for Free

How to minimise the chance of project failing Essay Introduction Here I am going to explain using examples many different kinds of ways that can be prevented from projects failing. In order for a project manager to detect something wrong happening in a project, they have to always double check it and also see if it works just the way the client wants it to work. Project managers always need some kinds of backup, if a project all of a sudden goes horribly wrong, they need some kinds of backup which can include extra members of staff or maybe working long hours to achieve their goal. Lack of staff expertise. When hiring new members of staff, a project manager has to always be careful when checking whether they have the right qualifications or not, by giving a new member a small test to see if they are worthy of using different kinds of tools can help to decide whether to hire them or not. Going over the budget If the project goes over the budget and more money is being wasted on different kinds of things such as tools etc, then the project manager will have to work harder over the time that they are paid; they may be then awarded a bonus if the project succeeds. To minimise this there are softwares that can be used such as Microsoft Office Project to keep track on the budget so that it can be easier to avoid going over the budget. Insufficient details from client or Poor or No Requirements If there is simply not enough details from the client, then as a result the project would most likely be unsatisfactory for the client, in order to avoid this it would be very important if the mangers warns the client if any further requirements are needed, otherwise the client will be warned that no changes will be carried out during the process of the project. Not enough proper time to research and plan Before starting any project, planning is extremely important to be taken out so that simply managers will know and have an idea of what to do. If no planning has been taken out then if would be essential to ask the client for a later deadline, if the client refuses then they will need to be warned that errors may occur and the project may arrive late anyway. Using the wrong kind of tools In order to stop confusion from ordering the wrong kind of tools, managers will have to explain clearly to members of staff what exactly is needed, the tools will then have to be researched and studied in order to find out if it has the requirements to create the project they are working on. They can over-run (passed the deadline) In order to minimise project from passing their deadline, manager will need to carry out plans before the project even starts. Managers will also need to hire extra members of staff if there is enough money in order to complete the project early. Members of staff could also learn how to fully use the potential of product such as software to help the project by being less time-consuming. Poor communication Project mangers will always have to make sure that member of staff are properly communicating with each other, there are many methods that can be used for communication, and these can include email, word of mouth, and mobile phone and maybe even by post. Members of staff will need to speak to each other once in a while in order to understand and learn what is going on in the project in order to prevent any errors from occurring. Lack of User Involvement Staff should be informed that if they are not truly involved with the project then they will automatically be given a warning or maybe even fired from their job because they are simply not working up to the standard as they should be working. What is also very important is the managers should be doing walk around which involves checking whether members of staff are working properly and doing things correctly and is truly involved in the project. Changes in the requirements As you know clients may all of a sudden change the details in the requirements of the product. In any of these cases a project manager has to decline those extra details because it can lead to missing out deadlines which can result in a loss of money and also time. A manager will have to warn their client that there cannot be any changes during the operation of the project, clients should also be advised to carefully give the requirements specification for their product that they are expecting to come out of a project. Long or Unrealistic Time periods A manager will also have to make sure and to double check to see if the time given to the project is realistic and achievable, otherwise the project will be known to fail and could have an impact on the organisation because they may need it desperately. Projects should normally take months to create or even years, if a big project was given and the deadline was only for a short time period, managers have to then immediately decline the project or warn the client that they will need more time. Scope Creep In order to minimise this, project managers will have to check and double check the project to see if it is working fully and if there isnt any problems that may be growing or might happen. For example if an error is found during the production of a product and not treated, could result in the product not working completely and permanently and therefore the project may need to be restarted, so to prevent this if an error is found that the mangers should straight away stop the product or pause it and treat the error as soon as possible. Poor Testing Normally testing is not done properly simply because either the client or manager is probably does not have the time to do it, another reason as to why testing may not be carried out because project managers may be too confident and therefore assume that everything will go well. Testing may also be poorly done because there of Insufficient details from the client or Poor or No Requirements, in order to avoid or minimise or prevent this, project managers should train users that do not know the purpose of the system, always give plenty of time to plan and ask the client for better requirements. Bad decisions being made Every single little decision that is made by the manager has to be carefully planned out and thought out, a manager will also have to consider the consequences and also plan for back-ups just in case the idea or plan back-fires.

