Battle of Wagram - Napoleonic Wars Battle of Wagram

Battle of Wagram - Napoleonic Wars Battle of Wagram Conflict: The Battle of Wagram was the deciding battle of the War of the Fifth Coalition (1809) during the Napoleonic Wars (1803-1815). Date: Fought east of Vienna, near the village of Wagram, the battle occurred on July 5-6, 1809. Commanders Armies: French Napoleon I180,000 men Austrians Archduke Charles155,000 men Battle Summary: Following his defeat at Aspern-Essling (May 21-22) after trying to force a crossing of the Danube, Napoleon reinforced his army and built up a large supply base on the isle of Lobau. By early July, he felt ready to make another attempt. Moving out with approximately 190,000 men, the French crossed the river and moved onto a plain known as the Marchfeld. On the opposite side of the field, Archduke Charles and his 140,000 men took positions along the Heights of Russbach. Deploying near Aspern and Essling, the French drove back the Austrian outposts and captured the villages. By late afternoon the French were fully formed up after encountering some delays crossing the bridges. Hoping to end the battle in one day, Napoleon ordered an attack which failed to achieve any significant results. At dawn, the Austrians launched a diversionary attack against the French right flank, while a major assault was brought against the left. Pushing the French back, the Austrians were succeeding until Napoleon formed a grand battery of 112 guns, which along with reinforcements, stopped the attack. On the right, the French had turned the tide and were advancing. This coupled with a massive attack on the Austrian center that split Charles army in two won the day for the French. Five days after the battle, Archduke Charles sued for peace. In the fighting, the French suffered a staggering 34,000 casualties, while the Austrians endured 40,000.

Ask a Literary Publicist Vol.1 Press Releases and Tragedy

Ask a Literary Publicist Vol.1 Press Releases and Tragedy Ask an Award-Winning Literary Publicist #1: Press Releases and Tragedy Sandra Goroff is a veteran award-winning literary publicist with Reedsy. Over her illustrious  30-year (and counting) career, she has worked in-house at Houghton Mifflin and represented authors the likes of Clive Cussler, Maurice Sendak, Chris Van Allsburg, Hollywood legend Kirk Douglas, and former president Jimmy Carter.In this, her first guest post, Sandy will answer questions submitted by authors, shining some light on how to best approach publicity as an author.'Pressing' concernsR. Read asks, â€Å"Can self-published authors hope to submit press releases to news outlets?†The answer is an absolute and resounding YES! Self-published authors can always submit press releases to news outlets - in fact, they should.Anyone can submit a release about their book (self-published or otherwise) to various print and broadcast media. The key is to make it worth the time and effort by creating an effective release and making sure it gets to the right contacts. 'Ask an award-winning literary publicist' - @ReedsyHQ's new column answers your publicity Qs Research your contacts firstFirst of all, you will need the names and email addresses of newspaper reporters, editors, and television bookers and producers. The old-fashioned way to find these (which still works) is to ever-so-politely call the assignment desk and simply ask. No explanations needed. You don’t even need to introduce yourself or say why you are calling unless asked. In fact, the less you say the better.Is there anything you’d like to ask Sandy about book publicity? Drop your question at this link and it might feature in our next column.

Environmental report Essay Example | Topics and Well Written Essays - 1500 words

Environmental report - Essay Example The engineer is required to come up with various solutions to prevent or minimise environmental pollution during the construction. Without this plan, the engineered work will not only lead to the production of quality buildings or structures but will also bring a burden that other organisms have to pay. Respecting the environment is therefore a very important thing for any engineer. They have to understand that every organism, both mobile and immobile have the right to live and at the same time, the environment has to be left in a way that it can be able to provide food for both animals and plants. Without this consideration, global warming would be on the increase and within years, the earth’s population would be no more. Choosing the right building materials for any construction site is vital to environmental protection. In most cases, building materials accounts o more than 70% of all environmental pollution cases. This starts from the exploration of these materials where t he earth’s crust is disfigured and the building materials are removed. By doing this, the fertile top soil is sunk deep down while the inner part of the earth’s crust that does not need to be exposed is exposed to the surface. This causes an ecological imbalance a very crucial factor to environmental protection. ... he introduction of building materials such as metals to the environment may cause various organisms to react in various ways to the new materials that they are not used to. Other building materials such as lead produce poisonous solutions with water that is very dangerous and has been seen to cause a lot of effects especially on marine life. The best building material therefore needs to contain less or no poisonous content to the environment and should be able to allow the initial inhabitants of the environment to live peacefully with the new building without the destruction of the living organisms. During the building process, it is important to always consider the ways that waste would be disposed off. Poor Waste management result in the disposal of waste materials from the building site into various places and this waste is a major environmental pollutant. Every engineer should therefore consider proper waste management strategies (Steadman, 1975). Selecting the building site is v ery critical to environmental protection. There are a lot of factors to be considered during this process. The first thing that the engineer should consider when selecting the site is the contribution of the site to the environment. Every site has benefits that it brings to the environment. The engineer should weigh the advantages that this building would bring to the environment and compare it with the advantages that the site gives to the environment. For example destroying trees that act as water catchment in order to place a personal house that would only benefit one person is not wise. The engineer should also look at the long term effect of erecting the building in this site as compared to the long term effects that the site would naturally have on the environment. Water catchment

