How to Make a Safe No Cook Smoke Bomb

How to Make a Safe No Cook Smoke Bomb The classic smoke bomb is very easy to make, but I know some of you are concerned about the possibility of accidentally setting off your smoke alarm or igniting the mixture during preparation. There is safer way to make a smoke bomb. It uses the same ingredients and produces a comparable amount of smoke, but it takes a bit longer to make. Heres how to make the safer smoke bomb. Smoke Bomb Ingredients potassium nitrate or saltpeter (if you cant find it at a garden store I see Skylighter sells it online)sugar (sucrose)waterfusepaper or plastic cupsplastic spoonwaxed paper Construct the Smoke Bombs In a paper or plastic cup, mix 3 parts potassium nitrate with 2 parts sugar (e.g., 3 tablespoons potassium nitrate and 2 tablespoons sugar).Using your plastic spoon, stir in just enough water to make a thick paste. Continue stirring until the ingredients are evenly mixed.Set lumps of the mixture (~1 tablespoon each or a little less) onto the waxed paper. Insert a fuse into each lump.Allow the smoke bombs to set up for 1-2 days. The drying time will depend on temperature and humidity. Warmer and drier is faster; cooler and damper will take longer. Keep the smoke bombs away from excessive heat or flame. The smoke bombs will be like clay when they are ready, not hard and solid.Set a completed smoke bomb outdoors on a fireproof surface and light it. Disclaimer: Please be advised that the content provided by our website is for EDUCATIONAL PURPOSES ONLY. Fireworks and the chemicals contained within them are dangerous and should always be handled with care and used with common sense. By using this website you acknowledge that ThoughtCo., its parent About, Inc. (a/k/a Dotdash), and IAC/InterActive Corp. shall have no liability for any damages, injuries, or other legal matters caused by your use of fireworks or the knowledge or application of the information on this website. The providers of this content specifically do not condone using fireworks for disruptive, unsafe, illegal, or destructive purposes. You are responsible for following all applicable laws before using or applying the information provided on this website.