Algeria, A North African Country

Algeria, A North African Country Algeria, as a North African country, is a multilingual nation with one official language, namely Modern Standard Arabic henceforth MSA and more than two foreign languages French, English, Spanish, etc. It is a country whose teaching-learning contributions and interests are now in how to improve foreign languages for specific purposes particularly English so as to prove its position or status as a powerful and important country across the globe. Today, the role of English as a foreign language (henceforth EFL) in the world is influenced by many factors such as business, cultural, political and educational factors. The latter is the main factor which plays, now, strongly a major role to pull a lot of attention in the decision of the Algerian educational authorities to know how to deal with the positive qualities EFL has in undertaking methods and approaches as parts of reforms in order to improve and enhance English teaching and learning as it is in developed countries. Therefore, the questions to be raised, here, concerns basically how to deal with the qualities EFL has with non-native speakers, what significant scientific contribution EFL gives to the country (Algeria), and what the suggested approaches and methods the Algerian educational authorities make to enhance and work on English Language Teaching are. ELT (English Language Teaching) in Algeria was denied and insignificant before the independence in comparison with French. Because the French language was taught in schools as a first language(L1) due to the consequences of the French occupation in Algeria that was the longest period of colonization which took a long time from 1830 till 1962. Thus French became as an official language in the Algerian institutions. Andrew Freeman (1961:1) confirms what we are saying about French as L1 in the following quotation the French, in Algeria, between 1830 and 1962, tried actively to suppress Arabic. The French influence resulted at many different levels, mainly the linguistic level. The linguistic level reflected the impact of the French language on Algerians who were being forced to speak French and then obliged to learn it in schools, but prior to independence and after 1990s a new revolution came to the surface and the Algerian authoritarians started new relations with USA to give some importance to English as an essential medium to be integrated in the Algerian schools. Thereof, the 1990s brought about many changes: English was introduced as an optional second language as of 1992 and, in 1999, an increased awareness of the importance of education led to 6% of the countrys expenditure being devoted to education (see http://ezinearticles.com/?Teach-English-in-Algeriaid=3280135). It can be argued that the process of teaching and learning English as a foreign language has taken many steps to improve the way of acquiring and mastering this means for communication to become closer to joining the worldwide community. Answering the questions given before, the Algerian educational leaders started to enhance and hold tightly EFL, and shifting from traditional methods to modern to say to the world that we are able, as a multilingual developing country, to learn EFL as a second Language as major and significant as French in our schools and university and then be present everywhere across the globe. These challenges remind us about some debate on teaching EFL in developing countries as an insignificant contribution, by African designers, to knowledge and production. According to many writers, the emphasis on foreign languages like English (Graddol, 2006; Batibo, 2007) has been regarded as an insignificant contribution by African education policy makers to knowledge and production, but Phillipson (1996) observes, after independence, that those who were first responsible for making English official and developed are African leaders. For instance, in Algeria, prior to independence and after the 1990s, a new revolution came to the surface. The government or the Algerian authorities started new relations with the USA and they attached little importance to English that was taught in the middle and high schools. Before, our EFL students had been studying English from the eight grade in the middle school to the third grade of the secondary school up to 2005. English language teaching and learning too, at that time, was catastrophic because of the lack of interest and many other factors such as economic, political, religious, educational, and so on. According to some older generation teachers, the majority of pupils were not interested in learning English and even French because they focus their studies on mathematics, physics, life sciences and nature and other fields but not languages, i.e., their world was closed or limited to their social life. Moreover, the majority of teachers were not at all interested in the syllabus presented to them and they found it meaningless and boring. About the reasons behind the failure of these teachers, Bouhadiba (2002) states that under the old time-based teaching program, the learner were supposed to learn at the pace imposed by the teacher, the text-book, or the course itself. Bouhadiba also argues that