Free Essays on A Valediction

John Donne’s â€Å"A Valediction: Forbidding Mourning† portrays true and deep love as strong enough to withstand distance and separation through his use of literary techniques and metaphysical conceits. The poet uses a variety of literary techniques to show the parallel between approaching death and parting from a lover in a not so negative perspective. The author uses numerous paradoxes to illustrate the separation of the two lovers. Beginning in the first quatrain, the author explains that when â€Å"virtuous† men die, they â€Å"whisper to their souls to go,† while others await their parting, insinuating that such men should set an example to lovers, for the separation of the soul from the body and the separation of two lovers from each other is not an ending, but the beginning of a new cycle (i-iv). Continuing into the next quatrain, the poet says, â€Å"let us melt...make no noise...no tear-floods...sigh-tempests,† implying that the bond of the lovers will disperse quietly like the soul of a dying man leaving his body, and his lover is to remain poised and resist any show of emotion upon his departure (v-vi). Likewise, the author uses metaphors comparing his love to divergent objects in order to show how they are imperceptible to others. In the third quatrain, â€Å"[movements] of th’ earth† are feared due to their potential to ravage the land, whereas the â€Å"trepidation of the spheres† in the heavens are picayune to the average person; therefore, this comparison is used to suggest that matters beyond one’s control, like the separation of lovers, should be approached sensibly (ix-xi). The poet then explains that â€Å"dull sublunary† lovers are flawed human beings who do not actuate mature love, for the soul of their love is â€Å"sense† and they need physical contact to inveterate their relationship; however, the speaker suggests that reason can free itself from any con nection with a sensory experience, so lovers with full... Free Essays on A Valediction Free Essays on A Valediction John Donne’s â€Å"A Valediction: Forbidding Mourning† portrays true and deep love as strong enough to withstand distance and separation through his use of literary techniques and metaphysical conceits. The poet uses a variety of literary techniques to show the parallel between approaching death and parting from a lover in a not so negative perspective. The author uses numerous paradoxes to illustrate the separation of the two lovers. Beginning in the first quatrain, the author explains that when â€Å"virtuous† men die, they â€Å"whisper to their souls to go,† while others await their parting, insinuating that such men should set an example to lovers, for the separation of the soul from the body and the separation of two lovers from each other is not an ending, but the beginning of a new cycle (i-iv). Continuing into the next quatrain, the poet says, â€Å"let us melt...make no noise...no tear-floods...sigh-tempests,† implying that the bond of the lovers will disperse quietly like the soul of a dying man leaving his body, and his lover is to remain poised and resist any show of emotion upon his departure (v-vi). Likewise, the author uses metaphors comparing his love to divergent objects in order to show how they are imperceptible to others. In the third quatrain, â€Å"[movements] of th’ earth† are feared due to their potential to ravage the land, whereas the â€Å"trepidation of the spheres† in the heavens are picayune to the average person; therefore, this comparison is used to suggest that matters beyond one’s control, like the separation of lovers, should be approached sensibly (ix-xi). The poet then explains that â€Å"dull sublunary† lovers are flawed human beings who do not actuate mature love, for the soul of their love is â€Å"sense† and they need physical contact to inveterate their relationship; however, the speaker suggests that reason can free itself from any con nection with a sensory experience, so lovers with full...