Casuals by Steve Madden - summary Essay Example | Topics and Well Written Essays - 750 words

Casuals by Steve Madden - summary - Essay Example This is one of the reasons as to why casuals came into the market. They ensure that the heel is folded into a flat when it is not needed (Simmons 1). SWOT Analysis The product has concentrated on several factors that have ensured it has actively and wholly penetrated the market. It has paid heed to its strengths in the fashion industry. The strengths include focus oriented approach for the customers, community and their employees. In relation to their employees, the company has ensured that they have the space to conduct their activities in the company. This ensures that they come with new strategies for the company, ensuring maximized profits (Simmons 1). They give back to the community as part of their corporate social responsibility and this augurs well with the community that surrounds them. As for their clients, they have created this classic yet comfortable lifestyle that many ladies have craved for in the fashion industry. The aspect of versatility and convenience is an added advantage as the shoe can be used for any occasion. This has led to the fact that many clients are aware of the shoes existence and they love it. One of the major weaknesses noted lies on the limited style ranges of the shoe. This is because of the limited capacity to incorporate different shoe ranges into the specific design in question. Another weakness is pegged on the fact that issues of access are limited to retail and online stores. This reduces the stores general revenue collected. The opportunities for the product lie in the broad market segment that is targeted by the product. The population of women who are looking for elegant style and comfort provide a wide array of potential consumers. The fact that the convertible shoe is new in the fashion industry creates the platform that many consumers will want to sample the new product in the fashion line. The innovation is threatened by competitors from other shoe companies. The companies are either adopting the same strategy or incorporating certain aspects and features that are giving the company a run for its money. The fashion industry is a very unpredictable industry (Kotler 12). The issue of economic and fashion trends are constantly hampering the way that the company plans to meet its set goals and objectives. These are the two threats to the creative innovation of elegant but stylish shoes that have been brought into the market. Segmentation, Targeting and Positioning The product has segmented the market based on the concentrated marketing strategy. This is the strategy that ensures that each and every aspect of the market is segmented and dealt with. It has concentrated on women and their willingness to spend to access the product. This is based on demographic segmentation. The market has also segmented based on the ability to arouse the risk taking nature of many in the fashion industry. This forms the psychographic aspect of independent women who love to take risks at each and every point. The b enefit oriented segmentation approach is based on the women who know the benefits of wearing a heel at the right time and getting comfortable when they need to. This is without the excess baggage of carrying an additional pair of shoes. This segmentation works hand in hand with the geo demographic segmentation. This is the specific one that targets the specific women who are in the profile areas. They include the women in