the failure of a time-based teaching program, no matter where it is implemented (developing or more advanced societies), lies in the way the teacher that he or she moves on to the next lesson or the next unit to be within the limits of the scheduled teaching program unlike the competency-bas ed approach. Because English has become the most dominant language, a lingua franca (henceforth ELF), which is defined functionally by its use in intercultural communication, English as a global language (e.g. Crystal 2003; Gnutvzmann 1999), English as a world language (e.g. Mair 2003) and World English (Brutt-Griffler 2002) English as an international language (EIL) becomes influencing force everywhere across the world, and useful language among many European languages, many governments have adopted various policies that promote ELT and Algeria is no exception. At present, English is considered as a foreign language that is offered as a required subject at all levels of university education. In order to understand and recognize that the efficiency of English language development in the Algerian educational system paves the way for learners to take part in the globalization, our government has made a huge effort to change the ELT policy and some changes were made in the 1990s. Due to these facts of the current status of English, Algerian Government decides to go through changes in various fields to hold and improve this global language in higher studies. Among these changes are the implementation of policies made in education related to new approaches and system were brought to Algerian institutions such as LMD System and Competency Based Approach (henceforth CBA) in primary and secondary schools. CBA approach has been brought to the Algerian schools in 2002 as a new approach and a part of reform in the primary, middle and secondary school. It has been imposed as a primary part of reform and complimentary to LMD reform on EFL teacher. To make CBA approach successful, the education minister mobilized all responsible for schools (primary, middle and secondary) to follow the CBA implementation. Moreover, Algerian ministry contribute, morally and financially, to give all opportunities and provide all those who are responsible for helping teachers and students with materials needed and equipments to be familiar with CBA success in the classroom. Thus, inspectors spent much time and money for making seminars in all over the country to instruct and correct the teachers ways in the teaching of English language and following the planning of English curriculum. In addition to the CBA, the LMD (Licence Master Doctorate) reform is also brought to the Algerian university in 2003 to continue the correctness of the teaching of English. In this work, we shall focus on some changes of approaches and systems such as LMD to see whether it is towards a more communicative use of English as a second language and a more focus on English language teaching. ELT is not easy responsibility for EFL teachers to teaching all of the students assigned to a classroom in university. The latter becomes, now, the world question in holding English as an international language which becomes increasingly important and required in Algeria in the last decade. Nowadays, there are much debate on what is teaching and how it becomes in the twentieth century, some people say that teaching is a creative way to become joined with and support others to help all learners learn. Others say that without teaching learning is not a way to make teachers and students more efficient. McKay (2002) says, The teaching and learning of an international language must be based on an entirely different set of assumptions than the teaching and learning of any other second and foreign language. McKay (2002:1) The quotation above makes us think many times of the processes of enhancing ELT to respond to the needs of those who are interested in English lingua franca ) currently. Thus the questions come in mind are as follows: 1-How should English be taught under LMD system as a challenging language in Algeria? (Our focus in this work). 2- What purpose of learning English should we achieve? (That is what we are looking for) 3- Can we be best English teachers? (This is our hypotheses to be proved) According to the questions above, we begin to analyze these issues regarding the role of English in our own lives and in our society. We first start looking at EFL teachers role, i.e. how do they play a central role in the teaching of English language perfectly? How do they apply the instructions given to teach English and how to be responsible for motivating their students to learn? It is essential that teachers themselves are aware of the way they are following to go through the four skills of listening, reading, speaking and writing including, grammar, vocabulary, and spelling all contribute to successful effective English communication. The much attention we give to each skill is due to the teachers input and learners competence as well as their needs. In addition, teachers should know themselves who they are and how can be adjusted in the light of the current status of English in the world. Palmer focuses here on the consciousness towards his students and how strongly he