Definition and Examples of Modifiers in English Grammar

Definition and Examples of Modifiers in English Grammar In English grammar, a modifier is a  word, phrase, or clause that functions as an adjective or adverb to provide additional information about another word or word group (called the head). A modifier is also known as an adjunct. As illustrated below, modifiers in English include adjectives, adverbs, demonstratives, possessive determiners, prepositional phrases, degree modifiers, and intensifiers.   Modifiers that appear before the head are called premodifiers, while modifiers that appear after the head are called postmodifiers. Modifiers may be either restrictive (essential to the meaning of a sentence) or nonrestrictive (additional but not essential elements in a sentence). Examples of Different Modifier Usage Too many grammar terms in a row? Lets look at some examples. Authors  Gà ¼nter Radden and Renà © Dirven  illustrate the types with the most common ways that qualifying modifiers are used in Cognitive English Grammar. In all the examples here, the qualifiers modify the word detective and are in italics: (4a) Hercule Poirot is a  brilliant  detective.(4b)  Agatha Christies  detective Poirot is a legend all over the world.(4c) The detective  with the waxed moustache  solves the  most baffling  cases.(4d) Hercule Poirot is the  famous  detective  created by the English mystery writer Agatha Christie.(4e) Poirot is a detective  who has come to England as a war refugee.In sentence (4a), the adjective  brilliant  modifies the  predicate noun  detective.In sentence (4b), the head noun  detective  is modified by the complex  noun phrase  Agatha Christies, where the  genitive  morpheme  s  expresses the relation of possession.In sentence (4c), the noun  a detective  is modified by the  prepositional phrase  with the waxed moustache.In sentence (4d), two  nonrestrictive  modifiers are added to qualify the definite  referent  detective: the adjective  famous  and the  participial phrase  created by the English mystery-writ er Agatha Christie.In sentence (4e),  a detective  is modified by a  relative clause. Additional Examples of Modifier Types We could go further, to illustrate additional examples:   Hercule Poirot is a really good detective. The word really represents an intensifier for the adjective good. Really is an adverb, as it is modifying an adjective. Hercule Poirot is that detective. The word that is demonstrative. It distinguishes Poirot from at least one other detective. Hercule Poirot is the detective whos not wearing a deerstalker hat. The clause  is restrictive. The clause is essential to know which detective Poirot is, presumably from at least one detective who is wearing a deerstalker hat. The case was  almost  solved. The degree modifier (an adverb) shows how much of the case was solved. Instead of intensifying, degree modifiers qualify by giving the degree to which something is, like someone being fairly sure of something. Wearing a deerstalker hat, the murderer was caught by Sherlock Holmes. This clause represents a misplaced modifier  because it puts the hat on the murderers head instead of Holmes. If there were no subject of the sentence (eliminating by Sherlock Holmes), the opening phrase would be a  dangling modifier. Few detectives wear deerstalker hats. Few is a  quantifier, telling how many. Both Hercule Poirot and Sherlock homes are well-known detectives. The modifier is a  compound adjective. Source Radden, Gà ¼nter. Cognitive English Grammar. Cognitive Linguistics in Practice, Renà © Dirven, 2nd Edition, John Benjamins Publishing Company, July 5, 2007.

Dynamic Behaviours of Vehicle Tyres Dissertation

Dynamic Behaviours of Vehicle Tyres - Dissertation Example Nearly all forms of vehicles utilise tyres in order to interface engine energy with the road. Vehicles use tyres for a number of different purposes since vehicle tyres control a number of different driving characteristics. In the simplest terms, vehicle tyres are responsible directly for road traction, steering control, supporting the vehicle’s load and for braking control. In addition, vehicle tyres serve as an important part of the overall suspension by providing the initial cushion against shocks for vehicles travelling on the road. Modern vehicle tyres are constructed in a rather complicated fashion. The complication in construction arises from the need to deal with a number of different functions that vehicle tyres have to perform. The mechanical properties of any typical vehicle tyre tend to delineate the tyre’s particular behavioural characteristics in response to various kinds of inputs. Vehicle tyres are subject to a number of inputs including steering changes, torque from the vehicle’s engine, loading from the vehicle’s weight etc. These inputs tend to produce a number of varied outputs such as deflection in the vehicle tyre while rolling and other forces in the vertical and lateral directions. Most of the mechanical properties exhibited by vehicle tyres are closely related to each other and any changes in one property are sure to affect the others. For this reason, it is essential that research be carried out on how these characteristics and properties can be described and related to each other. A number of attempts have been done in order to develop a robust working vehicle tyres model that is able to satisfy all kinds of vehicular input. However, the current success of these models is limited given the fact that most models are only able to satisfactorily predict the outcome for one mode of vehicle tyre behaviour. Current research supports separate tyre behaviour models for rigid and non-rigid surfaces. The detailed cons truction of a vehicle tyre is presented in the figure shown below. Figure 1 - Components of a radial tyre sourced from (Karaytug, 2009) The figure above clearly depicts the construction of a typical vehicle tyre. The first layer is composed of a tread which is followed by a cap ply. The tread serves as the outermost surface of the tyre and is generally created out of specially vulcanised rubber in order to withstand various kinds of loads from the road surface. Generally in terms of the rubber involved in constructing a tyre, the tread rubber is the hardest. These sections are followed by the belt which serves as the sandwiching surface for the top surface of the vehicle tyre and its lower surface. The belt serves as a flexible interface between two harder sections of