Backward Design Essay Example for Free

Backward Design Essay Deliberate and focused instructional design requires us as teachers and curriculum writers to make an important shift in our thinking about the nature of our job. The shift involves thinking a great deal, first, about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities. Though considerations about what to teach and how to teach it may dominate our thinking as a matter of habit, the challenge is to focus first on the desired learnings from which appropriate teaching will logically follow. Our lessons, units, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities with which we are most comfortable. Curriculum should lay out the most effective ways of achieving specific results. It is analogous to travel planning. Our frameworks should provide a set of itineraries deliberately designed to meet cultural goals rather than a purposeless tour of all the major sites in a foreign country. In short, the best designs derive backward from the learnings sought. The appropriateness of this approach becomes clearer when we consider the educational purpose that is the focus of this book: understanding. We cannot say how to teach for understanding or which material and activities to use until we are quite clear about which specific understandings we are after and what such understandings look like in practice. We can best decide, as guides, what â€Å"sites† to have our student â€Å"tourists† visit and what specific â€Å"culture† they should experience in their brief time there only if we are clear about the particular understandings about the culture we want them to take home. Only by having specified the desired results can we focus on the content, methods, and activities most likely to achieve those results. But many teachers begin with and remain focused on textbooks, favored lessons, and time-honored activities—the inputs—rather than deriving those means from what is implied in the desired resultsâ€⠀the output. To put it in an odd way, too many teachers focus on the teaching and not the learning. They spend most of their time thinking, first, about what they will do, what materials they will use, and what they will ask students to do rather than first considering what the learner will need in order to accomplish the learning goals. Consider a typical episode of what might be called content-focused design instead of results-focused design. The teacher might base a lesson on a particular topic (e.g., racial prejudice), select a resource (e.g., To Kill a Mockingbird), choose specific instructional methods based on the resource and topic (e.g., Socratic seminar to discuss the book and cooperative groups to analyze stereotypical images in films and on television), and hope thereby to cause learning (and meet a few English/language arts standards). Finally, the teacher might think up a few essay questions and quizzes for assessing student understanding of the book. This approach is so common that we may well be tempted to reply, What could be wrong with such an approach? The short answer lies in the basic questions of purpose: Why are we asking students to read this particular novel—in other words, what learnings will we seek from their having read it? Do the students grasp why and how the purpose should influence their studying? What should students be expected to understand and do upon reading the book, related to our goals beyond the book? Unless we begin our design work with a clear insight into larger purposes—whereby the book is properly thought of as a means to an educational end, not an end unto itself—it is unlikely that all students will understand the book (and their performance obligations). Without being self-conscious of the specific understandings about prejudice we seek, and how reading and discussing the book will help develop such insights, the goal is far too vague: The approach is more â€Å"by hope† than â€Å"by design.† Such an approach ends up unwittingly being one that could be described like this: Throw some content and activities against the wall and hope some of it sticks. Answering the â€Å"why?† and â€Å"so what?† questions that older students always ask (or want to), and doing so in concrete terms as the focus of curriculum planning, is thus the essence of understanding by design. What is difficult for many teachers to see (but easier for students to feel!) is that, without such explicit and transparent priorities, many students find day-to-day work confusing and frustrating. The twin sins of traditional design More generally, weak educational design involves two kinds of purposelessness, visible throughout the educational world from kindergarten through graduate school. We call these the â€Å"twin sins† of traditional design. The error of activity-oriented design might be called â€Å"hands-on without being minds-on†Ã¢â‚¬â€engaging experiences that lead only accidentally, if at all, to insight or achievement. The activities, though fun and interesting, do not lead anywhere intellectually. Such activity-oriented curricula lack an explicit focus on important ideas and appropriate evidence of learning, especially in the minds of the learners. A second form of aimlessness goes by the name of â€Å"coverage,† an approach in which students march through a textbook, page by page (or teachers through lecture notes) in a valiant attempt to traverse all the factual material within a prescribed time. Coverage is thus like a whirlwind tour of Europe, perfectly summarized by the old movie title If Its Tuesday, This Must Be Belgium, which properly suggests that no overarching goals inform the tour. As a broad generalization, the activity focus is more typical at the elementary and lower middle school levels, whereas coverage is a prevalent secondary school and college problem. No guiding intellectual purpose or clear priorities frame the learning experience. In neither case can students see and answer such questions as these: Whats the point? Whats the big idea here? What does this help us understand or be able to do? To what does this relate? Why should we learn this? Hence, the students try to engage and follow as best they can, hoping that meaning will emerge. The three stages of backward design Stage 1: Identify desired results What should students know, understand, and be able to do? What content is worthy of understanding? What enduring understandings are desired? In Stage 1 we consider our goals, examine established content standards (national, state, district), and review curriculum expectations. Because typically we have more content than we can reasonably address within the available time, we must make choices. This first stage in the design process calls for clarity about priorities. Stage 2: Determine acceptable evidence How will we know if students have achieved the desired results? What will we accept as evidence of student understanding and proficiency? The backward design orientation suggests that we think about a unit or course in terms of the collected assessment evidence needed to document and validate that the desired learning has been achieved, not simply as content to be covered or as a series of learning activities. This approach encourages teachers and curriculum planners to first â€Å"think like an assessor† before designing specific units and lessons, and thus to consider up front how they will determine if students have attained the desired understandings. Stage 3: Plan learning experiences and instruction With clearly identified results and appropriate evidence of understanding in mind, it is now the time to fully think through the most appropriate instructional activities. Several key questions must be considered at this stage of backward design: What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results? What activities will equip students with the needed knowledge and skills? What will need to be taught and coached, and how should it best be taught, in light of performance goals? What materials and resources are best suited to accomplish these goals? Note that the specifics of instructional planning—choices about teaching methods, sequence of lessons, and resource materials—can be successfully completed only after we identify desired results and assessments and consider what they imply. Teaching is a means to an end. Having a clear goal helps to foc us our planning and guide purposeful action toward the intended results. Conclusion Backward design may be thought of, in other words, as purposeful task analysis: Given a worthy task to be accomplished, how do we best get everyone equipped? Or we might think of it as building a wise itinerary, using a map: Given a destination, whats the most effective and efficient route? Or we might think of it as planning for coaching: What must learners master if they are to effectively perform? What will count as evidence on the field, not merely in drills, that they really get it and are ready to perform with understanding, knowledge, and skill on their own? How will the learning be designed so that learners capacities are developed through use and feedback? This is all quite logical when you come to understand it, but â€Å"backward† from the perspective of much habit and tradition in our field. A major change from common practice occurs as designers must begin to think about assessment before deciding what and how they will teach. Rather than creating assessments near the conclusion of a unit of study (or relying on the tests provided by textbook publishers, which may not completely or appropriately assess our standards and goals), backward design calls for us to make our goals or standards specific and concrete, in terms of assessment evidence, as we begin to plan a unit or course. The rubber meets the road with assessment. Three different teachers may all be working toward the same content standards, but if their assessments vary considerably, how are we to know which students have achieved what? Agreement on needed evidence of learning leads to greater curricular coherence and more reliable evaluation by teachers. Equally important is the long-term gain in teacher, student, and parent insight about what does and does not count as evidence of meeting complex standards.