wants to be close to the students. Parker Palmer (1998, p 2) emphasizes on the teachers intention to see well his students; he must know himself before and when teaching his students. We can understand his illustration through the following quotation: When I do not know myself, I cannot know my subject-not at the deepest levels of embodied, personal meaning. I will know it only abstractly, from a distance, a congeries of concepts as far removed from the world as I am from personal truth. (See http://301f2012.wordpress.com/2012/11/29/writing-prompt-for-the-courage-to-teach/) It is clear to know how able we, as teachers, are to make our students understand and know ourselves in society as well as we can understand from P. Palmer the relative position and attention given to English has been considered and examined from ideological and cultural or political standpoints rather than pedagogical concerns. The latter is a very important point to discuss in accordance with our situation as Algerian EFL teachers. Unfortunately, with the classical system we, cannot be adjusted in the light of the current status of English in Algeria because, up to 2005, there are many obstacles and factors make our EFL teachers incapable to make all students understanding such as: 1-The number of students is overmuch in a class (40 50) 2- Insufficient communicative activities use for teaching English language skills such as reading, listening, writing, grammar, etc. 3- Inadequately equipped classrooms and the lack of ICTs use. 4- The impact of a social factor on EFL teachers as well as learners 5- Being authoritarian traditional teachers 6- Being passive traditional learners. 7- Being too shy to speak English in the classroom. 8-The impact of mother tongue (L1) on students and some teachers pronunciation too Due to some deficiencies mentioned above, the Algerian government started rebuilding the skeleton of university which is the image of the country abroad. So since 2OO1, the ministry of higher education has decided to diagnose the situation in order to provide immediate and sustainable solutions for university and here a new Algerian university system has imposed itself. Following the recommendations of the National Committee of the education reform, a reform plan was adopted by the Cabinet in April 30, 2002 and the Ministry of Higher Education and Scientific Research has adopted a ten-year strategy to develop the sector for the period 2004-2013, one of whose main themes is The development and implementation of an overall and deep reform of higher education, the first step is the establishment of a new architectural educations, including an updating and upgrading of various educational programs, and a reorganization of the educational management. Thus, the choice goes towards the new BMD: Bachelor-Master-Doctorate system, or LMD (Licence, Master and Doctorate) as it is known, to meet the expectations of society and also to be in concordance with the new guidelines and global trends in higher education. This system examines, evaluates and improves the way the teachers and learners are following now to better and develop their English. It also defines the ways and means to teach study and evaluate differently in higher education. It aims to motivating and enabling students across the world by allowing diplomas to be compared and become equivalent to European diplomas, developing the professionalization of higher education whilst preserving the general interest nature of the teaching, to strengthening the learning of transverse skills such as fluency in foreign modern languages and computer skills encouraging the students mobility and encouraging the students access to the world of work in Europe allowing the student to build up a personalized education plan gradually. Therefore , in order to understand and recognize that the introduction of English language into the Algerian educational system lead us to have part in the globalization, our government made huge effort to change the policies that have been being followed in 1900s. For instance, at the level of university, the LMD system is about a new approach based on the Communicative Approach that has been implemented in the Algerian university almost in all subjects and specialties, as we have already said above. LMD system has been introduced into our universities by August 2003 to make changes in syllabuses and curriculum development in order to reduce and overcome the difficulties and the obstacles cited (see page 7) and make English teaching and learning successful under the new system LMD. On the one hand, to achieve good results, EFL university teachers must be ready to change from traditional teacher to modern one changing the traditional approaches into more communicative innovative activities to teaching to what extent we pay much attention to the four skills perfectly. On the other hand, the changes made and brought to universities contribute to achieve success in teaching and learning languages. For instance, Sheena Gardner (2008), in his paper, believes in changes he states that English language teachers have changed, or are changing, from a traditional approach to teaching formal grammar rules to a more communicative approach to teaching how to use