Saturday, May 23, 2020
Ã¢â¬ËTil Death In literature, readers often see topics that one can relate to; topics that mimic everyday life, personal anecdotes or situations one has experienced . Ã¢â¬Å"A Rose for Emily,Ã¢â¬ a fictional story written by William Faulkner, shares eerily similar details with an article written in the Philadelphia Inquirer on January 30, 1987, Ã¢â¬Å"A WomanÃ¢â¬â¢s Wintry Death Leads to a Long-dead Friend,Ã¢â¬ by Dick Pothier and Thomas J. Gibbons JR. FaulknerÃ¢â¬â¢s narrator depicts the reclusive life of Miss Emily Grierson and the events leading to the discovery of a dead manÃ¢â¬â¢s body that had been locked away in her 2nd story bedroom for over forty years. In the article, Pothier and Gibbons report how a woman named Frances Dawson Hamilton was found to have Ã¢â¬Å"lived with the skeletonized remainsÃ¢â¬ of her long-time companion for over two years after being discovered frozen to death in her home (153). FaulknerÃ¢â¬â¢s short story heavily relies on the narratorÃ¢â¬â¢s kn owledge in addition to his point of view and experiences whereas Pothier and Gibbons report facts observed on scene or learned from interviews of neighbors, police, and investigators. Although fear of solitude initially motivated both women to behave so outlandishly, it is the authorsÃ¢â¬â¢ distinct portrayal that illustrates each individualÃ¢â¬â¢s intentions. In Ã¢â¬Å"A Rose for Emily,Ã¢â¬ Faulkner employs a narrator to describe Emily Grierson, a recently deceased old woman. Apart from her manservant, she does not interact with others, save for a short period of time inShow MoreRelatedDelprÃ ¸ve 11607 Words Ã |Ã 7 PagesÃ¢â¬Å"AuthoritativeÃ¢â¬ fortÃ ¦ller noget om den mÃ ¥de han tÃ ¸rrede sin overlÃ ¦be pÃ ¥, det vil sige det fortÃ ¦ller noget om verbet. Ã¯ beskriver Ã¢â¬ flourishÃ¢â¬ (substantiv) 4 attentively Ordklasse: MÃ ¥desadverbiumÃ¯ Forklaring: Ã¢â¬Å"AttentivelyÃ¢â¬ beskriver den mÃ ¥de de lyttede til drengen, altsÃ ¥ beskriver det verbet. (Ã¯ )Ã¢â¬ listenÃ¢â¬ 5 incredulously Ordklasse: MÃ ¥desadverbiumÃ¯ Forklaring: Ã¢â¬Å"IncredulouslyÃ¢â¬ beskriver den mÃ ¥de hun stirrede pÃ ¥ ham og fortÃ ¦ller igen noget om verbet. (Ã¯ ) Ã¢â¬ staredÃ¢â¬ 6 demurely Ordklasse: MÃ ¥desadverbiumÃ¯
Tuesday, May 12, 2020
The imperative form of verbs, used for giving commands, is one of the more unusual in Spanish. As a distinctive conjugation, it exists only with tÃ º and vosotros, in the familiar second person. Different conjugations are sometimes used in the affirmative (do something) and negative (dont). Because direct commands sometimes can sound rude or impolite, native speakers often avoid the imperative in favor of other verb constructions. Easy to Learn The imperative form of verbs is fairly easy to learn. For regular verbs, the familiar affirmative imperative (the one that goes with tÃ º and vosotros) is formed by dropping the final letter (the r) of the infinitive, except for verbs ending in -ir, in which case, the ending is changed to -e. In the plural, the final letter of the infinitive is changed to a d. For formal and negative commands, the subjunctive conjugation is used. The imperative form is equivalent to the use of the unconjugated verb in English without a subject. For example, if youre telling someone in English to look, the command is look. The Spanish equivalent can be mira, mire, mirad or miren, depending on whom you are speaking to. Direct Commands for -arÃ Verbs Using hablar (to speak) as an example, the conjugations include: Singular familiar: habla tÃ º, no hables tÃ º speak, dont speakSingular formal: hable Ud., no hable Ud. speak, dont speakPlural familiar: hablad vosotros, no hablÃ ©is vosotros speak, dont speakPlural formal: hablen Uds., no hablen Uds. speak, dont speak Use the imperative form only for the familiar affirmative commands. In other cases, use the present subjunctive conjugation. The same is true for -er and -ir verbs. Direct Commands for -er Verbs Using comer (to eat) as an example, the conjugations include: Singular familiar: come tÃ º, no comas tÃ º eat, dont eatSingular formal: coma Ud., no coma Ud. eat, dont eatPlural familiar: comed vosotros, no comÃ ¡is vosotros eat, dont eatPlural formal: coman Uds., no coman Uds. eat, dont eat Direct Commands for -ir Verbs Using escribir (to write) as an example, the conjugations include: Singular familiar: escribeÃ tÃ º, no escribas tÃ º write, dont writeSingular formal: escriba Ud., no escriba Ud. write, dont writePlural familiar: escribid vosotros, no escribÃ ¡is vosotros write, dont writePlural formal: escriban Uds., no escriban Uds. write, dont write The pronouns are included in the above charts for clarity. The familiar pronouns (tÃ º and vosotros) are usually omitted in actual use unless needed for clarity or emphasis, while the formal pronouns (usted and ustedes) are more often