Psychoanalytic Approach vs. Humanistic Approach Essay -- essays resear

  Ã‚  Ã‚  Ã‚  Ã‚  Mental disorders are dismissed by people today because they are internal. When a person has a cold they cough, when a person has sunburn they turn red or peel, but when a person has a mental disorder they†¦ and that’s where the debate begins. Do mental disorders truly exist? What are the causes? As a result of mental disorders some people exhibit a change in behavior or do things outside of what is status quo. That leads me to my topic - the psychoanalytic approach vs. the humanistic approach. One supports and provides reasoning for mental disorders and specific behavior, while the other states that behavior is based off of personal decisions. Although both the psychoanalytic and the humanistic approaches are well developed theories it is conclusive that the psychoanalytic approach is more useful and instrumental in treating mental disorders. Both approaches defined:   Ã‚  Ã‚  Ã‚  Ã‚  The psychoanalytic approach, proposed by Sigmund Freud, is based on the idea that childhood experiences significantly influence the development of later personality traits and psychological problems. In addition, psychoanalysis emphasizes the influence of unconscious fears, desires and motivations on thoughts and behaviors. The humanistic approach, presented by Abraham Maslow, emphasizes self actualization and free-will. It is based on the belief that each person has freedom in directing his or her future. The theorists:   Ã‚  Ã‚  Ã‚  Ã‚  Sigmund Freud was an Austrian psychoanalyst in the twentieth century whose studies and interests were focused on psychosexual behavior, psychosocial behavior, and the unconscious. He blames incestual desires and acts on neurosis and believes neurotics were victimized and molested in their youth. Congruently, this is his explanation for sexual urges in children. He watched psychiatrists fail at inventions of electrical and chemical treatments for mental disorders, only for them to turn to treatments that followed concepts of psychoanalysis. Even though drugs diminish symptoms of suffering he believed psychoanalytic or talking therapy would truly restore a patient’s self-esteem and welfare. As quoted by Ernst G. Beier: In order for neurotic patients to recover from pain and discover a life of purpose, I believe that they must regain their continuity with their earliest experiences. Early im... ...roblems. On the other hand, the humanistic approach, introduced by Abraham Maslow, states that individuals have the freedom and capacity to direct his or her own future. Although it is a theory, it is apparant that the psychoanalytic approach is accepted in our society through observations of our speech and procedures of our criminal justice system. As a result, it is conclusive that it is more instrumental in the treatment of mental disorders. References: Boneau, C. A., Kimble, G. A., and Wertheimer, M. (1996) Portraits of Pioneers in Psychology, Volume II. Washington D.C. and Mahwah, NJ: American Psychological Association & Erlbaum Associates, Inc. Chapman, A. J., Conroy, W., and Sheehy, N. (1997) Biographical Dictionary of Psychology: London & New York: Routledge. Keil, F. C. and Wilson, R. A. (1999) The MIT Encyclopedia of the Cognitive Sciences. Cambridge, Massachusetts & London, England: The MIT Press Kimble, G. A., Wertheimer, M., and White, C. L. (1991) Portraits of Pioneers in Psychology, Volume I. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Inc. Zusne, Leonard. (1984) Biographical Dictionary of Psychology. Westport, Connecticut: Greenwood Press.