grammar meaningfully in context. We as EFL teacher agree on the principal of the changes at all kinds of levels particularly in higher education so as to have part in globalization. Interestingly, in Algeria there are changes towards teaching English more explicitly, and with more of a focus on form. Furthermore, to explore these changes the educators emphasis is on to what extent do systems and approaches impact, positively, on ELT to improve EFL students levels in order to get much knowledge and then achieve perfect English to securing their jobs through acknowledged degrees and high levels of employment because the spread of joblessness across the world particularly in Algeria have upset authorities. From the various opinions of learners, even longer studies are not an end in themselves everyone now understands that schools and universities are the first starting point for everyone desires to realize any project. Aiming to get higher studies is simply a means to access better jobs likely to lead to higher social status (profession, security, wage, etc.). For that reason, English language becomes, for EFL students, a dominant subject, an international language English (Brutt-Griffler 2002) English as an international language and a means for getting job easily. It is now required, across the globe, and important for the Algerian learners and/or job seekers. The question then is what concrete roles does English improvement contribute to the EFL LMD students in the Algerian university? Coleman (2010) addresses a similar question by reviewing the functions of English as a foreign language in development. He identifies four areas where English has often been given a role to play: 1-for employability 2-for international mobility 3-for unlocking development opportunities and accessing information 4- as an impartial language. These four points must find an answer in the implementation of LMD systems results. Thus, the present work study is devoted to overcome the difficulties and problems Algerian teachers and learners are encountering in acquiring English language for specific purpose. The latter has been conducted by many researches to discuss the various problems that Arab universities encounter and mainly Algerian university. These kinds of problems refer to their ability as teachers or their competence in transmitting skills. Mukattash (1983) divides the problem that learners of English encounter into problems of pronunciation, spelling, morphology and syntax at the level of university as well students or learners unable to express themselves that what makes difficulties spread. For Mukattash the students major difficulties arise from the fact that they cannot use English correctly and appropriately in and out the classroom when required; he says: Comfortably and efficiently either when dealing with academic topics or common everyday topics (1983:169). What we can understand by the difficulty of English efficiency is related to the students deficiencies in communicative competence and self -confidence. Consequently, to encounter these kinds of problems of communicative competence, Ministry and educational experts run to find solutions to these problems by changing the strategies and encourage the training abroad that gives the learners a good knowledge and culture as well as make them confident. The queries to be raised here are how universities could be developed into places where advanced knowledge was disseminated and what are the strategies and the reforms are going to be followed. It is only recently that universities have become the almost systematic pragmatics, looking for motivation and aptitude for higher and perfect studies. As a main part of this work, we have also shed light on another part of reform which is called ICT (information, communication and technology). It also plays a major role in understanding the changes brought to the teaching and learning of English language. Through our reading in some books concerning the use of technology in the classroom Robert J. Marzano (2007:3), in his book Using Technology with Classroom Instruction That Works, states that Research indicates that technologys use in the classroom can have an additional positive influence on student learning when the learning goals are clearly articulated prior to the technologys use (Pitler, Hubbell, Kuhn, Malenoski, 2007; Ringstaff Kelley, 2002; Schacter, 1999) Moreover, it is said that the impact of the technologys use on teaching and learning is a promising scope of interest for researchers in various disciplines such as mathematics, informatics, education and sports, literature, English studies or teaching foreign languages and so forth. The latter becomes one area where ICTs influence is widely investigated. It is good and interesting to say we admit technologys use to enhance learning and teaching in the classroom. We, as EFL teachers familiar with the use of technology in the classroom, agree on such point of view, but does it match with our LMD students : First , second and third year LMD student as well as Master 1 and 2 students (our case study) ; this is what we are going to approve during this investigation. From that fact, we make some questions to respond to those who are interested in the