Construction Law Report Essay Example | Topics and Well Written Essays - 1750 words

Construction Law Report - Essay Example The presence of the discovered iron anvils projects upon the overall construction work schedule in terms of projected period cost implications and required work force. Adding to this is the projected influence upon contractual terms of the agreement, represented in the form of signed binding agreements amongst pertinent project stakeholders. As Martin and Law elude, this would necessitate legal input from construction law, and specifically contract law. It is based on the fact that construction law legally requires both project owner and contractor to act in good faith, with regard to the performance of project contractual obligations. According to the contract – JCT SBC 2011 (with quantities without sectional completions) – terms and conditions are set upon the basis of the construction-time frame, expenditure (estimated overhead) and aspects pertaining to workforce present.The constructor’s obligations with respect to the time for completion of works under the construction contract depends on express provisions stipulated in the contract or, in cases where the terms are not express, then the obligations will be based on terms implied by the English law and in other instances the terms implied for business efficacy purposes. Construction contracts often provide for the payment of liquidated damages for certain types of the breach, for example, breaches concerning delays. The inclusion of clauses on liquidated clauses of the delayed nature has advantages for all parties on the contract.

The Purpose of School Essay Example for Free

The Purpose of School Essay In my opinion, the purpose of school is to educate, not teach, students in certain areas of knowledge chosen by those of the Board of Education in order to create ‘functioning’ members of ‘normal’ society. The difference between to educate and to teach is how the knowledge is presented. To educate is ‘to bring up (a child, physically or mentally), rear, nourish, support, or produce (plants or animals’ basically to use verbal methods such as lectures in a class setting, or praise for young child to create a specific skill set embedded in a person, be it information or behavior patterns. To teach is ‘to show, declare, demonstrate; teach, instruct, train; assign, prescribe, direct’ basically to use physical means to create an understanding of how something is performed. A common example of the two would be university and college. University is known for its textbooks and very written/audible learning styles whereas college is known as being more hands on. An even more common example would be a child’s journey to come to understand to stay away from a hot stove. A parent could verbally warn them of the dangers, but only once the child has learned through physical interaction does the warning remain in his mind. With these definitions, the title ‘teacher’ is misleading because those at the front of the room are not using methods to involve the students in learning, they are simply showing a PowerPoint and having the students write it in their note book; ‘Educator’ would be a more appropriate term to define those who are hired to only relay thoughtless knowledge because unless there is a physical aspect, it is harder to learn. One example would be sports. Watching Gretzky play hockey day in and day out does not mean that you will be able to skate like him if you have never skated before. Only by training your muscles and learning by acting will anyone begin to skate like a professional. Another example would be learning to play an instrument or learning to speak a language. Simply watching videos or taking notes on other peoples learning does not constitute you learning those skills because there are no sensory attachments. In History class, what is stopping a teacher from throwing out the PowerPoint’s, and having students act out a revolutionary battle? Old videos with droning old voices are not involving students in what the video is presenting. Naming their classmates after leaders of opposing sides, and acting out the battle would be both interactive, and create a better visual for what really happened during that battle. These tactics are not available to the students because ‘teachers’ do not make them available. Field trips, science experiments and interactive group projects are some examples of potential teaching strategies that are used sparingly. My own science teacher set the ceiling on fire during an experiment and we had to evacuate the room. While we all had a good laugh, we all remembered for a long time what chemicals not to mix if we did not want to scorch our ceilings. Out of three and a half years of schooling, not much will be retained over the long periods of time, let alone the 5 months to exams. What is remembered is the centrifugal force explained while on a trip to Canada’s Wonderland, and experiencing it on a roller coaster. Field trips are memorable and educational, and they teach students what educators cannot. Experience has always been an advantage of human nature and will always be a part of human nature. Sitting in a desk writing words not our own is not how we as people are supposed to learn. In the past, apprenticeships were how people learned, by physically performing the task over and over, allowing not only the brain to learn, but the muscles. By testing students on their ability to learn the same way as everyone else takes away the freedom and excitement of knowledge, transforming what could have been an eager mind starving for knowledge, into a box filled with what a group of individuals determined the majority of people should know. In my opinion, school is not a place for learning; it is a place for education. School is a confined space in which students are expected to conform to one set standards. The school building is a house that its residents despise, yet continue to walk the narrow hallways like mice in a cheese maze while others ‘guide’ us to where we should end up.