The Best AP US Government Review 5-Step Guide

The Best AP US Government Review 5-Step Guide SAT / ACT Prep Online Guides and Tips AP US Government can be a fascinating class for those interested in how the American political system works and what factors led to its formation. While the exam is less difficult than many other APs, it's still important to understand the types of questions you can expect and the most efficient ways to study based on the content. In this article, I'll go through sample questions from each part of the exam, list a step-by-step AP Government review process, and provide some tips for making the most of your studying. What’s the Format of the AP US Government Exam? The exam is two hours and twenty-five minutes long, and, like other AP tests, it includes multiple-choice and free-response sections.The multiple-choice section is 45 minutes long and contains 60 questions.You’ll earn one point for each question you answer correctly; there are no points deducted for incorrect answers or questions you leave blank.The free-response section is 100 minutes long and contains four questions.Each question in the free-response section is worth the same percentage of your score, although they typically have different numbers of raw points possible. What Do Questions Look Like on the AP US Government Exam? In this section, I’ll provide official examples of questions from each section of the test.The multiple-choice example is from the course guidelines, and the free-response example is a released question from the 2015 AP test. Multiple Choice Question Example EXCEPT questions are common on the AP US Government exam.It’s critical to read these questions carefully so that you don’t end up getting confused and looking for the wrong answer.In this case, we are looking for the one response that doesn’t represent a concern about the flaws of the Articles of Confederation.We need to eliminate the responses that were legitimate reasons for modifying the Articles of Confederation. The main issue with the Articles of Confederation was that they created a wimpy central government that didn’t have enough power to regulate conflicts between the states.We can eliminate any answers that talk about problems with weaknesses of the central government.That means B, D, and E should all be crossed out, leaving us with A and C as potential answers. Choice C, the desire to promote trade among the states, is connected to the problems with a lack of centralized power.Since the states were so autonomous, trade barriers were being set up that stifled the economy and divided the country too drastically.The federal government needed to be strengthened so that it could prevent these sorts of barriers from being thrown up and creating divisions and rivalries that damaged the country’s economy as a whole.This means that choice C can also be eliminated. Choice A, the only answer left, is the one we want.Although there was ultimately dissatisfaction over safeguards of individual rights and liberties which led to the creation of the Bill of Rights, this did not come to fruition until a couple of years later; it wasn’t a direct impetus for the convention. Free This question requires an understanding of presidential election policies and procedures.You could earn one point in part A for describing a reason why the electoral college was instituted by the framers of the constitution.Potential answers include: It provides for a compromise between small and large states in the election process. It protects against direct election by poorly informed citizens (caters to elites). The framers did not trust the people, Congress, or state legislatures to elect the president on their own. The electoral college reinforces federalism and gives states a role in presidential selection. For part B (also worth one point), you have to explain the message the cartoon sends regarding presidential elections.You might say that it points out that candidates mainly focus on battleground or swing states while placing much less emphasis on most other states.Alternatively, you could simply say that the cartoon indicates that most states are ignored by presidential candidates in the election process. For part C (again, worth one point), you would need to explain why California, Texas, and New York are not emphasized in the cartoon despite being assigned tons of electoral votes.You could say that all those states are very heavily controlled by one party or the other, so campaigning there will only help a candidate so much.Their voting patterns are essentially predetermined. The fate of the election is typically decided in smaller but more evenly divided states. For part D, worth two points, you just need to describe two campaign tactics used in swing states during presidential elections.Possible answers include: Concentrating campaign funds in those states Putting out more TV ads and media coverage in those states Having larger campaign organizations stationed in those states Making more campaign appearances in those states Focusing on issues that swing voters in those states care about Selecting a running mate who hails from one of the swing states You could earn a potential total of five raw points for this question, which is a typical number of points for most AP US Government free-response questions.On the 2015 exam, the first three free-response questions were worth five points each, and the last question was worth seven points.Keep in mind that each question has the same influence on your final score regardless of its raw point value.That means there’s no reason to prioritize one question over another; just start with whichever question seems easiest to you. Which Topics Does the AP US Government Exam Cover? There are six major topics covered by the exam.Here’s a chart detailing how often you’ll see each of them in the multiple-choice section: Topic Area Percentage of Questions Constitutional Underpinnings of US Government 5-15% Political Beliefs and Behaviors 10-20% Political Parties, Interest Groups, and Mass Media 10-20% Institutions of National Government: The Congress, the Presidency, the Bureaucracy, and the Federal Courts 35-45% Public Policy 5-15% Civil Rights and Civil Liberties 5-15% How to Review for AP US Government It can be hard to know where to start with your AP Gov review - I'll walk you through five steps to get you readyfor the exam. Step 1: Take a Practice Test The first step in your review should be to take a real practice exam.You need to do this before you dive into studying so you can focus on the areas that need the most work rather than reading over the material indiscriminately.As I mentioned in the previous section, you should also be sure totime yourself accurately on this practice test. When you’re done, score the test (one point for each multiple-choice question, consult specific scoring guidelines for free-response questions), and use this calculator to convert your raw score into an approximate AP score.This should give you some insight into how much time you’ll need to spend studying if you want to reach your goals. The AP US Government exam is known as one of the easier AP tests, so I'd suggest that you aim for a 5 unless you're really struggling with the material. Step 2: Look Back at Your Mistakes When you’ve finished scoring the test, review your mistakes to see which topics need to be addressed in your studying.Categorize incorrect answers by topic area and/or skill set.If you find that you had a lot of trouble with questions that asked about the judiciary, you would want to focus on that content in your review sessions. You can also consider the types of question formats that tripped you up most frequently.For example, if you noticed that you did especially poorly on EXCEPT questions, you might conclude that you need to practice slowing down and paying more attention to the wording of questions on the test. Step 3: Study Whatever You Forgot Now, you can dive back into your notesand study any content that was problematic for you on the practice test.If you don’t have many issues with content and are struggling more with the test format or careless mistakes, you can just do a short review of any small tidbits you missed and then move onto the next step. Step 4: Do Selective Practice Questions This step is important if you struggled with â€Å"EXCEPT† questions or most of your mistakes came from careless misunderstandings of the questions.Practicesimilar questions so that you’re more used to the types of wording and formats you’ll see on the exam.You can find tons of practice questions available on different websites and in review books (I’ll eventually be writing another article that lists all of these resources for you). Step 5: Take a Second Practice Test to Measure Your Progress When you’re satisfied that you have a better handle on all the issues that plagued you on the first practice test, you should take another test to see if you’ve made real progress.Again, time the test accurately, and take it in a quiet, distraction-free environment.If you find that your scores have improved, you can either decide that you’re satisfied or shoot for even more improvement by going through this process again.If you don’t see much improvement, you should backtrack and reexamine your study process.It may be that you were reading over your notes without really absorbing them or you didn’t do enough practice questions to get the hang of the test. Here’s an approximate timeline for the completion of all five of these steps: Step 1: 3 hoursStep 2: 1 hourStep 3: 2 hoursStep 4: 2 hoursStep 5: 3 hours Total Time: 11 hours When you finish studying for the AP test, the unofficial step 6 is convincing your teacher to let you watch House of Cards in class for the remainder of the year. 3 Study Tips for AP US Government Finally, here are a few essential study tips to keep you on track during your AP Government review. Tip #1: Prioritize Institutions of National Government As you can see from the chart in the previous section, "Institutions of National Government" is the most prominent single content area on the test.Congress and the Presidency, in particular, are hot topics that make up around 30 percent of questions. You should be familiar with the powers of these institutions, their compositions, the election processes associated with them, their origins, and how they’ve changed over time.It’s critical to have this knowledge as a foundation so that all the other information you’ve learned makes sense and can be tied back to the central structure of the US political system. Tip #2: Know Your Key Terms AP US Government is heavy on understanding terminology in context and identifying correct definitions on both sections of the test. It’s a great idea to make some flashcards to get yourself up to speed with all the fancy words that are used to describe stuff related to the government. Most review books and textbooks will have lists of key vocabulary that you can reference when creating flashcards.Be able to identify each term by its corresponding definition and state the definition when you're presented with a key term. Tip #3: Authentic Practice Resources Are Important There’s no foolproof substitute for official AP practice questions when reviewing for this test.Although it’s fine to use some unofficial sources (and, in fact, you probably have to if you hope to get in enough practice), you need to mix in at least some official AP questions to make sure you’re ready for the exam.Take at least one or two full official practice tests in your studying so you can get an accurate prediction of how you would perform on the real test. You should also time yourself to the specifications of the real AP test when taking official practice tests.This will help you to detect any issues with time management and develop skills in pacing that are necessary on the AP test.Note that you have less than a minute for each multiple choice question on this test (60 questions in 45 minutes), so you’ll have to keep yourself moving forward constantly to ensure that you make it to the end of the section. Don't get stuck in traffic when you come across hard questions. Either take your best guess or skip it on the first run through and come back to it later. Make sure you glare at the question as you zoom past. It knows what it did. Key Points for AP Government Review The AP US Government exam is one of the shorter AP tests, but it still covers a wide range of topics and includes some confusing question types that you should become familiar with before test day. Here's a recap of the steps you should take to get the most out of your review process: Step 1: Take a Practice Test Step 2: Look Back at Your Mistakes Step 3: Study What You Missed Step 4: Do Selective Practice Questions Step 5: Take Another Practice Test You can repeat these steps as necessary until you're satisfied with your scores. In your studying, focus on learning the ins and outs of institutions of national government and memorizing the definitions of key terms. You should also be sure to practice your skills using real AP questions from the College Board. Above all, don't be intimidated by this test. You're almost certainly capable of earning a 5 if you start studying well in advance! What's Next? To get your studying started, here's an article detailing how to find the best AP practice exams. Want even more advice on how to do well on your AP exams? Check out these six critical tips for success on any AP test. If your school doesn't offer an AP class that interests you, you might consider going rogue and taking the test anyways. Learn how you canself-study for an AP exam and end up with a great score. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Evaluation of Mexican Diet Essay Example | Topics and Well Written Essays - 2750 words