use of the ICTs. (See appendices) To make this theory coincide with EFL classes let us see the use and the integration of ICTs use impact in the LMD system. Does ICT indeed provide students with much information in learning E L (henceforth English language) competency as well as make better and more attractive the quality of EFL teachers and students learning under LMD and CBA experience? Some of teachers approve that the use of ICT becomes an effective medium to better and develop the English language. As well, ICT helps in the use of interactive lessons through the four skills to enhance the teaching and learning of English perfectly, but some teacher disagree on this point saying to as that student become so boring when using them in the classroom. (For more details see chapter 3) Nowadays, the rapid developments and the frequent use of ICTS in Algerian society is not only impact on a quick computing discourse has generated linguistic convergence it is also the focus on the use of ICT in schools and universities. The latter now require much availability of computers provided with the net/ internet because they become a support for learning and teaching any discipline and mainly languages. Thus, the use of ICT in both education and higher education must become important to reinforce and ensure the effectiveness of systems implementation such as LMD in higher education. The latter goes with the ICTs use which becoming more important to contribute to the growth and development of learning and teaching in the 21st century. In this part, we highlight the effectiveness of ICT in higher education and we seek to explore how it will impact on the way courses will be given to learners and delivered in the universities. Having spoken on the whole study work, generally, leads us to think of the following: Statement of the problem Through our experience of 5 years of teaching English under the new system LMD in the Algerian university particularly the University of Mostaganem as well as Didi Bel Abbes University, we have noticed changes in the attitudes of our students and teachers towards LMD system and the integration of ICT in the classroom. Students come to university with no idea about LMD; the only idea they have had in mind is the CBA approach which is implemented in 2002 in the secondary school. They have already been familiar with the competency based approach in undertaking all kind of new tasks, techniques and methods given to be applied. Our aim behind this study is to study whether there is a coherent coordination between both institutions: university and secondary. In addition, we try to respond to some questions were given by many about CBA and LMD such as: the relationship between LMD and CBA, LMD contribution to the CBA approach, ICTs use. Hypotheses On the basis of what have been preceded, we are going to formulate the following hypotheses: 1. In relation to CBA, we would like to see whether the LMD system responds to the students and teachers needs in mastering English or no. 2. Curriculum development regarding the new implementation system such as LMD and CBA does fit the world demand in education. 3. The importance of the ICTs use in LMD system to respond to the teachers needs as well as to enhance foreign languages/ English. The Chapters Outline Our doctoral research revolves around four chapters. The first chapter introduces our research methodology and how was our investigation undergone. The research methodology chapter will present to the reader a detailed overview of various methods and techniques we used in dealing with our corpus and collecting data. The second chapter is to be devoted to the presentation of a broad review of the relevant literature relating to the fundamental basic and key concepts related to teaching and learning theories, and we will end up with some clarifications about what is curriculum as well as including the various systems that have been implemented in teaching languages such as LMD system and the CBA approach. In chapter three, we will introduce our readers to both CBA (Competency Based Approach) and LMD (Licence-Master-Doctorate) as two new international educational systems applied and implemented in many developed and developing countries. The aim of this chapter is to help students and teachers alike understand what is CBA as an approach introduced to primary middle and secondary schools, what is LMD as an educational system and how are CBA and LMD interconnected as well as to highlight the effectiveness of ICT in higher education Chapter Four is devoted to discussing the feedback of the participants and the results attained. By interpreting the answers of teachers and students and their responses, we were able to come to a set of conclusions that we present in the last section of this chapter that we entitle conclusions and recommendations. Through the general conclusion, we will have come to validate or invalidate our hypotheses that base primarily on LMD, its relation with CBA and the effectiveness of ICTs use for LMD teachers and learners. Thus our purpose, all through this study, is to establish a strong connection between LMD, CBA and the importance of the integration of new technologies, notably the ICTs, in our classes and lectures.