Fleas Essays -- essays research papers

Bugs are exceptionally little creepy crawlies. They are for the most part flightless and don't have eyes, albeit two ocelli might be available. Their antennaes are short and their mouthparts are adjusted for puncturing and sucking. The female insect lays a couple of eggs every day that aggregate up to 300 to 400 in the course of its life. The eggs are laid as a rule on creatures and most drop off where they invest the vast majority of their energy. Bedding, floor fissure, covering, along baseboards and regions close to their preferred resting and snoozing destinations are particularly likely places where eggs will be found. These eggs bring forth into hatchlings, which are infant bugs. The hatchlings turn a case and, contingent upon natural conditions, develop as grown-ups in as not many as five days. The grown-up bugs at that point mate after a blood dinner and afterward lay eggs. The existence cycle is then rehashed - until control estimates break the cycle. The absolute life cycle can last from 25 days to a while. The assemblages of the two grown-ups and youthful bugs have numerous retrogressive pointing hairs and amazing leg muscles. Insects can hop multiple times their own stature and multiple times their body length. Insects have numerous bugs and parasites and can have up to 150 living in them at once. Grown-up insects can mess clinical up including bug sensitivity dermatitis (FAD), tapeworms, optional skin aggravations and, in outrageous cases, sickliness. A few people may have an extreme response, for example, a general rash or aggravation, which can bring about optional diseases brought about by scratching the disturbed skin region. Bugs may transmit bu...

city history :: essays research papers

The Roman Empire had begun at Anatolia. Byzantine Empire had lived somewhere in the range of 330 and 1453. The Seljuk Empire had begun with having the majority of Anatolia in the early piece of eleventh century. The Roman Empire, Byzantine and The Seljuk Empire, every one of them have an uncommon spot ever. Likewise there are a few likenesses and contrasts among them as far as their political and authoritative structures, financial association, day by day life and provincial chain of command. A-) Roman Empire comprised of rulers, judges, and representatives. The ruler had a major force. He could acknowledge, dismiss, or overrule senatotors’ decions since he was sen as a God of the earth. In Roman urban communities, committees changed city states to focal government officals. So urban councils’ capacities were seperated two sections. These were polite and military specialists on account of centralization. Estimation of political force and circumstance of city councilmen reduced with the change of power. The emissaries were by all account not the only rulers in Roma. Additionally Roman Empire offered significance to armed force. They had extremely composed armed force, military and rancher officers. The rancher fighters were given grain and they made it, for example, porridge and wheat. In light of centralization urban chambers in urban communities of Roman Empire. Focal government needed to separated to seperate common and military power. The Roman Empire, politi cal association was higly concentrated and organization structure of The Roman Empire had a minister property with the goal that the head was acknowledged as the agent of God. The congregation had a cozy relationship with the head of The Roman Empire due to this conviction. Additionally christianity became state religion at the outset time of The Roman Empire. For instace, one of the criterias to be resident of Roman Empire was having a place with the christian church.  â â â â The Roman Empire had proceeded with the Byzantine so major of qualities of the two domains were comparative. The Byzantine Empire had city-satates as a legacy from The Roman Empire. The fundamental changes between The Roman Empire and The Byzantine Empire were foundation of the political focus and inclination to developing cetralization and reletive minimization of Byzantines’ fringes that diverged from the essential example of The Roman Empire. In The Byzantine Empire, church had a major significance at the political instution of senate, the court, and bureacracy. Likewise political association was exceptionally incorporated and the major crucial powers of the centrality was the head, thebureacracy, the military and the congregation in Byzantine.

Minimalist Toolkit

Minimalist Toolkit What do you need to become a minimalist? What tools do you need to start your journey? If you could purchase a minimalist toolkit today what would it have in it? What would it look like? Heres a quick exercise for you: Grab an empty box todayâ€"one thats about the size of an empty Xerox paper box, or even bigger. Tonight, before you go to bed, make sure the box is completely empty, and then tape it shut. Then, grab a bold marker and write Minimalist Toolkit on the side of the box. On the third morning of your journey into minimalismâ€"when your friends and family come over for your packing partyâ€"break out the box. Gather around with your friends and tell them you got this special Minimalist Toolkit that is going to help you with your journey. Slowly, dramatically, cut open the box to reveal the contents to your crowd. Explain to them that you dont need anything to become a minimalist. Minimalism is about getting rid of unnecessary stuff so you can enjoy life. You dont need a box of stuff to accomplish this. If you find value in The Minimalists, consider donating a dollar.

Failures in Death of a Salesman by Arthur Miller Essay

Failures in Death of a Salesman by Arthur Miller Arthur Miller develops a number of significant and central themes throughout the play using techniques such as characterization, setting and language. The best explored theme in the play is the theme of failure and disappointments. Death of a Salesman is a modern day play about a salesman, Willy Loman, his life and his failures in a success driven society and world. He is a victim of The American Dream destroyed by false promises and ideals. As the play unravels we realize that he more than just a financial failure but also socially, personally and morally. These failures and faults are not only confined to him but they rub off on his family.†¦show more content†¦This again indicates Willys lost opportunities in life. So Willy is surrounded by great successes in a society where success and money is what is respected. This means that Willy is far from respected. A technique Miller employs is using language to aid deeper meanings in the storyline. It is used frequently throughout the play. The references to the jungle as the setting for Bens ruthless success carries uneasy connotations of a place where only the fittest will survive and in which weaker members will die. Indicating that Willy will not survive in the financial world. Even after all that Willy went through with his own failure and his sons he still does not understand why it happened to them. He believes that the only keys to success are contacts and popularity. Unfortunately, in the business of sales, Willy has outlived his contacts and his popularity (if he ever had them) and is now unable to make any money. The best example of this is when Biff failed Maths and was going to fail school Willy said he would talk to his teacher and shed understand. This shows that Willy thinks he can get by in life by being popular and charming but he realizes the hard way that this is not true. Willy Lowmans home is presented as small and fragile, surrounded by a wall of apartment blocks whose presence contributes to the trapped, claustrophobicShow MoreRelatedArthur Miller s Death Of A Salesman1144 Words   |  5 Pages Arthur Miller: Death of a Salesman Life for many in America are missing the same elements that â€Å"Death of a Salesman† exposed. Those element are love and direction. Many people face these struggles at some point in their life, but don’t know what to do to progress. Arthur Miller devised a style whereby he could show how your past can continuously impact on your future. Each character highlights the powerlessness of a dream to give meaning and control to human life. I disagree with someRead MoreArthur Miller Criticism913 Words   |  4 Pages Arthur Miller is a highly distinguished author. He is considered by many to be one of Americas greatest writers. As distinguished a writer he is, Miller deserves to be selected for a spot in the prestigious American Author Hall of Fame. His works meet the criteria for the American Authors Hall of Fame since they have themes important to society, are unique, and have universal appeal. Arthur Millers works meet the American Author Hall of Fames first criteria by dealing with themes highly importantRead More The American Dream Conspiracy in Death of a Salesman Essay1728 Words   |  7 PagesArthur Miller’s Death of a Salesman tells the story of the failure of a salesman, Willy Loman. Although not all Americans are salesmen, most of us share Willy’s dream of success. We are all partners in the American Dream and parties to the conspiracy of silence surrounding the fact that failures must outnumber successes.(Samantaray, 2014) Miller amalgamates the archetypal tragic hero with the mundane American citizen. The result is the anti-hero, Willy Loman. He is a simple salesman who constantlyRead MoreDeath Of A Salesman: Illusion In An American Tragedy Essay1738 Words   |  7 Pagesto choose the most convenient solution to his problem: illusion. They build dreams and fantasies to conceal the more difficult truths of their lives. In his play Death of a Salesman, Arthur Miller portrays the hold of such illusions on individuals and its horrible consequences. Through the overly average, overly typical Loman family, Miller shows how dreams of a better life become, as Choudhuri put it, â€Å"fantasies to the point that the difference between illusion and reality, the Loman’s dreams andRead MoreAnalysis Of Arthur Millers Death Of Salesman 1611 Words   |  7 PagesResearch paper on death of salesman Arthur Miller created stories that express the deepest meanings of struggle. Miller is the most prominent twentieth-century American playwrights. He based his works on his own life, and his observations of the American scene. Arthur Asher Miller was born 17 October 1915 in Manhattan, New York city. He was the son of Jewish immigrants from Poland. His parents had a prosperous clothing company. Unfortunately when the stock market crashed, because his familyRead MoreAnalysis Of Arthur Millers Death Of Salesman 1548 Words   |  7 Pages Research paper on death of salesman Arthur Miller created stories that express the deepest meanings of struggle. Miller is the most prominent twentieth-century American playwrights. He based his works on his own life, and his observations of the American scene. Arthur Asher Miller was born 17 October 1915 in Manhattan, New York city. He was the son of Jewish immigrants from Poland. His parents had a prosperous clothing company. Unfortunately when the stock market crashed, because his familyRead MoreThemes of Failure, Self Delusion, and Conflict in Death of a Salesman568 Words   |  3 Pagesplay â€Å"Death of a Salesman† there are multiple themes, some are obvious and others are just noticeable. Much of it revolves around the Main Character Willy and how he has confused reality with constant illusions and dreams. Based on my experience with â€Å"Death of a Salesman† I can say that there are multiple themes fused through this play. For example the author used these themes to create a strong cent ral meaning or message that the reader can clearly understand. Overall I believe Arthur Miller has deliveredRead MoreWilly Loman And The American Dream Analysis1075 Words   |  5 PagesDream In Arthur Miller’s play, Death of a Salesman, Willy Lomans pursuit of the American Dream is characterized by his selfishness, demonstrating how the American Dream can subtly turn into the American Nightmare. However, Willy’s role is quite important because he often led to failure through the creation of the American Dream and the real world. To fully understand the storyline of Willy Loman in Death of a Salesman, one must evaluate each member of the Loman family. The death of Willy LomanRead MoreDeath of a Salesman Essay584 Words   |  3 Pages In Arthur Millers play Death of a Salesman, the protagonist Willy Loman sets out to pursue the American Dream only to find complete failure. With hard work and devotion, Willy believes that he will one day be a success in a booming economy. As one critic states, Willys character is of a common man. He is not anything special, nor ever was. He chose to follow the American dream and he chose to lead the life it gave him (Death of a Salesman: The Culture Of Willy Loman). Willy dies an unsuccessfulRead More Failure of the American Dream in Arthur Millers Death of a Salesman907 Words   |  4 PagesFailure of the American Dream in Arthur Millers Death of a Salesman    In Death of a Salesman, Arthur Miller forces the reader to deal with the failure of the American Dream(Field 2367) and the effect it had on the Loman family, how it ruins the life of Willy, and destroys Biff’s life as well.   By focusing on serious problems that the reader can relate to, Arthur Miller connects us with the characters facing these life-altering crisis.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To Willy Loman success is defined as