Sustainability and Waste Management

Waste Management Sustainability is very important when it comes to our environment and the removal of our waste. Why should we remove our waste properly and what are the benefits of removing of it properly? For starters leaving waste in the environment can seriously damage wildlife kill major ecosystems and so on, not to mention the unsightliness of it and smell in our homes and neighborhoods. There are also great benefits to removing waste properly like cost to an individual it can help you save a lot of money.It will keep are environment clean and full of life and leave the earth better for future generation. There are three simple ways that most companies use to help decrease the amount of waste we put out in the world and they are reducing, reuse, and recycle. These are three simple ways to better help our environment. Reducing is very simple if we reduce the amount of trash we use there will be less to throw away like using reseal able bags and containers that can be used again or finding ways to not use waste in the first place.Reusing is also simple like I stated above using thing over and over again will cut down on the waste we put out. Recycling is something that may be more difficult for most people to do but can help tons in waste management recycling is the simple act of taking something that was used and making it into another product that is usable for someone else. When it comes to not disposing of our waste properly and hurting wildlife most people underestimate how much throwing a piece of trash on the ground is really hurting our environment.Most people believe that if I throw this on the ground it should dissolve in a few days but that is not the case it takes up to thirty years for a piece of plastic to dissolve in the ground and over fifty years for a simple six pack holder. Disposing of waste on the ground also brings around critters that are not wanted in our environment like rats and raccoons.So just think about that for a second if the re was no such thing as waste management and people simple just discarded of trash in their yards it would take many years for any of that to go away and would probably kill most of what it sits on and be harmful to any animals that come across this stuff not to mention the damage it does to trees and other plants. Leaving trash around also spreads unwanted disuses and can cause personal injury to anyone that comes into contact with it. There are also some major benefits to discarding of waste properly.The more people that recycle the cheaper it gets, also it is much cheaper to recycle than it is to remove waste and start more landfills and add to the ones we already have. When it comes to saving you some money or leaving the earth better than it was when we got here. Recycling also creates 1. 1 million jobs and grossed 236 billion dollars annually. Every time you recycle you are creating four jobs so the more people who do it create more jobs and pump more money into our economy.Wh en we use recycled paper we saving money by buying cheaper paper and not having to cut down more trees, which everyone knows, are very important for the survival of any life. Also recycling steel can provide energy for millions of households around the globe. But also this creates jobs and improves living conditions for everyone. There really are not too many skeptics when it comes to not removing of waste properly but those we don’t really know the effects of adding improper waste to our environment.But with a little education on the issue almost everyone would be pro choice on recycling. This issue is a great one because we are talking about our future and need to keep our earth in shape for our future residents and through the act of removing waste properly we can see to it that this happens. There are many ways we can educate the youth and our population on why we should continue to use waste management Work Cited page National Recycling Coalition. Waste Management. † Wikipedia, the Free Encyclopedia. Web. 10 Aug. 2011. . Work Cited page Citation added: â€Å"Waste Management. † Wikipedia, the Free Encyclopedia. 22 Jan. 2008. Web. 10 Aug. 2011. . Braungart, Michael. â€Å"Waste Management. † Wikipedia, the Free Encyclopedia. Web. 10 Aug. 2011. .