are you a good leader? :: essays research papers

Are you a good leader? A good leader must be articulate so he can understand everyone he leads. A good leader must also be strong minded so he can convince people to do what is right for the group. Last but not least you must be intelligent to one, know what is right for the group and two to back up your other two traits. The best leaders are articulate, strong minded, and intelligent.   Ã‚  Ã‚  Ã‚  Ã‚  A good leader must be articulate, in order to reach all the different types of people in the group. Someone who can speak well can convince all the people of the group to do as you wish. One who speaks well can impose their thoughts on the group. Also, someone who does not speak well is less likely to be listened to than someone that does speak well. One who speaks well will benefit the group the most.   Ã‚  Ã‚  Ã‚  Ã‚  Although you must be articulate, you must also be strong-minded to back up you statements. Being strong-minded can help to convince people to do as you would like. If someone can keep a group under control they can keep everyone working and bettering the group, and this takes a strong-minded person. If one is strong minded they could keep everyone on task and getting along. And most importantly a strong-minded person can keep himself on task.   Ã‚  Ã‚  Ã‚  Ã‚  To be a good leader you must be strong-minded, but more importantly you have to be intelligent. Someone who is smart can back up his or her statements with fact. If someone is intelligent people are more likely to listen to their ideas before someone who is less intelligent. If one is intelligent they have the ability to instruct a group properly. And if one is intelligent they can organize all of the groups projects better the a less intelligent person.

Othello (How Is He Lead to His Demise) Essay

Shakespearean writing are ones of which, with a few strokes of a pen, can achieve more than novelists can achieve in a full length novel. Shakespeare’s writing is complex and includes great measures of love, hatred, loyalty, deception and betrayal. These traits of his texts are all evident in Othello. In Act 1, Othello is perceived as a noble moor. With Shakespeare’s invention of the manipulating and cunning Iago, the multi-layered use of Othello’s mothers handkerchief, and Othello’s past military training being resurfaced due to Iago’s lies, all lead Othello to his demise. Deception and betrayal are two of Iago’s worst traits when he is outranked by Cassio. Iago’s capacity for cruelty appears limitless, and no motivation he gives for his actions seems enough to explain the incredible destruction he wreaks on the lives of the people he knows best. His bitterness in not succeeding on becoming lieutenant is not a sufficient enough reason to match his countless acts of evil machinations. Iago uses a subtle approach when provoking Othello to become untrustworthy of Desdemona. He is able to hurt Othello successfully because he understands him so much. He grows closer to Othello as the plot progresses. In Act 2, scene 1 Iago states, â€Å"The moor, howbeit that I endure him not, is of constant, loving, noble nature†. These 3 adjectives indicate his awareness of Othello’s character. As Iago therefore continues to explain that he knows the noble moor would be a deserving husband of his wife, but then uses this knowledge to his power to play with Othello’s thoughts, using his strong love for Desdemona as a portal to self-destruction for all of those he knows best. He makes this statement in soliloquy after Othello and the entire company land on Cyprus. He is able to acknowledge that Othello is a worthy noble man, however, Iago reveals how evil and manipulating he can be, by wanting to utterly destroy Othello’s life and reputation. He is subbed when Othello gives the lieutenant’s position to Cassio. In return he makes ridiculous excuses that Othello slept with his wife Emilia, as another reason for revenge. It