A paper about geo class concepts related in new construction materials Essay

A paper about geo class concepts related in new construction materials - Essay Example These ecological effects result in short-term expenditures and longer-term costs. Even if there is no consensus on dollar with increasing public knowledge of climate changes concerns and the lack of a national climate change regulation, numerous federal agencies and state and local administrations have took on regulations and ordinances that promote and, some cases, mandate green construction for specific commercial and residential structures to minimize GHC emissions and fight global warming even if there no single, homogeneous definition of green construction, the United States Environmental Protection Agency (EPA) asserts that green construction is the practice of creating building and utilizing procedures that are environmentally accountable and resource friendly all through a structure’s life span from sitting to design, building, operation, renovation and deconstruction. Proponents of green construction claim that is it a powerful apparatus for fighting climate change si nce buildings comprise of a huge segment of the United States Carbon footprint (Zhao 1-3) Concrete is the most broadly utilized building material. Present standard use of concrete is about one tonne annually per ever living human being. Human beings do not use any other material in such profound scope except for water. As a result of its huge consumption, even little reductions of green gas emissions per ton of manufactured concrete might make an essential global impact. Dependable estimations of green house gas emission tracks of numerous building materials are becoming significant, due to environmental understanding of the users of construction material. Life cycle examinations of competing building materials, such as steel and concrete can be carried out before the kind of material is selected for a specific construction (Flower and Sanjayan 283-288). The fundamental components of concrete include cement, water, coarse aggregates and fine aggregates. The extraction of aggregates has considerable allusions. Nevertheless, the core contributor of green house emissions in the manufacture of concrete is the Portland cement. It is has been reported that the cement plant is accountable for 5 percent of global anthropogenic CO2 emissions (Kardowski 2722-2730). Consequently, emissions as a result of Portland cement have frequently become the focal point when examining the green house gas emissions of concrete. Other cementitious constituents put into account include ground granulated blast furnace slag (GGBFS), a by-product of steel industry, and fly ash, a by-product of burning coal. The utilization of water in concrete amounts to reduced CO2 emissions (Bianchini et al 57-65) As a result the cement becomes coarse and fine aggregates, GGBFS and fly as the core material contributions to the ecological impacts of concrete. According to Strohbach et al (220-229) cities play an essential function in the world carbon cycle. They generate huge amounts of carbon dioxide em issions but they as well sequester and store carbon in urban forests and green space. Nevertheless, seizure by urban green space is hard to measure carbon sinks and also involves emissions. The carbon tract examination is a determined technique for systematically enumerating carbon sinks and sources all through

Discipline in the Classroom Essay Example for Free

Discipline in the Classroom Essay Youre nothing but a wuss. Your mama aint here to help you now so why dont you stand and fight me like a man†¦. Thats right, saying nothing is going to make the situation better. You gonna go cry to Mrs. Wilson about it now? This type of harassment in the classroom distracts the students from their main objective-to learn. Disciplinary problems in the classroom interrupt the atmosphere of the classroom, a place where learning takes precedent above all else. A tense environment detracts from learning and everyone loses. Mrs. Wilson got upset, the other school children endured constant harassment, and the children responsible for this harassment got lost in the system. Although experts cite many responses, multicultural education remains an answer that benefits both the teacher and all of the students. Disciplinary problems not only disrupt the serenity of the classroom, but if left untreated, manifest into societal problems. Violence grows as Americas answer to any problem. This trend has been growing steadily in our nations classrooms, and recent incidences like that of Columbine High School remind us that angry children become everyones problem if no one reaches out to them. cal1966, please do not redistribute this work. