Recyclable Styrofoam Tiles Essay Example

Recyclable Styrofoam Tiles Essay Styrofoam is an important part of the modern economy. Its a very versatile product, used for cups, plates, and even some interior decorating items. Another very popular use is that of packing material. Packing Styrofoam comes in either loose form, or as peanuts. As consumers, we use this product every day. However one has to understand that the utility of Styrofoam extends greatly from the common household purposes which we commonly attribute this product to. Architects often use Styrofoam in concrete form because it has air pockets that make it excellent as an insulator. In roofs and slabs, it works as lightweight and durable panels that prevent the elements from entering the interior. Whether it’s cold or heat, Styrofoam is an excellent source of insulating material. Even as an insulator of noise, this product is unsurpassed. Builders often use Styrofoam when creating a home theater areas or recording studios. Over the years, Styrofoam has managed to find its way into a growing number of industries as people become more familiar with its versatility and convenience. We will write a custom essay sample on Recyclable Styrofoam Tiles specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Recyclable Styrofoam Tiles specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Recyclable Styrofoam Tiles specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Architects, builders, home remodelers, and even homeowners use it for a wide variety of products and for many reasons. The shipping industry also makes good use of it to protect fragile items, or to prevent packaged items from moving around in the box. Moreover, Styrofoams are also gaining popularity in the recycling industry. A lot of investigations have been successfully done indicating the use of Styrofoams as an additive material to organic products like oyster shells in the production of ceramics, as well as in the production of glues and paints. With the known utility of Styrofoam to different areas comes the enthusiasm to probe on more avenues at which it can still be placed into good use. The researchers of this paper then thought of using the material as an additive ingredient to the production of concrete tiles and compare the finished product to the usual concrete tiles made without the addition of Styrofoam bits. The researchers also want to take into consideration the differing preferences of users when it comes to the characteristics of products such as density, thermal conductivity, or even texture. Thus, in this paper, they also intended to compare the characteristics of concrete walls using Styrofoam dissolved in gasoline as an additive ingredient. This paper therefore aims to determine two things – the feasibility of making concrete tiles using Styrofoam as an additive ingredient and the extent at which the characteristics of the products change if it were to be Styrofoam dissolved in gasoline is used. Such action extends to possible improvement of the characteristics of Styrofoam which has been proven to be great use in both households and industries. The possible changes on the basic characteristics of Styrofoam upon addition of limonene will enable prospective users to come up with a wider array of applications of the material. Statement of the Problem The research shall deal with the determination of the feasibility of making concrete tiles using pure Styrofoam and Styrofoam dissolved in gasoline as additive ingredients. The characteristics of the produced concrete walls shall also be determined and compared. Characteristics that shall be determined include the products’ color, density, texture, durability, and thermal conductivity. Concrete tiles without the addition of Styrofoam will be used as the controlled set-up while the two set-ups with both pure Styrofoam and the ones dissolved in gasoline shall be the experimental groups. The following questions shall be answered at end of the investigation: 1. What are the characteristics of controlled group? 2. What are the characteristics of the experimental groups? 3. Is there a significant difference on the characteristics of all groups? Hypothesis of the study 1. There is no significant difference on the characteristics of all groups in terms of color, texture, durability, and thermal conductivity. STATEMENT OF THE PROBLEM The researcher aims to achieve the following objectives: 1. Determine the characteristics of concrete tiles in terms of its color, texture, durability, density, and thermal conductivity without any additive ingredient. 2. Determine the characteristics of concrete tiles in terms of its color, texture, durability, density, and thermal conductivity with pure Styrofoam and Styrofoam dissolved in gasoline as additive ingredients. 3. Compare the characteristics of all concrete tiles with and without additive ingredients in terms of the abovementioned specific characteristics. SIGNIFICANCE OF THE STUDY With the promise that Styrofoam holds in the recycling industry comes the enthusiasm to further investigate on what other avenues can it be useful. Considering the insulating property of the said material, the researchers thought that it would be ground breaking to determine the feasibility of using the material as an additive ingredient to the production of concrete tiles. Moreover, the researchers also take into consideration the differing preferences of costumers when it comes to satisfaction. People would always want the best. But getting the best is relative. Thus, by determining the extents at which the characteristics of concrete tiles with Styrofoam be changed when gasoline is introduced we also open up possibilities on how to best improve products to suit the needs of customers. By coming up with an information on the changes that gasoline can make to the concrete tiles, prospect users are now given a wider array of Styrofoam applications. Such information is seen to benefit a number of stakeholders i. e. manufacturers of Styrofoam and the users of it as well. Moreover, this research shall become a baseline to future related investigations on the improvement on the characteristics of raw materials other than the subject used in the study. SCOPE AND LIMITATION In general, the focus of this study is directed towards two things – determination of the feasibility of using Styrofoam as an additive ingredient to the production concrete tiles and the comparison of the characteristics of concrete tiles with pure Styrofoam and Styrofoam dissolved in gasoline are used as additive ingredients. The method used in the production of concrete tiles is based on the procedure given by a mason interviewed by the researchers themselves. As to the amount of Styrofoam added, it shall be proportioned to the amount of sand to be added when the control group was made. Moreover, determination and comparison of characteristics shall extend to the samples’ color, density, texture, durability, and thermal conductivity. Dissolution shall be done through the use of gasoline, a hydrocarbon proven to dissolve polysterene. Determination of the mentioned characteristics shall be done in two ways – laboratory activity and survey. The former will be used to determine the density, durability, and thermal conductivity of the samples. A 30-respondent survey will be utilized to determine the color and texture of both samples. Definition of Terms STYROFOAM-A kind of expanded polystyrene. TILE-A thin rectangular slab of baked clay, concrete, or other material, used in overlapping rows for covering roofs. GASOLINE-Refined petroleum used as fuel for internal combustion engines. WOOD 1. The hard fibrous material that forms the main substance of the trunk or branches of a tree or shrub. 2. Such material when cut and used as timber or fuel. | | CHAPTER 2 REVIEW OF RELATED LITERATURE TILE | A tile is a manufactured piece of hard-wearing material such as ceramic, stone, metal, or even glass. Tiles are generally used for covering roofs, floors, walls, showers, or other objects such as tabletops. Alternatively, tile can sometimes refer to similar units made from lightweight materials such as perlite, wood, and mineral wool, typically used for wall and ceiling applications. In another sense, a tile is a construction tile or similar object, such as rectangular counters used in playing games (see tile-based game). The word is derived from the French word tuile, which is, in turn, from the Latin word tegula, meaning a roof tile composed of fired clay. Tiles are often used to form wall and floor coverings, and can range from simple square tiles to complex mosaics. Tiles are most often made from porcelain, fired clay or ceramic with a hard glaze, but other materials are also commonly used, such as glass, metal, cork, and stone. Tiling stone is typically marble, onyx, granite or slate. Thinner tiles can be used on walls than on floors, which require thicker, more durable surfaces. Ceramics for tiles Ceramics for tiles include earthenware, stoneware, or porcelain stoneware. Stoneware is harder and more durable than earthenware, and so more suitable for floors. Earthenware is often used for roof tiles. [citation needed] Roof tiles Roof tiles are designed mainly to keep out rain, and are traditionally made from locally available materials such as clay or slate. Modern materials such as concrete and plastic are also used and some clay tiles have a waterproof glaze. A large number of shapes (or profiles) of roof tiles have evolved. These include: * Flat tiles the simplest type, which are laid in regular overlapping rows. An example of this is the clay-made beaver-tail tile (German Biberschwanz), common in Southern Germany. Flat roof tiles are usually made of clay but also may be made of stone, wood, plastic, concrete, or solar cells. * Imbrex and tegula, an ancient Roman pattern of curved and flat tiles that make rain channels on a roof. * Roman tiles flat in the middle, with a concave curve at one end at a convex curve at the other, to allow interlocking. * Pantiles with an S-shaped profile, allowing adjacent tiles to interlock. These result in a ridged pattern resembling a ploughed field. An example of this is the double Roman tile, dating from the late 19th century in England and USA. * Mission or barrel tiles are semi-cylindrical tiles laid in alternating columns of convex and concave tiles. Originally they were made by forming clay around a curved surface, often a log or the makers thigh. Today barrel tiles are mass-produced from clay, metal, concrete or plastic. * Interlocking roof tiles are similar to pantile with side and top locking to improve protection from water and wind. Antefixes: vertical blocks which terminate the covering tiles of a tiled roof. Roof tiles are hung from the framework of a roof by fixing them with nails. The tiles are usually hung in parallel rows, with each row overlapping the row below it to exclude rainwater and to cover the nails that hold the row below. There are also roof tiles for special positions, particularly where the planes of the several pitches meet. They include ridge, hip and valley tiles. These can either be bedded and pointed in cement mortar or mechanically fixed. Similarly to roof tiling, tiling has been used to provide a protective weather envelope to the sides of timber frame buildings. These are hung on laths nailed to wall timbers, with tiles specially moulded to cover corners and jambs. Often these tiles are shaped at the exposed end to give a decorative effect. Another form of this is the so-called mathematical tile, which was hung on laths, nailed and then grouted. This form of tiling gives an imitation of brickwork and was developed to give the appearance of brick, but avoided the Brick Taxes of the 18th century. 1] History Fired roof tiles are found as early as the 3rd millennium BC in the Early Helladic House of the tiles in Lerna, Greece. [2][3] Debris found at the site contained thousands of terracotta tiles having fallen from the roof. [4] In the Mycenaean period, roofs tiles are documented for Gla and Midea. [5] The earliest finds of roof tiles in archaic Greece are documented from a very restricted area around Corinth (Greece), where fired tiles began to replace thatched roofs at two temples of Apollo and Poseidon between 700-650 BC. 6] Spreading rapidly, roof tiles were within fifty years in evidence for a large number of sites around the Eastern Mediterranean, including Mainland Greece, Western Asia Minor, Southern and Central Italy. [7] Early roof tiles showed an S-shape, with the pan and cover tile forming one piece. They were rather bulky affairs, weighing around 30Â  kg apiece. [8] Being more expensive and labour-intensive to produce than thatch, their introduction has been explained by their greatly enhanced fire resistance which gave desired protection to the costly temples. 9] The spread of the roof tile technique has to be viewed in connection with the simultaneous rise of monumental architecture in ancient Greece. Only the newly-appearing stone walls, which were replacing the earlier mudbrick and wood walls, were strong enough to support the weight of a tiled roof. [10] As a side-effect, it ha s been assumed that the new stone and tile construction also ushered in the end of Chinese roof (Knickdach) construction in Greek architecture, as they made the need for an extended roof as rain protection for the mudbrick walls obsolete. 11] Production of dutch roof tiles started in the 14th century when city rulers required the use of fireproof materials. At the time most houses were made of wood and had thatch roofing, which would often cause fires to quickly spread. To satisfy demand, many small roof tile makers began to produce roof tiles by hand. Many of these small factories were built near rivers where there was a ready source of clay and cheap transport. Floor tiles These are commonly made of ceramic or stone, although recent technological advances have resulted in rubber or glass tiles for floors as well. Ceramic tiles may be painted and glazed. Small mosaic tiles may be laid in various patterns. Floor tiles are typically set into mortar consisting of sand, cement and often a latex additive for extra adhesion. The spaces between the tiles are nowadays filled with sanded or unsanded floor grout, but traditionally mortar was used. Natural stone tiles can be beautiful but as a natural product they are less uniform in color and pattern, and require more planning for use and installation. Mass-produced stone tiles are uniform in width and length. Granite or marble tiles are sawn on both sides and then polished or finished on the facing up side, so that they have a uniform thickness. Other natural stone tiles such as slate are typically riven (split) on the facing up side so that the thickness of the tile varies slightly from one spot on the tile to another and from one tile to another. Variations in tile thickness can be handled by adjusting the amount of mortar under each part of the tile, by using wide grout lines that ramp between different thicknesses, or by using a cold chisel to knock off high spots. Some stone tiles such as polished granite, marble, and travertine are very slippery when wet. Stone tiles with a riven (split) surface such as slate or with a sawn and then sandblasted or honed surface will be more slip resistant. Ceramic tiles for use in wet areas can be made more slip resistant either by using very small tiles so that the grout lines acts as grooves or by imprinting a contour pattern onto the face of the tile. The hardness of natural stone tiles varies such that some of the softer stone (e. g. limestone) tiles are not suitable for very heavy traffic floor areas. On the other hand, ceramic tiles typically have a glazed upper surface and when that becomes scratched or pitted the floor looks worn, whereas the same amount of wear on natural stone tiles will not show, or will be less noticeable. Natural stone tiles can be stained by spilled liquids; they must be sealed and periodically resealed with a sealant in contrast to ceramic tiles which only need their grout lines sealed. However, because of the complex, non repeating patterns in natural stone, small amounts of dirt on many natural stone floor tiles do not show. Most vendors of stone tiles emphasize that there will be variation in color