is all because of Iago’s cunning and evil power that he ruins these lives for his own sadistic pleasure. The noble moor is led to become the enraged murder when manipulative Iago tells Othello that Desdemona has given his mother’s handkerchief to Cassio. Act 3 Scene 3 is the beginning of Othello’s â€Å"handkerchief plot†, a seemingly insignificant event that becomes the means in which Othello, Desdemona, Cassio, Roderigo, Emilia and even Iago himself are completely undone. The handkerchief symbolizes love and with the manipulation of Iago, great depths of anger and untrustworthiness. Othello tells Desdemona that an Egyptian witch gave it to his mother, and it serves as a love charm. â€Å"Make it a darling like your precious eye. To lose’t or to give’t away were such a prediction as nothing else could match† Othello tells Desdemona. Othello’s simile here is an alarming one as it is evident that if Desdemona was to be unfaithful, the superstitious purposes can be equated in value for a precious bodily organ. Shakespeare cleverly allows this item to move amongst characters in the novel before Othello demands evidence of his wife’s disloyalty to him. Iago has already planned out his scheme before confronting Othello. â€Å"Tell me but this, have you not sometimes seen a handkerchief, spotted with strawberries in your wife’s hand?† Iago uses this rhetorical question as a persuasive technique to make his point more believable. He explains to Othello that earlier that day he seen Cassio wipe his mouth with the handkerchief. We know that Cassio has not seen the item, and it is in Iago’s pocket whilst he asks this question. Othello is so blinded by jealousy that he accepts Iago’s lie as the strongest possible evidence. Although he forgets Desdemona tried to bind his head with it at dinner. Through this imagery and plot device we see that the importance of the handkerchief assists the noble moor in becoming the enraged murderer in scene 5. Scene 5 sees the story unfold and the main characters undone. Othello enters the room as he hovers over Desdemona whilst he tries to prepare himself to kill her. â€Å"It is the cause; it is the cause, my soul, let me not name it to you, you chaste stars! It is the cause†. This use of repetition implies Othello’s constant thought process and how he knows in his mind she has done wrong. He feels as though he must put an end to her betrayal and disloyalty, if not for himself, but for future men she may do it to. His past military training makes the killing of his wife second nature, a routine manoeuvre that’s sees the horrible deed carried out far easier than the circumstances should have allowed. â€Å"Out, strumpet! Weep’st thou for him to my face?† Desdemona is questioned by Othello, asking if she is calling for Cassio right to his face. â€Å"Down, strumpet!†. Othello proceeds to call Desdemona a whore on numerous occasions. This dramatic visualization enforces the idea that Othello has been greatly manipulated. Iago’s words have pushed him to the extent that he can no longer see Desdemona the way he once used too. His second nature of killing and military training is evident when he does not give Desdemona that chance to say a last prayer. He tells her, â€Å"It is too late†, as he smoothers her with the pillow they once both lay on together. This cruel and unfair treatment comes from what he knows best. If in danger, you must protect yourself. Although he was not in physical harm, his heart was in a much deeper pain. He used his unique skills as his defence mechanism to kill. Othello has been considered one of the most painful of Shakespeare’s tragedies. It explores the collapse of a proud, honourable man, the killing of a beautiful, dedicated woman, and the unreasoning hate of a â€Å"motiveless† villain. The text has evoked terror and pity in audiences throughout the centuries. Othello however holds a power that is perhaps more abrupt and strongly felt for operating on the personal, human plane.

