Yarn Numbering System free essay sample

Yarn numbering systems Tex-System Swicofil indicates the counts of their yarns by means of the Tex-system. Tex Units Term Definition Basic Tex Unit [tex] Mass of yarn in grams per 1000 meters length Decimal fraction Mass of yarn in grams per 10000 meters length Decitex [dtex] 1 g / 10000 m = 1/10 tex Decitex is the count grading for filament and spinning yarns recognized by all international bodies in the man-made fibres industry. Decimal multiple Mass in kilograms per 1000 meters length. Kilotex [ktex] 1 kg / 1000 m = 1000 tex) Kilotex is used to state the counts of spinning tow and similar semi-finished and finished products. Other numbering Systems Count denier [den] Mass of yarn in grams for length of 9000 meters Metric yarns number [Nm] Length in meters per 1 gram of mass English cotton yarn number [Ne or ECC)] Number of 840 yards strands per 1 English pound of mass Wool runs Number of 1600 yards strands per 1 English pound of mass Wool, worsted (NeK) Number of 560 yards strands per 1 English pound of mass Wool, woolen measure (NeS) Number of 256 yards strands per 1 English pound of mass Linen Count (NeL or Lea) Number of 300 yards strands per 1 English pound of mass Spun Silk Number of 840 yards strands per 1 English pound of mass An interactive Conversion table can be found here Worsted wool is nothing to do with worsted weight yarn. We will write a custom essay sample on Yarn Numbering System or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Worsted wool is wool which is carded and combed so that all the fibres are parallel. Woolen measure or Yorkshire wool is carded but not combed, so is a little rougher. Worsted wool is usually very fine and used for suits and fine fabric. Hand knitting yarn is usually woolen type yarn. When quoting wool some manufacturers specify worsted or woolen. Most do not! Conversion Formulas for the various numbering systems convert into known tex decitex (dtex) denier (den) Metric No. (Nm) English Cotton No. (Ne) tex 10 x tex 9 x tex 1000 tex 591 tex decitex (dtex) dtex 10 0. 9 x dtex 10000 dtex 5910 dtex denier (den) den 9 den 0. 9 9000 den 5314 den Metric No. (Nm) 1000 Nm 10000 Nm 9000 Nm 0. 59 x Nm English Cotton No. (Ne) 591 Ne 5910 Ne 5314 Ne Ne x 1. 69 [pic] Top of Form Yarn count conversion [pic] [pic] [pic] [pic] [pic] Bottom of Form Conversion Factors To Convert To Multiply by Length inches millimeters 25. 4 inches feet 0. 0833 feet inches 12* feet meters 0. 3048 feet yards 0. 3333 feet miles (U. S. statute) 0. 0001894 yards yards 3* yards miles (U. S. statute) 0. 005682 miles (U. S. statute) feet 5280* miles (U. S. statute) yards 1760* miles (U. S. statute) meters 1609 miles (U. S. statute) nautical miles 0. 868 meters feet 3. 281 meters yards 1. 094 meters miles (U. S. statute) 0. 0006214 nautical miles miles (U. S. statute) 1. 152 Area square inches square centimeters 6. 452 square inches square feet 0. 006944 square feet square inches 144* square feet squa re meters 0. 09290 square meters square feet 10. 76 square miles square yards 3,097,600* square yards square feet 9* Volume cubic inches cubic centimeters 16. 39 cubic inches cubic feet 0. 0005787 ubic feet cubic inches 1728* cubic feet cubic meters 0. 02832 cubic feet U. S. gallons 7. 481 cubic meters cubic feet 35. 31 liters quarts (U. S. liquid) 1. 057 quarts (U. S. liquid) liters 0. 9463 U. S. gallons barrels (petroleum) 0. 02381 U. S. gallons cubic feet 0. 1337 U. S. gallons Imperial gallons 0. 8327 barrels (petroleum) U. S. gallons 42* Imperial gallons U. S. gallons 1. 201 milliliters cubic centimeters 1* Time seconds minutes 0. 01667 seconds hours 0. 0002778 seconds days 0. 00001157 minutes seconds 60* minutes hours 0. 01667 minutes days 0. 0006944 hours seconds 3600* hours minutes 0* hours days 0. 04167 Mass or Weight pounds kilograms 0. 4536 pounds short tons 0. 0005* pounds long tons 0. 0004464 pounds metric tons 0. 0004536 tons (short) pounds 2000* tons (metric) pounds 22 05 tons (long) pounds 2240* kilograms pounds 2. 205 tonnes (metric tons) kilograms 1000* Energy calories Btu 0. 003968 calories joules 4. 187 Btu (British Thermal Units) calories 252. 0 Btu joules 1055 joules calories 0. 2388 joules Btu 0. 0009479 Velocity feet per second meters per second 0. 3048 feet per second miles per hour 0. 6818 feet per second knots 0. 5921 meters per second feet per second . 281 meters per second miles per hour 2. 237 miles per hour meters per second 0. 4470 miles per hour feet per second 1. 467 knots meters per second 0. 5148 knots miles per hour 1. 151 knots feet per second 1. 689 Density pounds per cubic foot grams per cubic centimeter 0. 01602 grams per cubic centimeter pounds per cubic foot 62. 42 grams per cubic centimeter kilograms per cubic meter 1000* kilograms per cubic meter grams per cubic centimeter 0. 001* Pressure pounds per square inch absolute (psia) kilonewtons per square meter (kN/m2) 6. 895 psia atmospheres 0. 0680 psia inches of water 2 7. 7 psia millimeters of mercury (torr) 51. 72 pounds per square inch gauge (psig) psia add 14. 70 millimeters of mercury (torr) psia 0. 01934 millimeters of mercury (torr) kN/m2 0. 1333 inches of water psia 0. 03614 kilograms per square centimeter millimeters of mercury (torr) 735. 6 inches of water kN/m2 0. 2491 kilograms per square centimeter atmospheres 0. 9678 atmospheres kN/m2 101. 3 kilograms per square centimeter psia 14. 22 atmospheres psia 14. 70 bars kN/m2 100* kilonewtons per square meter psia 0. 1450 bars atmospheres 0. 9869 kilonewtons per square meter atmospheres 0. 009869 bars ilograms per square centimeter 1. 020 Viscosity centipoises pounds per foot per second 0. 0006720 pounds per foot per second centipoises 1488 centipoises poises 0. 01* centipoises newton seconds per square meter 0. 001* poises grams per centimeter per second 1* grams per centimeter per second poises 1* newton seconds per square meter centipoises 1000* Thermal Conductivity Btu per hour per foot per oF watts per meter-Kelvin 1. 731 Btu per hour per foot per oF kilocalories per hour per meter per oC 1. 488 watts per meter-Kelvin Btu per hour per foot per oF 0. 5778 kilocalories per hour per meter per oC atts per meter-Kelvin 1. 163 kilocalories per hour per meter per oC Btu per hour per foot per oF 0. 6720 Heat Capacity Btu per pound per oF calories per gram per oC 1* Btu per pound per oF joules per kilogram-Kelvin 4187 joules per kilogram-Kelvin Btu per pound per oF 0. 0002388 calories per gram per oC Btu per pound per oF 1* Concentration (in water solution) parts per million (ppm) milligrams per liter 1* milligrams per liter ppm 1* milligrams per cubic meter grams per cubic centimeter 1 X 10-9 grams per cubic centimeter milligrams per cubic meter 1 X 109 grams per cubic centimeter pounds per cubic foot 2. 42 pounds per cubic foot grams per cubic centimeter 0. 01602 Temperature degrees Kelvin (oK) degrees Rankine (oR) 1. 8* degrees Rankine (oR) degrees Kelvin (oK) 0. 5556 d egrees centigrade (oC) degrees Fahrenheit (oF) first multiply by 1. 8, then add 32 degrees Fahrenheit (oF) degrees centigrade (oC) first subtract 32, then multiply by 0. 5556 degrees centigrade (oC) degrees Kelvin (oK) add 273. 2 degrees Fahrenheit (oF) degrees Rankine (oR) add 459. 7 Flow cubic feet per second U. S. gallons per minute 448. 9 U. S. gallons per minute cubic feet per second 0. 002228 [pic] [pic] [pic] |[pic] | |