Cloning VS Religion Essay - 1349 Words

The year is 2020. You are walking down the street and you see your friend. You give your friend a wave and continue with your walk, but then you pass by your friend again. This makes you turn around, you think your head is playing games on you. But when you turn around there is not one, but two of the exact same people standing in front of your eyes. This is an example of what cloning can be in the future. People one day will be able to create another version of themselves or someone else. Cloning does not just apply to creating whole humans, but also discusses the attempt to create new cells to help cure different diseases. Science and religion often clash, and in this situation they do through majority of the religions. Buddhism has†¦show more content†¦Reproductive cloning uses somatic cell nuclear transfer (SCNT) to create organisms that are genetically identical (wikipedia.org). To create a clone one must transfer the nucleus from an adult cell into a de-nucleated egg. This egg then needs to be put into a surrogate mother. Buddhists do not agree with this type of cloning because they feel that scientists will start breeding those who have advanced moral qualities. Although scientists have not yet cloned a full human they still are researching it. In the Catholic religion it is believed that God creates every living thing on Earth. Every human is created differently from the next, but one thing we all have in common is that God has given us each a soul. A Catholic can believe in the theory of evolution, as long as they believe that at one point God intervened to give us a soul. Every person should be born into a family where there is a mother and father who are joined in holy matrimony. In this family you can have brothers, sisters, grandparents,aunts and uncles, who all teach us to love. â€Å"Parents must regard their children as children of God and respect them as Human persons. Showing themselves obedient to the will of the Father in heaven, they educate their children to fulfill Gods lawâ€Å"(2222 CCC). In the eyes of a Catholic person, cloning is wrong for many reasons. Many ask the question â€Å" who are we to play God?†The phrase â€Å"playing God† comes from theShow MoreRelatedCloning as Solution to Food Shortages and Needs for New Medicine1436 Words   |  6 Pagesthat there could ever be a solution to these issues. Cloning could be one of the many solutions to the problems that are afflicting the world as we know it. But that has many people wondering what exactly cloning is, and, more importantly why people do it. Knowing what cloning is, why people do it, and other opinions and feelings about cloning could help us solve these issues. To clone means to create a genetic copy of another organism. Cloning depends on there being two cells, one of a female’sRead More Cloning Technology: With Respect to Faith and Reason Essay1642 Words   |  7 PagesCloning Technology: With Respect to Faith and Reason Church VS Science The idea of sitting in an airport and seeing someone walk past that looks identical to you may seem absurd, but due to new scientific development it may not stay that way for long. In 1953 two scientists by the names of James Watson and Francis Crick discovered the structure of DNA.1 DNA can be defined as the makeup of chromosomes, which carry genetic information. DNA is present in nearly every living organismRead MoreHuman Cloning Essay1540 Words   |  7 PagesHuman Cloning For the last few decades, cloning was a fictitious idea that lay deep within the pages of sci-fi novels and movies. The very idea that cloning could one day become reality was thought to be a scientific impossibility by many experts. But on February 22, 1997, what was thought to be purely science fiction became reality. That day, a team from the Roslin Institute, led by Dr. Ian Wilmut, changed the history forever by revealing what looked like an average sheep. And its name wasRead MoreThe Effects Of Cloning On Human Life1808 Words   |  8 PagesWeston Erbert Mrs. McEwen English 12 11 February 2016 The Effects of Cloning Cloning. The very word instills feelings of excitement, hope, possibilities and a montage of futuristic images of test tubes and beakers and DNA ladders spinning through space. But the word also conjures anxiety, fear and internal struggle over right and wrong, good vs. evil, science vs. religion. The cloning of vital organs or cells to cure diseases could potentially save the lives of millions of people around the worldRead More Analysis of The Birthmark by Nathaniel Hawthorne Essay867 Words   |  4 Pagestoday, people try to play â€Å"God† and change things that nature has put in place. It’s human curiosity; how much can be changed, how many things can be perfected? The themes in this short story-- religion, gender, and science--were relevant in Hawthorne’s day, and still are many years later. The theme of religion is hidden in the desire to erase the birthmark. In trying to â€Å"perfect† Georgiana, Aylmer is testing God’s creation. He doesnâ €™t believe that how God created Georgiana is perfect, and he is obsessiveRead More Attack of the Cloning Regulations Essay2139 Words   |  9 PagesAttack of the Cloning Regulations Better and new technologies and ideas are constantly introduced through the passage of time, most of which are just for the convenience of modern life. There is usually not much of an objection when they are introduced into society because the pros of the idea greatly outweigh the cons; however, this is not the case with the discovery that human cloning is now practically possible. When a breakthrough like cloning comes about regulations must be set forthRead MoreThe Origins Of Humanity And Major Periods : Middle Ages, Renaissance, And Enlightenment1454 Words   |  6 PagesThe evolution theory is that of a good one and basically shows us about the Survival of the fittest. Science is based on a series of proven theories and facts. However, religion and its beliefs are based on the biblical interpretations and the spread of stories through its word. The long-standing issue is that between religion and science has molded the concept of Church and State. The relevance of the concept s stated before to include, natural selection, intelligent design, scientific creationismRead MoreTexts in Time Frankenstein and Bladerunner : )1400 Words   |  6 PagesModule A: Texts in Context â€Å"Mary Shelley’s values are still relevant to society today†. Discuss with reference to your knowledge of Blade Runner and Frankenstein. (1200 words) Frankenstein, Mary Shelley’s cautionary tale of science vs. religion was first published in 1818, in an increasingly secular, but still patriarchal British society, amongst the aftermath of the French and Industrial revolutions and a burgeoning scientific research scene. Upon the second release in 1831, the novel was greetedRead MoreThe Ethics of Cloning Essays2173 Words   |  9 Pagescould be produced (Cloning Fact Sheet, 1). This process is called cloning, and essentially it takes from one’s own genetic makeup to produce an exact replica. These exact replicas, known as clones, can benefit our society in many different ways; however, these benefits are not without great controversy and concerns. Proponents of cloning suggest that through cloning, humans can experience a greater quality of life with fewer health concerns including hunger and reproduction. Cloning consist of threeRead MoreThe Immortal Life Of Henrietta Lacks Should Be Included As A Work Of Summer Readi ng1181 Words   |  5 Pagesanalyzed within the story line, such as relationships, ethics, race, religion vs science, growth/decline of a character, and the loss of a loved one. An entire paper could be written on any of these ideas and a teacher could get an insight into his/her students’ passions with their choice in discussion. In addition to these themes, not only is the language of the poorly educated community able to be seen, but the way importance of religion in which they view life. Skloot is also able to depict an African-American