Evaluation of Mexican Diet - Essay Example Moreover, the report attempts to provide a summary on the nutritional value of traditional Mexican food and the impact of modern technology on the nutritional value of modern Mexican cuisine. Overview: Mexican gastronomy reflects a unique blend of aboriginal cuisine fused with Spanish and French culture and there is more to it then simply the cheese covered tacos, enchiladas, burritos or refried bacon. The rich history, varied topography and exotic cuisine are the reasons why Mexico attracts millions of tourists each year from around the world. Mexican cuisine has been molded by a myriad of cultural influences which accounts for the diversity of its dishes. The diversity of Mexican cuisine is what makes it a truly fascinating subject. For instance, the barbacoa of Central Colonial region is strikingly different from the black mole of Oaxaca. The diversity of Mexican cuisine is due to the fact that each of the aboriginal dishes were developed and influenced by the environmental factor s indigenous to their respective regions such as availability of ingredients, trade practices, local economics, explorers, colonial settlers, immigrants and the culture of local individuals. Mexico is often divided into six gastronomic regions each of which are famous for their own unique indigenous cuisine. The six gastronomic regions are La Frontera (Baja California, Sonora, Chihuahua, Coahuila, Nuevo Leon, and Tamaulipas), La Costa Oro (the pacific coast from Sinaloa to Guerrero), El Istmo (the isthmus of Tehuatepec and also includes the states of Tabasco, Oaxaca, and Veracruz), La Encrucijada (includes the City of Mexico and its adjoining states), El Centro Colonial (the colonial cities of Guadalajara, San Miguel de Allende, Zacatecas, Queretaro, Morelia, Guanajuato and San Luis Potosi) and La Teirra Mava (Chiapas, certain areas of Tabasco and Yucatan peninsula). The innumerable individual styles and traditional techniques used in the preparation of authentic Mexican food accoun t for the uniqueness of the cuisine. (HOYER et al 2005). Environmental Factors: Mexico is regarded as one of the world’s most blessed lands due to its favorable climate, fertile soil and the varied productions of nature. Mexico is capable of producing large amounts of cocoa, sugar, cotton, wheat, hemp, flex, silk, oil, wine, fruits, and cochineal. Therefore, Mexico is a nation that is capable of producing products which the commerce gathers from around the world. The production of vegetables is influenced both by the difference in elevation and latitude. A study of Mexican history reveals that the varied climate and topography across the six gastronomic regions have heavily influenced the production of vegetables which in turn has influenced the ingredients used by aboriginal people in the preparation of food. For instance, the eastern and western coasts have tracks of low land which have a climate similar to that of West Indies. Therefore, the vegetables produced in eastern and western coasts are similar to that produced in West Indies. On the other hand, the ascending sides of Cordilleras have a temperate climate, thus, the grains and vegetable production is similar to that of the temperate regions of the world. The high Mexican mountains are popular for their pine and fir production. Therefore, embarking on a two day journey from Vera Cruz to the Central regions provides the opportunity to experience and observe all the graduations of climate and vegetable production which are experienced in travelling from the equator to the Arctic regions. (GREGORY 1947). Major Dietary Components of Mayan Indian and Aztec Populations: The major