Essay on Personal Philosophy

Essay on Personal Philosophy Essay on Personal Philosophy Essay on Personal PhilosophyNursing practice is a responsible and pivotal job that needs much efforts from the part of the nurse to deliver nursing care services to clients and help them not only to cope with their health problems but also to rehabilitate after the illness. In this regard, the personal philosophy of nursing comprises the theoretical and philosophic framework within which one can develop his/her personal vision and determines the professional development of the nurse. In this regard, my personal philosophy is closely intertwined with my professional development as a nurse but I view my philosophy broader than a mere part of my profession or my professional development. Instead, I view my personal philosophy of nursing as a part of my worldview that determines my decisions, choices and actions not only in the health care setting but also in other aspects of my social and personal life.Personal philosophy of nursingMy definition of my personal philosophy of nursing incl udes the professional responsibility and the system of values that determines my performance as a professional nurse. In other words, my personal philosophy of nursing determines my actions and decisions that I take and perform in the course of my professional performance and influences my relations with my colleagues and clients. The system of values comprises the core of my values. In this regard, I should say that I stick to the humanistic system of values based on the respect and priority of human rights and human dignity.Key assumptions of my personal philosophy of nursing originate from the system of values, which I adhere and which I am trying to stick to in my professional performance and my personal life. First, I view human dignity as one of the major concerns that nurses should respect and protect by all possible means. Nurses should respect the human dignity of each client and they should avoid any biases and prejudices in relation to their clients. Second, the respect t o human rights is another important assumption that shapes the system of values that comprises the core of my personal philosophy. In this regard, the privacy right and confidentiality of clients should be one of the major concerns of a nurse.At the same time, nursing and my personal philosophy of nursing is not just the matter of the respect to human rights and human dignity of clients but also it is my personal responsibility for the quality of nursing care I provide for each client. I should do my best to provide each client with the top quality nursing care service (Hann, et al., 2007). To provide client with nursing care services of the high quality I should keep progressing and develop my professional skills and abilities along with the provision of clients with counseling services. In general, I should use the client-centered approach to match needs of each client and help each client to recover and rehabilitate fast and effectively.My personal philosophy of nursing is closel y interrelated with such concepts as person, environment, health, and nursing proper. The person of a nurse is very important because a nurse should be a moral person respecting human dignity and cultural norms of each client. The environment should match clients’ needs too. This means that nurses should create client-friendly and client-centered approach environment, where clients can feel at ease and recover fast and successfully. In this regard, the psychological help is as important as physical one. The health of clients is the primary concern of any nurse but I would broaden the concept of health from the physical health solely to physical and psychological health too (Rounds Rappaport, 2008). Nurses should take care not only of the physical health of clients and help them to recover faster but also nurses should help clients to improve their psychological condition and regain their psychological condition. The point is to provide clients with counseling services that w ill help them to elaborate a long-run strategy of the clients’ recovery and rehabilitation that will complement the recovery of their physical health. In fact, such a combination of the physical health treatment and counseling provided for clients with respect to their cultural norms, beliefs and individual needs of each client.My belief/philosophy compared to that of a professionally recognized nurse theorist (FLORENCE NIGHTINGALE)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In fact, my personal philosophy of nursing is, to a certain extent similar to that of Florence Nightingale. At this point, it is worth mentioning the fact that Florence Nightingale was one of the first nursing theorists, who laid the foundation to the nursing theory. In this regard, some researchers (Bostridge, 2008) view Florence Nightingale as one of the first theorists, who development the Environmental Theory of Nursing because she insisted on the importance of the creation of the healthy environment , where clients could recover faster and more effectively. In this regard, I fully agree with Florence Nightingale but I would also expand the creation of the healthy environment for clients and I would complement her ideas by the idea of the provision of counseling services and creation of the comfortable environment in psychological terms.At the same time, Florence Nightingale was the proponent of the dominance of natural laws and the scientific approach to nursing. I agree with such approach to nursing. However, taking into consideration the contemporary nursing environment, I would also introduce the concept of multiculturalism as one of the main elements of the contemporary nursing (Speroff, et al., 2010). In actuality, nurses are working in the multicultural environment. This is why they have to do their best to develop the universal system of values and manifest the respect to human dignity of each client. Nurses should come prepared to deal with clients, who have totally dif ferent cultural background, and nurses should be able to meet their needs and provide with effective counseling services. Therefore, nurses should be able to adapt to diverse cultural environment.My personal philosophy and culture, spirituality, age, gender, etc.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Therefore, my personal philosophy of nursing is based on multiculturalism. At the same time, I am trying to develop a tolerant attitude to clients, who have different cultural background. The similar tolerance is essential for the development of the positive relations between nurses and clients of different age and gender. In fact, nurses should come prepared to work in the diverse environment since the diversity comprises one of the most essential elements of the contemporary nursing care. If nurses cannot work in the diverse environment, they are likely to under-perform and be unable to perform their functions properly.My personal nursing philosophy and patients’ and fami lies’ quest for God  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Patients’ and families’ quest for God may be the psychological basis on the ground of which nurses can develop the psychological ground for the recovery of patients (Minvielle, 2008). The quest for God can help clients to cope with their psychological problems and find new priorities in their life that will help them to recover physically and spiritually. On the other hand, the quest for God is important but not essential for the recovery of patients and delivery of nursing care services of the high quality. Nurses should be able to provide counseling services and any psychological aid for patients, while the quest for God is just one of forms of such psychological aid.My philosophy’s implications for the future of nursing and/or new nursing rolesIn fact, my personal philosophy of nursing has implications for the future nursing and may contribute to the development of new nursing roles. For e xample, traditionally nursing was associated with the nursing care. Instead, I suggest expanding the role of nurses through the provision of counseling services for clients. I would not distinguish the physical and spiritual or psychological treatment of patients and this is a new aspect of nursing, which remained underestimated in the past. In addition, my personal philosophy of nursing views multiculturalism as one of the main elements of the professional performance of nurses, who should come prepared to work in the new multicultural and diverse environment that imposes a new role on them as tolerant care givers, who can work in the diverse environment.