and pattern from one batch of tiles to another of the same description and variation within the same batch. Stone floor tiles tend to be heavier than ceramic tiles and somewhat more prone to breakage during shipment. Rubber floor tiles have a variety of uses, both in residential and commercial settings. They are especially useful in situations where it is desired to have high-traction floors or protection for an easily breakable floor. Some common uses include flooring of garage, workshops, patios, swimming pool decks, sport courts, gyms, and dance floors. Plastic floor tiles including interlocking floor tiles that can be installed without adhesive or glue are a recent innovation and are suitable for areas subject to heavy traffic, wet areas and floors that are subject to movement, damp or contamination from oil, grease or other substances that may prevent adhesion to the substrate. Common uses include old factory floors, garages, gyms and sports complexes, schools and shops. Decorative tilework and coloured brick Decorative tilework should be distinguished from mosaic, where forms are made of great numbers of tiny irregularly positioned tesserae in a single colour, usually of glass or sometimes ceramic. The earliest evidence of glazed brick is the discovery of glazed bricks in the Elamite Temple at Chogha Zanbil, dated to the 13th century BCE. Glazed and coloured bricks were used to make low reliefs in Ancient Mesopotamia, most famously the Ishtar Gate of Babylon (ca. 575 BCE), now partly reconstructed in Berlin, with sections elsewhere. Mesopotamian craftsmen were imported for the palaces of the Persian Empire such as Persepolis. Tiling was widespread in the time of the Sinhalese kings of ancient Sri Lanka, using smoothed and polished stone laid on floors and in swimming pools. Historians consider the techniques and tools for tiling as well advanced, evidenced by the fine workmanship and close fit of the tiles. [citation needed] Tiling from this period can be seen Ruwanwelisaya and Kuttam Pokuna in the city of Anuradhapura. Islamic tiles Early Islamic mosaics in Persia consist mainly of geometric decorations in mosques and mausoleums, made of glazed brick. Typical turquoise tiling becomes popular in 10th-11th century and is used mostly for Kufic inscriptions on mosque walls. Seyed Mosque in Isfahan (1122 AD), Dome of Maraqeh (1147 AD) and the Jame Mosque of Gonabad (1212 AD) are among the finest examples. [12] The dome of Jame Atiq Mosque of Qazvin is also dated to this period. The golden age of Persian tilework began during the reign the Timurid Empire. Single color tiles were cut into small pieces and assembled by pouring liquid plaster between them. After hardening, these panels were assembled on the walls of buildings. But the mosaic was not limited to flat areas. Jame Mosque in Yazd (1324-1365 AD) and Goharshad Mosque (1418 AD) are prominent examples of brick and tile mosaics of interiors and external surfaces of domes. [12] Islamic buildings in Bukhara (16th-17th century) also exhibit very sophisticated floral ornaments. Mihrabs, being focus points of mosques, were usually the places where most sophisticated tilework was placed. The 14th century mihrab at Madrasa Imami in Isfahan is an outstanding example of aesthetic union between the Islamic calligraphers art and abstract ornament. The pointed arch, framing the mihrabs niche, bears an inscription in Kufic script used in 9th-century Quran. [13] One of the best known architectural masterpieces of Iran is the Shah Mosque in Isfahan, from the 17th century. Its dome is a prime example of tile mosaic and its winter praying hall houses one of the finest ensembles of cuerda seca tiles in the world. Wide variety of tiles had to be manufactured in order to cover complex forms of the hall with consistent mosaic patterns. The result was a technological triumph as well as a dazzling display of abstract ornament. 13] During the Safavid period mosaic ornaments vere often replaced by a haft rang (seven colors) technique. Pictures were painted on plain rectangle tiles, glazed and fired afterwards. Besides economic reasons, the seven colors method gave more freedom to artists and was less time-consuming. It was popular until Qajar period when the palette of colors was extended by yellow and orange. [12] The Persianate tradition continued and spread to much of the Islamic world, notably the Iznik pottery of Turkey under the Ottoman Empire in the 16th and 17th centuries. Palaces, public buildings, mosques and turbe mausoleums were heavily decorated with large brightly coloured patterns, typically with floral motifs, and friezes of astonishing complexity, including floral motifs and calligraphy as well as geometric patterns. The zellige tradition of Arabic North Africa uses small coloured tiles of various shapes to make very complex geometric patterns. It is halfway to mosaic, but as the different shapes must be fitted precisely together, falls under tiling. Western tilework Medieval Europe made considerable use of painted tiles, sometimes producing very elaborate schemes, of which few have survived. Religious and secular stories were depicted. The imaginary tiles with Old testament scenes shown on the floor in Jan van Eycks 1434 Annunciation in Washington are an example. The 14th century Tring tiles in the British Museum show childhood scenes from the Life of Christ, possibly for a wall rather than a floor,[14] while their 13th century Chertsey Tiles, though from an abbey, show scenes of Richard the Lionheart battling with Saladin in very high-quality work. [15] Medieval letter tiles were used to create Christian inscriptions on church floors. Transmitted via Islamic Spain, a new tradition of azulejos developed in Spain and especially Portugal, which by the Baroque period produced extremely large painted scenes on tiles, usually in blue and white, for walls rather than floors. Delftware wall tiles, typically with a painted design covering only one (rather small) blue and white tile, were ubiquitous in Holland and widely exported over Northern Europe from the 16th century on, replacing many local industries. Several 18th century royal palaces had porcelain rooms with the walls entirely covered in porcelain in tiles or panels. Surviving examples include ones at Capodimonte, Naples, the Royal Palace of Madrid and the nearby Royal Palace of Aranjuez. There are several other types of traditional tiles that remain in manufacture, for example the small, almost mosaic, brightly coloured zellige tiles of Morocco and the surrounding countries. With exceptions, notably the Porcelain Tower of Nanjing, decorated tiles or glazed bricks do not feature largely in East Asian ceramics. The Victorian period saw a great revival in tilework, largely as part of the Gothic Revival, but also the Arts and Crafts Movement. Patterned tiles, or tiles making up patterns, were now mass-produced by machine and reliably level for floors and cheap to produce, especially for churches, schools and public buildings, but also for domestic hallways and bathrooms. For many uses the tougher encaustic tile was used. Wall tiles in various styles also revived; the rise of the bathroom contributing greatly to this, as well as greater appreciation of the benefit of hygiene in kitchens. William De Morgan was the leading English designer working in tiles, strongly influenced by Islamic designs. Since the Victorian period tiles have remained standard for kitchens and bathrooms, and many types of public area. Portugal and Sao Luis continue their tradition of azulejo tilework today. Notable among American tilemakers of the 1920s and 1930s were Ernest A. Batchelder and Pewabic Pottery. Pebble tile Similar to mosaics or other patterned tiles, pebble tiles are tiles made up of small pebbles attached to a backing. The tile is generally designed in an interlocking pattern so that final installations fit of multiple tiles fit together to have a seamless appearance. A relatively new tile design, pebble tiles were originally developed in Indonesia using pebbles found in various locations in the country. Today, pebble tiles feature all types of stones and pebbles from around the world, but are still generally associated with pebbles found in exotic locations. Ceiling tiles Ceiling tiles are lightweight tiles used in the interior of buildings. They are placed in an aluminium grid and they provide little thermal insulation but are generally designed to improve the acoustics of a room. Mineral fibre tiles are fabricated from a range of products; wet felt tiles can be manufactured from perlite, mineral wool, and fibers from recycled paper, stonewool tiles are created by combining molten stone and binders which is then spun to create the tile, or gypsum tiles which are based on the soft mineral and then finished with vinyl, paper or a decorative face. Ceiling tiles very often have patterns on the front face; these are there in most circumstances to aid with the tiles ability to improve acoustics. Ceiling tiles, especially in old Mediterranean houses were made of terracotta and were placed on top of the wooden ceiling beams and upon those were placed the roof tiles. They were then plastered or painted, but nowadays are usually left bare for decorative purposes. Digital tile Printing techniques and digital manipulation of art and photography are used in what is known as custom tile printing. Dye sublimation printers, inkjet printers and ceramic inks and toners permit printing on a variety of tile types yielding photographic-quality reproduction. 16] Using digital image capture via scanning or digital cameras, bitmap/raster images can be prepared in Photoshop and other photo editing software programs. Specialized custom-tile printing techniques permit transfer under heat and pressure or the use of high temperature kilns to fuse the picture to the tile substrate. This has become an increasingly popular method of producing custom tile murals for kitchens, showers, and commercial d ecoration in restaurants, hotels, and corporate lobbies. Diamond etched tiles A new method for custom tile printing involving a diamond-tipped drill controlled by a special type of computer. Compared with the laser engravings, diamond etching is in almost every circumstance more permanent. STYROFOAM Styrofoam is a trademarked brand of closed-cell extruded polystyrene foam currently made for thermal insulation and craft applications. It is owned and manufactured by The Dow Chemical Company. [1] In the United States and Canada, the word styrofoam refers to expanded (not extruded) polystyrene foam, such as disposable coffee cups, coolers, or cushioning material in packaging, which are typically white and are made of expanded polystyrene beads. 1] This is a different material from the extruded polystyrene used for Styrofoam insulation. The polystyrene foam used for craft applications, which can be identified by its roughness and by the fact that it crunches when cut, is moderately soluble in many organic solvents, cyanoacrylate, and the propellants and solvents of spray paint, and is not specifically identified as expanded or extruded. Another tradename for expanded polystyr ene is thermacol, originated by BASF. History In 1941, researchers in Dows Chemical Physics Lab found a way to make foamed polystyrene. Led by Ray McIntire, they rediscovered a method first discovered by Swedish inventor Carl Georg Munters. [2] Dow acquired exclusive rights to use Munters patents and found ways to make large quantities of extruded polystyrene as a closed cell foam that resists moisture. Uses Styrofoam is composed of ninety-eight percent air, making it light weight and buoyant. [3] Because of its insulating properties and buoyancy, it was adopted in 1942 by the United States Coast Guard for use in a six-person life raft. In 1971 a Dutch marine salvage company, Smit International, used styrofoam balls to refloat part of a wrecked bulk carrier, the London Valour. [4] Smit succeeded in towing the wreck for about 90Â  miles (140 kilometres) but it then sank, spilling large amounts of Styrofoam on the surface of the sea. [4] Styrofoam has since found a variety of uses. Dow produces Styrofoam building materials, including insulated sheathing and pipe insulation. The claimed R-value of Styrofoam insulation is five per inch. [5] Dow also produces Styrofoam as a structural material for use by florists and in craft products. 6] Dow insulation Styrofoam has a distinctive blue color; Styrofoam for craft applications is available in white and green. Styrofoam can be used under roads and other structures to prevent soil disturbances due to freezing and thawing. [7][8] Environmental effects The EPA (http://www. epa. gov/chemfact/styre-sd. pdf) and International Agency for Research on Cancer (http://www. inchem. or g/documents/iarc/vol82/82-07. html) have determined styrene as a possible human carcinogen. The National Bureau of Standards Center for Fire Research (http://www. ighcountryconservation. org/pdf/The%20Facts%20on%20Styrofoam. pdf ) found 57 chemical by-products released during the creation of Styrofoam. Styrofoam is something we use and see every day but don’t realize its negative presence. Styrofoam is created from benzene, along with several other chemicals, which is a petroleum product (i. e. , non-sustainable, heavily polluting, and scarce) and a known carcinogen. Pentane, which is also used in the creation of Styrofoam, contributes to urban smog and global warming. Styrofoam does not break down but lasts virtually forever. Very few recycling companies will recycle Styrofoam so the majority of the time it gets shipped to a landfill where it takes up a considerable amount of space. It breaks into small fragments, which can choke animals; over 100,000 marine animals die per year from Styrofoam and other plastic trash. Styrofoam covers more area in landfills than paper products do and will eventually enter back into the surrounding environment by water flow and wind. Additionally, millions of tons of polystyrene get incinerated and end up as airborne toxic ash. But just in case water contamination and clouds of toxic ash are not valid-enough reasons to convince you to bring in your reusable mugs, then maybe the potential health effects of Styrofoam will have an impact. Polystyrene foam has chemicals that leach out into the food or liquid (e. g. , acidic coffee) they contain. Styrene was found in 100 percent of all samples of human fat tissue taken as part of a U. S. Environmental Protection Agency (EPA) Human Tissue Survey in 1986. There it can build up to levels that can cause reproductive problems, fatigue, nervousness, difficulty sleeping, blood abnormalities and even carcinogenic effects. The people who make polystyrene foam are most at risk to contract these harmful effects. Even McDonald’s phased out Styrofoam packaging for its hamburgers in 1989 in favor of the paperboard containers. Without any regulation on the production and sale of polystyrene products, the only way to stave off its negative environmental and health impacts is to act locally, one mug at a time. CHAPTER 3 METHODOLOGY Materials : Styrofoam 1 cup gasoline 1 beaker 1 stirring rod wood care (square) Procedures: a. ) First, put 1 cup gasoline to the beaker with Styrofoam . ) After 10 seconds or stirring it the Styrofoam will melt c. ) Then transfer it to the wood case (square), observe it in 1 week. d. ) After 1 week the gasoline and Styrofoam will perfectly become tiles Conclusion:Therefore we conclude that we can use Styrofoam and gasoline in making tiles. We cannot spend much money to buy or make a tiles. Caution: Do not use plastic up or anything that made of plastic as container. REFERENC ES: http://www. ehow. com/facts_6960753_history-styrofoam-cups. html#ixzz2aL3Mpj4x http://www. ehow. om/facts_6960753_history-styrofoam-cups. html#ixzz2aL3aZRGy http://alexandraoquendo. tripod. com/id2. html http://en. wikipedia. org/wiki/Styrofoam http://inventors. about. com/od/pstartinventions/a/styrofoam. htm http://www. jmt. in/history-of-expandable-polystyrene-eps. html http://highschoolprojects. blogspot. com/2007/12/how-to-make-tiles-using-gasoline-and. html http://wiki. answers. com/Q/How_does_the_styrofoam_melt_when_added_gasoline http://www. handpaintedtiles. org/html/brief_history_of_tile. html http://en. wikipedia. org/wiki/Tile