Patent report Essay Example | Topics and Well Written Essays - 750 words

Patent report - Essay Example The PaperTab combines thin-film display and thin-film input that incorporates computing technologies made possible by the intuitive interaction design in that the plastic displays are transformational in terms of interaction as they can allow interaction of humans with electronic paper as they are thinner and offer standard glass displays. For patency to subsist there must be some conditions that must be met according to the regulations set by the agency concerned with patency in Canada. These three requirements for the patentability of a product include the fact that the product must have what is known as novelty, inventive step and industrial application. According to The World Intellectual Property Organization (2002), novelty questions outlines that support the invention claimed by a particular person or body and is important that the courts or law enforcement agencies make a comparison between the state of the art to the invention itself. Under this, there is often the problem o f establishing what has been referred to as ‘state of the art’ and the law provides that all matters or patents must be made public inclusive of those that are still pending. It is required that persons intending to patent a product must also disclose their time and geographical limits while for international patents, it was a requirement that the translation requirements are followed and applied to the letter. Public disclosure of the product of the patent in this case the phone must be in a manner that makes it available to the public and must be sufficiently clear to everyone (Berman 2002). It is also important to note that the disclosure of the patent must be sufficiently appreciated by all those concerned whereby it should be ensured that if the procedure which ends up producing the substance is part of the state of the art, so is the substance made by the procedure (Norman, 2011). Further, there must be a distinction drawn between the disclosure of a product and t he disclosure for use. The requirement of Inventive Step for patentability is provided and incorporates the obviousness test in as provided by the common law test of Cripps Test (Slusky, 2007). It should be found whether a reasonable man on whom patent law should apply would in general knowledge have come up without any difficulty to the solution brought forward by the patent. The parties involved in patenting must identify the inventive concept whereby it should be assumed that a person is the normally skilled but unimaginative person with skills in the art and with the common knowledge in the art at the date that as a priority. It is also important that any differences are identified between the invention and the matter that is claimed to be already known whereby it is questioned whether the differences are so obvious to anyone skilled in the art or whether they would have required an invention. Under Industrial Application, the important factor is to find out whether the ideas ca me before their time, or that the patented product was used or made in the industry. This is regardless of whether the product in this case the phone was made for profit or gain but excludes personal or private activities and determines the usefulness or utility of the product and its technical effect. From the foregoing argument it is important that the