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this work elsewhere on the internet. Anybody found doing so will be permanently banned. Detention, suspension, and expulsion remain popular methods for dealing with discipline, but these methods serve only to remove rather than to solve the problem. Multicultural education stimulates the children to incorporate their own life experiences into what they learn and makes them active participants in their own learning process. Multicultural education serves to help bridge gaps between different classes, races, and genders. Not a seemingly easy task, drastic measures are imperative when the future of our country rests on the futures of our children. Take an eighth grade classroom located in a rural district with only three middle schools servicing the entire county. Mark and Jake, two white boys, constantly disrupted Mrs. Wilsons Social Studies class. The situation distracted the teacher from her lesson plan, meaning that the other childrens learning fell behind their peers. Also, Mark and Jake jeopardized their own academic careers and threaten to become societal menaces. If left untreated their problems might develop into larger societal ills that hurt members of the population at large through their abuse of welfare or filling up the jails. Previously detention failed to help Mark and Jake correct their behavior, but Mrs. Wilson felt that the rest of the class should not suffer because of two members of the class. Disciplinary problems usually stem from some deeper anxiety that the children are facing. Marks parents work in an assembly line of a car manufacturer and net $40,000/year combined. They work long hours and spend little time with Mark after school. He takes the school bus to and from school, and he lives in a poor area of town where the houses are run down. Neither of his parents finished formal high school, although they both received GEDs. He has several younger siblings that look up to him as an example, but education is not stressed in his family. This hypothesis from studentcentral. o. uk Part of his disciplinary problem could be that he resents the fact that the state requires him to go to school. Mark sees that his parents struggle to get by, but no connection between improving his situation and education in his mind exists. People who succeed in class and come from upper-middle class backgrounds receive the brunt of his harassment. He feels resentment towards these students because he feels that he tries hard but society and good fortune still shun him. Jakes parents come from working class backgrounds, and he lives in an area that is close to Marks house. His parents experienced marital problems lately. They fight constantly, and his one younger sister also experienced problems in school. His father graduated from technical school and works as a mechanic in a local garage, and his mother works at Kroger. His disciplinary problems relate to the fact that his parents fight a lot and offer to get into screaming matches. With so much tension in his home he feels the need to lash out at someone, and conveniently finds other students to harass-students who he already resents because of their higher social status. His disciplinary problems started about the time that his parents started having problems. However, his parents failed to communicate their problems on to Mrs. Wilson, so she understands little about the reason for Jakes disciplinary problems. cofb fbr sefbfbw orfb fbk infb fofb fb. Mrs. Wilson, a 35-year old white teacher, became exasperated because Mark and Jake refused to respond to what she viewed as adequate attempts to reach them. They reserve their harassment for children who identify with the pper-middle class or excel in schoolwork. Because she experienced no contact with either set of parents, she remained unaware of the home problems that contribute to Mark and Jakes frustration with the school system. Her training also left her unprepared to deal with types of children who shrink away from contact with other people. The boys consistently under-perform in all their subjects. Although they received extra help in the past, they refused to take an active interest in learning, and instead tried to disrupt class time. Mrs. Wilson gave them extra help by working with them during class, and also assigned group partners to them, but the hostility the boys exhibited towards their partners made the working environment tense. They also disrespected Mrs. Wilson, and she felt like she lost all control because they refused to listen to anything she said. They removed themselves from the social scene of the school and appeared to not trust anyone but themselves. The harassment of other students needs to stop because everyone suffers in this situation. All the students fail to get to as much information as other classes with no disciplinary problems. These students will then experience a disadvantage next year when they compete against students from other classes. Also, Mark and Jake acted out and created this disturbance in class for some reason. If Mrs. Wilson fails reach them then their class disturbances might turn into societal disturbances. The importance of the situation remains for all involved to receive some help. This hypothesis from studentcentral. co. uk Mark and Jakes harassment needs to stop for the benefit of all involved. Multicultural education ensures that every child receives a proper education and an equal chance of success later in life. Like a runaway effect, the problems snowball setting students back