Proofreading Tips to Make 2019 More Productive

Proofreading Tips to Make 2019 More Productive Whenever you write an essay, article or exclaim can someone write my research paper, you have to edit and proofread it. However, our mind is tricky which is why when proofreading our own text we see it as it should be (or as we imagined it) not as it is. In turn, we miss out on grammar, spelling and punctuation errors we would usually spot immediately in someone else’s work. To make sure this year is more productive for you, I’m going to list useful proofreading tips that will help you proofread your own or someone else’s work successfully. Proofread after writing and editing Before you start, you have to understand the difference between proofreading and editing. You should edit your work first by making revisions in sentence structures, content, and language used. Proofreading refers to identifying spelling, grammar, and punctuation mistakes. Both editing and proofreading are equally important for overall quality of your work. Read the text out loud Reading your work out loud can increase accuracy of proofreading. Start by reading your text in silence first. Then, read it out loud or imagine you’re reading it to some other person. This will make you focus on every aspect of your work and you’ll spot grammar, spelling, and even punctuation mistakes faster. Eliminate all distractions You won’t be able to focus on your or someone else’s work and identify various mistakes if you are surrounded by distractions. Leave your phone in another room or turn off Wi-Fi, shut off music, TV and remove other distractions from the place where you work. Start proofreading prepared You can always be one step ahead by preparing yourself for proofreading before you even start writing. How? Well, you should write down a list (and always keep it near) of the most common mistakes you usually make in all your works. Use that list to spot the mistakes you made. For example, let’s say you have a tendency to write than instead of then when referring to relation of time and the order in which events in your work occur. In most cases, when editing and proofreading you would overlook this mistake, but keeping it on the list and aiming to find it in the text can be extremely beneficial. TIP: if you don’t know how to make the list or what mistakes you usually make, start by listing most common errors within that work and add new points to the list with each new work. Focus on small fractions Instead of focusing on entire content or story you should analyze sentence by sentence. Why? It’s because focusing on the entire work won’t let you spot some errors that easily. On the other hand, when you analyze and inspect small fractions i.e. sentences you will easily identify mistakes in punctuation, grammar, and spelling. Correct – reread – repeat Identifying mistakes in your essay and correcting them is not enough. Every time you make some change, particularly if you’re correcting grammar error and replace some words, you should reread sentence and paragraph again. You want your correction to fit perfectly into your work. Control yourself I know it’s impossible to be fully concentrated at all times. If you have a lot to write, by the time you finish everything you just think about going to sleep. Sometimes, you will find yourself drifting off during proofreading phase. When this happens, you should reread the paragraph again to make sure you didn’t miss anything. Naturally, if you don’t have a tight deadline, you can always proofread your work after having some rest. Don’t rely on software only MS Word has the Spelling and Grammar option and there are many software one can download and use. Although they do make editing and proofreading process faster, you should never rely on them. These programs sometimes overlook some mistakes or they suggest unreasonable solutions for correcting mistakes they identify. The point is, they are never 100% accurate. You can use them as complementary tool in proofreading process. For example, use Spelling and Grammar (or some software you download) before editing and proofreading. Then, go through your text and correct sentence structures, grammar and spelling mistakes, see how you can improve cohesion and punctuation etc. Read the piece backward Correcting mistakes and rereading is inevitable part of proofreading process. Before you move on to the next paragraph you should read it again, but this time read it backward. This is a useful technique that separates words from their context and storyline and enables you to see them as they are. In turn, you won’t overlook mistakes you usually would. Double check unfamiliar terms Google is extremely useful here. If your text contains terms that you aren’t familiar with, you should always look them up on Google to see whether you’re spelling them correctly. For instance, if you’re writing some medical article and have to include a name of some disease which is usually in Latin. When proofreading, Google the term and see whether you have to correct the term or not. Other tips Don’t rush, do it slowly and carefully Don’t forget to proofread footnotes, headline, and subheadings Choose one of numerous style guides and stick with it to incorporate consistency Invest in quality grammar books and other resources or look for reliable grammar websites Never forget to use thesaurus Don’t forget to format your text Make short breaks if you have to proofread larger text. Although constant rereading, analyzing and looking for errors can be quite tedious editing and proofreading are final steps towards high-quality work. Tips from this article will help you build effective proofreading strategy and boost productivity.