Famous Proverbs Shared From Around the World

Famous Proverbs Shared From Around the World Proverbs are usually concise  phrases that give advice or state a truism. Proverbs can sound deep and wise, but it is the cultural context of proverbs that lend them meaning. Without context, these proverbs must be interpreted in light of your own personal experience. Proverbs have been part of human culture for thousands of years. Some of those from China, Africa, and the Middle East, for example, were first coined long before the Roman Empire. Some proverbs from other countries may sound familiar to you. It is common for countries to have their own versions of a proverb. For example, the Dutch proverb Do not wake sleeping dogs appears in the U.S. as Let sleeping dogs lie. They mean the same thing. Here is a collection of famous proverbs from around the world. African Proverbs A kings child is a slave elsewhere. What forgets is the  ax, but the tree that has been axed will never forget. It is no shame at all to work for money.   A loose tooth will not rest until its pulled out.   He who digs too deep for a  fish  may come out with a snake.   The path is made by walking. Australian Proverbs None are so deaf as those who would not hear. Once bitten, twice shy. Dont count your chickens before theyre hatched. A bad worker blames his tools. In the planting season, visitors come singly, and in harvest time they come in crowds. Egyptian Proverbs We tell them it is a bull, they say milk it. Go far, youll be loved more. Do a good deed and throw it into the sea. Time never gets tired of running. Bulgarian Proverbs Tell me who your friends are, so I can tell you who you are. The wolf has a thick  neck  because he does his job on his own.   Measure thrice, cut once.   Help yourself to help God help you.   Chinese Proverbs If youre poor, change and youll succeed. Big fish eat small fish. No one knows a son better than the father.   No shame in asking questions, even to people of lower status. Croatian Proverbs The way it came is the way it will go. Hasten slowly.   All thats well lasts  short.   Dutch Proverbs Cost goes before the profit. Do not wake sleeping dogs. Every little pot has a fitting lid. Think before acting; and whilst acting, still think. English Proverbs When the going gets tough, the tough get going. The pen is mightier than the sword. The squeaky wheel gets the grease. No man is an island. People who live in glass houses shouldnt throw stones. Better late than never. Two wrongs dont make a right. German Proverbs He who rests grows rusty. Starting is easy, persistence is an art. The cheapest is always the most expensive. Make haste with leisure. Hungarian Proverb Who is curious gets old quickly. Russian Proverbs Draw not your bow till your arrow is fixed. When the rich make war, its the poor that die. When the cat is away, the mice will play. Many hands make light work. Be swift to hear, slow to speak.

Waste Management Essay Example | Topics and Well Written Essays - 2250 words

Waste Management - Essay Example This amounts to 20,000 to 30,000 tonnes of general battery waste generated each year. Facilities for recycling automotive batteries are well developed and 90% of the highly hazardous automotive batteries go for recycling. However comparatively, only one percent of household batteries go for recycling. In 2000, approximately 19,000 tonnes of waste general usage batteries and 113,000 tonnes of automotive batteries had to be disposed. Most of these were dumped in landfill sites. Approximately 680 million batteries were purchased in UK in 2001, and statistics show that over 89% of these were general purpose batteries. Figures in other countries like US and Japan are as devastating. Estimates1 indicate that over three billion industrial and household batteries were sold in the US in 1998, and battery consumption rate rose by 5.8 percent annually through 2002. Between 1998 and 2003, the global demand for secondary batteries grew by 67% with Japan holding 65% of the market share in 2003. Th e cost of recycling varies in different countries, while some base it on the chemistry of the battery, others measure it across tonnage alone. However the basic cost for recycling batteries approximately comes to $1,000 to $2,000US per ton. The costs double when transportation is also included. This is a figure that all countries are trying to bring down, with Europe aiming to achieve the figure of $300 per ton (Buchmann, 2001). Authorities responsible for managing battery waste Currently various local authorities have been established specifically for managing battery waste. The Waste and Recycling Action Plan (WRAP) has started various programmes across UK for battery collection. REBAT is another organization in the UK set up to manage and collect portable rechargeable batteries. It is a component of the British Battery Manufacturer Association, and provides comprehensive information on recycling companies and support for battery recycling. A few of the battery recycling plants and programs set up in Europe include names of G&P Batteries, the first recycling plant dedicated to recycling household batteries. Britannia Refined Metals in Kent and HJ Enthoven & Sons in Derbyshire are two recycling