and preventing them from attaining success in schools and jobs. In a multicultural setting ideally all the students express their individual voices in the class and its pedagogy. Multicultural education address typical disciplinary problems because the themes that of the process builds around active thinking by the students themselves about the world around them. Multicultural education helps remedy this situation, because everyones culture needs to gain acknowledgement by the teacher. However, since limited diversity exists in the classroom, Mrs. Wilson tries to incorporate other cultures as well to make all her students more accepting and understanding of everyones lifestyle. Although the classrooms contain relatively new textbooks, they should be discussed critically in class so that the students feel like active participants in their own education. Mark and Jake may be acting out because they feel a lack of control over their own education and their situation in life. Mrs. Wilson realized she had failed to stimulate stimulating them enough, and so they act out to try to grab attention. Rather punish these students, Mrs. Wilson tries to understand their motives and then to try to help them in whatever way the teacher deems possible. This hypothesis from studentcentral. co. uk Nieto writes, all teachers can become role models for all students as long as they are understanding, caring, and informed. One way in which teachers can build substantial relationships with students is by offering help to those who do not seek their aid (331). Mark and Jake try to get attention by lashing out. Mrs. Wilson must dig deeper than usual to get at the root of the problem if she wants to help them. Mrs. Wilson reaches her students through multicultural education. Her determination to reach students who have been labeled as problem children determines the rest of their scholastic careers. For her first step, Mrs. Wilson reevaluates whether her accusations about the childrens behavior warrants concern. Her actions could stem from her preconceived notions of lower, working class families since the children causing the disturbance are poorly dressed and do not have the best hygiene. If Mrs. Wilson holds any bias then she needs to address her own personal bias so that the children do not suffer from her one-sidedness. coce cer sececew orce cek ince foce ce! Once Mrs. Wilson ascertains that these children pose a serious disturbance in her classroom, then her objective reworks itself into new inventive ways. The benefits of conventional negative reinforcement seem to not pose any threat to Mark and Jake, so perhaps she can try positive reinforcement. Also, if she practices what Nieto outlined as a multicultural classroom (p. 05) then she creates an environment where the children feel comfortable approaching her. Perhaps by gaining their confidence she then determines the root of their discipline problems. Before implementing multicultural education, Mrs. Wilson first identifies the reason for Mark and Jakes outbreaks in class. Until now she treated them as regular problem children, but since none of the conventional disciplinary methods worked, she needs to sort out the root of the problem. Their problems at home cause their harassment of their peers. However, since the parents fail to return phone calls, Mrs. Wilson writes them and requests that they come in for a parent/teacher conference. If this measure fails to get the parents to school, then she plans to go visit them in their home. Because the parents are usually busy, there do not often communicate with the school. If the school approaches the parents in a non-threating manner, then perhaps the parents shed some light on their sons behavior problems. With more parental involvement, the boys feel more pressured to shape up. The home environment remains difficult to overcome, especially without the parents help. However, Mrs. Wilson needs to make the effort to at least try to contact them so that she has more input to correctly identify the reason Mark and Jake are acting out. Nieto writes teachers can encourage parents to give their children jobs at home, and then support them when they do (328). Maybe if Mark and Jake feel more important at home then they lose the urge to act out at school. Another method Mrs. Wilson employs to draw in outside resources for her classroom involves meeting with Mark and Jakes other teachers. Outside input also influences learning because if she experienced disciplinary problems in her class the boys probably act out in all of their classes. By calling a meeting with everyone involved, the teachers might be able to trace commonalties between all of the disciplinary outbreaks. If they see what sets the boys off then they prevent cause of the harassment, or at least create an opportunity to talk to the boys about their behavior. If the teachers pinpoint the cause of the boys disciplinary problems within the classroom, then they know how to solve the problem more effectively. A reason for their frustration within the classroom stems from the fact that Mark and Jake feel left out of the education process. If Mrs. Wilsons teaching style