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Dbq God almighty the eminent power of the colonies throughout the New England and Chesapeake region, were settled by people of English origin and religious backgrounds."A model of Christian charity"  was written on the board the Arbella on the Atlantic Ocean in 1630 on its way to the colonies. In a small passage, God was praised and thanked; also in this passage there was terms or agreement written by the passengers. A few statements were "we must uphold a familiar commerce together in all meekness, gentleness, patience and liberality. We must delight in each others make others conditions our own, rejoice together, mourn together, mourn together, labor and suffer together, always having before our eyes our commission and community in the work, our community as members of the same body."  Onboard the ship bound for New England the passenger list shown Family life . Many young children, husbands and wife.Chesapeake Executive Council Annual MeetingShowing that these people are looking for new life or a new start while escaping religious persecution. While onboard the ship bound for the Chesapeake regions specifically Virginia it showed a list 90% male all over the age of 16. and 10% are shown as women . This shows how the Virginia and Chesapeake area was used as labor zone and the women were of non-importance used mostly as entertainment for the workingmen.In the Chesapeake region(Springfield, Massachusetts) an Ariticle of agreement was wrote saying that a town should be composed of forty families rich and poor, that every inhabitant shall have a convient proportion for a house lot , as we shall see fit for everyone quality and estate. In Connecticut wages and prices were set by a court. Which profites wer moderate as enables them to serve god and their neighbors with their arts and trades...

Free Essays on Cat Scans

CAT SCANS A CAT Scan or CT Scan is also known as a computed axial tomography. The CT Scan is a technique that allows relatively safe, painless, and rapid diagnosis in previously inaccessible areas of the body. An X-ray tube, rotating around a specific area of the body, delivers an appropriate amount of X radiation for the tissue being studied. It then takes pictures of that part of the internal anatomy from different angles. The CT Scan creates a type of X-ray that uses a computer to produce detailed cross-sectional images of the body. A computer program is then used to form a composite, a readable image. The images are then assembled in a computer into a three-dimensional picture that can display organs, bones, blood, and soft tissues in great detail. A CT Scan can take 10 minutes to about an hour depending on the area of the body to be examined. CT Scans are done in various parts of the body. For example, CT Scans can be done in the pulmonary area to check for fluid (pulmonary edema), which could be a sign of congestive heart failure. CT Scans may also be done on the head for emergency treatment for a stroke. A scan of the back would show any problems with bulging or herniated discs. Also, a CT Scan may be done to assess for tumors or other disorders in other areas of the body. There are some precautions to consider before a CT Scan exam can be administered. Since the CT Scan uses X-rays, pregnant women should not have an abdominal or chest CT Scan done. During the exam the physician will need to use a special dye, so the patient should report any history of blood clotting or allergic reactions to iodine, shellfish (crab or shrimp) or strawberries to the physician before the exam. There are different methods of preparation depending on the type of CT Scan performed. For a CT Scan performed on the head there is no preparation unless a contrast medium is ordered, then you should not eat or drink for 4 to 6 hours before the ex... Free Essays on Cat Scans Free Essays on Cat Scans CAT SCANS A CAT Scan or CT Scan is also known as a computed axial tomography. The CT Scan is a technique that allows relatively safe, painless, and rapid diagnosis in previously inaccessible areas of the body. An X-ray tube, rotating around a specific area of the body, delivers an appropriate amount of X radiation for the tissue being studied. It then takes pictures of that part of the internal anatomy from different angles. The CT Scan creates a type of X-ray that uses a computer to produce detailed cross-sectional images of the body. A computer program is then used to form a composite, a readable image. The images are then assembled in a computer into a three-dimensional picture that can display organs, bones, blood, and soft tissues in great detail. A CT Scan can take 10 minutes to about an hour depending on the area of the body to be examined. CT Scans are done in various parts of the body. For example, CT Scans can be done in the pulmonary area to check for fluid (pulmonary edema), which could be a sign of congestive heart failure. CT Scans may also be done on the head for emergency treatment for a stroke. A scan of the back would show any problems with bulging or herniated discs. Also, a CT Scan may be done to assess for tumors or other disorders in other areas of the body. There are some precautions to consider before a CT Scan exam can be administered. Since the CT Scan uses X-rays, pregnant women should not have an abdominal or chest CT Scan done. During the exam the physician will need to use a special dye, so the patient should report any history of blood clotting or allergic reactions to iodine, shellfish (crab or shrimp) or strawberries to the physician before the exam. There are different methods of preparation depending on the type of CT Scan performed. For a CT Scan performed on the head there is no preparation unless a contrast medium is ordered, then you should not eat or drink for 4 to 6 hours before the ex...

The Translation of Photographic Images Into Painting Essay

The Translation of Photographic Images Into Painting - Essay Example The essay "The Translation of Photographic Images Into Painting" discusses what actually changed the set views and paradigms of artist of coming centuries was the ability to think out of the box. Such artists have given art a new dimension every time. Artists create art to communicate ideas, thoughts and feelings. They use a variety of methods such as painting, sculpting or illustration and an assortment of materials including oils, watercolours, acrylics, pastels, pencils. Artists, works may be realistic or abstract and may depict objects, people, nature or events. We are swamped by so many images, on the streets, in magazines and on the television. Artists usually create landscape paintings in one of four ways: They paint entirely on location; they rely on memory or imagination; they work from photos; or they use a combination of these source. Working from photos to create art pieces as paintings has always been an act which came under darkness due to overlapping views (and counter views too) about ethics of the profession and such other reasons. Some can say that painting taking initial source as a photograph lacks the freshness of thought and the as-it-is natural conditions. Too much reliance on photographs can result in paintings that lack breadth and are broken apart by tedious detail. But using a photograph as a mere source of reference to an idea is not discouraged at all. Rather it is very much beneficial in cases where there is no possibility of carrying painting equipment. or where there is short time between events that change the condition of the idea which has to be captured. Thus we look into the lives of various artists of mainly the twentieth century who have contributed their paintings with criticisms rolling off their backs and the praises not lowering their further elevation of imaginative journeys. "I remember the first place I went to on this trip where we were active, one of the resettlements that we built. I found that as far as I was concerned, they were impossible to photograph. Neat little rows of houses. This wasn't my idea of something fun to photograph at all. But I had the good luck to ask someone, "Where are you all from Where did they bring you from" And when he told me, I went on to a place called Scott's Run, and there it began. From there I went all through Kentucky, West Virginia, down to Arkansas, Mississippi, and Louisiana-in other words, I covered the mine country and the cotton country. I was terribly excited about it, and did no painting at all in that time. This was it, I thought. I'm sort of a single track guy, anyway. When I'm off on photography, photography is it, and I thought this would be the career for the rest of my life."1 The deep interpretative question in Richter's art concerns less the fact that he worked with photographs than why he selected the photographs he did for Atlas, and what governed his decision to translate certain of them into paintings. There are, for example, photographs of American airplanes-Mustang Squadrons, Bombers and Phantom Interceptor planes in ghostly gray-in-gray formations. Richter was an adolescent in 1945, and lived with his family within earshot of Dresden at the time of the massive fire bombings of that year. The photograph from which Bombers was made had to have been taken as a documentary image by some official Air Force photographer, whether over Dresden or some other city. The cool of that