used. Tips for Using the Imperative Mood Use of the imperative is fairly straightforward, but learning a few guidelines will help you to use it correctly. The singular affirmative familiar imperative (used with tÃ º) is usually regular. The irregular verbs are these eight, along with verbs derived from them: Decir, di to sayHacer, haz to make or doIr, ve to goPoner, pon to putSalir, sal to leaveSer, sÃ © to beTener, ten to haveVenir, ven to come All verbs are regular in the plural affirmative familiar imperative. The vosotros commands are rarely used in Latin America. Normally, the ustedes form is used when speaking even with children or relatives. Object pronouns and reflexive pronouns are attached to the affirmative commands and precede negative commands, for example: Dime. Tell me.No me digas. Dont tell me.EscrÃ beme. Write to me.No me escribas. Dont write to me. When a pronoun is attached, add an accent to the verb to maintain the correct pronunciation. If there is a direct and indirect object, the indirect object comes first, as in: DÃ ©melo. Give it to me.No me lo dÃ ©. Dont give it to me. In written instructions, use either the familiar or formal forms, depending on the tone you want to convey as well as your audience. The familiar form generally comes across as friendlier, as in: Haz clic aquÃ . Click here.Haga clic aquÃ . Click here. You can also use the impersonal command. Some writers put commands between exclamation points to help indicate that they are commands. When you use it this way, the exclamation marks dont necessarily translate to written English, as in, Ã ¡Escucha! (Listen.)
Wednesday, May 6, 2020
g [pic] Faculty of engineering Civil engineering department ENCS 314 Building material lab Experiment No. 1516 Ã¢â¬Å"Determination of water content used to prepare gypsum samples and the determination of the final setting for gypsumÃ¢â¬ Prepared by: Rasha Abed 1031107 Partners: Hazem NoÃ¢â¬â¢man 1060155 Mohammed Hashlamoun 1060173 Ehab Alawi 1051449 Instructor: Ms. Randa Al- Asmar Date of experiment: 25-03-2008 Date of submitting: 01-04-2008 Ã¢â¬Å"Determination of water content used to prepare standardized gypsum samples and the determination of the final setting for gypsumÃ¢â¬ Introduction: In civil engineering, gypsum plays a role as a building material that contributes to many products such as cement and plaster. We will write a custom essay sample on Gypsum Seting Time or any similar topic only for you Order Now In this experiment, we investigated some properties considering hardening of gypsum, such as the standard water content and setting time. Aim of the experiment: Ã¢â¬â Determination of the proper water content to prepare gypsum paste samples Ã¢â¬â Determination of the final setting time for gypsum paste. Theory: Standard water content: amount of water added to gypsum to form a paste thatÃ¢â¬â¢d allow the pointer of VicatÃ¢â¬â¢s apparatus to descend to a point (30-32) mm above the base of the mold. Setting time of Gypsum: the amount of time that passes from the moment of adding water to the gypsum paste (would be already determined); to the moment that VicatÃ¢â¬â¢s needle would descend to reach 3 mm above the base of the mold. Apparatus: Ã¢â¬ ¢ Determination of the water content: Ã¢â¬â Vicat apparatus Ã¢â¬â Balance Ã¢â¬â Metal tray Ã¢â¬â Graduated cylinder Ã¢â¬ ¢ Determination of the setting time for gypsum: Ã¢â¬â VicatÃ¢â¬â¢s apparatus (the pointer is replaced by VicatÃ¢â¬â¢s needle of 10 mm diameter. Ã¢â¬â Stop watch Procedure: Ã¢â¬ ¢ Determination of the water content: . A 200 gm sample of gypsum is prepared, and put over a plate, to be added with a specified amount of water. 2. The gypsum is mixed thoroughly with water for 3 minutes, to form a moist paste. 3. A part of the paste is poured in the VicatÃ¢â¬â¢s mold, until the mold is filled completely with the paste and the surface of the mold is rimmed. 4. VicatÃ¢â¬â¢s mold is applied on the ba se of VicatÃ¢â¬â¢s device. The pointer of the device is adjusted to just touch the surface of the mold, then left to fall freely under the influence of its weight. . The reading of VicatÃ¢â¬â¢s pointer is taken. This reading indicates the depth that the pointer has reached above the base of the mold. 6. The experiment is repeated using a new sample each time; until the standard water content is reached (VicatÃ¢â¬â¢s needle would reach a height of (30-32) mm above the base of the mold. Ã¢â¬ ¢ Determination of the setting time for gypsum: 1. A 200 gm sample of gypsum is prepared. The amount of water determined in the previous experiment is added to the sample. 2. The gypsum is mixed thoroughly with water for 3 minutes, to form a moist paste, and then part of the paste is poured in the VicatÃ¢â¬â¢s mold, until the mold is filled completely with the paste and the surface of the mold is rimmed. 