revolves around lectures they become bored and act out because of their boredom. The difficulty lies in making students pay attention in the classroom if their families devalue education at home. The teaching style induces no stimulation for them to want to learn. By using multicultural education, Mrs. Wilson aims to instill a love of learning in the students. Perhaps if Mrs. Wilson incorporates other methods of learning like hands on learning, group projects, or presentations by students for the rest of the class then she receives more positive behavior from all her students. If she can relate the students life and how education increases knowledge, then she makes not only Mark and Jake realize the importance of education in their lives but the importance of education to all of her students lives. Mrs. Wilson tries to incorporate other multicultural ideas in her lesson plan in order to accommodate the behavior of Mark and Jake. When they cover the holocaust she shows them Schindlers List to illustrate its impact on the Jewish people. Movies help show history in vivid detail, and the brutality of the film helps bring this terrible period in history to light. This helps her students realize that other people endure suffering, and by showing them a real example of suffering they might feel more compassion for others. She also shows that other groups have suffered more than her students. The suffering that their class endures pales in comparison to the plights of other ethnicities. When Mark and Jake see the brutality of war and the horrible consequences of fighting, they realize other methods for solving their internal conflicts exist. Mrs. Wilson also engages the students in a unique manner that tries to draw their attention onto examples that shape our modern day world. Examples that relate to the students lives impact students more forcefully instead of assigning them reading and expecting them to pick up all the material. By relating the assignments in class to their every day lives she shows them examples of how education better their own situation. The learning becomes much more personal and effects them more. Mrs. Wilson also changes the structure of her class. If she includes more history about the working class and their importance in situations like the Industrial Revolution, then she makes all the students from working class backgrounds feel more important and a sense of pride in their heritage. Nieto writes that teachers can use the experiences and understandings her students bring to class rather than an exotic or irrelevant curriculum (338). She needs to uphold and validate their culture because Mark and Jake feel like their culture contains no importance and that could be a reason for their lashing out. The punishments that the boys get assigned could take a more inventive twist in order to quelch their behavior. If assigned community service Mark and Jake see that many others in their community undergo more hardship then their families. Nieto also writes opportunities for after-school work or community service can be provided in much more substantial ways than they currently are (328). The boys gain a perspective on their own problems by comparing them to others less fortunate. Such epiphanies might improve their behavior in the classroom. Multicultural education starts in the classroom but affects a wide array of social problems. Discipline, if left untreated, expands into larger social ills, where the perpetrators leech off of everyone. The plague on society takes the form of welfare and jails where taxpayers bear the responsibility for those who refuse to help themselves. This societal failure can be avoided by trying to reach these children earlier in their academic careers so that they experience success later in life. Multicultural education remains the best way to retain those borderline students who otherwise get lost in the system. Mrs. Wilson employs many methods to try to reach Mark and Jake before they lose complete interest in school. First she tries to determine the root of the problem so that she knows the exact problem she is dealing with. Talking to the parents and other teachers gives a more comprehensive view to the situation. Once the boys frustration surfaces, Mrs. Wilson incorporates different teaching aspects into her lesson plan. Engaging the students makes them more interested in their education and lessens their tendency to act out. Relating the real world to their own lives makes them more involved members of society. Mark and Jake symbolize children whose problems generally run deeper than most teachers suspect. Multicultural education helps make these boys and all of the students in the classroom more productive members of society. If the boys stay off welfare then our tax dollars go towards improving other facets of life. The boys also become taxpayers who contribute to the solution rather than the problem. Without some intervention, children like Mark and Jake plague American society and benefit no one, including themselves. Hatred makes a disastrous problem that needs to be solved immediately, and multicultural education is one answer to that problem.