The Rain Horse

Explore how Hughes gradually builds up a sense of menace in The Rain Horse. In ‘The Rain Horse', Hughes reflects his emotions of disappointment, frustration and anger through imagery phrases of threat. He uses the horse as a symbolic source of his feelings and describes them in figures of speech. The return of the young man to the farm after twelve years made him a complete a stranger to the land which he didn't accept.The narrator manages to describe how this man is disillusioned, using the metaphor â€Å"so he waited, trying to nudge the right feelings alive† – depicting his disappointment towards the land that he had not visited for so long , and this is conveyed in the following quote â€Å"This land no longer recognized him , and he looked back at it coldly† The persona seems to have a strong sense of disconnection with the land surrounding him, and he appears with unease and frustration,†felt nothing but the dullness of feeling nothing, boredom and suddenly impatience† .The narrator described well the young man's mixed feelings of discomfort and frustration by using alliteration â€Å"so old and stiff and stupid† which lead him to an ultimate anger towards himself â€Å"anger against himself for blundering into this mud-trap †. The phrase â€Å"remembered or shouted at as a trespasser – deterred him† gives the idea of how the man did not have a good history with the farmer since he is mentioned as a trespasser. The writer used the horse to strengthen the idea of the land to the young man rejection .

Intersection of gender and race in the labor market essay

Intersection of gender and race in the labor market essay Intersection of gender and race in the labor market essay Intersection of gender and race in the labor market essayThe issue of income inequality has a significant impact on the functioning and well-being of the American society (Ryscavage, 1999). The presence of income inequality undermines the development of democracy (Noah, 2013), leads to the decrease of the overall level of health in the society (Mink OConnor, 2004) and leads to higher mortality rates (Gilbert, 2008). For example, Kawachi, Kennedy, Lochner Prothrow-Stith (1997) show that income inequality reduces social capital and social cohesion, contributes to the decline of social trust and is positively correlated with high mortality rates.Nowadays income inequality in the United States is increasing (Rezvani Pirouz, 2013). According to West Coast Poverty Center (2014), the results of ranking the U.S. population according to income and dividing it into five equally sized groups show that the richest group earned about 44% of total income in 1980s and 50% in 2010. These data cle arly illustrate that income inequality is growing.Key factors contributing to such tendency are globalization, demographic changes, changes in income composition and the weakening role of labor unions (Rezvani Pirouz, 2013). Furthermore, Kitov and Kitov (2013) determined that income inequality for the youngest age group (15-24) was increasing over time. Hence, studying income inequality and its impact on different social groups is a viable research topic. It is important to identify social groups which are most affected by income inequality and to assist these groups by the relevant legislation and social policies.Empirical evidenceThere is a notable increase of income inequality in the United States which is witnessed at least since 1970s (Walker, Spohn DeLone, 2011). Income inequality is most frequently measured by Gini coefficient which changed from 0.394 in 1970 to 0.403, 0.428 and 0.462 in 1980, 1990 and 2000 (Reardon Bischoff, 2011).Cotter, Hermsen Vanneman (1999) explore the probability for representatives of different social groups (combinations of race/ethnicity and gender) to earn an income higher than the income of the corresponding percentile of white men. The authors find that this probability is lower for all other social groups (women, African American men, Hispanic men, Asian men). In particular, the groups for which earning an income comparable with white men is most difficult are Hispanic women, African American women, Hispanic men and Asian women. Asian men and white women belong to the relatively successful groups, while African American men might have to work harder to earn a comparable income, but they still have a decent chance (Cotter, Hermsen Vanneman, 1999).Theoretical ArgumentAccording to the research of Banerjee Yakovenko (2010), the major cause of income inequality is the increase of income of the top earning households. Furthermore, Banerjee Yakovenko (2010) find analogies between the dynamics of income inequality and energ y consumption and argue that globalization contributes to the development of income inequality and inequality of energy consumption.Reardon Bischoff (2011) explore the patterns of income segregation for different social groups; the authors find that there is a significant relationship between income segregation (unequal geographic distribution of income) and income inequality, and such relationship is stronger for black households compared to white households.Svizzero and Tisdell (2003) explore the causes of within-group income inequality and find that the less evident causes of such inequality emerge due to the differences in innate abilities, to the changes of demand for particular skills and to the decentralization of wage system. According to the findings of Schneider (2013), within-group income inequality notably increased among white men, while for black and Hispanic workers the changes of within-group inequality were minor. Such findings allow to conclude that the major caus e of the inequality for minorities is primarily caused by group differences (gender and race/ethnicity) rather than by macro factors such as globalization.Statement of Hypotheses In this research, there are three major hypotheses. Hypothesis 1: Among U.S. working adults, differences in income level exist between genders. Hypothesis 2: Among U.S. working adults, differences in income level exist between different races/ethnicities. Hypothesis 3: Among U.S. adults, differences in income level exist between the different social locations created by race/ethnicity and gender.Basing on the preliminary analysis of sources devoted to studying income inequality, it is possible to assume that there exists gender-based income inequality and income inequality related to race/ethnicity. Therefore, the initial assumption is that both Hypothesis 1 and Hypothesis 2 are correct. Furthermore, it is assumed that there are specific social locations for which income level difference is statistically si gnificant, i.e. that Hypothesis 3 also holds. The analysis of gender and race/ethnicity inequality will help to identify social groups that are most vulnerable to income inequality.