3. VicatÃ¢â¬â¢s mold is applied on the base of VicatÃ¢â¬â¢s device. The needle of the device is adjusted to just touch the surface of the mold, then left to fall freely under the influence of its weight. 4. The reading of the deviceÃ¢â¬â¢s pointer is taken, until we reach a reading of 3mm. 5. The time needed for the needle of the device would descend to a height of 3mm above the base of the mold is recorded using a stop watch. Data and calculations: |measured depth |The amount |Trial no. | |from the base (mm) |of added water (%) | | |39 |48 |1 | |34 |49 |2 | |35 |48. |3 | |32 |50 |4 | |50 |Standard water content (%) | |4. 16 |setting time (minutes) | Conclusion: As we can see from the results, the standard water content needed to prepare a standard gypsum paste = 50%, and we obtained a setting time = 4. 16, which compared to other building materials considered quick hardening. This advantage increases the role of gypsum as a component in Portland cement and plaster industry.  Engineering use: Gypsum is considered very valuable from the economical and industrial side, since it can be found a lot in nature. It can be used to manufacture plaster moldings (ceramic industry and engineering industry). Also gypsum plays apart in cement industry (for example: Gypsum cement and Portland cement). Many new techniques have been developed get benefit from gypsum and Portland cement. these techniques uses both the advantages of gypsum (early hardening, high early strength, enhanced workability) and Portland cement (improved durability in moist conditions), but are free of the deleterious effect of ettringite and thaumasite, which are formed when gypsum and Portland cement interact. Such properties enhance the workability of cement.  References: : http://www. sciencedirect. com/science? _ob=ArticleURL=B6V2G-4BRRGD8-2=10=1==search=d=c=C000050221=1=0=10=4e71cbde7aba9b4d1338fea79920ab39 : http://www. sciencedirect. com/science? _ob=ArticleURL=B6TWG-40GRJTP-7=10=1==search=d=c=C000050221=1=0=10=5c7ed60e8eed63f2ad9c9a5412b00080 : http://www. apitco. org/Profiles/Gypsum%20based%20building%20materials. pdf How to cite Gypsum Seting Time, Papers
Saturday, May 2, 2020
Question: Discuss about the HDI as a Measure of Human Development? Answer: 1. Gross Domestic Product is known as GDP which is referred to as the money value of the total finished services as well as products within the territory of a country in a particular period of time (Blanchard and Johnson, 2013). GDP is calculated in quarterly basis as well as on yearly basis. The most important measure of standard of living is the measure of real per capita GDP. It can be said that the increased per capita GDP might be at the increased pollutions costs which will lead to a decline in the living standards of the rise in GDP. GDP is used to measure the Purchasing Power Parity. Thus, it assists to measure the real costs of living. Thus, it can be possible for the economists to compare the PPP of different countries (Goodhew, 2013). GDP is generally measured in dollars. Japanese measure GDP in Yen. Thus, the Japanese will convert the GDP to dollars to compare it with Yen. The conversion process will be done by Yen/Dollar. 2. GDP per capita may not be a good measure especially in the case of measuring living standards and the economic welfare. It is said to be an average and hence it fails to capture the picture of inequality, poverty and other economic activities (Gordon, 2012). It cannot measure the leisure value and also the longevity value. As an example, it can be said that a traffic jam will raise the GDP due to an increasing utilisation of gasoline but the quality of life or the living standards will be hampered by this. GDP per capita failed to capture this. The HDI can be used to measure the standard of living or countrys well-being (Ram and Ural, 2013). Table 1: Top ten countries (GDP level- 2010) It fails to determine the living standards and the well-being of the countries. Thus, to measure well-being and the living standards, it is better to use HDI, HPI etc. (Al-Hilani, 2012). Figure 1: Country-wise GDP Source: (Author) 3. To do a comparative analysis, the researcher can take India as developing country and US as developed country. Here, HDI is taken to show the standard of living trends between two countries. Table 2: UNDP report on HDI Source: (HumanDevelopmentReports, 2016) From table 2, it can be said that in the US, the HDI value had risen marginally in 2014 from 2013. Thus, a very high HDI can be seen in the US according to the UNDP report. In the case of India, the value is also increasing and in 2014, the value is 0.609. The rank is 131 according to the report of UNDP. It will imply that a medium HDI can be seen in India. Table 3: HDI growth (Dept, 2014) From table 3, it can be seen that the rate of HDI growth diminishes in 2010-2014. In the case of US, the rate has changed marginally but in the case of India, the rate has declined from 1.67 to 0.97. Figure 2: HDI in US and India Figure 2 has also shown the upward trend from the last 7 years. Table 4: Components (HumanDevelopmen ReportsComponents. 