The University Should Raise Tuition Each Year Essay -- Argumentative P

The University Should Raise Tuition Each Year Tuition usually increases once a year, for the main purpose that schools go over their budget and they have to make up that money in some way. The schools are using that extra money to make that school a better place so that existing students and new students think its worth spending their money on, going there for a higher education. There are good and bad things about tuition increases, but the big thing to think about is, are these increases going to help the students? Yes, they are, the schools are increasing tuition so that the students can get there higher education, and feel that they are getting it at a great place. Schools want to help their students get the best higher education they can, but to do that, they have to raise tuition so they can afford to help their students. Universities have budgets which they are supposed to stick to, and now that they are not sticking to them, they need to raise tuition so that they can make up for the extra money that they spent. â€Å"The University of Virginia saw a 20 percent cut in their tuition bill in 1999, is planning a midyear tuition surcharge as bad state-budget news continues to poor in,†(Hebel, 2002). Universities are having a very hard time with their budgets that they need to raise tuition. There is a really good question to ask, why are they going over their budgets? There are many answers to that question, one of them is that the government isn’t giving universities as much money as they used to, another answer is that, they have so many students paying to go to their school, that they feel that they have to keep them there, so they spend money improving programs to help their students get the higher education ... .... This way the students get their higher education, and better programs to help them achieve that higher education. Programs such as tutoring really do help students with their classes, and help keep their grades up. Some students have scholarships, and without good grades, they loose their scholarships. As long as raising tuition helps the students, it’s a good idea. Otherwise, they should think about leaving the tuition alone or putting some of that extra money into some new or existing programs. This way, the students know where their money is going; doing this will help students be ok with the idea of tuition increases. If the students are fine with the idea, then it won’t be such a hardship retaining more students and keeping the existing students, because the students are getting something for their money, not just a higher education, but programs and help.

Atomic Bombs :: essays research papers

An atomic bomb is a bomb in which the splitting of atomic nuclei results in an explosion of tremendous force and heat, accompanied by a blinding light. The destructive force of an atomic bomb is due to nearly instantaneous and uncontrolled successive fissions of uranium or plutonium atoms in a chain reaction, each fission releasing tremendous energy and also neutrons which produce the succeeding fission (The World Book Dictionary 129). In other words, these bombs are very powerful. This was demonstrated in 1940, when we dropped an Atomic Bomb on Hiroshima during World War II. This bomb left a crater, in the ground, that was over a half of a mile long.   Ã‚  Ã‚  Ã‚  Ã‚  One of the first instances that these bombs were used was called the Manhattan Project. The Manhattan Project was created by the United States government in 1942 to produce the first nuclear bomb. The official agency that produced the bomb was the Corps of Engineers’ Manhattan Engineer District, commanded by Major General Leslie R.Groves. He directed industrial and research activities at such sites as Oak Ridge, Tennessee, and Los Alamos, New Mexico (The World Book Encyclopedia 141). Here they designed to bombs that were later called â€Å"The Fat Man† and â€Å"The Little Boy†. There was later a movie named after the two bombs that showed how they were made and the experiences that came with making them. A worker was killed during the final stages of the Manhattan Project when a critical assembly of fissile material was accidentally brought together by hand. This incident, which was dramatized in â€Å"Fat Man and Little Boy†, pre-dated remote-control assembly of such components, but the hazards of manual assembly were known at the time (U.S. Nuclear Accidents, Internet). Only 9 months after that, a similar problem occurred which there were 8 people that got radiation exposure and 7 of them died because of it. In the past, there were very many nuclear accidents. One of these was in 1982. International Nutronics in Dover, New Jersey, which used radiation baths to purify gems, chemicals, food, and medical supplies, experienced an accident that completely contaminated the plant, forcing its closure. A pump malfunctioned, siphoning water from the baths onto the floor; the water eventually was drained into the sewer system of the heavily populated town of Dover. The NRC wasn’t informed of the accident until ten months later. In 1986, the company and one of its top executives were convicted by a federal jury of conspiracy and fraud.