Language Acquisition Theories Free Essays

It is reported by Waggoner that one in six United States adolescents between the age of 14 and 19 speaks a foreign language at home besides English. Some schools expect these children to speak English fluently and at a rapid pace. They also have this hidden expectation that there will be no interference with their academic progress in the classroom. We will write a custom essay sample on Language Acquisition Theories or any similar topic only for you Order Now The information that is taught to English language learners is prolific in words and phrases. This can at times become baffled due to the literal and figurative language of words. Children who are fluent in English have a solid understanding of those figurative phrases. Lazar, Warr-Leeper, Nicholson, and Johnson (1998) reported that 11.5% of lessons taught in the classroom contain figurative language and teachers use idiomatic looks in one out of ten words used when teaching in the classroom. Idioms are very difficult for English language learners to translate. Often the English language learner also has difficulty understanding figurative language in the social setting. Figurative language is indeed a needed portion for the English language learner instruction. These students must have the appropriate instruction so that they can master the difficult task of speaking, reading, and writing a foreign language to them which is English. Palmer and Brooks (2004), states that if the English language learner is unable to understand and translate figurative language this will cause a disruption to their comprehension, which will cause frustrations and may hinder the student from wanting to become a reader of English. Classroom teachers must scaffold their instruction for the English language learner. The lessons must consist of comprehension strategies that are fostered around figurative language. This may have some challenges for the classroom teacher because the English language learner is diverse with a broad range of cultures and linguistics in the classroom. Alejandro’s Observation As a classroom teacher who possesses students who are English language  learners I could relate to some of the issues concerning Alejandro. According to MacGillivary and Rueda (2001), children like Alejandro will assist their parents who speak a little English and those who don’t speak English at all to translate for them any and everything that pertains to school, the doctor, or just everyday situations that may require English. Alejandro’s teacher created appropriate and purposeful lessons for him. These lessons were tailored around figurative language. This teacher modeled explicitly taught him how to translate words and phrases into English and also how to decide what the meaning is when it pertains to context clues. Alejandro is now able to communicate in both worlds English and Spanish. Strategies for Figurative Language Explicit Instruction: According to Palmer and Brooks (2004), â€Å"figurative language interpretation is based on students’ schemata; therefore, direct, or explicit, instruction is often needed to provide the knowledge necessary to understand not only the figurative language expressions but the context surrounding them as well† (p.375). When the English language learner receives instruction that is clear and direct this will aide those students who may not be familiar with figurative language. This will also help them students who possess a limited knowledge to recognize figurative language. Connections to the Real World When the English language learner uses figurative language in their communities they create this connection that allows them to communicate naturally. Tompkins (2002), states that children who are English language learners have challenges comprehending the figurative phases used in the real world. He suggests that classroom teachers use hands on objects like posters created by the students that will show the figurative meaning of those phrases. Figurative language can help the English language learner to see this world in a new light. It also magnifies their perceptions about the world. Dialogue in Context Educators of English language learners should explain the importance of  figurative language to their students. They should be aware of how this skill will be taught to them so they can create learning goals centered on figurative language. The classroom teacher should gear her lessons on the different types of figurative languages and provide explicit examples of the phrases used in paragraphs and sentences. It is also recommended that classroom teachers connect context clues with the use of figurative language. Using these context clues will allow the English language learner to construct meaning with the text. Modeling and Independent Practice How the English language learner grasps the concepts of figurative language depends upon their back ground knowledge and also what they have been exposed too. When the classroom teacher models explicitly the strategies for figurative language and provides opportunities for the students to practice what was taught this will strengthen their skills. These strategies should be modeled and practiced with students orally and written on a daily basis. The classroom teacher can use learning logs with the students during observations. Visualization With the use of illustrations provides the English language learner with a brighter interpretation of the figurative phrases used in the real world. Students can create literal pictures of the figurative phrases. For example, busy as a bee. Classroom teachers must keep in mind that the English language learner may need to communicate what was learned through pictures. This can be used for literal and figurative phrases. Use of the Native Language The English language learner who has a firm structure in bilingual education will achieve higher than those English language learners who have not had the opportunity for bilingual education. These students are impelled to use their native dialect which will help them to comprehend English. The classroom teacher must remember their students who are English language learners are on several different levels which can create challenges. Because the English language learner is learning two combined languages, they will make gains from the skills they accumulated from their back ground knowledge. Reflection The strategies provided in this article can aid the English language learner when they have difficulty with figurative language in the real world and in texts. The background knowledge of the English language learner has an important role in how they comprehend figurative phrases. Once they have mastered this skill they can transfer what they learned to context clues. Having visuals for these students will support them in language arts. It is important that these students continue to speak in their native dialect. These strategies will give them a sense of accomplishment which will inspire them to become proficient readers and writers. How to cite Language Acquisition Theories, Essays

What Are the Advantages and Disadvantages of Selling Cosmetic Products Through Door-to-Door Selling, Specialty Stores, Department Store Counters, and Supermarkets and Hypermarkets Essay Example

What Are the Advantages and Disadvantages of Selling Cosmetic Products Through Door-to-Door Selling, Specialty Stores, Department Store Counters, and Supermarkets and Hypermarkets? Essay What are the advantages and disadvantages of selling cosmetic products through door-to-door selling, specialty stores, department store counters, and supermarkets and hypermarkets? ?Door-to door selling The advantage of using door-to door selling is the salesperson can make initiative to go around door-to door to persuade customers to buy the cosmetic products instead of waiting the customers to visit your shop. The company is able to save money for setting up a visible shop which usually costs a lot. Besides, there is no need to take attention on the design and decoration of the shop and display of goods. Sometimes, the customers really have no intention to buy the products, but due to continuous persuasion of the salesperson, they buy it in the end. Using door-to door selling method has a great potential to earn unlimited revenues. It is also considered convenient to customer as products are delivered directly to them. Salesperson can explain the functions of the cosmetic products and recommend what is suitable for the customer face-to face and one-by one. This is typically vital in sales of cosmetic products as each person suits different kind of cosmetic products and customers will have lots of question to ask the salesperson. We will write a custom essay sample on What Are the Advantages and Disadvantages of Selling Cosmetic Products Through Door-to-Door Selling, Specialty Stores, Department Store Counters, and Supermarkets and Hypermarkets? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on What Are the Advantages and Disadvantages of Selling Cosmetic Products Through Door-to-Door Selling, Specialty Stores, Department Store Counters, and Supermarkets and Hypermarkets? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on What Are the Advantages and Disadvantages of Selling Cosmetic Products Through Door-to-Door Selling, Specialty Stores, Department Store Counters, and Supermarkets and Hypermarkets? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It is important to provide good services to customers in door-to door selling. On the other hand, there are also disadvantages of using door-to door method to sell cosmetic products. As mentioned in the previous paragraph, customers might have lots of questions about the cosmetic products and cause time consuming. Especially for cosmetic products, for those who have been using, they will be loyalty to particular brand and will not change dramatically which appears to be risky as they do not know whether the new brand suits them even you kept on persuading them. It is difficult to provide consistent good quality of services. Besides, it is also difficult to employ and retain salesperson due to the unattractive working conditions. Most of the people will reject to attend to the salesperson. As a result, the salesperson may even not have a chance to promote the products. ?Specialty stores Firstly, specialty store for cosmetics provide professional services by trained salesperson and beauty consultants. This can attract many consumers as they can save money to consult a professional consultant and yet can get recommendation, free analyze of their skins, newest information and trends. Specialty stores also provide full range of merchandises of specific cosmetic brand. This provides convenience to customers. Specialty stores can also be renovated and designed based on the theme or concept of the brand. This is helpful to build the identity of the brand in order to attract more customers. However, to train the salesperson and beauty consultants, the store has to spend a lot of money and time. And also, it is very costly to renovate the specialty stores. Without sufficient and a big amount of fund, it is totally impossible to operate a specialty store. Specialty stores might not be able to attract customers who initially do not have interest in this brand to step in. In addition, specialty stores have to put in effort to draw traffics on their own, unlike selling products in department stores and supermarkets. ?Department store counters Setting counters in department store is the most popular channel in cosmetic products. Department store attracts all groups of customers and offers a wide variety of brands of cosmetic products to customers. The cost of setting up counters in department store is much less compared to setting up a specialty store. However, setting counter in the cosmetic products department is very competitive as all different brands of cosmetic products are put together in a particular area. Especially for cosmetic products, customers can go to every counter and try each product. Customers can just walk around and compare among the brands. Besides, the space is rather small and has to put in great effort in the location of displaying the products to attract customers. ?Supermarkets and hypermarkets Selling cosmetic products in supermarkets and hypermarkets cost cheaper. Usually there is no salesperson promoting the products, thus can save money on recruitment. Basically, most cosmetic products sold in the supermarkets and hypermarkets are basic, lower-priced mass products. Without salesperson, the cosmetic products appear to be less attractive. Furthermore, similar to setting counters in department stores, supermarkets will diversify their products into different departments. Thus, all cosmetic products will be placed together which is highly competitive.

How Litter Trashes the Environment

How Litter Trashes the Environment Environmentalists consider littering a nasty side effect of our convenience-oriented disposable culture. Just to highlight the scope of the problem, California alone spends $28 million a year cleaning up and removing litter along its roadways. And once trash gets free, wind and weather move it from streets and highways to parks and waterways. One study found that 18 percent of litter ends up in rivers, streams, and oceans. In particular, the issue of microplastics is particularly dramatic in some parts of our oceans, including the Great Pacific Garbage Patch. Cigarettes a Major Cause of Litter Cigarette butts, snack wrappers and take-out food and beverage containers are the most commonly littered items. Cigarettes are one of the most insidious forms of litter: Each discarded butt takes 12 years to break down, all the while leaching toxic elements such as cadmium, lead, and arsenic into soil and waterways. Litter Typically Viewed as a Local Problem The burden of litter cleanup usually falls to local governments or community groups. Some U.S. states, including Alabama, California, Florida, Nebraska, Oklahoma, Texas, and Virginia, are taking strong measures to prevent litter through public education campaigns, and are spending millions of dollars yearly to clean up. British Columbia, Nova Scotia, and Newfoundland also have strong anti-litter campaigns. Keep America Beautiful and Litter Prevention Keep America Beautiful (KAB), the group known for its â€Å"crying Indian† anti-litter TV ads of bygone days, has been organizing litter cleanups across the United States since 1953. KAB has a strong track record of success in litter prevention, though it has been accused of doing the bidding of its industry founders and supporters (which include tobacco and beverage companies) by opposing many mandatory bottle- and can-recycling initiatives over the years and downplaying the issue of litter from cigarettes. Nonetheless, 2.8 million KAB volunteers picked up 200 million pounds of litter in KAB’s annual Great American Cleanup last year [2007]. Litter Prevention Around the World A more grassroots-oriented litter prevention group is Auntie Litter, which started in 1990 in Alabama to help educate students there about the importance of a healthy and clean environment. Today the group works internationally to help students, teachers, and parents eliminate litter in their communities. In Canada, the nonprofit Pitch-In Canada (PIC), founded in the late-1960s by some hippies in British Columbia, has since evolved into a professionally run national organization with a tough anti-litter agenda. Last year 3.5 million Canadians volunteered in PIC’s annual nationwide Cleanup Week. Only You Can Prevent Litter Doing your part to keep litter to a minimum is easy, but it takes vigilance. For starters, never let trash escape from your car, and make sure household garbage bins are sealed tightly so animals can’t get at the contents. Always remember to take your garbage with you upon leaving a park or other public space. And if you’re still smoking, isn’t saving the environment a compelling enough reason to finally quit? Also, if that stretch of roadway you drive every day to work is a haven for litter, offer to clean it up and keep it clean. Many cities and towns welcome â€Å"Adopt-A-Mile† sponsors for particularly litter-prone streets and highways, and your employer might even want to get in on the act by paying you for your volunteer time. Edited by Frederic Beaudry