2016) There are some components include in the HDI Life expectancy, expected schooling years and mean schooling years, GNI per capita (Mankiw, 2012). HDI is said to be a composite index which measures the average achievement in basic 3 dimensions of development in human, these are a healthy as well as long life, standard of living and knowledge. Life expectancy is referred to as the number of period an infant newborn can expect to live. For knowledge, expected schooling years and mean schooling years will be taken. The first one is referred to as the entrance age of schooling which can be expected if age particularity enrolment is persisted. Mean schooling years refers to the average years of education which an individual can receive. GNI per capita is an economys aggregate income that is generated from its production and factors of productions ownership. It can be converted to global dollar value by utilising PPP divided by the population of midyear. Thus, by visualising table 4, it can be said that it will take more than 20 years to be doubled if there are no economic fluctuations in both of the countries. 4. The standard of living is referred to as the wealth level, level of comforts, necessities and material goods which are available in a general socioeconomic class under a specific geographical territory. The standards of living in the countries of NMSs have converged in a rapid manner towards the mean living standard of Europe in the first 10 years of this new century. In this region, many countries like Bulgaria, Baltic countries etc., per capita GDP has been adjusted for PPP. It has assisted in comparing the standard of living of different countries. It had raised greater than 100 percent in the year 1999-2008, but in case of euro areas Member States, the similar indicator had increased only by 30% on an average. However, the convergence rates of the standards of living of the NMS were not at all similar from 1999 to 2008. The countries were divided into two parts on the basis of convergence path. In the first group, Hungary, Poland and the Czech Republic were there and the highest standard of living was seen. In the second group, the rate of convergence was too slower over the 10 years. The countries present in the second group were Romania, Bulgaria, Baltic countries. The declination size of PPP-adjusted per capita GDP of the second groups countries in 1999 and many problems of them in the year 2009 has returned the convergence before the crisis had raised a question of imbalances. Latvia and Estonia had a CAD of 10% of the GDP levels whereas Bulgaria was present at 9% of the GDP level. The countries except Hungary belonging from the first group stood at CAD less than 5% of GDP. Thus, convergence and divergence had also arisen due to CAD effects in GDP (Moukarzel, 2013). The PPP adjusted per capita GDP extrapolation in 2010 had shown that living standard had resumed its increasing trend in most of the countries of NMSs in the year 2009-2010. However, it had faced a slower pace in between 1999 to 2008. This had confirmed that there were a lasting de-convergence did not occur. However, it can be said in this context that the global financial crisis adversely affected the process of convergence (Kokkoris, 2014). In 2010, there was another slowdown in the standard of living increment in comparison with the past decade which was relatively high pronounced for the countries belonging from the second group. The slowdown had arisen in the second group due to some macroeconomic imbalances. Thus, the countries belonging from the second group should perceive sustainable strategies of growth (Alonazi and Thomas, 2014). References Al-Hilani, H. (2012). HDI as a Measure of Human Development: A Better Index than the Income Approach?. IOSR Journal of Business and Management, 2(5), pp.24-28. Alonazi, W. and Thomas, S. (2014). Quality of Care and Quality of Life: Convergence or Divergence?. Health Services Insights, p.1. Blanchard, O. and Johnson, D. (2013). Macroeconomics. Boston (Mass.): Pearson. ConvergencePDF, (2016). [online] Tresor.economie.gouv.fr. Available at: https://www.tresor.economie.gouv.fr/file/326916 Dept, I. (2014). India. Washington: International Monetary Fund. Goodhew, P. (2013). Growth of what: GDP or quality of life?. European Journal of Engineering Education, 38(2), pp.119-120. Gordon, R. (2012). Macroeconomics. Boston: Addison-Wesley. HumanDevelopmen ReportsComponents. (2016). [online] Hdr.undp.org. Available at: https://hdr.undp.org/en/composite/HDI