The Vampire Diaries: Dark Reunion Chapter Three

Vickie's screams went out of control. Bonnie could feel panic rising in her chest. â€Å"Vickie, stop it! Come on; we've got to get out of here!† Meredith was shouting to be heard. â€Å"It's your house, Caroline. Everybody grab hands and you lead us to the front door.† â€Å"Okay,† Caroline said. She didn't sound as frightened as everybody else. That was the advantage to having no imagination, Bonnie thought. You couldn't picture the terrible things that were going to happen to you. She felt better with Meredith's narrow, cold hand grasping hers. She fumbled on the other side and caught Caroline's, feeling the hardness of long fingernails. She could see nothing. Her eyes should be adjusting to the dark by now, but she couldn't make out even a glimmer of light or shadow as Caroline started leading them. There was no light coming through the windows from the street; the power seemed to be out everywhere. Caroline cursed, running into some piece of furniture, and Bonnie stumbled against her. Vickie was whimpering softly from the back of the line. â€Å"Hang on,† whispered Sue. â€Å"Hang on, Vickie, we'll make it.† They made slow, shuffling progress in the dark. Then Bonnie felt tile under her feet. â€Å"This is the front hall,† Caroline said. â€Å"Stay here a minute while I find the door.† Her fingers slipped out of Bonnie's. â€Å"Caroline! Don't let go-where are you? Caroline, give me your hand!† Bonnie cried, groping frantically like a blind person. Out of the darkness something large and moist closed around her fingers. It was a hand. It wasn't Caroline's. Bonnie screamed. Vickie immediately picked it up, shrieking wildly. The hot, moist hand was dragging Bonnie forward. She kicked out, struggling, but it made no difference. Then she felt Meredith's arms around her waist, both arms, wrenching her back. Her hand came free of the big one. And then she was turning and running, just running, only dimly aware that Meredith was be-side her. She wasn't at all aware that she was still screaming until she slammed into a large armchair that stopped her progress, and she heard herself. â€Å"Hush! Bonnie, hush, stop!† Meredith was shaking her. They had slid down the back of the chair to the floor. â€Å"Something had me! Something grabbed me, Meredith!† â€Å"I know. Be quiet! It's still around,† Meredith said. Bonnie jammed her face into Meredith's shoulder to keep from screaming again. What if it was here in the room with them? Seconds crawled past, and the silence pooled around them. No matter how Bonnie strained her ears, she could hear no sound except their own breathing and the dull thudding of her heart. Bonnie started to nod miserably, then abruptly lifted her head. â€Å"Where's Vickie?† she whispered hoarsely. â€Å"I don't know. I had to let go of her hand to pull you away from that thing. Let's move.† Bonnie held her back. â€Å"But why isn't she screaming?† A shudder went through Meredith. â€Å"I don't know.† â€Å"Oh, God. Oh, God. We can't leave her, Meredith.† â€Å"We have to.† â€Å"We can't. Meredith, I made Caroline invite her. She wouldn't be here except for me. We have to get her out.† There was a pause, and then Meredith hissed, â€Å"All right! But you pick the strangest times to turn noble, Bonnie.† A door slammed, causing both of them to jump. Then there was a crashing, like feet on stairs, Bonnie thought. And briefly, a voice was raised. â€Å"Vickie, where are you? Don't-Vickie, no! No!† â€Å"That was Sue,† gasped Bonnie, jumping up. â€Å"From upstairs!† â€Å"Why don't we have a flashlight?† Meredith was raging. Bonnie knew what she meant. It was too dark to go running blindly around this house; it was too frightening. There was a primitive panic hammering in her brain. She needed light, any light. She couldn't go fumbling into that darkness again, exposed on all sides. She couldn't do it. Nevertheless, she took one shaky step away from the chair. â€Å"Come on,† she gasped, and Meredith came with her, step by step, into the blackness. Bonnie kept expecting that moist, hot hand to reach out and grab her again. Every inch of her skin tingled in anticipation of its touch, and especially her own hand, which she had outstretched to feel her way. Then she made the mistake of remembering the dream. Instantly, the sickly sweet smell of garbage overwhelmed her. She imagined things crawling out of the ground and then remembered Elena's face, gray and hairless, with lips shriveled back from grinning teeth. If that thing grabbed hold of her†¦ I can't go any farther; I can't, I can't, she thought. I'm sorry for Vickie, but I can't go on. Please, just let me stop here. It was a whole series of sounds, actually, but they all came so close together that they blended into one terrible swell of noise. First there was screaming, Sue's voice screaming, â€Å"Vickie! Vickie! No!