Risk Assessment Case Study Evaluation Essay Example for Free

Risk Assessment Case Study Evaluation Essay The risk assessment case study evaluates the chromium-contaminated soils. Twelve years of research went into the study to characterize the health hazards caused by the chromium-contaminated soils. Within New Jersey there were at least three different chromate chemical manufacturing companies operating, one in Kearny, New Jersey, and the other two in Jersey City. The study was conducted through a human health risk assessment, which contains four main steps; first identifying the hazard, second the dose response assessment, followed by the exposure assessment, and finalizing with the risk characterization. There are many short and long term health effects found within the risk assessment, which is one reason that assessment is so important. Looking at the risk assessment that was done within the area, the final implication was the simple fact that a remedial cleaning needed to be done within the area. It seems that there may have been a high cost for the study and the actual cleanup, but the benefit of saving an environment and human health is priceless. Risk assessment studies are very important to human and ecological health, therefore no matter the cost associated the benefit will always be much higher. Looking at the risk assessment of chromium-contaminated soils is important; it shows health effects related to chromium and what needs to be done to clean the area for further use by humans and nature. The case study includes a group of hazardous waste sites in Northern New Jersey. At these waste sites a series of unique research efforts were implemented over the past 12 years to improve the accuracy of the Risk Assessment process† (Paustenbach, 2002, p. 1). The case study specifically documents the use of applied research to advance the characterization of both exposure and toxicity associated with the uncontrolled release of hexavalent and trivalent chromium in the form of chromites ore processing residue (COPR) in an urban setting (Paustenbach, 2002). Early investigation began after redevelopment of certain neighborhoods i n downtown Jersey City led to the discovery of COPR. Research conducted by the task force revealed that construction companies and hauling firms had sued or sold the COPR to fill basements of demolished buildings, as base for parking lots and buildings, and/or to fill low – lying areas (Paustenbach, 2002). A total of 2,138 surfaces and subsurface soil samples, 31 groundwater samples from 31 monitoring wells at seven sites, 33 ambient air samples, 19 surface-water and 11 sediment samples, and eight building wall wipe samples were collected and analyzed during the remedial investigation that was conducted by Environmental Sciences and Engineering (ESE). As a result of the investigations conducted in the late 1980s it was clear that there was considerable uncertainty about how better to characterize the potential health risks associated with the COPR sites. â€Å"The human health risk assessment a development used to process the estimation, the nature, and the chance of an adverse health effects occurring in humans who may be exposed to chemicals contaminated with environmental media† (EPA, 2012, p. 1). The risk assessment can be categorized into four steps; the hazard identification, the dose-response assessment, the exposure assessment, and the risk characterization. The easiest to perform and the most recognizable, the first step is to identify the hazards. Hazard identification determines whether exposure to a hazardous agent could be a risk for the health of humans. The assessment also considers the exposure to animals and how the hazardous agent may affect or adversely affect the animals. The second step, the dose-response assessment is â€Å"the process of characterizing the relation between the dose of an agent administered or received and the incidence of an adverse health effect in exposed populations and estimating the incidence of the effect as a function of exposure to the agent† (Paustenbach, 2002, p. 1). Influencing issues are a variable in the second step, such as; age, gender, routines, the amount they are exposed, and the volume that they are exposed. A dose-response relationship describes how the possibility and severity of adverse health effects are related to the amount and condition of exposure to an agent† (EPA, 2012, p. 1). The third step is the exposure assessment. â€Å"Exposure assessment is the process wherein the intensity, frequency, and duration of human exposure to an agent are estimated† (Paustenbach, 2002, p. 1). Last, the final step is the risk characterization. The hazardous effect on health is labeled in the final pha se. By calculation and educated guesses, the incidence of a health effect under the various conditions of human or animal exposure described in the exposure assessment is defined. The community has not been significantly affected by the COPR – containing soils. â€Å"The property values have been kept intact and the businesses on affected properties have continued to operate† (Paustenbach, 2002, p. 1). When the COPR was ub the process of disposal, there was little or no concern for the environmental and human health risks that would occur as a result of the distribution of COPR outside the plant. The potentially exposed populations were defined by onsite and surrounding land use. â€Å"Exposures to chromium in COPR were assumed to occur via inhalation of suspended soil particulates, dermal contact with soil, and incidental soil ingestion† (Paustenbach, 2002, p. 1). The data from the site surveys were used in site-specific risk assessments to quantify exposures. Chapter nine verified that the there were 42 properties affect by the exposure and toxicity assessments (Paustenbach, 2002, p. 1). There were many samples taken. Between 1986 and 1989 â€Å"a total of 2,138 surface and subsurface soil samples, 31 groundwater samples from monitoring wells located at 7 sites, 33 ambient air samples, 19 surface-water and 11 sediment samples, and 8 building wall wipe samples were collected and analyzed during the RI† (Paustenbach, 2002, p. 1). Surface water and soil samples were also taken in the risk assessments. The assessments confirmed that there was indeed a problem and that a remedial was needed. The risk characterization showed that something needed to be done and remediation was needed for these current vacant lots. Results verified that the exposure and toxicity assessment had a high toxicity in the soil and carcinogenic that people were exposed to in the air, soil, and water. Evidenced proved that indoor dust was highly toxic and yielded a link between the dust and chromium levels. High levels of chromium were definite in all tests. The carcinogenic compounds of chromium were not proven in one, though, done on lab rats. The problem was passed around inside the company but was eventually managed and is still being handled today. The implications of these assessments have changed with every assessment done. Each assessment could test even more accurately. The final assessment was that there is a need to concentrated effort on the chromium left from these sites. Each step was precisely performed and accurately carried out. Limitations arose during the first step of identification. Again, the second step dose-response was limited by the research that had been done on chromium. As soon as they would file an assessment, there would be a new more accurate test available that would make the report inaccurate. The limitations and newly surfaced assessments left unanswered questions and concerns with the assessments. This 12-year period transformed a time of new developments in testing. With the availability of these new tests it brought the need for more assessments. The final assessments show that cleanup is needed and will require extensive planning to make it happen. The assessments were designed to discover the results of how much chromium was in the area. The effect on the health of humans and the environment was also correlated within the assessments. Over the 12-year period, the assessments were evaluated and fulfilled to their fullest potential. According to Paustenbach (2002), in Chapter 9, â€Å"the cost of the 12-year study equaled 10 million dollars in research† (Paustenbach, 2002, p. 1). Results can be seen in the undertaking of the removal of soil in these areas and taken to a hazardous material dump in Canada. By lowering the levels of chromium in these areas, like the wetlands, they have save a unique environment in America. According to the Njdep Site Remediation Program (2012) the cleanup in these areas are ongoing and the testing is being posted on this web site to show what the levels are in these areas (NJDEP, 2012). The people living and working in the particular areas will most benefit from the program. The people can stay in tuned with the daily operations, along with the level ratings, through the website. Although the study was lengthy, â€Å"the studies conducted have lowered the liabilities by almost 1 billion dollars† (Paustenbach, 2002, p. 1). The practical implications of the risk assessment were that there would have to be a remedial cleanup. â€Å"A review of chromium toxicology suggested that valence differentiation in the environment would be key to correctly calculating health-protective cleanup standards and maximizing the benefit of each dollar committed to remediation† (Paustenbach, 2002, p. 1). The specific goal approach was practical because it addressed the issues and came up with a plan of action. Many big companies do not have a plan of action and this hinders the process to be successful in the remediation process. Another reason for the practicality of the risk assessment was that they were able to budget for how much the remedial and the cleanup would cost. Many companies are unable to see have a plan of action at times like this and cannot for see the cleanup and the cost associated with it. A cost benefit analysis is important when looking at a risk assessment. The cost and benefit analysis reviews the cost and benefit or cleaning up an area. Most analytically reviewed references monetary gains and loses. Looking at the cost and benefits of both scenarios will help decide whether to clean the area or leave it alone. When looking at a CBA there are four different areas that must be looked at: first the gross disproportion, the sensitivity analysis, annualisation, and discounting. Gross disproportion is basically a factor when deciding if control measures should be used; if the costs are not grossly disproportionate from the benefits the control measures must be used. Sensitivity analysis is taking one or more of the factors and varying them to see if the outcome would be any different, this is used to show that control measures will be unsuccessful or that all that can be done has been. Then the annualisation, when the costs are worked out year by year with the varying changes in money, is done by looking at the discounting numbers. Discounting is a deeper look into the different cost and benefits of each year, this looks at maintenance costs and other cost that may be incurred. The main problem with the CBA is that there are no set criteria for any of the sections, it is left up to those doing the CBA and those fighting the results must take it to court and the court decides. Have set criteria listed for each aspect will help clarify what needs to be done. A CBA can be very beneficial to the decision of what needs to be done, it just needs a little more work to be more concise. The importance in a risk analysis can be witnessed in the review and evaluation of the risk assessment. The risk assessment of the chromium-contaminated soils in New Jersey; the 12-year assessment proved many points. Such an extensive assessment demonstrated an area of strength and weakness within the risk assessment. The risk assessment is made up of four parts, first identifying the hazard, then looking at the dose response assessment; this is followed by the exposure assessment and the risk characterization. Within the risk assessment of the chromium-contaminated soils illustrated that there would be marked improvement with a remedial clean-up of the area. While it may not have been an easy decision, due to the fact, that the CBA has no set criteria. The risk analysis was conducted for 12 years to ensure human safety when living and working within the area; the 12 year study also helped form future risk analysis studies.