IT Project Management, case study business report Essay

IT Project Management, case study business report - Essay Example The target of the new E-Health strategy was to provide the right care to the right patient, by the right physician, at the rite time to deliver the right outcome. The idea was to use integrated care systems, virtual electronic patient records and electronic communications to provide better services to the patients. The execution of this strategy was a big challenge keeping in mind the scale and complexity of the issue. Achievement of same standards and quality throughout the country sought proper project management and constant monitoring. Moreover the resources needed to achieve the required results were also a concern. A lot of technical infrastructure, skill set and knowledge base were required. 14 territorial NHS boards, 8 special NHS boards, all hospitals, and all the GPs including community care services were the stakeholders to the program. To help with the challenges, the Scottish Government formed a new e-Health Directorate with the prime responsibility to manage and guide t he e-health program including strategy formulation, resource acquisition, resource deployment, and strategy implementation. The Scottish Government Health Department worked with the collaboration of the Deloitte to implement an e-health program all over the country to achieve the required results which also meant considerable improvement in health department. The project proved to be a major success. The case study then carries on with the reasons and stimulators of success, as described by the involved personnel. The purpose of this paper is to study the reasons in detail, analyze these reasons, identify the key knowledge areas, describe their relation to success, and prioritize these knowledge areas based upon their effectiveness. Key Knowledge Areas Project Integration Management Project integration management involves the processes and activities needed to identify, define, unify, and communicate the project processes and project management activities. Activities of project mana gement which can be directly related to integration management include unification, consolidation, ratification and integrative actions. These actions are quite crucial to project success and completion within the right framework (Boddy & Boonstra, 2005). The e-Health program had a vast scope and there was a huge degree of complexity. The program had to be carried out on a national level and the targets of the new strategy included standardization. The achievement of such kind of targets on a national scale requires accurate and timely use of integration management. A lot of stakeholders involved in the program, mainly the practitioners, the service providers and the authority departments. The scope and autonomy of each department was interrelated, and this meant that the boundaries of responsibility and authority had to be clearly defined. Moreover proper communication channels were vital to the success of the project. Coordination of objectives, responsibilities and resources had to be carried out on a huge scale. All these required dimensions fall with in the scope of Project Integration Management. Project Scope Management The first step of a project is to define its objectives. The objective of a project then determines the resources, processes and figures involved in the project. The inputs and outputs of a project have to be determined in detail and all the needed processes to reach the outputs are

World War I Propaganda Essay Example | Topics and Well Written Essays - 250 words

World War I Propaganda - Essay Example This research will begin with the statement that in April 1917, the U.S.A. entered World War I and within no time produced many propaganda posters.   These posters were to encourage the civilians to take the war seriously and to encourage them to support their soldiers for their small requirements so that they can fight at the front with ample of resources and with peace of mind. These posters were made to motivate the mass of America to eat those food products that cannot be given to the soldiers and therefore the posters encouraged the civilians to eat cheese and save the more energy giving food like wheat to the soldiers, they encouraged the civilians to eat less and save more food and long-lasting food products for their soldiers. The paper tells that the posters encouraged the civilians to make more ships and ammunition which are required for the war. The posters were motivating people to participate in the war by joining the American army/ navy and also motivating to inculcat e the thought in the minds of civilians that â€Å"together we win†. The posters were loaded with the patriotic messages and actions to inspire the people of America to work for their countrymen and to be helping hands for each other and moreover for the soldiers. The author has rightly presented that the posters carried the messages of President and all the big leaders to make people aware of the happenings in the country.

ANnnotated Bibilography and Thesis Statement Annotated Bibliography

ANnnotated Bibilography and Thesis Statement - Annotated Bibliography Example Moreover biofuels also exhibit better emissions, might boost the rural economy and reduce waste. Most importantly fossil fuels are non-renewable but biofuels are renewable as they are made from plants or organic wastes. Kutz also warns about to short comings of biofuels. The energy generated from per unit biofuel is less than that of fossil fuel; as an example one gallon of gasoline is equivalent to 1.5 gallon of ethanol in terms of energy generation. In case of biodiesel; fuel efficiency and performance decreases by five percent in comparison to diesel. Again the up gradation cost of vehicles so that they can be compatible with biofuel might be a costly affair. Pandey and Arroche, mentions that with rise in population growth and industrialization, fossil fuel and mainly petroleum is depleting at a much faster pace than its natural regeneration through the C cycle. On one hand this would definitely lead to exhaustion of fossil fuel and on the other environment would be badly damaged owing to the carbon intensity of the same. Again fossil fuels are concentrated in a handful of countries whereas biofuels are available everywhere. At this juncture it is important to exploit the potential of biofuel to a much larger extent than the current state. The cheap price concept that is attached to fossil fuel might no longer be valid after a few years courting a high demand for the same. Moreover fossil fuels are profoundly responsible for greenhouse gas emission and biofuels are much more environment friendly. The authors favoured the use of biofuel in modern day use such as transportation (bioethanol and biodiesel) and optimistic that soon the current level of energy consumption through biofuel (10% of the total energy consumption) would be increased to a much higher level. They have further said that biomass might be the only alternative energy source to replace fossil fuel in

Urban design studentship Essay Example | Topics and Well Written Essays - 500 words

Urban design studentship - Essay Example Studying design in the context of urban locations is essential to practical training because of the importance of being able to see real people within the designed spaces. The importance of the understanding the urban spaces as a means of understanding the people that live there is emphasized by the development of urban archaeology, a study â€Å"concerned with the reconstruction of the natural and human environment within which and as part of which human actions take place† (Chapter 8, 2008). This is because the whole purpose of urban design is to create a pleasing â€Å"visual effect of building masses, connections with people and places, creation of spaces for movements, urban amenities and public realm, and †¦ improving the overall townscape† (Government, 2006). In working out the management of a specific place, there are invariably a number of people involved in the process and, when becoming enveloped within the design process, it is often too easy to forget to consider the actual use of the spaces being designed, the history involved and the personal connections that have been made with the space. â€Å"There is a core group whose understanding of the relationship between urban structure, spaces and buildings, and ability to develop three-dimensional concepts is central† (Olszewski & Pudlowski, 2001). This understanding can only be acquired by experience. Practical experience of designed spaces enables the urban designer to begin understanding the various ways in which people have used a particular location in ways that are difficult to simulate using tools such as augmented reality. â€Å"Sensations triggered by ‘grasping’ and ‘moving’ aid the designers’ cognitive process and their awareness of ‘being inside’† (Seichter & Schnabel, 2005), but the actual physical space remains difficult to understand in the virtual environment. However, the difficulty remains how to experience the nature of the people, culture and locations

Decision Making Management Assignment Example | Topics and Well Written Essays - 2500 words

Decision Making Management - Assignment Example ronment and surrounding in which it operates its business operations and also to continue to retain its customers by ensuring them that the company is effectively fulfilling its corporate social responsibility. Developing business ethics is one of the key issues for an organization and implant of such issues is extremely vital. Governments frequently focus on sustainability issue, which is associated with ethical issues and ethical standards as well. According to Hemmingway (2009), companies need to capitalize such business opportunities for the purpose of avoiding the negative outcomes for the company and also to further enhance the overall influence of its business operations on the economic life of the region, in which it operates its business operations. By fulfilling its social, environmental and economic duties towards the society, a company can enable itself to ensure the society and its people that the company is doing a productive job for society and environment as well. Often it happens that organizations are compelled to extend their capacity regarding corporate social responsibility by its stakeholders and organizations are well aware regarding the fact that if they do not fulfill the expectations of their stakeholders on timely basis, then they may have to face some severe consequences of it. Gray (2006) states that organization must ensure that they effectively communicate with its stakeholders all the major social issues, such as, pollution, employment, plant closures and other various major social issues and also the measures which the organization plans to adapt for the purpose of resolving such issues. In the recent times, companies have become extremely cautious and aggravated regarding to improve their business operations from the social point of view, that is understand and address the social issues on regular intervals, because the stakeholders of the company expects from it to do so on constant basis. Stakeholders include all the