Full Analysis of SAT Grammar Rules Which Are Most Important

Full Analysis of SAT Grammar Rules Which Are Most Important SAT / ACT Prep Online Guides and Tips When you are planning your study approach for SAT Writing, it’s important to know where your time is best spent. Which grammar rules are really the most important to learn? What can help you make the greatest improvement to your score? Read on to find out exactly how much each grammar rule matters and how you can use this information on the test. What kinds of questions are on SAT Writing? SAT Writing follows an extremely predictable format. There are two Writing sections on the test. (Note: There are always two graded Writing sections, but some tests may have a third one that is experimental and ungraded.) The first Writing section will be between Section 2 and Section 7, and the second will ALWAYS be Section 10. In the first Writing section, you will have three question types. #1: Improving Sentences The first, which accounts for questions 1 – , isImproving Sentences. You will be given a sentence with an underlined portion and 5 answer choices. The first answer choice, A, is always the same as what is given in the original sentence (or Correct As Is). The other answers will re-write the underlined portion of the sentence in various ways. We have written aguide to the best way to approach Improving Sentences Questions. #2: Identifying Sentence Errors The second question type isIdentifying Errors (questions 12 – 29).In this type of question, you will be given a sentence that has four underlined words or phrases labeledA – D. After the sentence you also have the option of E, which is â€Å"No Error†. You have to choose the underlined part of the sentence that has a grammar mistake, or decide that the sentence has no errors and is correct as it is written. #3: Improving Paragraphs The third question type isImproving Paragraphs,which is questions 30 – 35. This section is a little different. You may be asked a grammar question, which oftentimes will look a lot like the Improving Sentences questions. However, you also may be asked questions about style and logic, such as where sentences best fit in the paragraph or what transition to use, and you can also be asked about the author’s rhetorical strategy. This ishow you should attack the Improving Paragraphssection. Section 10 consists of 14 questions which are alwaysImproving Sentences. So to summarize, this is what the breakdown of different question types looks like: But what concepts are tested? And why should you care? Almost as predictable as the question types are the grammar rules that SAT Writing will test you on. SAT Writing heavily favors a few main grammar rules,and lightly touches on a multitude of others. Why should this matter to you? This means that especially if you are aiming for a score in the 500 – 700 range, you shouldfocus your studying on the main grammar rules that are covered. In fact, many of the rules the SAT covers are so infrequently seen that there is a good chance that your testmay not cover them at all. I analyzed almost 700 SAT Writing questions from 14 official SAT tests, and wrote down the grammar concepts tested in each. For most SAT questions, the answer is fairly obvious if you know one main grammar rule. Occasionally, however, more than one rule is tested in the same question. In these circumstances, I counted the question for both grammar rules. And the winners are†¦ The overwhelming winner of the frequency test isverb tense and form.Using the correct form of the verb can mean quite a few different things, including whether or notverbs are used consistently throughout the sentence, knowing when to use gerunds and avoiding them when they are unnecessary, when to use the infinitive, when to use certain tenses, and when past participles are appropriate. These concepts make up over a whopping20% of the questionsin the Improving Sentences and Identifying Errors sections of the test. Not far behind in second place are questions dealing withcorrect use of pronouns.These questions make up12.5% of the questionsin Improving Sentences and Identifying Errors. These concepts include missing and ambiguous antecedents, pronoun case, and making sure that pronouns match their antecedents in number. We have a three-way tie for third place.Subject-Verb Agreement, Run-ons and Fragments,andParallel Structureeach weigh in at around9.5% of the questions asked. If you master these five concepts, you will have all the information you need toover 60% of the questions on SAT Writing. The full breakdown Here is the analysis of the most commonly-tested grammar concepts on SAT Writing, along with brief explanations of what each grammar rule means. #1: Correct Verb Tense and Form: 20.5% Verbs tenses are used consistently and correctly throughout the sentence Gerunds are only used when necessary Infinitives are used correctly Tenses of verbs are formed correctly Past participles are not confused with past tense Wordiness with gerunds To master this section, see our guide onhow verbs are used on SAT Writing. #2: Correct Pronouns and Antecedents: 12.5% Missing and ambiguous antecedents Correct use of singular and plural pronouns Pronoun case Pronoun-antecedent agreement â€Å"He or she† vs. â€Å"they† See our guides onpronoun caseandpronoun agreementto master these concepts. #3: Subject-Verb Agreement: 9.5% Matching singular subjects with singular verbs and plural subjects with plural verbs Sentences with verbs before subjects Sentences with non-essential clauses or prepositional phrases between subject and verb See thisguide to subject-verb agreement. #3: Parallel Structure: 9.5% Items in a list are phrased the same way Phrases connected by a conjunctionhave the same structure See ourguide to parallel structure on SAT Writingfor more on this topic. #3: Fragments and Run-ons: 9.5% Joining independent clauses incorrectly Missing subject and/or verb Recognizing non-essential or dependent clause vs. independent clause Correct use of semicolons and commas This guide breaks downhow to recognize and fix run-ons and fragments on SAT Writing. #6: Misplaced and Dangling Modifiers: 7% Descriptive phrases must be next to the word they describe See theguide to modifiers here. #7: Idioms, Preposition use, and Diction: 6% Knowing which preposition is idiomatically correct in a phrase Recognizing commonly-confused words This guide will teach youall about idioms on the SAT Writing, and here is a guide to diction and word choice. #8: Faulty Comparisons: 4% Comparing two unlike things See theguide to faulty comparisonshere. #10: Logical conjunction use: 3% Using conjunctions correctly according to their meaning: e.g., â€Å"but† for contrast, â€Å"and† for similarity, etc. See more about conjunctions in ourcomplete parts of speech guide. #10: Word pairs: 3% Properly completed word pairs, e.g.either†¦or, neither†¦nor, not only†¦but also, between†¦and, just as†¦so #10: Adjective vs. Adverb: 3% Using adjectives to describe nouns, and adverbs to describe adjectives, verbs, and adverbs See theguide to adjectives and adverbs on SAT Writing here. The above concepts make up 87.5% of the questions on SAT Writing. What about that other 12.5%? In addition to the above, master the following topics if youare aiming for an 800 on SAT Writing.The following concepts each make upless than 2.5% of the questionson SAT Writing, and many of them will not appear on any given test. #: Active or Passive voice: 2.2% Using the active voice when possible to avoid wordiness Passive voice used to correct dangling modifier or in certain constructions #12: Correct relative pronouns: 2% See the guide to relative pronouns formore information #13: Noun agreement: 1.5% Match singular subjects with singular predicate nominatives, and plural subjects with plural predicate nominatives For example: John is a scientist. John and Maria are scientists. #14: Comparative vs. Superlative: 1% Comparative used for comparing two things, superlative used for three or more Correct formation of comparative and superlative #15: Redundancy: 0.8% Repeating the same information twice See theguide to redundancy here #16: Other: 5% These concepts are tested so infrequently that it would be pointless to give them their own category These questions are very unpredictable. They can include: â€Å"noun is because† structure, â€Å"the reason is that†, comma used between subject and verb, general awkwardness, and many more miscellaneous topics How can you use this information? You should use the information above to target your studying. The first step here is to understand what kind of SAT score you are aiming for in order to get into the colleges you are applying to. If you haven’t figured this out yet, take some time to do that first. For Low Scorers If you are currently getting a low score on the SAT Writing, you should use the list above as a checklist to master one grammar concept at a time. Start with Verb Tense and Form, and work your way down. Keep in mind that if you manage to completely master just the first 6 grammar concepts listed above (Verb Tense through Misplaced Modifiers), you will be able to answer close to 70% of the grammar questions on the test correctly. After you have reviewed these concepts, take a practice test. When you correct it, make sure you note what kind of questions you have missed. (Note: If you have The Official SAT Study Guide, you can use their online resource to find answers to the questions, or you can use the appendices in Erica Meltzer’s The Ultimate Guide to SAT Grammar to check which question types you are missing.) If you are missing questions based on the top 6 topics, go back and focus all of your study time on just those question types before moving on. If you want a mid-range score†¦ If you are aiming for a mid-level score (500 – 650), you should focus your attention on learning the grammar concepts that make up the top 87.5% of the questions and ignore the concepts that make up the trickier 12.5% of the test. If you get 87% of the questions correct on SAT Writing, and get a 7 or above on the essay, most curves will put you score in the 500 – 650 range. Take practice tests to check that you have mastered concepts #1 – 10. If you are able to answers those questions comfortably, move on to the more obscure topics. If you are aiming for a high score†¦ You will need to study all of the concepts listed above. The grammar concepts that appear infrequently, such as noun agreement and relative pronoun use, individually don’t count for much. However, enough mistakes in these areas could quickly add up to give you a lower score than you are aiming for. Once you have a good grasp on all of the concepts, you may want to add a bit of strategy to your game to make the test easier to conquer. You can do this by breaking down the test even further and understanding where you will see each type of question so that you know what to expect. Fortunately, I’ve done that work for you. Not All Question Types are Equal The above percentages correspond to the grammar concepts tested across all three question types on SAT Writing, taken as a whole. However, what if we were to break the test down by question type? Though most of the grammar concepts listed above will appear in all of the question types, there are a few grammar concepts that will only appear in certain question types. Others will heavily appear in a certain type of question. Let’s look at the Improving Sentences questions first. As you can see, there are a few concepts that make up a majority of the questions in Improving Sentences: Correct Verb Tense and Form (including gerund use) Sentence Fragments and Run-ons Parallel Structure Misplaced and Dangling Modifiers Correct Pronoun and Antecedent Use There are also some question types that will almost never appear on the Improving Sentences sections. They include: Adjectives vs. Adverbs Relative Pronoun Errors Noun Agreement Comparative vs. Superlative Now let’s look at Identifying Errors. Again, a few question types make up the majority here: Correct Verb Tense and Form Subject-Verb Agreement Correct Pronoun and Antecedent Use And the question types you will almost never see include: Sentence Fragments and Run-ons Active vs. Passive Redundancy Misplaced and Dangling Modifiers How can you use this information? You can use this knowledge of the test to help anticipate what grammar concepts you will see in each type of question. When you approach an Identifying Errors or Improving Sentences question, always look for the most common grammar mistakes first. For example, when you know that over 70% of the Improving Sentences questions will have one of the top five errors listed above, you will have a much better idea what kind of answers to look for, and it will also help you make more educated guesses. What about the Improving Paragraphs section? This sectiontests the same grammar rules as Improving Sentences. However, this section also tests several rules that don’t really fall into the grammar category. Instead, they are based on style and logic, and being able to understand how words and sentences work together in the context of a paragraph. This section will also occasionally test rhetorical strategy.This means that you may be asked what the purpose of a paragraph or sentence is. Here are the types of questions you will see on this section of the test: Sentence Revision (exactly like Improving Sentences): 33% Sentence insertion or deletion: 22% Using transitions: 15% Rhetorical strategy: % Information or word insertion: 7% Combining sentences: 7% Sentence order: 2% Paragraph division: 2% What does this mean for you? Keep in mind that Improving Paragraphs only make up 6 questions on every test. That means that even if you can’t figure out any of the style, logic, and rhetorical strategy questions, but ace the grammar, you will only be missing about 4 questions on the whole SAT Writing. Students aiming for a high score obviously will not want to write off four whole questions. However, if you are aiming for a lower score, you should use your study time wisely by focusing on the grammar concepts listed above instead of worrying about the extra question types that only appear in the Improving Paragraphs section. What about â€Å"No Error† and correct as is? On the Improving Sentences section, answer A is always the same as what’s given to you in the original sentence – meaning if you choose this, you are saying the sentence is correct as is. In Identifying Errors, answer E means there is no error. How often will you see these? Taken as a whole, you will see these answers about 15% of the time. You are slightly more likely to get a no error answer in Identifying Errors (19%) than in Improving Sentences (12.5%). So if you are completing one of these sections and you don’t have any of these answers, know you’ve gone wrong somewhere! Though somequestions don't containan error, they still test you on the above grammar concepts - byseeing if you can tell when they arebeing used correctly. We havea full article on the No Error answer here. What would the statistically perfect test look like? Now that we know everything about how the test breaks down by each question type and grammar concept, let’s see what a theoretically perfect test would look like. Of course, no real SAT would follow these figures exactly, but it’ll give you a decent idea of what to expect. Use this "Perfect Test" list to help guide your studying. After you take a practice test, take note of what kind of questions you have missed. Compare your notes to this list, and start off tackling your problem areas that appear highest up. Improving Sentences: 25 Questions Total 6 questions on Correct Verb Tense and Form 4 questions on Fragments and Run-ons 3 questions on Parallel Structure 3 questions on Misplaced and Dangling Modifiers 3 questions on Correct Pronouns and Antecedents 1 question on Subject-Verb Agreement 1 question on Logical Conjunctions 1 question on Faulty Comparisons 1 question on Correct Use of Active and Passive 1 question on Word Pairs 1 question on Miscellaneous Topics Identifying Errors: 18 Questions Total 4 questions on Correct Verb Tense and Form 3 questions on Correct Pronouns and Antecedents 3 questions on Subject-Verb Agreement 1 question on Idiom, Preposition Use, and Diction 1 question on Parallel Structure 1 question on Faulty Comparisons 1 question on Word Pairs 1 question on Adjectives vs. Adverbs 1 question on Noun Agreement 1 question on Comparative vs. Superlative 1 question on Miscellaneous Topics Improving Paragraphs: 6 Questions Total 2 questions on Sentence Revision (Improving Sentences) 1 question on Sentence Insertion or Deletion 1 question on Using Transitions 1 question on Rhetorical Strategy 1 question on either Combining Sentences OR Word or Information Insertion You would have about seven questions with the answer â€Å"No Error† or Correct As Is. What’s next? Now you knowexactly what is on SAT Writing.Use the above links to master each topic. All too much for you to handle? Never fear, there aresome schools out there who don’t care about SAT Writing at all! If you are aiming to improve a low grade, see our article onhow to score a 600 on SAT Writing. If you are aiming for an 800, you will need to master all of the above concepts, even the infrequently used ones. See our article on top tips forscoring an 800 on SAT Writing. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Leadership and Talent Essay Example | Topics and Well Written Essays - 1250 words - 26