Experience of World War One Portrayed by Siegfried Sassoon and Erich Re

Whilst patriotism and romanticism initially called men to war in 1914, by 1918 the idealism soon changed with the reality of trench warfare. Soldiers from across Europe, and indeed the world, first entered World War One with innocent enthusiasm. The expectations of the young men who joined, however, were shaped by the culture of age. It was the romantic mood of the time which essentially reinforced the hope that war would be won in honorable battle and ‘be over by Christmas’. These expectations were far from reality. The experience of war at the Western front was marked with the realities of modern warfare. Indeed, the old methods of fighting yielded to a static war of attrition, characterized by great battles, such as that of the Somme in 1916. However, it was the periods spent in rest that most dramatically affected the morale of individuals over time. The ceaseless artillery bombardment and futile offences created uncertainty and frustration among soldiers in the tre nches. And it is their experience of disillusionment and war weariness, which is most poignantly reflected in the literary evidence of Siegfried Sassoon and Erich Remarque. Whilst such literary works are limited as historical evidence, collectively, they provide a telling review of the war experience in Britain, Germany, France and Australia between 1914 and 1918. Soldiers entered the war in 1914 under idealistic expectations. By mid-September, 500 000 men had volunteered in Britain, and by 1915 over one million had joined up. What precipitated these men to join was, essentially, the culture of age. It was war propaganda in Britain, Germany and Australia that most significantly shaped the romantic and idealistic mood of the time. More so than ever, the war ex... ... illusions of 1914. In a culture of age, which portrayed war in a patriotic and romanticised image, the soldiers flocked expecting adventure and heroism at the front. Then, there came the period of harsh reality in the trenches. In the great battles of 1916 the soldiers experienced attrition in battle and harrowing living conditions at rest. It was, therefore, the combination of physical and psychological factors that most significantly affected individuals over time in the trenches. And then later, there came the final agony of 1918. The frustration and bitterness which met the soldiers over time is most profoundly reflected in the literature of war. Simultaneous to these developments were the war experiences of women at the home front. In any case, by November 11th 1918 the armistice had ended the war. However, the difficult task of making peace still lay ahead.

How do the poems ‘The Choosing’ and ‘As I Grew Older’ explore different lives? Essay

Two different poems explore various aspects in life such as different paths and dreams taken by different individuals. In the poem ‘As I Grew Older’ punctuation causes the poem to flow at a slower paste. This is done by separating each idea into individual lines, causing readers to stop at the end of each line before continuing into the next. â€Å"And then the wall rose,† â€Å"Rose slowly,† â€Å"Slowly,† In the first stanza, the poet seems to have lost hope, feeling hopeless as his dream is forgotten. Then suddenly, his dream seemed to have moved closer â€Å"in front of me† and the ability to reach out to his dreams, once again. In the second stanza, the poet uses and repeats words more than once creating a dream like atmosphere, as the last word at the end of the first two lines are carried and used again in the beginning of the next. â€Å"Wall rose† â€Å"rose slowly† â€Å"slowly† By repeating and having very short lines, it suggests that these words are being echoed again and again almost allowing readers to see an image of this wall rising. Although it does not state whether the wall is visible or not, it tells us that time is passing since the wall is rising higher and higher, slowly. Higher and higher the wall becomes as time passes, it slowly blocks and damages his dream â€Å"Dimming,† â€Å"The light of my dream.† He eventually becomes frustrated as this wall rose so high it touched the sky, again showing the passing of time. The third stanza only contains two short lines, which is able to communicate a lot to the readers. A single word â€Å"shadow† may lead us to think of darkness, which may then link back into the second stanza, where the wall have rose so high that it is causing this â€Å"shadow†. This may further suggest and add to the imagery that the wall is visible. The poet then goes on and describes himself as being â€Å"black† which might put forward the idea of him being racially black, informing readers that he could have been discriminated and therefore, have lost hope or could also imply that the shadow have caused this blackness over him. In the next stanza, the speaker seemed to have given up as he realized that no matter how hard he tries, his dream is out of reach. â€Å"No longer the light of my dream before me† â€Å"above me.† Followed by the most depressed moment in the poem, where the poet uses the word â€Å"only† implying that he could no longer see his future, as all he sees is the wall and the shadow. In the last stanza, there is a change in both the tone and the speed. The lines seem to flow quicker as each line is longer and extended. Exclamation marks are constantly used while there are less full stops, â€Å"my hands!† showing force and motivation. Then the speaker changes his tone demonstrating hope and excitement. â€Å"Break through the wall!† indicating success, having the potential to achieve his dream. â€Å"The Choosing† explores and compares two individuals and the path they have chosen. The eye is the narrator (participant poet) that creates a stream of consciousness effect. The first stanza stronger enforces the idea to readers that the two individuals are â€Å"equal† and â€Å"alike†, by using words such as â€Å"we† â€Å"same† and â€Å"equal† over and over again. This stanza is written in past tense; with the continuous use of the word â€Å"first† indicating that the two individuals have started with the same ability and chances. This stanza informs readers about the similarities and feelings they shared inside school. The second stanza occurs outside school, showing readers that as well as being alike, they are also best friends who have a â€Å"common bond† being the cleverest. The poet has used brackets â€Å"(equal)† reinforcing to the readers that they are still equal. Readers is also told that they do not have many opportunities, as everything is â€Å"small†, â€Å"small town†, â€Å"a small school†. Despite the fact that they are equally bright, the poet also admits that â€Å"fear† is present between them as one individual excels more at a subject whilst they both fear that the other would be able to achieve more. In the third stanza, things begin to change. Since things are no longer â€Å"equal†, they start becoming â€Å"different† in the separate homes but same houses. The idea of alikeness is still present although the word â€Å"home† extends further suggesting different cultural and traditional ideas inside the families. Readers start to become aware that things begin to change as it states, â€Å"Where the choices were made.† This shows how similar two individuals may be physically, with the same coloured ribbons and hair and yet, they are so different. In the fourth stanza, a decision was made as Mary have moved away from their little town, while there is a change in status â€Å"cheaper rent†, â€Å"high school bus.† Readers hear the decision being made as Mary’s father â€Å"didn’t believe in high school education† â€Å"especially for girls† and so we learn that Mary’s father has very traditional and old-fashioned ideas. Informal languages are used to describe how Mary’s father feels such as â€Å"forking.† Then there is a jump in time as it states â€Å"ten years later† where the two individuals meet up again, no longer alike. It has shorter lines that again, would make the flow slower taking in each idea separately. These seem like memories, where Mary is seated on the same bus, but with something extra. Her husband and the newborn baby (suggesting a happy family) since the poet describes how loving they seem. Then the speaker says â€Å"not that I envy her, really† giving an impression to the readers that somewhere deep inside her, she would too like someone who loves her. Finally in the last stanza, there is a comparison between the speaker and Mary. Mary’s arm wraps around her newborn baby, where the speaker’s arm are full of books. The speaker â€Å"wonders† what path would have been taken if the individuals were able to make their own choices, wondering if they would have chosen different paths, as the speaker finishes with â€Å"we do not remember making them.† In conclusion, the two poems explore different lives through the use of punctuation and repetition of words, which helps to create imagery as well as assisting the indication of the passing of time.