Role of Teachers and Parents in Imparting Values

Role of Teachers and Parents in Imparting Values Dr. Sandip Madhukar Mali - Abstract Now days everyone says that, today’s student’s behaviour is valueless. The prime aim of this paper is to identify the reason of this situation. Role of teacher and parent is important in imparting values in student. Values relate to the norms of a culture. Norms provide rules for behavior in specific situations, while values identify what should be judged as good or evil. While norms are standards, patterns, rules and guides of expected behavior, values are abstract concepts of what is important and worthwhile. Different cultures reflect values differently and to different levels of emphasis. Over the last three decades, traditional-age college students have shown an increased interest in personal well-being and a decreased interest in the welfare of others. Values seemed to have changed, affecting the beliefs, and attitudes of the students. Student or child is looking the action of parent or teacher and did like this so, teacher and parents behavior is very ethical. Key Words: Value, Value education, Imparting Values, Role of Teacher, Parents. Introduction: Today we are talking of value education, value based education and value based society. All of us feel that the values are falling and nobody is respecting them. In an enthusiasm to point fingers at others we do not realize that we too have contributed to this fall. Role of teacher and parent is important in inculcating values in student or a child. Values are not a process of teaching but are inculcating with one’s own behaviour. Value literally means something that has a price, something precious, dear and worthwhile. It is defined as a belief upon which man acts by preference. By a close examination of different sources of the meaning of values, we may say. We use the term value as ‘Literary value,’ ‘Democratic Value’, ‘Life Value’ and ‘Education value in our day to day speaking and writing. In life process man accepts good things and avoids bad things. It is not human living to act neutrally and in the light of witness only. Acc eptable and non-acceptable, good and bad are the nature of values. Values are established and they are practicable. Importance of Values: Values refer the norms of behavior or culture. Values guide the selection or evaluation of action, policies, people and events. That is, values serve as standards or criteria. Values guide our behaviour and give meaning to our existence. d) Values assist us to take right decisions and make choices. e) Values give direction and firmness to life and help us to be morally sound. Type of Value and its areas: Human value- Human behaviour National or constitutional value- Constitutional rules Social value- Rules about society Vocational value- Ideals in various professions Religious value- Ideals related to religions Aesthetic value- Value in Arts and Literature Human value is like an axle of a wheel and other types of value are around it. Therefore if an individual is educated in human values, learning of all other values become leaser. Following are human values: 1) Truthfulness (2) Constructivity (3) Sacrifice (4) Sincerity (5) Self control (6) altruism (7) Sientific vision Value Development: Value development is a continuous, cumulative and highly interdependent process touching all the aspects of personality. Value/ Moral development is the axis on which revolves ones personality and character. Jean Piaget proposed a stage theory of moral development. Moral judgement is the basis of moral development. The earliest stage of childs morality is Heterogeneous morality governed by adult constraints or restrictions imposed by adults. The child considers an act wrong because the act is likely to bring punishment or restrictions. As the age advances, the child reaches a stage of Autonomous morality. The growing individual regards the rules as sacred and unchangeable. He identifies justice with rules and regulations of authority. Sigmund Freud, the father of Psychoanalysis views moral development as an identification process. The young child identifies himself with parents and internalizes the adult rules which lead to the development of morality. He considers super Ego primarily responsible for developing a moral frame of reference. The psychoanalytic school emphasises parent-child relationship as the basis of moral development. Albert Bandra, a Social learning theorist, is the exponent of observational learning. He studied the effect of modeling on learning of moral values. He considers imitation as the important determinant of morality. Televised aggenssion elicit aggressive behaviour while disciplined, restrained actions in visual media like TV elicit constructive behaviour. The content of communication media serves as the sources of values. Teachers and parents acts as a models for children to cultivate socially desirable behavioural patterns. The implications of these theories of moral development to the field of education are many and varied. Value education should be developmental value education, not just and external activity. It should be noted unlike physical or intellectual development, value development does not depend on heredity. It is purely an acquired character. No person can acquire moral value without living in human society. Value Education: Value education is simply a matter of developing appropriate behaviour and habits involving inculcation of certain virtues and habits. Moral development of a child, according to some, results automatically from the social life of the school. The child as a member of the group imbibes the attitudes, values and general behaviour of the group and continually tries to mould himself according to the group norm. Such adjustment to life constitutes his moral development. Since the dawn of culture and civilization in India, education, whether it is primary or higher, has always been a source of gradually cultivating wisdom by acquiring which a human being gets fitness for facing with the challenges of different stages of life and for dedicating to the welfare of humanity. In the process of our gradual journey from primary to higher education two sorts of major changes, relative to our attitude towards values, occur in our life. They are external or bodily and internal or self affirming. External changes in the sense that the students bag degrees by fair or foul means and on that basis get higher job positions. During the job, they collect more and more money, Cars, Bungalows and manage academic awards and all that by having which they may exploit themselves and the society with the disguised repute but they fears to face the deep hollowness of their disguised selves. They ruin self to the extent of dissatisfied and meaningless life. Money is value onl y when it is earned through honest and proper labour and distributed in proportion. One can realize money as value only through higher education. It earned by wrong means is thievery, the way of a rogue. Without realizing the values of and in higher education one cannot lead a meaningfully satisfied educated life. Role of Parents in imparting values: Childs first learning environment is a home and parents are the first teachers. Parents are demonstrate the appropriate behaviour by their actions because children’s are learn by observation and conditioning. Normally we come across three categories of parents. a) Caring parents: parents become highly concerned about these children, which is natural but they become over possessive, which is detrimental to the growth of the child. They would try to do everything for the child without allowing him to do or experiment something on his own. In this overflowing flood of concern, they pamper the child, overlook his omissions and start supporting him even when he needs correction. b) Careless parent: parents are not much concerned about the child. It does not mean that they do not love the child. Either, they are illiterates or too busy persons. Some of them do not have the methods and tools to handle their children and some do not have the time to guide and manage the children. c) Critical and strict parents: These parents desire to bring up their children under `total discipline. They expect the child to be always immaculate and faultless in every action and situation. They cannot tolerate anything otherwise. They are very critical and keep on pointing the finger of accusation at the child. They take all decisions about the child and truly believe that the child cannot /should not take decisions. The impressions that the child gets in the initial part of his life, remains with him. One can never escape the childhood experiences. What the parents did is more important than what they said, because, the child learns by observing and not just by listening. So child parenting rearing style is very crucial in imparting values. Role of Teachers in imparting values: The teacher has a powerful and enduring influence in the formation of the character of every future citizen. Teacher acts as a pivot for the transmission of intellectual and technical skills and cultural traditions from one generation to the other. Teaching is not a job; it is an attitude. Teacher is a source of information, a guide, a mentor, a surrogate parent, a motivator, all at the same time. Teaching is the only profession which always deals with the future. To be an ideal teacher, who can be a role model, some features of teacher: Anyone who does not love his subject can never be a good teacher and cannot inspire his students. If one does not have the respect for his vocation; he can never have self-esteem of himself. Such teachers do not exude confidence and assurance. If anyone loves their students as intensely as their own children they become a great teacher. Affirmative and Holistic personality teacher is imparting values in student. Conclusion: The role of a parent and teacher in the changing social scenario is becoming very challenging. In the earlier times teacher was the only source of information and commanded respect on this count. Today, we have multiple information centers like books, coaching centres, the audio visual aids such as audio cassettes, video tapes, microfilms and internet services that provide information to those who need it. Thus teachers role as the only source of information is marginalized. The society is becoming more materialistic and values appear to be pushed into the background. So parent and teacher role is very crucial in developing values in their child. References: Banerji, Sanjay and Prasad, Rajiv (2012). Role of Teachers and Educational Institutions in Value Based Higher Education, Vol. V, No. I, March -August 2012. Gulati, Sushma and Pant, Daya. (2002). Education for Values in Schools – A Framework Department of Educational Psychology and Foundations of Education National Council of Educational Research and Training, Sri Aurobindo Marg: New Delhi – 110016. Gururaj, Karajagi. (2000). Role of Teachers and Parents in Imparting Values: Jain International Residential School, International Academy for Creative Teaching: Bangalore. NCERT (2005). Journal of Value Education: January July, 2005. Seetharam, A. R. (2001). Concept and Objectives of Value Education. Ramakrishna Institute of Moral and Spiritual Education: Mysore. Sridhar, Y. N. (2001). Value Development Ramakrishna Institute of Moral and Spiritual Education: Mysore. Tiwari, D. N. (2005). Values in Higher Education: Department of Philosophy Religion: Bhu. http://hechingerreport.org/content/value-really-means-higher-education_15129/ March 27, 2014.