Leadership and Talent - Essay Example As the paper declares the human resource department did not consider it as essential, but in current times it is essential to address issues of talent because it is linked with creativity. Creativity of the workers can be improved through nurturing of their individual talents and encouraging them to develop the necessary skills for exploitation of their talents   From this paper it is clear that some talents may require the use of other skills. These skills are vital because they ensure the talent is visible. Talent leadership and strategic talent leadership are vital in the ear because it encourages the development of the talent with the organization or setting. The current situation of leadership discourages the development of the necessary skills in all the other sectors. Leadership and talents have often been misrepresented or mismatched leading to poor understanding of the role of leadership in management. Talent leadership ensures that employees in an organization are able to use their respective area of operation improving the performance and encouraging the development of the necessary skills and training. This study highlights that for a leader to become a successful talent leader, he must be able to change focus from self to managing others. To manage others, the leader must develop the necessary public relations as well as the relationship with the employees to be able to offer guidance even in issues that are deemed not effective or personal issues. The value of a talent manager is to bring to an organization the necessary skills and improve performance of the people he or she is managing. Leadership in this context involves behaviour and not a position or title. In the current set up, the individual contribution of the manager does not count. To achieve success, the manager must be able to develop a cycle of values that can create ripples throughout the organization.  

Empire of Capitalism Essay Example | Topics and Well Written Essays - 4000 words

Empire of Capitalism - Essay Example French and German capitalism developed in a different way to the (more advanced) British form. When industrialization occurred in Britain it was driven by the need for technology to support farming. In France and Germany, however, it developed because they had a number of rivalries with other countries and so needed armies to support their place in the world. It was only after the defeat of Napoleon, and the loss of the protection guaranteed by having a large empire, that the economic competition from Britain began to be felt in France. France did not respond by copying the way Britain had developed, nor did they challenge Britain's better economic position in the world. Military needs continued to be the main reason why there was more industrialization in the nineteenth century, and the technological advances this brought gave France a head start in technological industries. The tradition of the government running industries in France also helped encourage industrial development, as well as laying the foundations of the quality of France's current public services - health, welfare, etc. State-led and military based economic development was even more marked in Germany. Before the nineteenth century Germany was many different countries. ... late nineteenth century there was a rapid period of economic development under Bismark (who was the German chancellor), and this quick growth was due in the main to military requirements (Bismark needed to fight wars). This is in sharp contrast to Britain's economic development, they made things for the non-military market. Germany's economy developed due to the government spending money on military goods. The Classic Age of Imperialism British capitalism meant that other countries had to become capitalist to compete with them. But this did not stop wars; the nineteenth century was the age at which colonial imperialism (the taking of other countries by force) was at its height. Marxist colonial theories of the time reflected this fact: Marx himself was interested in most mature system of capitalism - Britain. He saw Britain as a capitalist country in a world of largely non-captialist countries. Proceeding Marxist theorists of the twentieth century ("from Lenin to Mao"2) worked within systems that were either only partly capitalist or not capitalist at all. Marxist theories of imperialism likewise shifted their focus from the internal operations within capitalist countries to their exterior relations with the non-capitalist world. They thought that capitalism would end because capitalist countries would destroy themselves in wars over colonies. But such rivalries required a non-capitalistic world (i.e. Countries that could become colonies) to fight over. Rosa Luxemburg explicitly states that capitalism, despite wanting to take oer the world, requires "other economic systems as a medium and soil."3 In these theories, then, capitalism needs non-capitalism. The world of 'classical imperialism' (in which Europe and Northern American were made up of competing armies