Boycott and Lockout as an Anti Impasse Weapon

Boycott and Lockout as an anti impasse weapon. 1. Introdcution 2. Main Body Collective Bargaining Strike Lockout Boycott Example for Lockout Example for Boycott 3. Conclusion References Introduction In this study, Collective bargaining Collective bargaining takes place between workers` union and employer or employersorganization. Workers form and join the union which represent and protect their interest against employers. Labor union can be formed by industry, sector, region etc. Similarly, employers or organizations also can form group or union according to their common interest and objectives. By forming groups, union and organization both side gain power of ‘collective voice’ against each other. Collective bargaining has also various advantages and useful aspects for both concerning parties. It provides meaning and power to the agreements related to wages, working conditions made by two sides. By this way employers and workers union can easily define the rules governing their relationship. (Ref. Usually parties bargain in good fair, make agreement, maintain consensus point and satisfy each other with their demand. But not always it works, when they fail to resolve the disputes, occurs conflict between parties. In labor market this deadlock situation is called impasse. When parties reach impasse situation, they are using economic weapons against each other to maneuver. Employees pressures employers by going to strike and boycott in order to get what they demand from them. Similarly, employers organize lockout and by stopping production to exert pressure on employees. These actions are lawful when performed in peaceful manner and controlled not to allow to occur violence during the action. Strike {draw:frame} Source: ONS labour disputes survey Boycott Labor union makes use of boycott as an economic weapon against employers when conflict occurs between them. The boycott is attempt made by labor union to influence the employer directly or indirectly. When occurs conflict between union and employer, members of the union refuses work for the employer and cease business dealings with them. his type of directly influencing is called primarily boycott. When members of the union attempt to coerce the employer through suppliers and customers of the employer or through third parties, it is called secondary boycott. Secondary type of boycott is more effective than primarily and it is illegal. It can be lawful and allowed when limited conditions are met. Lockout Employers utilize the lockout as their economic weapon against unions. Just like unions, employers also have to enhance their position in collective bargaining. Employers lock out their workers in slow season gain some advantage over union, so they ensure their labor issues for further busiest season. Thus, they maneuver over labor union. Employers use it rarely, although lockout is their primarily economic weapon against labor unions. During lockout timeframe employers can hire temporary replacements but it is legal to hire permanent replacements. Royal Mail Strike CWU used strike action as a economic weapon against Royal Mail as they failed to make agreement and solve dispute over pay, working conditions and modernization. Union’s strike action which took place before the busy season urged Royal Mail to negotiate with them. At least they decided to have ‘period of calm’ in which both side make long term deal by considering each other’s interest and solve the modernization issue. Conclusion Sometimes in labor market impasse situation occurs, when employers and union fail to solve dispute between them. One of the parties uses economic weapon against other such as strike and lockout so that they can have power in bargaining. In this study, nature of collective bargaining is argued,