Dyslexia Research Paper Example | Topics and Well Written Essays - 2000 words

Dyslexia - Research Paper Example Experts however are having difficulty to agree on a common scientific definition of dyslexia. The British Dyslexia Association defined it as ‘a specific learning difficulty which mainly affects the development of literacy and language related skills.’ The International Dyslexia has it as a specific learning disability that is neurological in origin.’ (International Dyslexia Association). Rose defined dyslexia as a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling’ (Smythe 40). However experts may defined dyslexia, the disability is present when the â€Å"the automatization1 of word identification (reading) and/or spelling does not develop or does so very incompletely or with great difficulty† (Smythe 39) and the theories on the etiology of dyslexia is an ever evolving process due to the continuous research made about it. Research also showed that the origin of dyslexia is generally heredit ary with some genes that were identified to be generally predisposed to having dyslexia. The specific genes that research has identified to be more predisposed to acquiring dyslexia were brain based. Recent research showed that there are nine chromosomes that are directly linked to the learning difficulty. ... Four of the genes –DYX1C1 (DYX1), KIAA0319 (DYX2), DCDC2 (DYX2) and ROBO1 (DYX5) – have been implicated in neuronal migration and guidance, suggesting the importance of early neurodevelopmental processes in reading development†(41). Four more additional possible areas (PCNT, DIP2A, S100B and PRMT2) in the chromosome region 21q22.3 have been identified to be linked with dyslexia. This genetic heritability of dyslexia was also confirmed by the Colorado Longitudinal Twin Study of Reading Disability whose study suggests that the shared genetic influence accounted for â€Å"86% and 49% of the phenotypic correlations between the two assessments for twin pairs with and without reading difficulties respectively (Wadsworth et al 150) With regard to who gets this disability among the population, Lowenstein reported that the difficulty learning as caused by dyslexia is a condition that affects one in five people3. Some of the obvious symptoms that is correlated with dyslexi a include letter reversals in hand writing4, delays in speech and being easily distracted by noise (webmd). Symptoms can also include very poor spelling of words and blending of rhyming of sounds to make words. The classic example to illustrate this spelling difficulty is the paper written by Lowenstein where it was titled â€Å"Pediatrician: Dyslexia affects one if five people†. Due to difficulty in reading, students who has dyslexia were also were also found to have difficulty summarizing stories. Learning a foreign language was also found to be a challenge among dyslexics and so is memorizing words and concepts. In extreme cases, a very small population of dyslexics was known to rotate letters when reading reverse words when they write. In the study of Morton and Frith,

Drug Essay Example for Free

Drug Essay This paper will illustrate several aspects of how drugs affect our lives. Addiction philosophies including the psychology and physiology will be explained in an attempt to describe how drugs affect our bodies both physically and mentally. Secondly, different drug categories types will be covered including: stimulants, depressants, narcotics, hallucinogens, and cannabis. Each of these categories has different addiction potentials and effect levels including withdrawal symptoms. Finally, the abuse of prescription drugs and their effects will be discussed. Addiction is primarily psychological although addiction can be defined as the physiological changes in the body. Addiction continues to be considered as a social, cultural, genetic and experiential process as well. According to Lande, addictive behavior is seen as any behavior that gives temporary or short term pleasure and also provides relief from discomfort although there may be long term adverse effects. (Lande, 2012) According to Roy, addiction is generally described as dependence on any drug and results from substance abuse. Any drug or alcohol can produce addiction as can other things such as the internet, gaming, gadgets, chocolates etc. However the physical and psychological effects of drugs and alcohol are detrimental and actually result in loss of productivity, withdrawal and physical dependence and lack of attention and such other conditions. The primary feature of addiction is dependence as an individual shows increased psychological and physiological dependence on the substance he is addicted to and without the addictive substance the person is unable to return to normal life. Roy, 2009) Dependence on anything may not be too bad and some amount of social dependence is expected of us as social beings. However, when there is excessive dependence with inability to live without the substance in question, then withdrawal symptoms result and there are physiological changes in the body including pain and in some cases medical attention is required. Addiction is an extreme dependence that causes people t o lose sense of reality as people become crippled without the substance they are addicted to. Addiction leads to crime and anti-social behavior as addicts can resort to violent behavior, to stealing, to murder simply to attain their goal. Addiction to a substance could be separated from healthy use of the substance such as some amount of alcohol is considered acceptable and healthy in a social setting but being completely dependent on alcohol to that which amounts to addiction can have adverse social and personal implications for the individual. (Roy, 2009) Some of the common addictive drugs and substances are opium, alcohol, nicotine and barbiturates. Giving up any addiction, requires strength and this is largely the strength of the mind that aids in stopping any addictive behavior. According to Lande, if addiction is a disease, the cure of addiction or even its prevention is largely a psychological process suggesting that the mind is responsible for the addiction, the beginning of it and also the end of it. (Lande, 2012) These addictions affect the body in many different ways based on what type of drug the person has taken. According to a Medscape reference, stimulants are substances that induce a number of characteristic symptoms. CNS effects include alertness with increased vigilance, a sense of well-being, and euphoria. Many users experience insomnia and anorexia, and some may develop psychotic symptoms. Stimulants have peripheral cardiovascular activity, including increased blood pressure and heart rate. They encompass a broad category of substances, including those prescribed for medical conditions; those manufactured for illicit substance abuse; and those found in over-the-counter (OTC) decongestants, herbal extracts, caffeinated beverages, and cigarettes. Preda, 2011) Narcotics are another substance that is heavily abused in the workplace. Like many drugs persons taking narcotics can develop a tolerance as well as psychological and physical dependence. With this dependence, users must increase the dosage to gain the same effect. Some signs of narcotic abuse are analgesia, sedation, shallow breathing, slurred speech, and or/confusion. Withdrawal symptoms are usually severe and can be seen as early as 12-1 4 hours after the last dose. Symptoms of Narcotics withdrawal are irritability, craving, runny nose, muscle aches, and anxiety. Along with the previously mentioned symptoms are many complications such as infections, pneumonia, seizures, and constipation. (Zwanger, 2010) According to Doctor Parish, hallucinogens are a diverse group of drugs that cause an alteration in perception, thought, or mood. A rather heterogeneous group, these compounds have different chemical structures, different mechanisms of action, and different adverse effects. Despite their name, most hallucinogens do not consistently cause hallucinations, which are defined as false sensations that have no basis in reality. Often, they are more likely to cause changes in mood or in thought than actual hallucinations. (Parish, 2011) Hallucinogens have very specific symptoms that pose a particular physical risk. These include increased heart rate, high blood pressure, tremors, seizures, and even coma. In regards to withdrawal from the use of hallucinogens, these drugs do not seem to be physically addictive but may pose a psychological threat to users because they feel emotionally dependent on them. (eGetGoing. com, 2010) Approximately 2. Million Americans abused prescription drugs for the first time this year according to the National Institute on Drug Abuse. Most of these users were females between the ages of 12 and 17. The majority of abused prescription drugs were opioids which are also known as pain relievers. These drugs can be found in over-the-counter form or prescription. Most users begin with the over-the-counter variants but with continued use the user seeks stronger forms to curve their pain r elief needs. Using these drugs at a level that is above the prescribed amount can lead to liver failure, coma, and even death. Throughout this paper were references that illustrated the potential negative effects of drugs such as hallucinogens, stimulants, narcotics, and prescription drugs. The use or abuse of these drugs has significant effects both psychologically and physically. Withdrawals from these substances can be severe and potentially life threatening and should be monitored by medical personnel. Millions of Americans suffer from chemical dependency and threatens or livelihood as being a traditionally wholesome nation.