Anysys Fluent Simulation Of Turbulent Flow Engineering Essay

Anysys Fluent Simulation Of Turbulent Flow Engineering Essay The characteristics of fluid flow with sudden expansion in a 1:2 diameter ratio pipe are investigated using ANSYS Fluent. Results show fluid re-circulates just after expansion, length of recirculation zone approximates to 0.35m. Velocity, turbulence intensity and pressure vary along pipe length in accordance with Bernoullis principle. Influence of change in turbulence models on accuracy is also investigated with the Reynolds Stress model providing the relatively best fit although other turbulence models (realizable k-ÃŽÂ µ and SST k-à Ã¢â‚¬ °) provide reasonably close fitting models. Results were checked for mesh independence and validated. Computational Fluid dynamics (CFD) involves computational simulation of fluid flows in different situations employing numerical solution of basic flow equations e.g. the continuity equation and other equations over a discretized unit reference (Versteeg, and Malalasekera, 2007). The usage of CFD transcends the traditional scope of chemical engineering profession into wider areas such as oceanography, biomedical engineering electrical circuitry, etc (Fairweather, 2011). Sudden expansion in pipes involves fluid flow from a smaller hydraulic diameter to a larger one. Flow separation usually occurs in a sudden expansion scenario, where a part of the fluid flows in opposition to the main fluid flow. This are called eddies, and are strong contributors to the irreversibility of practical flows as energy is dissipated by this eddies. Thus it is of great significance to be able to model eddies in a sudden expansion flow adequately and observe the characteristics of this recirculation zone (efluids, 2011; Gharegbagi and Ali, 2011; Mahmud, 2011: Roy, et al 2010). Sudden expansion is a simple looking but intriguing case of fluid flow in pipes. Sanmiguel-Rojas (2010) implies that not many significant studies have been done on instabilities encountered in steady, turbulent, sudden expansion fluid flow with respect to spatial structure of piping with D2/D1 = 2. However, previous remarkable work in this field includes Roy, et al (2010) and Mansoori and Bazargan-Lari (2007). Examples of scenarios in which the above phenomenon occurs include; Flows into a tank, oil drilling and extraction, plug flow reactors, combustion engines, aerodynamics, etc. Software ANSYS Fluent is a commercial CFD package that models flow via the finite-volume method (a variation of the finite difference method) created by the company Fluent (now part of ANSYS Inc.). Pre-processing of the case study (meshing) was done on Gambit which comes along with Fluent (now ICEM). The version of Fluent employed in this report is 12.1 (CFD-online, 2011; Weidner, 2011; ANSYS, 2009). This report covers the Reynolds Average Navier-Stokes (RANS) modelling of turbulent flow with sudden expansion in a 1: 2 diameter piping, using the pressure based solver and the second order upwind difference scheme in ANSYS Fluent. Effects of changes in turbulence models on computational time, and accuracy would be examined, visual plots would be used to describe and analyse modelling results. SIMULATION METHODOLOGY Fig 1: diagrammatic representation of simulation process (Fairweather, 2011) Nature of Fluid flow under consideration Calculating the Reynolds number of the flow helps to determine the nature of the flow. At Normal Temperature and pressure (P = 101.325 kgm-2, T = 288.16 K) Generally it is accepted that flows with a Reynolds number (Re) > 4000 are turbulent in nature. Therefore it is established that the flow under consideration is a turbulent flow Reynolds-Averaged Navier Stokes (RANS) RANS involves the time averaging of the equations that govern turbulent fluid flow to capture information on variations that occur on a minute scale while avoiding horrendously lengthy computation times. RANS represents variations as a mean such that ; ; ; and P RANS is employed in obtaining the equations that were numerically solved in this report assuming constant velocity and viscous flows (Fairweather, 2011). Geometry: The geometry consists of two pipes of diameter ratio 1:2 joined together through which fluid flows with no bends as shown below Fig 2: geometry of pipe showing mesh grid/mesh discretization Governing Equations Continuity equation: Momentum equation (x-direction only) Where:; ; ; ; ; ; TURBULENCE MODELS Realizable k-ÃŽÂ µ model The k-ÃŽÂ µ model is a two equation model that assumes a linear relationship between Reynolds stress and rate of strain. It has the advantages of fast computation time, wide usage and extensive validation. However, it predicts badly the length of eddies for complex flows. The realizable k-ÃŽÂ µ model is an update to the model based on observed strengths and weaknesses of the standard k-ÃŽÂ µ model (Fairweather, 2011; ANSYS, 2009). Below is a mathematical representation of the standard k-ÃŽÂ µ model Where: ÃŽÂ ¦ = k or ÃŽÂ µ; SÃŽÂ ¦=source term for k or ÃŽÂ µ; Sk= G-à Ã‚ ÃƒÅ½Ã‚ µ (production rate of k-destruction rate of k); SÃŽÂ µ= (C1G-C2à Ã‚ ÃƒÅ½Ã‚ µ)(ÃŽÂ µ/k) = (production rate of k-destruction rate of k) ; N.B. for this simulation: ; and SST k-à Ã¢â‚¬ ° model The k-à Ã¢â‚¬ ° model is also a two equation model based on the Wilcox k-à Ã¢â‚¬ ° model. It is suitable for wall bounded flows and free shear flows as it performs low Reynolds number corrections, computation time is relatively fast and accuracy is better than the k-ÃŽÂ µ model in most cases. à Ã¢â‚¬ ° is specific dissipation rate and is analogous to a ratio of ÃŽÂ µ/k. The SST k-à Ã¢â‚¬ ° model is an improved version of the standard k-à Ã¢â‚¬ ° model (ANYSYS, 2009). Reynolds Stress Model This is a very rigorous model, with seven equations unlike the preceding 2-equation models. It provides more accuracy where other models are faulty e.g. impinging flows and can predict fluid flow for a lot of cases closely without any dedicated / individual adjustments. However, computing costs are large (Fairweather, 2011) The first six equations of the RSM model can be condensed into the equation below Where: ; ; ; The seventh equation (turbulence dissipation rate) is N.B. in this simulation: ; and Numerical methods The discretization employed is the finite volume method. It is a variant of the finite difference method. This scheme splits up the domain into discrete control volumes over which the control equations are resolved using a truncated Taylor series expansion. Finite volume method is the most established of Discretization schemes in CFD modelling. Convective fluxes were evaluated with the second order upwind-difference scheme (Fairweather, 2011; Versteeg, and Malalasekera, 2007). Boundary conditions Table 1: boundary conditions for numeric solution (adapted from Versteeg, and Malalasekera, 2007) Realizable k- ÃŽÂ µ model SST k-à Ã¢â‚¬ ° model Reynold Stress model Inlet k = 0.01148438 m2s-2 ÃŽÂ µ = 0.02888982 m2s-3 k = 0.1148438 m2s-2 à Ã¢â‚¬ °= 27.95085 Rij = ÃŽÂ µ = Outlet ; ; ; Interior k = 0 ; ÃŽÂ µ = 0 k = 0 ; à Ã¢â‚¬ ° = 0 Rij = 0 ; ÃŽÂ µ = 0 Walls law of the wall Law of the wall Wall functions Convergence criteria and levels For all the equations solved by each model, a uniform convergence criterion of 1.0 x 10-4 was used for every equation solved. The value represented an informed compromise between acceptable accuracy and realistic computation time (ANYSYS, 2009). It is worthy of note that for the RSM model, this relatively stringent criterion caused the number of iterations to exceed 14,000 without any obvious improvement in results as shown in fig 2. Therefore a cap of 4,000 iterations was placed on the RSM calculations. Results show there was no ensuing negative impact on accuracy of numerical solution. Fig 3: Iteration length for RSM model showing Mesh Independence test The table below shows that results from the modelling experiment are similar and essentially the same within three (3) decimal places of precision irrespective of mesh size employed. Also since assurance of mesh independence cannot be guaranteed by mere reduction in cell size (Sloan et al, 1986), an attempt was made at adaptive meshing to attenuate important flow variations and phenomenon with the same results obtained. Table 2: Grid/Mesh independence of simulation Gambit Mesh/Grid size Volume of unit cells Mass flow rate at inlet [kgs-1] Mass flow rate at Pressure-outlet [kgs-1] Error Percentage Difference (%) 5 439,993 0.016809944 0.016809996 -5.22E-08 3.09 x 10-4 7 163,311 0.01678467 0.016784551 1.19E-07 7.08 x 10-4 10 55,182 0.016728994 0.016729204 2.1E-07 1.255 x 10-3 10b 100,693 0.016728994 0.016728895 -9.9E-08 5.9 x 10-4 15 16,750 0.016609019 0.016608695 -3.24E-07 1.95 x 10-3 N.B. 10 b means mesh size 10 with boundary layer mesh added (adaptive meshing) Grid optimization (Mesh finesse Vs Time trade off) The greater the volume of unit cells in grid per geometry, the better the accuracy of numeric analysis. However, within the scope of grid independence, results are relatively uniform irrespective of mesh size. The cost of finesse of grid is computation time could be noticed with the case of mesh size 5 (439,993 cells) which took almost forever to compute using the RSM model and had to be terminated. Thus mesh 10 (55,182 cells) and 10b (100,693 cells) were employed for analysis with other mesh sizes serving as validation checks RESULTS AND ANALYSIS Part 1 Taking a close look at flow close to the walls of the pipe, we see the effect of sudden expansion resulting in backflow of fluid creating velocities in the opposite direction (red box). Recirculation zone is approximately 0.37m in length. We also can see how the fluid adjust to changes in geometry with a sharp rise velocity to fill the voids created by liquid moving backwards then a gradual decrease as pressure pile us towards the exit of the pipe Fig 4: velocity variation along length of pipe close to the walls showing effects of recirculation Fig 6 shows the variation in turbulence intensity. It can be seen that the flow becomes more turbulent around the recirculation zone with dead (stagnant) flow occurring just at the corners of the pipe. Fig 7: displays the total pressure variations in the pipe. It can be noted that sudden expansion causes a drop in total fluid pressure. Fig 8 shows the radial velocity and profile. It can be noted that velocity variation in the radial direction is minimal, which is typical of plug fluid flow depicted by fig 5. Fig 9 is a streamline plot of axial velocity, velocity variation along the axial direction is more dominant than in the radial direction, also worthy of note is the length of the recirculation zone (black box) and the reattachment zone. Fig 5: stages of flow development at different positions on pipe length Fig 6: Turbulence intensity profile of fluid along length of pipe Fig 7: Total pressure profile of fluid along length of pipe Fig 8: Radial velocity profile of fluid Fig 9: streamline plot of axial velocity of fluid Part 2 Fig10(a-c) shows axial velocity profiles for different turbulent models in order of increasing complexity (realizable k-ÃŽÂ µ à ¢Ã… ¸Ã‚ ¶ SST k-à Ã¢â‚¬ ° à ¢Ã… ¸Ã‚ ¶ RSM). Curves get smother showing a more gradual response of the fluid to changes and also approach exact solution, as model complexity increases. However, all the essential features of the fluid flow are well represented by all models. Fig 11(a-c) displays turbulence intensity variations, more variation details are captured as model increases in complexity. Worthy of note is that the SST k-à Ã¢â‚¬ ° model provides a more detailed picture of turbulent intensity variation in reference to the other models picking up intensities as low as 5.42 x 10-5 %, while the realizable k-ÃŽÂ µ picks up a minimum of 0.336% and RSM 1.45% Fig 12(a-c) shows streamline plot of axial velocity, though length of recirculation zone remains approximately the same the representation of velocity magnitude in recirculation zone varies visibly for each model. Fig 13(a-c) is the radial velocity profile; the SST model indicates larger radial velocities along pipe length than both than both the realizable k-ÃŽÂ µ and the RSM models. For all models radial velocity variation is dominated by axial velocity variations Fig 10a: k-ÃŽÂ µ model Fig 10b: SST model Fig 10c: RSM model Fig 11a: k-ÃŽÂ µ model Fig 11c: RSM model Fig 11b: SST model Fig 12a: k-ÃŽÂ µ model Fig 12b: SST model Fig 12c: RSM model Fig 13a: k-ÃŽÂ µ model Fig 13b: SST model Fig 13c: RSM model VALIDATION OF RESULTS For CFD, convergence of numerical iterations does not really count for much as Versteeg and Malalasekra (2007) put it results are at best as good as the physics embodied in it, or at worst as good as the skill of the operator. Thus, validation of results becomes extremely important. The results obtained herein would be validated thus: Bernoullis equation For an ideal fluid flow Bernoullis equation enables us to calculate the velocity at any point in the pipe (assuming constant flow rate, and negligible friction losses). Therefore we can validate output velocity from fluent using this principle (Roymech, 2011). Where vin = 1.73855 ms-1, P1= 101.325 kgm-2, P2= 101.325 kgm-2, g = 9.81 ms-2; à Ã‚  =1.225 kgm-3; z1 = 0.1m; z2 = 0.1m; Therefore Mass flux variation results from Fluent The third mechanism for validation will be the CFD package fluent itself. Analysis of the computation results as presented in table 4.0, show that value of errors resulting residuals is very low (less than 0.0095%) indicating conservation of mass during numerical calculations which lend credit to suitability and accuracy of model. Table 3: comparison of percentage error of each model MODEL/mesh volume K-EPSILON (%) SST K-OMEGA (%) REYNOLD STRESS (%) 5 0.000309 0.00352 N/A 7 0.000708 0.004468363 0.000673233 10 0.001255 0.007867 0.001124 10 b 0.000153 0.00258 0.001488 15 0.00195 0.000783 0.00927 N.B. 10 b means mesh size 10 with boundary layer mesh added Research journals In addition to the above validation processes, the results of modelling experiment reported in this work were compared with previous research works such as (Roy, et al 2010), (Mansoori and Bazargan-Lai 2007) and (Teyssandiert, 1973). Results obtained corroborated foregoing analysis and results obtained it the above mentioned papers. CONCLUSION In summary, CFD modelling of sudden expansion flow in a 1:2 diameter ratio piping posses the following characteristics. Sudden expansion in pipe flow results in local pressure losses Flow fully develops into plug flow before exit at outlet and majority of the variations occur axially along reactor length Recirculation of fluid occurs after sudden expansion for a lengthspan of approximately 0.35m along pipe Viscous effects along wall boundaries help dissipate energy of turbulent eddies The realizable k-ÃŽÂ µ model predicts the size and strength of recirculation zone poorly, but as flow develops into plug flow, the models accuracy remarkably improves with reference to the other models tested. Turbulence models become better with increase in complexity of model from k-ÃŽÂ µ to SST k-à Ã¢â‚¬ ° to RSM. Ability of other models to better the k-ÃŽÂ µ model in recirculation zone prediction can be attributed to embedded corrections for boundary layer flow, turbulent kinetic energy and dissipation rates.