Explore Neptune’s Frigid Moon Triton

Explore Neptune’s Frigid Moon Triton When the Voyager 2 spacecraft swept past the planet Neptune in 1989, no one was quite sure what to expect of its largest moon, Triton. Seen from Earth, its just a tiny point of light visible through a strong telescope. However, up-close, it showed off a water-ice surface split by geysers that shoot nitrogen gas up into the thin, frigid atmosphere. It not only was weird, the icy surface sported terrains never before seen. Thanks to Voyager 2 and its mission of exploration, Triton showed us just how strange a distant world can be. Triton: The Geologically Active Moon There arent too many active moons in the solar system. Enceladus at Saturn is one (and has been studied extensively by the Cassini mission), as is Jupiters tiny volcanic moon Io. Each of these has a form of volcanism; Enceladus has ice geysers and volcanoes while Io spouts out molten sulfur. Triton, not to be left out, is geologically active, too. Its activity is cryovolcanism - producing the kind of volcanoes that spew ice crystals instead of molten lava rock. Tritons cryovolcanoes spew material out from beneath the surface, which implies some heating from within this moon. Tritons geysers are located close to whats called the subsolar point, the region of the moon directly receiving the most sunlight. Given that its very cold out at Neptune, sunlight isnt nearly as strong as it is at Earth, so something in the ices is very sensitive to sunlight, and that weakens the surface. Pressure from material below pushes out cracks and vents in the thin shell of ice that covers Triton. That lets the nitrogen gas and plumes of dust blast out and into the atmosphere. These geysers can erupt for fairly long periods of time - up to a year in some cases. Their eruption plumes lay down streaks of dark material across the pale pinkish ice. Creating a Cantaloupe Terrain World The ice depots on Triton are mainly water, with patches of frozen nitrogen and methane. At least, thats what the southern half of this moon shows. Thats all Voyager 2 could image as it went by; the northern part was in shadow. Nonetheless, planetary scientists suspect that the northern pole looks similar to the southern region. Icy lava has been deposited across the landscape, forming pits, plains, and ridges. The surface also has some of the weirdest landforms ever seen in the form of cantaloupe terrain. Its called that because the fissures and ridges look like the skin of a cantaloupe. Its probably the oldest of Tritons icy surface units and is made up of dusty water ice. The region probably formed when material under the icy crust rose up and then sank back down again, which unsettled the surface. Its also possible that ice floods could have caused this weird crusty surface. Without followup images, its hard to get a good feel for possible causes of the cantaloupe terrain. How Did Astronomers Find Triton? Triton is not a recent  discovery in the annals of solar system exploration. It was actually found in 1846 by astronomer William Lassell. He was studying Neptune just after its discovery, looking for any possible moons in orbit around this distant planet. Because Neptune is named after the Roman god of the sea (who was the Greek Poseidon), it seemed appropriate to name its moon after another Greek sea god whose was fathered by Poseidon. It didnt take long for astronomers to figure out that Triton was weird in at least one way: its orbit. It circles Neptune in retrograde - that is, opposite to Neptunes rotation. For that reason, its very likely that Triton didnt form when Neptune did. In fact, it probably had nothing to do with Neptune but was captured by the planets strong gravity as it passed by. No one is quite sure where Triton originally formed, but its quite likely it was born as part of the Kuiper Belt of icy objects. It stretches outwards from the orbit of Neptune. The Kuiper Belt is also the home of frigid Pluto, as well as a selection of dwarf planets. Tritons fate is not to orbit Neptune forever. In a few billion years, it will wander too close to Neptune, within a region called the Roche limit. Thats the distance where a moon will start to break up due to gravitational influence. Exploration After Voyager 2 No other spacecraft has studied Neptune and Triton up close. However, after the Voyager 2 mission, planetary scientists have used Earth-based telescopes to measure Tritons atmosphere by watching as distant stars slipped behind it. Their light could then be studied for telltale signs of gases in Tritons thin blanket of air. Planetary scientists would like to explore Neptune and Triton further, but no missions have been selected to do so, yet. So, this pair of distant worlds will remain unexplored for the time being, until someone comes up with a lander that could settle down among the cantaloupe hills of Triton and send back more information.