Good and Evil in Tess of the dUrbervilles Essay -- Tess of the dUrbe

Good and Evil in Tess of the d'Urbervilles Though the central action of Tomas Hardy's novel "Tess of the d'Urbervilles" centres on Tess, the other characters are not lacking in interest and individuality. Undoubtedly, Tess's life is marked by two contradictory temperaments, those of the sensual Alec d'Urberville and the intellectual Angel Clare. Both characters are described with artistic detail to show a blend of weakness and strength governed by fate. Both are flesh and symbol complementing the other in the fall and rise, rise and fall again of Tess herself, and both play crucial roles in shaping her destiny. Although Alec is the evil man in Tess's life, he has some good qualities, coming trough us more as a man than Angel does. Alec is tall with a dark complexion, crude red lips and black moustache. There are touches of barbarism in his contour as well as a singular force in his face. Alec feels sexually attracted to Tess from the very beginning and showing to be straightforward with regard to what he wants and how to achieve it, he will do anything to take her. Finally, his dark instincts reveal and taking advantage of Tess's youth and innocence, he seduces her. Although we cannot forgive him for raping Tess, we have to recognise that he is not a complete villain. What he shows is a combination of desire to master her again and a genuine regard for her welfare. He is troubled for his sight of her agonizing labor at Flintcomb Ash, he reacts against society for its cruel treatment of Tess's family and he offers to help her in a variety of ways. Nevertheless, Alec is angry at her ingratitu de and very often taunts her about her missing husband, until in the end Tess kills him. The other man in Tess's life is Angel Clar... ...d on a number of levels: Alec abuses Tess in the flesh but Angel in the spirit; Alec's condemnation of Tess's husband finds its equivalent in Angel's unspoken condemnation of Tess's seducer. Alec returns, Angel doesn't until too late; Alec is in Tess's mind her real husband, while Angel who marries her is not and does not consummate the marriage, at least not, until too late. Consequently, it seems to be certain that neither Alec is completely bad nor Angel completely good. In both Hardy is presenting male dominance, with the resulting reduction of the woman in both, the flesh and the spirit. On one side Angel seems to be a better man than Alec but on the other, it is Angel rather than Alec who destroys Tess with his rejection. In conclusion, although different, both men help her and both contribute to her ruin. In relation to both, Tess is in each case a victim.