Industrialized Poets Essay

Edgar Allan Poe, Walter Benjamin, and Arthur Rimbaud all lived in the turbulent 19th Century where the idyllic countryside was giving way to the industrialized world. Their poetry reflects the profound impact industrialization’s onslaught had on the world. Starting from Edgar Allan Poe, to Arthur Rimbaud and finally to Walter Benjamin this paper will discuss the effect of industrialization on their respective worldview vis-à  -vis the situation of the world during their life time. A City in the Sea By Edgar Allan Poe Lo! Death has reared himself a throne In a strange city lying alone Far down within the dim West, Where the good and the bad and the worst and the best Have gone to their eternal rest. There shrines and palaces and towers (Time-eaten towers that tremble not!) Resemble nothing that is ours. Around, by lifting winds forgot, Resignedly beneath the sky The melancholy waters lie. No rays from the holy heaven come down On the long night-time of that town; But light from out the lurid sea Streams up the turrets silently — Gleams up the pinnacles far and free — Up domes — up spires — up kingly halls — Up fanes — up Babylon-like walls — Up shadowy long-forgotten bowers Of sculptured ivy and stone flowers — Up many and many a marvelous shrine Whose wreathà ©d friezes intertwine The viol, the violet, and the vine. So blend the turrets and shadows there That all seem pendulous in the air, While from a proud tower in the town Death looks gigantically down. There open fanes and gaping graves Yawn level with the luminous waves; But not the riches there that lie In each idol’s diamond eye — Not the gaily-jeweled dead Tempt the waters from their bed; For no ripples curl, alas! Along that wilderness of glass — No swellings tell that winds may be Upon some far-off happier sea — No heavings hint that winds have been On seas less hideously serene. But lo, a stir is in the air! The wave — there is a movement there! As if the towers had thrust aside, In slightly sinking, the dull tide — As if their tops had feebly given A void within the filmy Heaven. The waves have now a redder glow — The hours are breathing faint and low — And when, amid no earthly moans, Down, down that town shall settle hence, Hell, rising from a thousand thrones, Shall do it reverence.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The setting is in a city in the west ruled by death who is worshiped by all. This set is often quoted or at least used for the crafting of gothic films or at work. Death looks down upon all from his high tower, like Sauron atop Barad-Dur. The city has ‘domes, spires and kingly halls, and fanes and Babylon like walls. The poem makes a rather ironic point because the west has always been associated with good and life and the east with evil and death. For example, in Tolkien’s Lord of the Rings Trilogy Aragorn is the goodly Lord of the West while the Sauron commands a legion of evil Easterlings.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Poe speaks of a brooding end of days when ‘the waves now have a redder glow, the hours are breathing faint and low.’ The waves turning red as a sign of hells coming because red is the color of fire and hence the color of Hell and the Devil. ‘and when, amid no earthly moans, down, down the tower shall settle hence, Hell rising from a thousand thrones, shall do it reverence. It would appear that the poem speaks of the city of death as if it were superior to Hell. Rather, as if Hell were subordinate and must pay homage. The end is a creepy scene where the Devil expresses gratitude to the devil for allowing him to come and rule the Earth.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As can be expected of Edgar Allan Poe the setting is dark and brooding. In relation to the modernization being experienced during Poe’s time it is quite possibly a comment on the widening gap between the rich and poor as a result of industrialization, specifically the factory system. Poe lived in the early 19th Century in his time factories were being setup left and right. People were migrating from the provinces to the cities in order to get jobs at the factories because the cottage industries they used to have were no longer viable. Instead they had to move to cities. The cities were grim gothic environs in their own right. Sanitation, Housing, and food were all in short supplies. The cities were dirty, grimy, disease ridden affairs for the vast majority of the rural immigrants. Life was short and dangerous, they lived miserable lives often working in inhuman conditions for factory owners who ruthlessly abused them. Contrast this with the capitalists who owned the factories. The newness of the factory system meant that laws were not yet in place to protect the rights of the workings. Unscrupulous factory owners worked the peasants to the hilt. Fourteen-hour work days and Six-day work weeks were not unknown. Wages were a scandal, with no wage boards or unions to protect them and with the labor being a buyers market most workers had no choice but to accept the poor wages or be unemployed. As a result, the factory owners could become oppressively rich. In fact, in the Victorian era the Nobles and the now-wealthy Capitalists mingled as equals in the lavish parties of the day. Men like Vanderbilt and Astor could afford to build Palatial estates fit for kings quite possibly at the expense of the wretched workers in their factories. In my opinion, aside from his already dark and brooding outlook and writing style, Edgar Allan Poe was inspired to write A City in the sea by his exposure to the factory system. The oppression of the workers vis-à  -vis the extreme privilege of the owner may have further jaded mr. Poe. He would is not the first, and he was certainly not the last to suggest that Hell itself will rise from the City in the Sea. Moving forward, Arthur Rimbaud’s Une Saison en Enfer or A season in hell was written at the time when he was recovering from a gunshot. The book has had considerable influence on later Surrealist writers it was considered a revolutionary work because it shunned conventional description, straightforward narrative and didactic purpose. His work revolts against naturalism, precision and objectivity. Rimbaud relies on suggestion and evocation rather than concrete depiction. For this paper we will focus on the second poem Bad blood. The poems read like the confessions of a self-confessed scoundrel. And why should it not? Rimbaud had a homosexual lover named Paul Verlaine who later shot him when they broke up. The book was direct result of his shooting and the tumults he underwent while recovering from the wound. Initially the book was unsuccessful. The poem Bad Blood, like the rest of his work, reads like the rants of a self-confessed scoundrel. He explores his pre-Christian, Gaellic origins and emphasizes his alienation from modern civilization. Scholars are at variance as to what the actual theme of his work is. However, the general consensus is that it has to do with the Narrator’s struggle to reconcile the ideals of Christianity with the Hypocrisy and Corruption of Western Civilization. There are many dualities presented and exposed for what they are. In relation to his times the Hypocrisy and Corruption was at its hilt. In those days nearly every European power had colonies overseas. All European nations, at least in the west, professed freedom and civil liberties as inalienable rights. Slavery and serfdom were obsolete and illegal in Western Europe. Yet all one has to do is leave the confines of continental Europe so see that slavery is still widely practiced. I believe that as result of modern printing and communication methods like the Morse code and the AFP news began to travel faster than it did before. This exposed Rimbaud to the many forms of Hypocrisy and Corruption that crippled the morale fiber of Europe. For example, Africans are treated as second-class citizens in their own country. They are forced to work inhumane conditions in the mines, plantations and farms of their European masters for little or no viable compensation. Civil liberties are denied to colonials to the hilt, in the Philippines the Spanish are allowed to beat up the locals just for not showing them the proper deference. In fact, he did not have to go very far. There were many reports of women and children working in English coal mines. They even went on strike to protest their inhumane wages and working conditions. Normally news from England would take days or even weeks to reach continental Europe and vise versa but thanks to the telegraph a worker’s strike in Paris can be known to Londoners as quickly as the next day. Finally, Benjamin’s work was perhaps the most heavily affected by industrialization. In fact, his book Paris, Capital of the Nineteenth Century is almost entirely about the advances and changes brought about by the rapid industrialization of the bygone century. The book outlines the changes in almost glowingly utopia perspective. This is in contrast to the dark, brooding and negative views of the previous authors. For example, the first chapter â€Å"Arcades† points out that material and social conditions that makes Arcades possible. With the advancement of capitalism, Arcades have become obsolete, replaced by the department store. As an aside, Benjamin refers to Arcades as almost utopian paradises. The next chapter about Daguerre photography mentions the role of photography in transforming art. The chapter also mentions how photos become a commodity and emphasizes the commodity trade of photographs in relation to portraits. Benjamin will later refer to this as unconscious optics. The fourth chapter points out how the rapidly industrialized world has successfully separated home from work. In the olden days of Agriculture people worked that land where they lived. In his day people traveled quite far to reach the factories and shops where they worked.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Simply put, Benjamin chronicles the changes that industrialization has brought about. It is appears he view industrialization as positive since there are few mentions of the negative aspect of it. Instead Industrialization is viewed positively as a means to improve the lives and livelihoods of people.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Industrialization brought about massive changes during the 19th century. Poets and writers as purveyors and chroniclers of the people’s world-view are not isolated from these sweeping changes. These authors are just a few examples of how the great changes of their times greatly affected their styles.