Manufacturing processes for bicycle frame and golf club

Almost every item we use in our everyday life has been manufactured in some way using a series of different techniques. The task set out in this assignment is to look at two everyday objects and discuss the ways in which they have been manufactured and what materials have been used and why these specific manufacturing techniques and materials have been used. We also have to look at other possible techniques and materials that could have been utilized instead and what effect this would have had on the final product. The two objects that I have decided to investigate are the bicycle frame and the golf club. I have chosen to investigate these two items due to their similarity in materials and manufacturing processes but also their diversity as I will demonstrate in the rest of the report. First I will look at the bicycle frame then the golf club and then finishing with a short conclusion and comparison of the two different objects. 2. BICYLE FRAME The concept of the bicycle was first conceived in the late 18th century in France where an inventor created a wooden hobby horse known as a Celerifere, which had two wheels connected with a beam [1]. From this idea there have been numerous alterations and improvements to every aspect of the design that have led to the invention of the modern bicycle. These include the materials used (wood – alloys – composites), the structural design and the techniques used to manufacture the frame. The design of the modern frame can be seen in figure 1, with the names of the tubes labelled on the picture. Figure 1 – Diagram of modern bicycle frame with all parts named [2] 2.1 Materials Modern bicycle frames can be made from a variety of different materials depending on its application. Standard bicycle frames are usually made from some form of metal alloy such as steel, titanium or aluminium. Steel and titanium alloy frames are generally more popular due to their increased strength over aluminium giving them a longer life. Aluminium alloy is an ideal material in applications where weight must be cut down and the loads placed on the frame are not excessive. The particular compositions of metals within the alloy are constantly being altered to improve weight, rigidity and strength. The strength of the material is particularly important in applications such as mountain biking and downhill racing where the frame comes under considerable loads. The structure of the frame also plays a large part in the loads it can take due to the front and rear triangles that distribute the load throughout the entire frame. In the last two decades the use of composite materials has become more popular, especially in racing bikes due to their increased strength and low weight. These frames are most commonly made with some form of structural fibre such as carbon or glass. Due to the increased strength along the axis of the fibre, single piece frames can be produced giving increased strength in the areas that require it. 2.2 Manufacturing Process Looking primarily at metal alloy frames, there are two main types of tube that can be produced. These are seamless tubes, which are drawn through several stages from a block of metal and the others are known as seamed tubes, which are made from sheet metal rolled into tubes and welded along the length of the tube. Seamless tubes are generally seen as the better alternative due to the fact that they do not have a seam running along their length, which could be a possible stress concentration area. The process for making seamless tubes is as follows: First the metal alloy to be used is annealed to soften it and then hollowed. Once it has been hollowed it is heated once again and then pickled in acid to remove any oxidation layers and then lubricated to prevent any oxidation after the pickling stage. Secondly the hollow is cut to the right dimensions and mitered, a process of shaping the ends of the hollows to fit the contours of the tube to which it is to be attached to. This process is done simply by sawing off the necessary shape of the fit and then filing it down to a smooth finish. Next the tubes go through a cold drawing process to get them to the right gauge by creating a thinner and longer tube. The tube can also be ‘butted', a process that increases the thickness of the tube at the ends due to the increased stresses located at these points and making the tube thinner near the centre as the stresses are smaller at this location. This process decreases the weight and increases the strength of the frame. The final stage in making the tubes is shaping and tapering them depending on which area of the bike they are to be used in. Once the tubes have all been made, they are joined together to form the frame using either some form of welding if the tubes are made from metal or joined using an adhesive if they are made from composite. The most coming joining method for metal frames is, by far, brazing welding. This process involves placing the tubes together and heating the joints up to create a white flux, cleaning and melting the joint. Next the brazing filler metal is added, usually brass, which melts below the temperature of the joints and flows around them creating an even seal (figure 2). This process is usually done by a machine but some specialist bike makers will still do this manually. This method of welding is preferred to others, such as MIG and TIG welding, as it can be completed at much lower temperatures and so not adversely affect the properties of the material as it may change its structure at high temperatures (i.e. steel). In some frame constructions welding is not required at all and rather a lug (figure 3) is used to fix the two frames together. This allows for easy bike maintenance and tube replacement with little effect on the rest of the frame, unlike its welded counterpart. For composite frames, rather than welding the frame together, which would be ineffective, the joints are glued together using a strong adhesive. The adhesives used are capable of sustaining the same force as effectively, if not better, than welded joints. Figure 2 – Example of braze Figure 3 – Aluminium lug connecting top tube and welding on an L-section [3] seat tube [4] While the joints are still hot enough, the frame is placed into a jig to ensure that all tubes are aligned properly and if not they are oriented to the right position before the metal cools. The frame is then pickled to remove any excess flux and brazing filler and then grinded for a smooth finish Small alignment changes can still be made once the frame has cooled. Finally the frames are taking to be painted to help protect them from oxidation. First the lubricant used to protect them after pickling is cleaned off and then an undercoat is painted onto the frames. After which, a coloured enamel is painted on either by hand or by passing the frame through an electrostatic painting room where the positively charged paint is attracted to the rotating negatively charged frame. Once the frame is finished it is ready for the rest of the bikes components to be added. 3. GOLF CLUB The origins of golf are unclear as many countries had some form of game involving hitting on object with a stick dating as far back as the Roman Empire. Golf as we know it today was popularised in Scotland in the 15th Century where players would use completely wooden clubs to hit a stuffed leather ball. It wasn't until the introduction of the modern hard rubber golf ball in 1848 [5] that the materials used in the club design were altered. First iron was introduced as a material for club heads, used to strike the ball. Wooden heads were still used for certain shot types. Wooden shafts were still used despite the head material until the early 20th century when the first steel shafts were introduced. In the following years specialised clubs were developed (i.e. sand wedge) and in 1970's the first composite shafts made from high strength materials were introduced but did not gain popularity straight away due to their apparent decrease in stiffness resulting in flexing. Developments into composite shafts have made them a popular alternative to steel shafts due to their light weight and strength. Figure 4 – Variety of different club heads [7] 3.1 Materials The materials used to manufacture a golf club vary widely depending on the part that is being made such as the grip, shaft and head. The grips can be made of either a moulded synthetic rubber or bound leather, materials with a high coefficient of friction preventing slip. The shaft material can sometimes depend on the application of the club (driver, putter etc.) and are generally made from a stainless steel, titanium or aluminium for metal frames and a carbon/boron fibre reinforced epoxy. The material used for the golf heads can depend a lot on the type of club that it is. For wood type clubs the most popular materials to use are similar to those used for the shafts; stainless steel, titanium and carbon fibre epoxy. Oversized wood heads are often filled with synthetic foam so that the weight is similar to a smaller headed club. It is still possible to purchase wooden heads for the club but these are generally more for aesthetic and traditional purposes than for performance. Irons and wedges generally have heads made from stainless steel, titanium, tungsten, beryllium nickel/copper or a combination of these materials. Putters can be made from a lighter, weaker material such as aluminium due to the low impact forces that they sustain as they travel at slower velocities. 3.2 Manufacturing Process As mentioned previously there are three components to the golf club, the grip, shaft and head. Each can be made using a variety of techniques that depend on the material being used and the preference of the manufacturer. The synthetic rubber grips are made by placing the end of the shaft into a hollow die, the required shape of the grip, and injecting the rubber into the hollow. The mould is then left to harden and the shaft is removed from the mould. Depending on the material the shafts can be created in numerous ways. If the shafts are made from steel or stainless steel then they will be made by a process known as tube drawing. There are several different methods for this process such as rod drawing, fixed mandrel drawing and tube sinking. As these methods are closely related I will only look at the situation where the shafts are made via tube sinking. This process involves pulling the tube part way through a die that has a slightly smaller inner diameter than the tube, causing the tube to neck down in diameter. This is down several times with smaller lengths of the tube. This process helps to reduce the weight of the shaft and increase its strength in the areas of greatest stress (i.e. the shaft/head connection). If the tube is made from a carbon fibre composite a different process can be used. The most common is known as pultrusion where the carbon fibres are fed through a heated die with epoxy resin being fed through at the same time (figure 5). The resin hardens under the heat and forms the shaft. The composite shaft does not need to be necked during its manufacture. The metal club heads are made by a process called investment casting. A die, often made of rubber or metal, is made in two separate halves and has a hollow in the shape of the part to be moulded to allow easy removal once the mould has hardened. Wax is injected into the mould and left to harden. The mould is removed and the process is repeated several times until a collection of moulds have been produced. These moulds are then placed on the stem of a ‘tree' known as a sprue. The sprue is then invested with liquid slurry and coated in a ceramic powder and left to dry. This process is repeated until the coat is roughly 5-10mm thick. The investment is then placed in a furnace at about 550 – 1100 oC to melt the wax, which is allowed to flow out of an opening in the bottom of the cast. The cast is then fired and preheated and then inverted to allow the molten metal to be poured into the opening of the cast. Once the metal has cooled and hardened the ceramic shell is broken apart and the heads are removed from the tree. The heads are then finished with a heat treatment to harden the surface of the material and then grinded and polished for a clean surface finish. Another possible method of creating the heads is to heat up a stock piece of metal and forge it in a die to produce the part needed (figure 6). The advantage to this method is an increase in strength as the grains follow the flow of the component rather than being broken up due to casting and machining. The disadvantages of this method can be a poor surface finish and the component will usually have to go through several finishing stages to get the finished piece. Figure 5 – Composite shaft being made Figure 6 – Club head made through the  through the process of pultrusion [6] process of forging [6] Once all the parts have been made the shaft needs to be connected to the head. This can be done by a variety of methods such as creating a thread on the end of the shaft and a thread socket in a short tubular protrusion on the head and screwing them together. Another method is to place the shaft into the head socket and drill a hole through both tubes and inserting a metal pin, set with an epoxy resin. If the shaft is made from a carbon fibre composite it is connected to the head using an adhesive, with the advancements in adhesive technologies it is now possible to use an adhesive to bond metal shafts to the heads. The final stage is to check the surface for any blemishes, removing them, and then giving the surface a final polish. 4. CONCLUSION The two most similar components of the two items are the tubes of the bike frame and the shaft of the golf club. Both these components are made from the same general materials such as steel, titanium, aluminium and carbon fibre composite but utilize different methods in their construction. While the bike frame tubes are made from hollowing out lengths of metal and then cold drawing them to achieve the right gauge, golf club shafts are made directly from another method of tube drawing known as tube sinking where the tube is drawing through a die with decreasing diameter, creating a necked tube. Although these methods could be interchanged with each other they usually stick with their own methods as they give the best properties to the components. A similarity in connecting the parts together in both examples was found with the use of an adhesive to bond the carbon fibre tubes of the bike frame and even the metal shaft of the golf club with the head. Although this method could also be implemented with the metal bike frame the common method of joining is still blaze welding as its seen as the most economic method to use.