Accountability and Assessment in Nursing Mentorship

Accountability and Assessment in Nursing Mentorship Introduction The Nursing Midwifery Council (NMC) (2008a, p.23) declares in its Standards to Support Learning and Assessment in Practice that a â€Å"mentor is a mandatory requirement for pre-registration nursing students†. This simply means that student nurses must be guided by nurse mentors. The Royal College of Nursing (2009, p.3) declares that the â€Å"significance of the role of a mentor and the quality of the mentorship offered in practice cannot be over-emphasised†. The NMC (2008a, p.23) defines a mentor as â€Å"a registrant who, following successful completion of an NMC approved mentor preparation programme or comparable preparation that has been accredited by an AEI (approved educational institution) as meeting the NMC mentor requirements has achieved the knowledge, skills and competence required to meet the defined outcomes†. The NMC (2008a, p.13) also provides for eight domains in the framework to support learning and assessment of students in practice. In essenc e, this means that in order to become an effective mentor, a nurse must be able to accomplish these eight domains. These domains are establishing effective working relationships, facilitation of learning, assessment and accountability, evaluation of learning, creating an environment for learning, context of practice, evidence-based practice and leadership (NMC 2008a, p.13). This essay will explore one of the eight domains, specifically the domain of accountability and assessment in mentorship. This will be done in relation to mentoring two first-year adult branch nursing students placed in the Dermatology Department. Before proceeding any further, it is imperative to relate that the NMC (2008b, p.3) declares the need to respect people’s right to confidentiality. In compliance with this, the real identities of the student-mentees will be kept anonymous. Main Body Accountability is essential in the professional practice of nursing (NMC 2010, n.p.). A literature review in defining professional nursing accountability conducted by Krautscheid (2012, p.45) revealed that accountability is usually linked with responsibility particularly the responsibility for one’s own actions and behaviours related to the practice of one’s profession. The professional accountability of a nurse is expressed by no less than the Nursing Midwifery Council in its Code for Standards of Conduct, Performance and Ethics. To be specific, the NMC (2008b, p.2) states that â€Å"as a professional, a nurse is personally accountable for actions and omissions done in practice and must always be able to justify one’s decisions†. The accountability of a nurse as a mentor is also grounded on the same NMC Code. The NMC (2008b, p.5) states that a nurse must facilitate students and others to develop their competence. This specific provision directly requires a nurse playing the role of a mentor to be accountable for the learning of students during practice placements. In the case of the two first year adult branch nursing students, it is safe to declare that a mentor is accountable for the total learning experience of the students while in the placement. To effectively mentor the two students, it is necessary to first establish a positive mentoring relationship with them. This is because a positive mentor-mentee relationship can help make the mentor and the mentee feel more comfortable with each other and this facilitates the smooth interaction and communication between them. Gopee (2011, p.28) supports this when he declared that a mentor and his or her mentee are initially strangers to each other and so they must develop rapport and cultivate a positive working relationship in order for the mentorship to really work. A practice placement is where students begin to apply their knowledge and practice skills in order to achieve the required competence for registration (RCN 2006, p.1). The need for a strong and positive mentoring relationship is crucial especially because clinical placements can be a daunting environment for the students. This is particularly true during the first few days of the placement. A clinical placement can pose a great challenge for students such as during a busy day and the ward or department is understaffed (Levett-Jones and Bourgeois 2011, p.227). It is therefore vital for the mentor to initiate a friendly but professional approach when interacting with the students in order to help them feel at ease in the clinical environment of the placement. One way by which this can be done is for the mentor to conduct an orientation wherein the students are made familiar with the different areas of the Dermatology Department and are introduced to the entire healthcare staff working there. Beskine (2009, cited in Walsh 2010, p.23) state that an â€Å"orientation is the gateway to a successful placement†. Walsh (2010, p.23) suggests that an initial orientation is a vital part of helping a student get off on the right foot and make the most of their placement. Walsh (2010, p.23) further relates that one strategy for the mentor to accomplish this is by sharing with the students information about one’s personal experiences as a student and one’s expectations as a mentor. This strategy can be made formal by providing an information or welcome pack. Typical contents for a welcome pack include a welcome letter encouraging the student to visit the placement prior to that start of the actual placement, the location of the placement, a list of learning opportunities and learning outcomes, the expected roles and responsibilities of the students, a dress code or guidelines on what to wear and the shift hours (Stuart 2013, p.157). It should contain a de scription of the various areas within the ward or department and a list of the names of personnel working within the placement (Bailey-McHale and Hart 2013, p.129). The importance of making the two students feel welcome in the placement is actually a simple but effective means of showing one’s accountability as the mentor for the students. This is because it is clear that a mentor is accountable for the total learning experience of his or her students and the first step to ensure the learning of students begins with making the students familiar and comfortable within the learning environment. This should then be followed by conducting an initial assessment of the learning needs of the students related to the area of the placement. A mentor is responsible for making initial interviews with students to assess their learning needs and to develop a plan on how to address these needs (RCN 2006, p.6). Naturally, the interview will be smooth sailing if the mentor is successful in building a positive mentoring relationship with the students. In interviewing the two students in the Dermatology Department, it is important to take into consideration the preferred learning styles of the students. In essence, this means that along with identifying the learning needs of the students, it is also vital to identify how they can learn best from the placement. The Royal College of Nursing (2006, p.6) states that a mentor’s responsibility includes being approachable, supportive and being aware of how students learn best. There are many theories and models that can be adopted to label the preferred learning styles of students. An example of this that may be use in the two students is the Honey and Mumford learning styles model. The Honey and Mumford model identifies four types of learners namely activists, reflectors, theorists and pragmatists. An activist learner is a hands-on learner and prefers to learn by trial and error (Temple 2012, p.75). A reflector is someone who prefers to be thoroughly informed before acting on a situation (Temple 2012, p.75). A theorist is someone who utilises theories to make sure that a particular u ndertaking makes sense (Temple 2012, p.75). A pragmatist is someone who learns best by observing a demonstration from an expert (Temple 2012, p.75). In the case of the two students placed in the Dermatology Department, both have been identified to be pragmatists and so actual teaching of the skill of bandaging was done through demonstrations which the students carefully observed. A simulation strategy was also used wherein the two students were given the opportunity to practice their bandaging skills onto a mannequin before they were allowed to perform the skill onto real patients while under supervision. In using the demonstration and simulation strategies, it is crucial for a mentor to also take into consideration the internal and external factors that affect student learning. This can be further identified by using the SWOT (strength, weaknesses, opportunities, threats) Analysis. The SWOT Analysis is a useful tool to help mentors identify factors that can either improve or hinder their mentoring skills (Murray and Rosen 2010, p.103). The strengths and weaknesses are the internal factors that affect the efficiency of mentoring while the opportunities and threats are the external factors (Murray and Rosen 2010, p.103). In the case of the two students, one prevailing strength that has been identified is their genuine eagerness to really learn while in the placement. For the mentor, one strength is the mastery of the nursing skills that need to be taught to the students. One weakness of the students was their initial hesitation to interact with the mentor. One weakness of the mentor is the initial uncertainty on how to begin interaction with the students. One opportunity is the presence of diverse learning opportunities in the placement while one prevailing threat is the very hectic schedule of the department which causes frequent interruptions during actual teaching sessions. In teaching the two students about correct bandaging, it is also important to adopt the concept of andragogy. To simply put it, andragogy refers to adult learning which is in contrast to pedagogy which is all about child learning (Walsh 2010, p.82). The concept of andragogy implies that adults prefer to take an active role while children are passive learners and therefore leave everything to the discretion of the teacher or mentor (Kinnell and Hughes 2010, p.60). Base on these premises, teaching the two students who are adult learners will require the mentor to actively seek the students’ input. This means that the mentor should not on his/her own decide on what and how to teach the things which the students need to learn in the placement. The mentor should brainstorm with the students on how the students’ learning needs can be best met. This will allow the students to have a more active role in planning their own learning during placement. There is also the need to consider the current level of aptitude of the students in relation to the skills that will be taught to them. In this case, the Benner’s Skills Acquisition Model will be helpful. Stuart (2013, p.126) states that a student or even a newly qualified nurse will have to pass the five stages of nursing competence as identified in Benner’s Model. The model classifies learners into five stages namely novice, advanced beginner, competent, proficient and expert. It is safe to deduce that the two students being mentored are still under the novice stage; hence, it is vital for the mentor to create teaching strategies that would fit their current level of knowledge and skills. For instance, it would be unfair to teach the students advance skills on four layer compression bandaging without first teaching them the basic principles of bandaging. Blooms Taxonomy should also be adopted by a mentor to enhance teaching sessions. Cannon and Boswell (2012, p.140) state that Bloom’s Taxonomy is an important learning theory as it distinguishes learning into three domains: namely affective, cognitive and psychomotor. Teaching correct bandaging skills naturally involves the cognitive domain since it requires mastery of steps or procedures. It also involves the psychomotor domain because it entails using instruments and tools. It also incorporates the affective domain because it requires positive and encouraging feelings and emotions which help motivate a student to do the procedure correctly. It is also important for a mentor to make the learning objectives SMART. This means that the objectives are specific, measurable, attainable, realistic and time-bounded. In the case of the two students, this has been achieved since the objective involves making the student understand and perform the steps of bandaging. This makes the objective specific. This will be done under supervision with the policy on bandaging as the criteria. This makes it measurable and realistic. The said objective is to be accomplished at the end of the placement. This makes it time-bounded. A mentor’s accountability naturally includes assessing the students’ performance. Aston and Hallam (2011, p.60) relate that assessing students’ learning while they are under one’s mentorship is one of the important role of a nurse mentor. This is grounded on the Nursing Midwifery Council (2008a, p.16) declaring that students must be supported and assessed by mentors. Mentors are responsible for assessing the total performance of students including their knowledge, skills, attitudes and behaviours (NMC 2008a, p.23). It is vital to relate that there are basically two types of assessment namely formative and summative assessment. Formative assessment happens during the course of the placement wherein it is done on a continuous basis to gauge how much progress a student has reached without necessarily grading such progress (Kilgallon and Thompson 2012, p.153). It typically involves the giving of feedback in order for the student to further improve (Kilgallon and Thompson 2012, p.153). This kind of assessment is done in order to prepare the student for the final assessment which is the summative assessment. Summative assessment marks the end of the mentorship and involves the actual grading of the student’s final performance (Kilgallon and Thompson 2012, p.154). It is essential to point out that the giving of feedbacks is an important component of effective student assessment. Kinnell and Hughes (2010, p.96) relate that â€Å"feedback must be constructive and not destructive†. It must highlight the strengths as well as the weaknesses of the student (Kinnell and Hughes 2010, p.96). Kinnell and Hughes (2010, p.96) further relate that it must emphasise areas for improvements and incorporate praises appropriate for the student’s achievements. Constructive feedbacks given by mentors and the clinical staff can help the student grow and develop as a future professional (Levett-Jones and Bourgeois 2011, p.48). One strategy for the effective giving of feedback is to use a strategy called feedback sandwich. This involves sandwiching a negative feedback between two positive feedbacks to avoid hurting the student’s feelings and self-esteem (Elcock and Sharples 2011, n.p.). There are several methods and strategies by which a mentor can effectively assess a student’s competence. The Royal College of Nursing (2009, p.8) states that assessment can be done through direct observation, simulation, objective structured clinical examinations or OSCE, testimony of others, student self-assessment, written portfolio evidence, active participation, interactive reflective discussion, learning contracts, guided study, interviews, patient comments, peer evaluation, collection of data, case studies and team mentorships. In the case of the two students, one was assessed through direct observation and questioning while the other was assessed through direct observation and through written reflection. This was in consideration of the fact that one student has a prior degree in English literature, while the other one was awaiting a dyslexia test; hence, it would be unfair for both of them to be assessed through written reflection. In assessing student performance, the mentor’s accountability includes making sure that all the possible opportunities for learning has been exhausted and that the students have been given ample time to master the skills that will be assessed from them. This is because it would be unfair for the students to be assessed for skills which were never taught to them or where they were never given a chance to improve on it. This points to the accountability of the mentor to the students he or she is mentoring. There is also the accountability of the mentor towards the general public. This accountability signifies that ultimately the mentor’s role in guiding students is to ensure that future generations of nurses are truly competent to serve the general healthcare consumers. This suggests that if after giving opportunities to improve, the student has failed to show competence, then the mentor must not hesitate to give a failing mark. On the other hand, a study conducted by Duf fy (2004, n.p.) revealed that failing students is a difficult thing to do for majority of mentors and this is because it raises emotional issues for the mentor. The emotional dilemma of failing a study is carried by mentors and sometimes this emotional stress overcomes the need to practice a fair and objective mentoring. It is logical to assume that sometimes the decision to either pass or fail students is influenced by the personal sentiments of the mentor towards the students. This is something that should be avoided because it threatens the very essence of why there is a need to assess students under mentorship. A good mentor is someone who knows when to empathise with students and when to detach themselves in order to objectively assess a student’s performance; therefore, it is important for a mentor to learn when to empathise and when to be objective. In essence, this means that in assessing the final performance of the two students in the Dermatology Department, it is i mportant for the mentor to be objective and set aside any personal friendly relations which he or she may have established during the course of the mentorship. Conclusion Accountability and assessment in mentorship in this case involves the responsibility of the mentor to ensure the learning of the two students in the Dermatology Department. Being accountable for their learning starts with establishing a positive mentoring relationship with them. This can be accomplished by using a friendly but professional approach. An orientation can help the mentor inform the students on what to expect from the placement. It is important to assess the students’ learning needs and learning styles by using different theories and models. This is important in order to maximise their learning in the placement. Using demonstration and simulation are only two of the many teaching strategies that may be used to effectively mentor students and the choice of strategy depends on the kind of learner a student is. Assessment is another important role of a mentor. This can either be formative or summative assessment. Assessment should be fair and objective. A mentorâ€⠄¢s personal friendship built during the course of the mentoring relationship should never hinder objective assessment of students’ performance. References Aston, L. and Hallam, P. (2011). Successful mentoring in nursing. Exeter: Learning Matters Ltd. Bailey-McHale, J. and Hart, D.M. (2013). Mastering mentorship: A practical guide for mentors of nursing, health and social care students. London: SAGE Publications Ltd. Cannon, S. and Boswell, C. (2012). Evidence-based teaching in nursing. London: Jones Bartlett Learning International. Duffy, K. (2003). Failing students: A qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice. [online]. Available from: http://www.nmc-uk.org/documents/Archived%20Publications/1Research%20papers/Kathleen_Duffy_Failing_Students2003.pdf [Accessed on 12 October 2014]. Elcock, K. and Sharples, K. (2011). A nurse’s survival guide to mentoring. [online]. Available from: http://books.google.com.ph/books?id=t6na8wOS5X4Cpg=PT131dq=feedback+sandwich+mentoring+nursinghl=ensa=Xei=bjY6VPSCHs-ruQSjloH4Bwved=0CBwQ6AEwAA#v=onepageq=feedback%20sandwich%20mentoring%20nursingf=false [Accessed 12 October 2014]. Gopee, N. (2011). Mentoring and supervision in healthcare. 2nd ed. London: SAGE Publications Ltd. Kilgallon, K. and Thompson, J. (Eds.) (2012). Mentoring in nursing and healthcare: A practical approach. Chichester: John Wiley Sons, Ltd. Kinnell, D. and Hughes, P. (2010). Mentoring nursing and healthcare students. London: SAGE Publications Ltd. Krautscheid, L. (2012). Defining professional nursing accountability: A literature review. Journal of Professional Nursing. 30(1):43-47. Levett-Jones, T. and Bourgeois, S. (2011). The clinical placement: An essential guide for nursing students. 2nd ed. Chatswood: Elsevier Australia. Murray, C. and Rosen, L. (2010). Mentor updating: Other activities/sources of evidence. In: C. Murray, L. Rosen and K. Staniland (Eds.). The nurse mentor and reviewer update book. Maidenhead: Open University Press, pp.95-111. Nursing Midwifery Council (NMC) (2008a). Standards to support learning and assessment in practice. London: NMC. Nursing Midwifery Council (NMC) (2008b). The code: Standards of conduct, performance and ethics for nurses and midwives. [online]. Available from: http://www.nmc-uk.org/Documents/Standards/The-code-A4-20100406.pdf [Accessed on 10 October 2014]. Nursing Midwifery Council (NMC) (2010). Regulation in practice. [online]. Available from: http://www.nmc-uk.org/Nurses-and-midwives/Regulation-in-practice/ [Accessed on 10 October 2014]. Royal College of Nursing (RCN) (2009). Guidance for mentors of nursing students and midwives: An RCN toolkit. London: Royal College of Nursing. Royal College of Nursing (RCN) (2006). Helping students get the best from their practice placements. London: RCN. Stuart, C. (2013). Mentoring, learning and assessment in clinical practice: A guide for nurses. 3rd ed. Philadelphia: Elsevier Churchill Livingstone. Walsh, D. (2010). The nurse mentor’s handbook: Supporting students in clinical practice. Maidenhead: Open University Press.