Population Growth and Movement in the Industrial Revolution

During the first Industrial Revolution, Britain experienced massive changes—scientific discoveries, expanding gross national product, new technologies, and new buildings and structure types. At the same time, the population changed—it grew in number, became more urbanized, healthier, and better-educated. There is evidence for some in-migration of the population from the rural areas and foreign countries as the Industrial Revolution got underway. But, while the growth was certainly a contributing factor in the revolution, providing the vast industrial expansion a workforce it urgently needed, the revolution also worked to increase urban populations too. Higher wages and better diets brought people together to meld into new urban cultures. Population Growth Historical studies indicate that between 1700 and 1750, the population of England stayed relatively flat, with little growth. Precise figures dont exist for the period before the establishment of a nationwide census, but it is clear from existing historic records that Britain experienced a demographic explosion in the latter half of the century. Some estimates suggest that between 1750 and 1850, the population in England more than doubled. Given that the population growth occurred when England experienced the first industrial revolution, the two are likely connected. People did relocate from the rural regions into large cities to be closer to their new factory workplaces, but studies have ruled out sheer immigration as the largest factor. The population increase came from internal factors, such as changes in marriage age, improvements in health allowing more children to live, and an increase in the number of births. More and Younger Marriages In the first half of the 18th century, Britons had a relatively late age of marriage compared to the rest of Europe, and a large percentage of people never married at all. But suddenly, the average age of people marrying for the first time fell, as did the rates of people never marrying, which ultimately led to more children. The birth rate in Britain also rose to out-of-wedlock births. As young people moved into the cities, they met more people and increased their chances of matches over sparsely populated rural areas. Although estimates of the precise percentage of real term wage increase vary, scholars agree that it rose as a result of growing economic prosperity, allowing people to feel comfortable starting families. Falling Death Rates Over the period of the industrial revolution, the death rates in Britain began to fall and people began to live longer. This might be surprising given that the newly crowded cities were rife for disease and illness, with an urban death rate higher than the rural areas, but overall health improvements and a better diet (from improved food production and wages to buy it) offset that. The rise in live births and drop in death rate has been attributed to a number of factors, including the end of the plague (this happened too many years before), or that the climate was altering, or that hospitals and medical technology had made advances such as smallpox vaccines. But today, the increase in marriage and birth rates is held to be the main reason for the sheer growth in population numbers. Spreading Urbanization Technological and scientific developments meant industries were able to build factories outside of London, and so multiple cities in England became increasingly larger, creating urban environments in smaller centers, where people went to work in factories and other mass places of work. The population of London doubled in the 50 years from 1801 to 1851, and at the same time, the populations in the towns and cities across the nation blossomed as well. These areas were frequently bad as the expansion happened so quickly and people were crammed together into tiny living spaces, with dirt and disease, but they were not poor enough to stop the lengthening of the average lifespan. It was the industrial revolutions population movement which began the era of the urban population, but the continued growth within the urban environments can be more justifiably credited to birth and marriage rates within those environments. After this period, the relatively small cities were no longer relatively small. Now Britain was filled with many huge cities producing enormous quantities of industrial products, products and a way of life soon to be exported to Europe and the world. Sources Clark, Gregory. Chapter 5 - the Industrial Revolution. Handbook of Economic Growth. Eds. Aghion, Philippe, and Steven N. Durlauf. Vol. 2: Elsevier, 2014. 217-62. Print.de Vries, Jan. The Industrial Revolution and the Industrious Revolution. The Journal of Economic History 54.2 (2009): 249–70. Print.Feinstein, Charles H. Pessimism Perpetuated: Real Wages and the Standard of Living in Britain During and after the Industrial Revolution. The Journal of Economic History 58.3 (2009): 625–58. Print.Goldstone, Jack A. Efflorescences and Economic Growth in World History: Rethinking the Rise of the West and the Industrial Revolution. Journal of World History 13.2 (2002): 323–89. Print.Kelly, Morgan, Joel Mokyr, and Cormac Ó Grà ¡da. Precocious Albion: A New Interpretation of the British Industrial Revolution. Annual Review of Economics 6.1 (2014): 363–89. Print.Wrigley, E. A. Energy and the English Industrial Revolution. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 371.1986 (2013). Print.Wrigley, E. A, and Roger Schofield. The Population History of England 1541–1871. Cambridge: Cambridge University Press, 1989. Print.

The Killer Angels By Michael Shaara - 1596 Words

There was never a bloodier war on American soil in history than the Civil War. Those short four year took the lives of thousands soldiers and destroyed many infrastructures of America. The war, however, was more than a battle between Lincoln and Davis, North and South, slavery and freeman. The Civil War was a war of ideals. The accounts told by the soldiers shown that, although the two sides did not agree on most topics, the North and the South did held certain ideals. In The Killer Angels by Michael Shaara, the eyes of James Longstreet and Joshua Chamberlain expresses the battle between the North and the South as an opportunity to show their major contributions, their loyalties to their troops, and their opinions of the war that shaped them. Lieutenant General James Longstreet contributed to the Civil War despite the lack of appreciation from his fellow men. Longstreet opposed offensive warfare in Gettysburg and argued that the â€Å"enemy outnumbered you and outgunned you and would come looking for you anyway if you waited somewhere on your own ground† (10). He did not openly express his arguments all the time but was often ignored by General Robert E. Lee and many of the Confederate troops when he did spoke his mind about how an offensive tactic at Gettysburg would cost the Confederacy numerous casualties. Even though soldiers like Brigadier General Lewis Armistead agreed with many of Longstreet theories of defensives, but the South would never listen to Longstreet. TheShow MoreRelatedThe Killer Angels By Michael Shaara1634 Words   |  7 PagesPulitzer Prize-winning author Michael Shaara, the author of The Killer Angels, was born on June 23, 1928 in Jersey City, New Jersey. He was an author of science fiction, sports fiction, and historical fiction. 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