THE CONSTITUTION (SIXTY-FIRST AMENDMENT) ACT, 1988 Essays - India

THE CONSTITUTION (SIXTY-FIRST AMENDMENT) ACT, 1988 Essays - India THE CONSTITUTION (SIXTY-FIRST AMENDMENT) ACT, 1988 Statement of Objects and Reasons appended to the Constitution (Sixty-second Amendment) Bill, 1988 (Bill No. 129 of 1988) which was enacted as THE CONSTITUTION ( Sixty-first Amendment) Act, 1988 STATEMENT OF OBJECTS AND REASONS Article 326 of the Constitution provides that the elections to the House of the People and to the Legislative Assembly of every State shall be on the basis of adult suffrage, that is to say, a person should not be less than 21 years of age. It has been found that many of the countries have specified 18 years as the voting age. In our country some of the State Governments have adopted 18 years of age for elections to the local authorities. The present- day youth are literate and enlightened and the lowering of the voting age would provide to the unrepresented youth of the country an opportunity to give vent to their feelings and help them become a part of the political process. The present-day youth are very much politically conscious. It is, therefore, proposed to reduce the voting age from 21 years to 18 years. 2. The Bill seeks to achieve the above object. NEW DELHI; B SHANKARANAND. The 9th December, 1988. THE CONSTITUTION (SIXTY-FIRST AMENDMENT) ACT, 1988 [28th March, 1989.] An Act further to amend the Constitution of India. BE it enacted by Parliament in the Thirty-ninth Year of the Republic of India as follows:- 1. Short title.- This Act may be called the Constitution (Sixty-first Amendment) Act, 1988. 2. Amendment of article 326.-In article 326 of the Constitution, for the words "twenty-one years", the words "eighteen years" shall be substituted.