Acetaminophen Lab essays

Acetaminophen Lab essays The purpose of this lab was to use our techniques that we have learned so far in lab in order to synthesize acetaminophen from p-aminophenol and acetic anhydride. This lab was also intended to teach us how to isolate and recrystallize our compound in order to get rid of as much impurities as possible and check the purity using the melting points. Lastly, this lab helped us continue to use thin-layer chromatography in order to compare our compound to similar compounds that can be found on the shelf in order to find the active ingredients in the different analgesics. In order to start the synthesis of acetaminophen I did an acid-base reaction by adding concentrated hydrochloric acid to p-aminophenol. The p-aminophenol was then mixed with some charcoal, turning the mixture black, and then filtrated out by gravity. After this I used a buffer solution of sodium acetate to mix with the p-aminophenol and then immediately added 2 mL of acetic anhydride in order to complete the ingredients required for the synthesis. The reaction was then cooled and the crude crystallized acetaminophen was collected by vacuum filtration. I was able to retrieve 1.88g of the crude acetaminophen, which turned out to be a 64.4% yield based on the fact that p-aminophenol was the limiting reactant for this synthesis. The melting point found for the crude was 160-162 degrees Celsius, which is about 20 degrees below the melting point of pure acetaminophen, meaning that the crude product has some impurities. Part B. Recrystallization of Acetaminophen I placed .504g of the crude acetaminophen into a test tube and added boiling water, our solvent, drop-wise until the crude acetaminophen was completely dissolved. This solution was then cooled slowly in order for crystals to form and was then collected by vacuum filtration. The amount recovered from the recrystallization turned out to be .399g, which meant that I recovered 79. ...

Anywhere vs. Any Place

Anywhere vs. Any Place Anywhere vs. Any Place Anywhere vs. Any Place By Maeve Maddox A reader asks if there’s a difference between the adverbs anywhere and any place. According to The Chicago Manual of Style, the word anywhere: is preferred when referring to an indefinite location (my keys could be anywhere). But any place (two words) is narrower when you mean â€Å"any location† (they couldn’t find any place to sit down and rest). Here are Web examples that illustrate this use: The missing passenger plane, which the world has been hunting for days, could be anywhere within a 2,530-mile radius. Suitable temperatures can be anywhere in the range of from ambient to the temperature at which the subsequent nanofiltration step is carried.   Are there any pollution-free places left on Earth? Is there any place that will loan me money in the next hour? The Ngram Viewer shows that one-word anyplace has appeared in printed books since 1800, with a marked rise in use since the 1940s. Another two-word adverb, any time, also appears on the Ngram graph as early as 1800 and shows a rise in use about the same time as anyplace. Popular usage prefers formations such as anyplace and anytime to any place and any time. For example, glossaries of texting terms explain that the abbreviation a3 stands for â€Å"anytime, anywhere, anyplace.† American style guides continue to regard the spelling anyplace as nonstandard, but the one-word version is ubiquitous, even in publications assumed to adhere to standard usage: â€Å"Private equity can go anyplace,† Wilbur Ross, who has also invested in businesses once thought off limits, told The New York Times.- NY Times, 2007. The patterns were intriguing and the textures surprising – although the fabrics seemed quite heavy for a springtime anyplace but Alaska.- Washington Post, 2014. Now a junior, Hezekiah has lived in the Phi Kappa Psi fraternity longer than anyplace else in his life.- Christian Science Monitor, 2014. Merriam-Webster lists both anyplace and anytime without comment, and the M-W Learner’s Dictionary gives the following sentences as examples of acceptable usage: I’ll go anyplace you want. I can’t find my keys anyplace. I’m happy here and I wouldn’t want to live anyplace else. In the grand scheme of things, there’s no reason any place shouldn’t be written anyplace and any time as anytime. After all, anywhere was once written as two words. In the practical scheme of formal English, however, the writer whose audience includes readers of all educational levels is still advised to avoid the one-word versions and write any place and any time because these are the forms viewed as conventional usage in the second decade of the 21st century. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†List of Greek Words in the English LanguageUlterior and Alterior

Unilever's and Nestle's International Marketing Strategies Article

Unilever's and Nestle's International Marketing Strategies - Article Example These two companies employ different marketing strategies and marketing mix for their products in the international market to elicit desired feedback from their target markets. Unilever has a well-designed logo and a slogan ‘feel good, look good and get more out of life’. Unilever’s mission according to the slogan is to add vim to life. In Bangladesh, Unilever has attained a competitive advantage over the other companies in the market (Ma’arif, 2007). According to Webster (Webster, 1995), Price is a vital component in the marketing strategy of any marketer as it interacts with all the other elements of the marketing mix to establish the effectiveness of each one of them. Nestle does not primarily concentrate on the pricing policies of its competitors but has its own techniques of pricing. They consider the demand of the product and the prevailing economic conditions to determine the purchasing power of the consumers thus all the prices are within the customer’s purchasing power. Nestle has also ensured that all the products that are consumed on daily basis have a minimum price to attract more customers and also offers discounts to its regular customers. Unilever, on the other hand, considers the pricing policies of its competitors and employs a skimming pricing strategy where they introduce their products at a high price and gradually lowers them over time (Ma’arif, 2007). Selection of a right place where the consumer wants to be is crucial for the success of any organization. Capturing the consumer and making it easy for him/her to purchase the product is the main objective of an effective distribution or place strategy (Webster, 1995). Unilever and Nestle ensure that all its products are available at every corner of the world. Nestle has catered for the market of Gujarat effectively by providing its products in every corner.