The coursework focuses on the Airbus Industrie (Airbus), the civil Essay

The coursework focuses on the Airbus Industrie (Airbus), the civil aircraft manufacturer, jointly owned by BAe plc, and French, German and Spanish interest (t - Essay Example Airbus required an overall cost-cutting plan for travel management, an important target being to reduce the travel budget by at least 10%. To achieve that, Airbus decided to implement some new steps. Commercial jet aircraft is universally dependent on long-standing trends in airline passenger traffic. And this tendency can be explained by factors such as financial growth in developed and up-and-coming markets, political stability, profitability of the airline industry, and the globalization and consolidation of the industry. Other important factors are restrictions in air transport communications such as government and environmental regulations and air traffic control. Finally product development strategy and overall competition between manufacturers also impact the market. The industry is very demanding; it requires a long time to regain investments portrayed by long development cycles. It also requires a large base of skilled and experienced workers, high tech supporting industries and sophisticated and serious customers to flourish. Government involvement also plays a major role in determining the industry forces in various countries' industrial strategies and international t rade associations. Airbus strategies internationally operate in an environment shaped by three forces: the industrial constrictions of building modern aircraft, the demands of world and regional markets, and the configuration and objectives of the consortium itself. These factors map onto an integrated strategy analysis. The positional analysis for Airbus must focus on its status as the challenger to the dominant firm, on the consortium's peculiar organizational structure, and on the opportunities and constraints offered by its non-market context. One way of looking at Airbus's experience is as a continual series of disruptions aimed at creating openings for Airbus to enter markets dominated by well-established competitors, in particular, Boeing. These strategic moves have involved both market and non-market elements. The following lines summarize and assess the market and non-market key competitive strategies that Airbus industrie has engaged to establish itself in the crucial world market. 1. Widespread aircraft portfolio to assure the requirements of customer airlines across the board. Boeing is the best positioned with aircraft capacity ranging from 100 passengers (737-500) to 500 (747-400). Airbus had entered the market with small and medium sized carriers, but is fast catching up with the introduction of its four engine long haul A340 aircraft. 2. Pushing high technology, electronic fly by wire systems in order to reduce the number of pilots required-from three to two-and establish re-assigning easily from one type of plane to another, thus curtailing training time by developing the family concept. As an example, Airbus succeeded in achieving authorization from the FAA to have a single pool of pilots to operate its A320, A330 and A340 models. 3. Emerging resolution to pick up cost effective management of their planes, such as the general trend in migration to twin engine wide body planes, providing fuel efficiencies and quick reconfiguration of seating

Management of Processes Essay Example | Topics and Well Written Essays - 1500 words

Management of Processes - Essay Example However, the pressure of globalization and foreign competition had a big impact on the revenues of these companies (Emmons, Garry 2006). Lack of vision, corporate bureaucracy, bloated product lines or overcapacity, and lack of proper business management process started pulling down the sales of the American auto majors. Where the American auto companies lost, The Japanese auto major - Toyota - gained. Toyota acquired a significant market share by exporting attractive, low-cost, fuel-efficient vehicles to America. The Japanese auto giant achieved this by focusing on refreshing their products and having the flexibility in their factories. It stressed on the importance of lean manufacturing process and evolved the Toyota Production System (TPS). The company prefers to customize existing systems and equipment rather than installing the latest fancy technology. Their plants are in a state of continual improvement and repurposing, with input from everybody. Toyota uses technology not only in the manufacturing process, but also in engineering and designing. The objective of the 14 Principles of the Toyota Way is to base management decisions on a philosophical sense of purpose and think long term, to have a process for solving problems, to add value to the organization by developing its people, and to recognize that continuously solving root problems drives organizational learning (Liker, J. 2004). Behind Toyota's assembly line are sophisticated information systems supporting and enabling the business processes that help the automaker eliminate waste, limit inventory buildup and continually improve production. The main idea behind this business process management [BPM] is to blend machine-to-machine and human-to-machine connections to improve efficiency. What drives Toyota is its presumption of imperfection. The management encourages its work force to design and implement processes that help in getting it right the first time by reducing errors. It stress on continuous improvement and a pervasive lack of complacency with whatever was accomplished yesterday. B200 - Understanding Business: Processes Business organizations are considered as complex assemblies of interrelated sets of activities in which inputs are converted into outputs. This section helps us understand how business organizations apply the systems theory to perform their activities. It focuses on the importance of processes, and the resources that are needed for organizational success. Business management is now a systematic, methodical process that guarantees efficiency and effectiveness. Dr. Fahad Al Mekrad has discussed this topic at length in one of his works (B200 - Understanding Business: Processes). Transformation Process Model Organizations perform as systems and all parts the organization are operations. Organizations can either be 'closed or 'open' systems. Closed systems are completely self-supporting, while open systems interact with their environment. Open systems receive inputs from their environment, convert these inputs into outputs, and discharge their outputs into their environment. All operations are based on this input-transformation-output model. Competing on Capabilities The building blocks of corporate strategy are not products and markets, but