The Educational Value of Play as Work and Work as Play

Introduction Arguably play performs a vital important role in the education and personal development of the child which can be incorporated within a wider educational framework both on its own as a child-led activity and as part of a curriculum. Play helps a child to develop social skills as well as their imagination, language skills, capacity for problem solving and motor skills. Play enhances a child’s capacity for creativity, which is a vital skill in later adult life. Play is best appreciated when it allows the child to interact with the wider world through a free exploration of the objects and phenomena they encounter which is completely in line with their natural tendency to want to explore the world. Play also allows for a process of socialization whereby the child can develop their emotional expression and ability to empathize with other children through helping and sharing activities. The Italian educationalist Maria Montessori argued that a child led form of play is crucial and helps the individual to develop by organizing experiences through an engagement of the body and mind. This led Montessori to declare that ‘play is the work of the child’. In line with this approach, it will here be argued that play is vital to a child’s educational development. At the same time, in line with the eyfs curriculum, it is arguably beneficial if play is monitored so as to allow for an element of ’progression’ in the child’s learning activity. Though, arguably, this should not completely replace the child’s tendency to play freely without aim, which is a valuable experience. In my own childhood experience the ability to play without aim alone or with others was crucial to my creative learning as well as helping me to create social skills. Tina Bruce, author of Early Childhood Education (2004) argues that: â€Å"Children learn best when they are given appropriate responsibility, allowed to make errors, decisions and choices, and respected as autonomous learners†, (Bruce, Learning Through Play, 7). Bruce continues to say that relationships are central to a child’s ability to play and learn effectively. Therefore it will be ultimately concluded here that the adults who have important roles in a child’s life are required to secure a stable and happy environment for the child to play, whilst monitoring that play to ensure a progression in the child’s development. It will also be argued that ‘play’ and ‘work’ are ambiguous categories which – in line with Montessori’s thought – should be allowed to overlap. Body Play has several identifiable purposes which help children to develop into individuals capable of interacting within a wider social community. Firstly, it helps to enhance rational thought processes, developing the ability to formulate abstract concepts, making sense of the world of objects and developing problem solving skills. Through play children develop the ability to make decisions based on an increasing awareness of their physical environment. It is important to recall at this stage that, as Bruce argues: â€Å"Subjects such as mathematics and art cannot be separated; young children learn in an integrated way and not in neat, tidy compartments,† (Bruce, Learning Through Play, 7). Play also helps children to develop coordination skills by using the muscles necessary to perform simple everyday activities. These ‘motor skills’ can be enhanced through grabbing, pushing and holding objects in everyday play and include ‘gross motor skills’ and ‘fine motor skills’, including hand-to-eye coordination. Random play is important in this process, though so is sport played to rules, which also helps to build team skills which are vital for social education. Language and communication skills are also enhanced through play, whether through direct interaction with word cards or through talking and negotiating during organized or free role play. Similarly, emotional skills are developed through play as the child learns how to interact with others and to compromise in sharing and waiting their turn. By interacting with other children around objects important lessons are learned about fair behaviour around limited resources. As children interact with their environment and with other children and adults they develop the seeds of personality, learning self-confidence, independence and ways of creative expression. Play is often divided into categories, with each category being thought to be better at developing specific aspects of the young child’s personality and physical capacity. As Dr. David Whitbread argues in a study conducted to assess the value of children’s play, five categories are often identified: â€Å"physical play, play with objects, symbolic play, pretence/ socio-dramatic play and games with rules† (Whitbread, 18). So while physical play will be ideal for developing motor skills, symbolic play will be ideal for developing language and imagination skills. However, there is also a strong crossover between different types of play and to restrict or categorize them strictly might interfere with the child’s creativity. For example, symbolic play (using symbolic codes such as â€Å"spoken language, reading and writing, number† etc) may interact with physical play to become a kind of dance routine. The risk of very structured play is that these slip pages between different types of learning will arguably not have the ability to emerge, and it is therefore of great importance that the level of monitoring allowed for under the eyfs curriculum does not interfere with the natural inclinations of the young learner to discover for themselves. Here it is important to note the great crossover between ‘play’ and ‘work’ and the way in which a child’s natural tendency to make play become work – and vice versa – should not be hampered. To highlight this it is worth considering the way in which Montessori noted that children often gravitated to educational word play over playing with toys, drawing some interesting conclusions. In The Secret of Childhood she observed: â€Å"Though the school contained some really wonderful toys, the children never chose them. This surprised me so much that I myself intervened, to show them how to use such toys [†¦] The children showed interest for a time, but then went away, and they never made such toys the objects of their spontaneous choice. And so I understood that in a child’s life play is perhaps something inferior, to which he has recourse for want of something better†¦Ã¢â‚¬  (Montessori, 128) Whilst this has been taken as indicating that Montessori felt children should work and not play, what is arguably intended, rather, is that children when left to their own devices will make work of play and play of work. In this sense Montessori felt that children engage in play seriously with the intent of interpreting the world via its objects. Children ultimately play in order to become adults, so play for them is a type of work. Yet similarly, work – in its absolute necessity for the child’s own development – is a type of play in that it is something they wholeheartedly and joyfully want to interact in. In light of this it is important that the child is permitted to choose their own play – which to them is something serious – and is, further, allowed to make their own mistakes so that they can prepare themselves for adult work, learning that mistakes can lead to new pathways. In this moment of childhood, where – provided the child has a safe environment – mistakes are rarely detrimental to the situation at hand (i.e learning), much can be earned without risk. As such, a strong ability to manage uncertainties and disappointments can be fostered. Allowing a child to slip from one activity to another is also crucial as it allows a child to freely express themselves and show who they are and who they want to become. In his famous TED talk, the educator Sir Ken Robinson spoke of the case of a dancer called Gillian, who at school was referred with her mother to a doctor because she couldn’t concentrate in class. After talking with Gillian and her mother for twenty minutes, the Doctor asked Gillian’s mother to step outside the room. Before stepping outside he turned the radio on and then, with Gillian’s mother, watched Gillian inside the room, who began to dance. The doctor then said, â€Å"Mrs. Lynne, Gillian isn’t sick; she’s a dancer. Take her to a dance school†, (School Kills Creativity, 2006). What this tells us is that if students are strictly required to engage in on or other activity at a time and are punished for straying outside the strict confines of a learning or playing activity they be wrongly categorized as disruptive when, in reality, they merely wish to express their true aptitude for a specific field of work. Conclusion As has been argued, play is essential to education and children should be allowed to play freely with a minimum amount of monitoring in order to ensure that this play leads to a progression in learning, in line with the findings of Bruce. It must also be note, in line with Montessori’s findings, that there is a big slippage between play and work and that children should be allowed to flow from different types of play and from playful work to serious play and vice-versa. As such the free movement of the child’s imaginative impulses should be encouraged as part of the efs with a wide interpretation being given to the role of ‘progression’ through play based learning activities, so that maximum freedom can be allowed for. In this way the child can be allowed to develop according to their own specific needs and modes of expression. Bibliography Bruce, T. 2011. Early Childhood Development. Hodder Education Bruce, T. Learning Through Play, last accessed 7th December 2014, http://www.nicurriculum.org.uk/docs/foundation_stage/learning_through_play_ey.pdf Montessori, M. 1978. The Secret of Childhood. Orient Longman, Hyderabad Schools Kill Creativity, last accessed 8th December 2014, http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity/transcript?language=en#t-993000 Whitbread, D. The Importance of Play, last accessed 7th December 2014, http://www.importanceofplay.eu/IMG/pdf/dr_david_whitebread_-_the_importance_of_play.pdf