HumanDevelopmentReports. (2016). [online] Hdr.undp.org. Available at: https://hdr.undp.org/en/composite/trends Kokkoris, I. (2014). Introduction: EU and U.S. Competition Enforcement--Convergence or Divergence. The Antitrust Bulletin, 59(1), pp.1-8. Mankiw, N. (2012). Macroeconomics. New York: Worth. Moukarzel, C. (2013). Per-capita GDP and nonequilibrium wealth-concentration in a model for trade. J. Phys.: Conf. Ser., 475, p.012011. Ram, R. and Ural, S. (2013). Comparison of GDP Per Capita Data in Penn World Table and World Development Indicators. Soc Indic Res, 116(2), pp.639-646. Ryser, L. and Halseth, G. (2011). Informal Support Networks of Low-Income Senior Women Living Alone: Evidence from Fort St. John, BC. Journal of Women Aging, 23(3), pp.185-202.
Sunday, March 22, 2020
Thursday, March 5, 2020
Good Citizen vs Good Man essays The good man and the good citizen are not one and the same. What can be said about one cannot be necessarily said about the other. It is essential for the good man to be a good citizen. It is not, though, vital for the good citizen to be a good man. This distinction is important to make, because it helps one understand that the qualities a good man possesses far supersede those of a good citizen. A good citizen does what is best for the community, his city. As long as he is no harm to his surroundings, and cares for the improvement and betterment of his city, he is a good citizen. Who a person is doesn't greatly affect what kind of citizen he will be. What if a man is a secret murderer? If we were to say that he only kills people outside of his city, would he be affecting the city in any way? If he was a great politician and lived this secret life as well would he still be a great citizen? The answer is yes. This is because the good citizen doesn't have to care about others. He can allow his desires to overpower his calculating. He doesn't have to have a well-ordered soul. In other words, he doesn't have to be a good man. Aristotle chooses to search for the difference between the good man and the good citizen by examining and analyzing their virtues. He concludes that, "Hence, the virtue of a citizen must be suited to his constitution. Consequently, if indeed there are several kinds of constitution, it is clear that there cannot be a single virtue that is the virtue-of a good citizen. But the good man, we say, does express a single virtue: the complete one. Evidently, then, it is possible for someone to be a good citizen without having acquired the virtue expressed by a good man" (1276b). What Aristotle doesn't tell us is who is better off. Is it sufficient to be the good citizen or is it definitely more satisfying to be the good man? The good man is recognizably superior to the good citizen. ...
Tuesday, February 18, 2020
UN Millennium Development Goals - Essay Example le progress have been achieved with regards to gender equality in primary and secondary education and most regions of the world including the developing countries have equal enrollments of boys and girls in primary and secondary education institutions (Sweetman, 2005). The case of tertiary and advanced education is different because there is a marked gap between the enrollments of boys and girls in higher education institutions, particularly in the developing world. Poverty, marginalization, food insecurity, armed conflicts and disease are the various different reasons of such trends of disparity in male and female higher education. The Gross Enrollment Ration in tertiary education institutions in Africa is 4.8% for women and 7.3% (Nwonwu, 2008). Financial issues are one side of the picture; there are many cultural and religious issues which are barring women for acquiring education and in some of the regions women eager to acquire education are subjected to violence. Education is one sector, gender disparity can also be observed in other spheres of life as well. Most of the developing countries have a very meager female population having paid jobs. The recent global recession has further aggravated the situation because the unemployment rates for women which rose up during recession did not fall down during the economic recovery of 2009-2010 however the unemployment rates for men fell down significantly (World Bank, 2011). Lack of representation of women in the legislative and administrative bodies is an issue being faced by the developed as well as the developing world. The target of equal representation of women in the legislative bodies of the world is still far from being achieved, according to 2011 UN report on MDG, the women shared only 19.3% of the total parliamentary seats in the world (United Nations, 2011). Education indicators in the United Arab Emirates show that the women are getting a remarkable share in the educational institutions but disparity