Regulating Dietary Supplements Essay -- Health, Nutrition

According to the 2002 Harris poll, seven out of ten adults in the United States take vitamins, minerals, herbs, or other supplements (Schardt 2). Due to media advertising, dietary supplements are becoming more popular. Companies compete to have the best supplements. It is said that forty percent of American adults take vitamin supplements and over the counter products, which total in several billion dollars (Farley 2). Although many of the supplements claim to be healthy and help lose weight, the dangers are endless. Dietary supplements can be illegally spiked and are not safe. Therefore, putting regulations on dietary supplements and their safety hazards is necessary. To begin, the Federal Food and Drug Administration does not have the power to regulate supplements like it does with drugs. Once a product is out on the market, the FDA has to prove that it is dangerous or has illegal additives before it can be removed. The FDA has targeted around seventy tainted weight loss products after learning that they had been mixed with undeclared stimulants, diuretics, and antidepressants (Trebilcock 2). The Federal Food, and Drug, Administration is responsible for ensuring that the manufacturers of foods provide safe ingredients and the correct amount of dosages for their products. In addition, the agency is also in charge of providing accurate labels without any misleading information (Farley 1). The DSHEA lets â€Å"natural† products be sold without any proof that the product is safe. "In 1994 Congress passed the Dietary Supplement Health and Education Act, which allowed supplements- broadly defined as vitamins, minerals, herbs, amino acids, and other products that don’t contain approved pharmaceutical drugs and don’t claim to treat d... ...low. It is important to take precautions in all aspects. With all the unregulated dietary supplements being sold and recommended, our health insurance costs will continue to rise. If the product causes severe side effects, it should no longer be permitted to be sold in stores. The only way to touch the minds of many people is to inform them of the dangers of consuming dietary supplements. Disposing of all incorrect information in product labeling and ingredient lists is important. People need to recognize the faults that plague many advertisements. In addition businesses should promote safe products instead of the harmful ones that they advocate for. The United States Congress should consider regulating dietary supplements to maintain safety. If people are aware of the many lies companies present, then dietary supplements will be one less problem to worry about.

The Importance of Individuality in John Knowles A Separate Peace :: Separate Peace Essays

The Importance of Individuality in John Knowles' A Separate Peace "There is a time in every man's education when he arrives at the conviction that envy is ignorance; that imitation is suicide; that he must take himself for better for worse as his portion. It is harder because you will always find those who think they know what is your duty better than you know it. It is easy in the world to live after the world's opinion; it is easy in solitude to live after our own; but the great man is he who in the midst of the crowd keeps with perfect sweetness the independence of solitude." (Ralph Waldo Emerson) A Separate Peace (1959) written by John Knowles, expresses the true struggle to respect ones individuality. In 1942 at a private school in New Hampshire Gene Forrester became good friends with his roommate, Finny. He envies Finny for his great Athletic ability. In spite of the envy, Gene and Finny do everything together and one day for fun they decide to jump out of a tree into the river. After that they form the Super Suicide Society, the first time t hey jumped being their reason for formation. During one of their meetings they decide to jump off at the same time. When they get up on the limb Gene bounces it and Finny falls on the bank. He shatters the bones in his leg and will never again play sports. Nobody realizes that Gene deliberately made Finny lose his balance. Because of the accident Gene does not play sports either and continues being friends with Finny. One night, some of the other guys from Devon School woke Gene and Finny up in the middle of the night. They are suspicious of the "accident." They conduct a trial to blame Gene for what has happened to Finny. Eventually Finny gets upset in the midst of argument and runs out. He ends up tripping and falling down the stairs, and breaking his healed leg allover again. It was a cleaner break this time but they still have to set it. Gene confesses to Finny that he bounced him out of the tree. While setting the break there are complications and Finny dies. Gene learns that h e is his own person and now that Finny is gone he can finally be content with himself. In the beginning Gene feels inferior to Finny.

English Literature- Lamb to the Slaughter

Lamb to the slaughter -Roald Dahl     By P. Baburaj, Senior Lecturer, Dept. of English, Sherubtse college, Bhutan Author of: Language and writing, DSB Publication Thimphu Communicative English, P. K. Books, Calicut A perception on Literary Criticism, P. K. Books, Calicut     Black comedy/blackhumour -is concerned with the humorous treatment of the shocking, horrific and macabre. Black comedy is actually a form of drama which displays a marked disillusionment and cynicism.It shows human beings without conviction with little hope, regulated by fate or fortune or comprehensible powers. In fact, human beings in an ‘absurd’ predicament at its darkest, such comedy is pervaded by a kind of sour despair; we can’t do anything. So we may as well laugh. The wit is mordant and the humor sardonic. Dramatic irony When the audience understands the implication and meaning of a situation on stage, or what is being said, but the characters do not. Example-Oedipus does not r ealize his crime. Sir Peter Tezel (in school for scandal) does not know his wife is behind the screen when he is talking about Joseph Surface.Symbols. ? The ‘warm’ and ‘clean’ attic indicates the desire for normal domestic pattern. ? The ‘curtain drawn’- shows a calm atmosphere that foreshadowing of hidden subconscious desires that are yet to surface in the form of murderous action. ? Two lamps alight- point to Mary and Patrick. ? Fresh ice cubes in the thermos points to coldness and heat. Ice is cold and thermos brings heat to the mind. Contemporary story. ? Story tells of how a pregnant woman when faced with the certainty of her husband leaving her, takes control of her situation. ? Powerful woman protagonist -breaking away from the stereotypical role of a woman. Packed with suspense and humor. ? Fast-paced action. ? ? ? ? ? ? Third person omniscient narrative. Conventional and straight forward language. Role reversals- reversal of Maryâ€⠄¢ the merry innocent docile wife to a cruel murderer Dramatic irony, A type of situational irony. A best example of a black comedy. . . Contrasting what a character perceives and what the audience and one or more of the characters know to be true. Revenge, deception and ethics are some of the issues that one could explore in this story. Theme- love- betrayal, revenge and deception. Mary Maloney a victim and a villain. A faithful, docile pregnant wife who gets cheated. Story of? Married and a romantic couple. ? Maloney’s unexplained decision to leave his wife†¦.. ? Violation of the marriage law(deception) ? Mary’s killing of her husband and her ultimate deception ? ? ? ? ? ? Setting-Maloney’s drawing room -Entire room of the house. -Sam’s grocery shop (short scene). ? Lamb is a Biblical Symbol of innocence/ symbol of peace, but here a powerful weapon of murder. ? So lamb symbolizes here violence, death and revenge- topsy-turvy to its conventional bib lical concept. By P. Baburaj, Senior Lecturer, Dept. of English, Sherubtse college, Bhutan *********************************