An Old Man’s Winter Night

An Old Man's Winter Night by Robert Frost All out-of-doors looked darkly in at him Through the thin frost, almost in separate stars, That gathers on the pane In empty rooms. What kept his eyes from giving back the gaze Was the lamp tilted near them in his hand. What kept him from remembering what it was That brought him to that creaking room was age. He stood with barrels round him†at a loss. And having scared the cellar under him In clomping there, he scared it once again In clomping off;†and scared the outer night, Which has Its sounds, familiar, like the roar Of trees and crack of branches, common things,But nothing so Ilke beating on a box. A light he was to no one but himself Where now he sat, concerned with he knew what, A quiet light, and then not even that. He consigned to the moon†such as she was, So late-arising†to the broken moon As better than the sun in any case For such a charge, his snow upon the roof, His icicles along the wall to keep; And sle pt. The log that shifted with a Jolt Once in the stove, disturbed him and he shifted, And eased his heavy breathing, but still slept. One aged man†one man†can't keep a house, A farm, a countryside, or If he can,It's thus he does it of a winter night. An Old Man's Winter Night is written by the American poet Robert Frost in 1916. He went through a lot of tragedies during the whole life. After experiencing the death his mother, his grandfather and his 2 children, the sense of helpness inevitably worked to shape and color the views of life's possibilities. It's unforeseeable for Frost to predict what will happen tomorrow so that he was called a poet who terrifies†. That's why the peotry is a mix of the calm and rural.The peaceful surface with an underlying darkness is an uncommon feature in this poetry. Symbolism Forst is representative of cold winter, â€Å"separate stars† showing hope and comfort of the mysterious and dangerous outer world at night. â€Å"ga thers on the pane†lmpersonate the forst to make the atmosphere warmer and more quiet. â€Å"cellar†, â€Å"branches†, â€Å"log fired†create some scaring sounds In the winter's night to emphasize the peaceful and lonely environment. The dark colours of these ugly and hard images snow tne repressed emotions. lamp† â€Å"Tire† make Teel warm ana peaceTul, Drlng llgnt to the dark and cold night to eliminate the feeling of scare. The poet tells us how he as â€Å"a light for no one but himself†, yet again confirms how isolated he is. Frost uses many different literary devices throughout the poem. Imagery which appeals to our sight, touch and hearing senses. Frost has used Imagery such as â€Å"In clomping there, he scared it once again† which appeals to our touch because you can almost feel how he has stomped the floor to try and frighten off the unknown.He has appealed to our hearing senses by using personification, â€Å"like the roar of trees† lets you almost hear how the trees were thrashing around on the cold winter night. Using contraries and ontradictions is another characteristic of this poetry. For example, the scaring sounds and the peaceful and quiet atmosphere make the old man feel more threaten and lonely. The warm light and fire in the room is on the contrary to the dark and cold winter to convey the scare of the unknown outer world of the old man. Also, Frost determinde to continue his old syle of using common, everday speech.It is simple to understand the superficial meaning of his poetry instead of the underlying theme. The poetry tells that an old man stands alone in his house in the middle of winter. His memory and legs crippled by old age ambles around his house without remembering who he was or even what he was doing. At one point, he becomes frightened by the cellar beneath his feet and the dark night outside, and he stomps his feet loudly to frighten away the unknown. Eventually th e old man dozes in front of the fire, after being disturbed by a shifting log, falls into a deeper sleep.The rural images like â€Å"forst† â€Å"cellar† â€Å"tree† â€Å"lamp† â€Å"moon† to convey his emotion of scaring and isolation. An Old Man's Winter Night creates a concrete view ofa lonely and amnesiac old man in the wooden house. I can see an old man who is trying to get away from the scaring environment and finally he succeed in sleeping beside the warm fire. An Old Man's Winter Night deals with the predicament of an old man who is dying on a cold winter's night. From the title of this poem, the reader might expect a warm and cozy narrative about an old man in front of a crackling fire.Frost denies this comforting expectation and instead creates a haunting narrative. What is the most scaring point is that the old man has lost his memory and it seems nonsense to exist in this world. But he still keep a house, a farm in the countryside. As to the emotion author wants to express, I think, it's relative to the life story of him. At that time, he still didn't sell his farm and enjoyed the life being a farmer in the countryside. However, the death of his children make him to imagine the future life in his old age.He is afraid that people will forget him and he will die by himself without accompanying by his children. This kind of depressed emotion influence the poem. The readers will find a poor old man struggling to prove his value to live. From my perspective, I feel merciful to the old man. He was place at the position of finding o clues to who and where he is. Maybe he is in his home but he cannot find the sense of belonging and he would like to risk for the dangers. He absolutely knows that the outer night is dangerous and he still goes out and talk to the moon.I can feel the old man is who really wants to get cares and love from other people but he cannot know what is going on. He is representative of the Frost and they are all want to escape from the scare of death and company. Obviously we can see from the poem, Frost treasured his country life and this kind of life really give him sparks in wrltlng poems mos OITTerent Trom tneme 0T otner Frosts poems, tney focus on the isolation from the modern society, on the contrary, this poem doesn's want to express this kind of meaning.http://www.studymode.com/essays/An-Old-Man's-Winter-Night-Analysis-1602199.htmlhttp://www.gradesaver.com/the-poetry-of-robert-frosthttp://www.english.illinois.edu/Maps/poets/a_f/frost/frost.htmhttp://www.english.illinois.edu/maps/poets/a_f/frost/oldman.htmhttp://www.english.illinois.edu/maps/poets/A_f/frost/fireice.htm