Ebola Outbreaks in Sudan and Zaire

Ebola Outbreaks in Sudan and Zaire On July 27, 1976, the very first person to contract the Ebola virus began to show symptoms. Ten days later he was dead. Over the course of the next few months, the first Ebola outbreaks in history occurred in Sudan and Zaire*, with a total of 602 reported cases and 431 deaths. The Ebola Outbreak in Sudan The first victim to contract Ebola was a cotton factory worker from Nzara, Sudan. Soon after this first man came down with symptoms, so did his co-worker. Then the co-workers wife became sick. The outbreak quickly spread to the Sudanese town of Maridi, where there was a hospital. Since no one in the medical field had ever seen this illness before, it took them awhile to realize that it was passed by close contact.  By the time the outbreak had subsided in the Sudan, 284 people had become ill, 151 of whom had died. This new illness was a killer, causing fatality in 53% of its victims. This strain of the virus is now called Ebola-Sudan. Ebola Outbreak in Zaire On September 1, 1976, another, even more deadly, outbreak of Ebola struck - this time in Zaire. The first victim of this outbreak was a 44-year-old teacher who had just returned from a tour of northern Zaire. After suffering from symptoms that seemed like malaria, this first victim went to the Yambuku Mission Hospital and received a shot of an anti-malarial drug. Unfortunately, at that time the hospital did not use disposable needles nor did they properly sterilize the ones they used. Thus, the Ebola virus spread through used needles to many of the hospitals patients. For four weeks, the outbreak continued to expand. However, the outbreak finally ended after the Yambuku Mission Hospital was closed down (11 of the 17 hospital staff having died) and the remaining Ebola victims were isolated. In Zaire, the Ebola virus had been contracted by 318 people, 280 of whom died. This strain of the Ebola virus, now called Ebola-Zaire, killed 88% of its victims. The Ebola-Zaire strain remains the most deadly of the Ebola viruses. Symptoms of Ebola The Ebola virus is deadly, but since the initial symptoms can seem similar to many other medical issues, many infected people may remain ignorant of the seriousness of their condition for several days. For those infected by Ebola, most victims begin to show symptoms between two and 21 days after first contracting Ebola. At first, the victim may only experience influenza-like symptoms: fever, headache, weakness, muscle pain, and a sore throat. However, additional symptoms begin to manifest quickly. Victims often suffer from diarrhea, vomiting, and a rash. Then the victim often starts bleeding, both internally and externally. Despite extensive research, no one is yet sure where the Ebola virus occurs naturally nor why it flares up when it does. What we do know is that the Ebola virus is passed from host to host, usually by contact with infected blood or other bodily fluids. Scientists have designated the Ebola virus, which is also called Ebola hemorrhagic fever (EHF), as a member of the Filoviridae family. There are currently five known strains of the Ebola virus: Zaire, Sudan, Cà ´te d’Ivoire, Bundibugyo and Reston. So far, the Zaire strain remains the most deadly (80% death rate) and the Reston the least (0% death rate). However, the Ebola-Zaire and Ebola-Sudan strains have caused all the major known outbreaks. Additional Ebola Outbreaks The 1976 Ebola outbreaks in Sudan and Zaire were just the first and most definitely not the last. Although there have been many isolated cases or even small outbreaks since 1976, the largest outbreaks have been in Zaire in 1995 (315 cases), Uganda in 2000-2001 (425 cases), and in the Republic of the Congo in 2007 (264 cases). * The country of Zaire changed its name to the Democratic Republic of the Congo in May 1997.

Witting a letter Assignment Example | Topics and Well Written Essays - 250 words

Witting a letter - Assignment Example The link between the quality of nursing care and patient comfort is a well-established fact. Owing to shortage in nursing staff, the patients are often made to suffer. For every patient added to the routine work load of staff nurses, the risk of death emerging out of common medical procedures increases by 7%, and when a staff registered nurse has eight (or so) patients more than foreseen by his/her working capacity, the risk of death is found to increase by 30%. Studies have proven that when there are more staff registered nurses in a health care unit, the rate of mortality is reduced, the patients are able to quit hospital early, and the health care costs and medical complications are much lowered. As a nurse is the closest link of a patient to healing, the role of a nurse can be crucial and decisive in a life and death situation. It is the unbearable workload that compels a nurse to leave the bedside of a