10 Tips for Website Organization and Flow †updated from 2009!

10 Tips for Website Organization and Flow – updated from 2009! I am almost ready to launch a new website for The Essay Expert, and I have learned a LOT along the way. I decided to write my blog on the topic, and, as a reference, went back to an article I wrote almost seven years ago about website organization and flow. I knew very little then, but did share a few important tips. While some things have changed, some things have stayed the same. Here is my updated list, and a preview of The Essay Expert’s new website! 1. Don’t have more than eight (8) top menu items in addition to the Home tab. With new menu formats, I’ve increased this number from six (6) in my original recommendation to eight (8). The menu items on my new site will be About, Testimonials, Services, DIY/eBooks, Media, Blog, FAQs, and Contact. They fit nicely and simply across the top menu. 2. You don’t have to make the top menu items clickable. This is a change in my opinion from years ago. I think people used to expect the menu items to be clickable. Now all you need is clickable dropdown items. 3. Make your logo (generally the top left corner of every page) a link to your home page. This is still a best practice. Do it! And don’t assume people know to click the logo to get to the home page. Put a Home tab on the top navigation too – you can use an icon of a house to save space. 4. Use creative solutions to help people navigate longer pages. While anchor links are an established option for helping users navigate, there are a lot more solutions available now. For instance, use tabs on a page to allow users to choose the category of information that interests them. I will be using this option on my Testimonials page, where users can click on tabs labeled Executive, Mid-Level, Entry-Level and Admissions to see testimonials relevant to that category of service. Another option is a pop-up window that provides information without lengthening the page. I will be using this option for items like â€Å"Where our clients have been admitted.† If you do choose anchor links, these links can look like buttons. Design them to be congruent with your site design! 5. Review your site regularly for broken links and fix or delete them. And for any broken links within your own site, create a unique 404 page. This advice will never change. Constantly check for broken links! For 404, I have created a page with a Mark Twain quotation! Here are some famously creative 404 pages for your reading pleasure. 6. Give your website viewers information about how the service or product works so they are educated before they buy, and before they call you. Here’s how I’m doing it on my new site: I’m also improving the descriptions of each of my services so site visitors understand what they will be getting when they make a purchase. 7. Don’t send people away from a page if you want them to purchase something on that page. On my new website, I offer a complete â€Å"Resume and LinkedIn Success Package† (see above) that I expect to be the most common product people purchase. I also so have â€Å"a la carte† options available. But I will not mention those items until the bottom of the page. Any buttons at the top of my executive services page will keep people on the page, either with a pop-up or a link to a service on the page itself. They will have to read through my most popular items before they find other options. 8. Whenever possible, offer a main product with optional add-ons. On my â€Å"old† (current) site, I have learned, there are way too many options to choose from and people get confused as to which service is best for them. In my effort to accommodate everyone, I went a bit overboard. The new site will offer one main package with add-ons. I’m excited to have created a streamlined experience for new customers! 9. Scatter testimonials throughout your website. People want to know what other people are saying about you. Personally, even if I don’t read the testimonials on a site, I want to know they are there. Make sure if you offer different products that the ones most relevant to each product are on that product page. Also offer the opportunity for people to write reviews directly on your site! On my new site, I will have testimonials on each page as well as a full page of testimonials for anyone who wants to read more. 10. Highlight certifications, awards, and media appearances. What qualifies you to do what you do? Put it up front and center to gain credibility and trust! There are many more recommendations and best practices for websites that I haven’t covered here. I’d love to hear your comments and suggestions. And stay tuned for the launch of The Essay Expert’s new website†¦ coming soon! Category:Web Site TipsBy Brenda BernsteinMay 23, 2016

Acropolis Museum

Acropolis Museum The (new) Acropolis Museum opened its doors to the public in June 2009 and is an important reference point for culture and consequently for the cultural law. The location of the museum, as well as the way of the exhibition practice, aims at collecting, protecting, studying, highlighting, and displaying the monuments of the sacred rock of Acropolis at national and international level. It is a museum specially dedicated to the monuments of the Acropolis. Among its missions, the museum focuses on making accessible to its visitors, scientists, and anyone interested the world-class archaeological treasures. It contributes to the promotion of historical and archaeological knowledge, aesthetic cultivation, creative thinking, and -in general- modern perception of classical education. The purpose of the Museum is to coordinate all its functions according to the visitor and his expectations. The institution seeks in many ways to make the guest a real shareholder in its research programmes for interpretation and understanding of the exhibits. The organization is an element that proves the museum orientation in the modern form of communication of the cultural institutions focusing on the visitor. Cultural organizations play a crucial role in our society, economy, and cultural life of every country. In an environment that is particularly competitive and difficult, all the cultural institutions should search for ways and tools to make themselves sustainable. Undoubtedly, communication is a fundamental function of museums and above all with the public. It should transmit and provide with information, messages, and experiences in a clear and effective way to different and diverse audiences. Through communication, the public image of the organization is also determined. The Acropolis Museum gives emphasis on its communication strategy. It includes the Front of House Department whose role is to ensure the smooth reception of the audience and flow of visitors, create a hospitable environment, and provide high-quality services. The Communications and Promotion Department is responsible for supporting and promoting the museum in Greece and abroad. Development and protection of the museum’s successful external communication include -among other things- the official website, Facebook page, Youtube channel, web newsletters, publications, written communication with the wide public and the media. This case study The Parthenon Gallery fully reflects the content of the organization as its architectural structure and exhibition practice aims at the balanced relationship between the museum and monuments of Acropolis and; the unique ability of visitor to connect comfortably and in a multiple ways the architectural sculptures with the ancient temple where they come from. The relationship of the building with the surrounding area is one of the biggest advantages of the exhibition.

Marketing Research- Report on service encounters Assignment

Marketing Research- Report on service encounters - Assignment Example Based on the textbook learning about service marketing, the experiences will be categorised and aging theories will be related to the encounters. The study will be divided in two parts, in this part experience of the service encounters will be highlighted and in the second part, the theories and classifications will be done. Along with that a suitable conclusion and recommendations will also be provided. Service Encounters This section of the report covers the description of the various service deliveries I have encountered in the last week. Although I have come across various service encounters in the recent past, only six of them will be described. The service encounters ranging from banking to tourism services. I have decided to only highlight those service encounters that actually offered something to learn from that experience. Also it should be noted that each of the service encounter that I proposes to shed light on are from different sectors. The entire segment of my service encounters can be found in the appendix section of this study (Refer to Appendix section). PART II Introduction Service marketing is considerably a new concept of marketing and is often dubbed as the subfield of marketing. Service marketing typically refers to the business to business (B2B) and business to consumer (B2C) services (Storbacka, Strandvik and Gronroos, 1994). The notion and real life application of services marketing are evident in sectors such as travel, telecommunication, health care and financial services to name a few. The study is meant for the purpose of understanding the nature of services and to test the viability of the statement ‘service customers is a core competency that marketing managers must develop’. In the section of the study, I will reflect upon my experience of service delivery and will try to relate the same with the theories portrayed by scholars across the world. Lastly, suitable conclusion to the study will be drawn and along with th at recommendation will be provided. Service Classification It is an imprudent act to generalise the concept of services because the services offered by the companies greatly differs. The differences in the services of two companies become more visible when these companies belong to different industries. According to industry experts and academicians, one of the wisest approaches to segment the services of the firms is to use marketing relevant characteristics (Lovelock, Patterson, and Wirthz, 2010). In general, the services are classified on the basis of various factors such as the strategic implication of the characteristics of the services by considering the fact that customers are involved in the production process. The services can be classified as the tangibility/intangibility of the service process, on the basis of the direct service recipients, the place in which the service is being delivered, on the basis of customization and standardization, relationship with the customer, discrete and continuous services, and high & low contact services. In the context of my personal service encounters, I will choose the degree of tangibility or intangibility involved in the process of service delivery. This basis of classification describes the fact that whether the services being offered by the company involves anything physical or the process is more intangible. In my cases, all the services are intangible and but involves different