† Then a resonant crash, the sound of glass shattering, as if a hundred windows were breaking at once. And over that a sustained scream, on a note of pure, exquisite terror. Then it all stopped. â€Å"What was it? What happened, Meredith?† â€Å"Something bad.† Meredith's voice was taut and choked. â€Å"Something very bad. Bonnie, let go. I'm going to see.† â€Å"Not alone, you're not,† Bonnie said fiercely. They found the staircase and made their way up it. When they reached the landing, Bonnie could hear a strange and oddly sickening sound, the tinkle of glass shards falling. And then the lights went on. It was too sudden; Bonnie screamed involuntarily. Turning to Meredith she almost screamed again. Meredith's dark hair was disheveled and her cheekbones looked too sharp; her face was pale and hollow with fear. Tinkle, tinkle. It was worse with the lights on. Meredith was walking toward the last door down the hall, where the noise was coming from. Bonnie followed, but she knew suddenly, with all her heart, that she didn't want to see inside that room. Meredith pulled the door open. She froze for a minute in the doorway and then lunged quickly inside. Bonnie started for the door. â€Å"Oh, my God, don't come any farther!† Bonnie didn't even pause. She plunged into the doorway and then pulled up short. At first glance it looked as if the whole side of the house was gone. The French windows that connected the master bedroom to the balcony seemed to have exploded outward, the wood splintered, the glass shattered. Little pieces of glass were hanging precariously here and there from the remnants of the wood frame. They tinkled as they fell. Diaphanous white curtains billowed in and out of the gaping hole in the house. In front of them, in silhouette, Bonnie could see Vickie. She was standing with her hands at her sides, as motionless as a block of stone. â€Å"Vickie, are you okay?† Bonnie was so relieved to see her alive that it was painful. â€Å"Vickie?† Vickie didn't turn, didn't answer. Bonnie maneuvered around her cautiously, looking into her face. Vickie was staring straight ahead, her pupils pinpoints. She was sucking in little whistling breaths, chest heaving. Shuddering, Bonnie reeled away. Meredith was on the balcony. She turned as Bonnie reached the curtains and tried to block the way. â€Å"Don't look. Don't look down there,† she said. Down where? Suddenly Bonnie understood. She shoved past Meredith, who caught her arm to stop her on the edge of a dizzying drop. The balcony railing had been blasted out like the French windows and Bonnie could see straight down to the lighted yard below. On the ground there was a twisted figure like a broken doll, limbs askew, neck bent at a grotesque angle, blond hair fanned on the dark soil of the garden. It was Sue Carson. And throughout all the confusion that raged afterward, two thoughts kept vying for dominance in Bonnie's mind. One was that Caroline would never have her foursome now. And the other was that it wasn't fair for this to happen on Meredith's birthday. It just wasn't fair. â€Å"I'm sorry, Meredith. I don't think she's up to it right now.† Bonnie heard her father's voice at the front door as she listlessly stirred sweetener into a cup of chamomile tea. She put the spoon down at once. What she wasn't up to was sitting in this kitchen one minute longer. She needed out. â€Å"I'll be right there, Dad.† Meredith looked almost as bad as she had last night, face peaked, eyes shadowed. Her mouth was set in a tight line. â€Å"We'll just go out driving for a little while,† Bonnie said to her father. â€Å"Maybe see some of the kids. After all, you're the one who said it isn't dangerous, right?† What could he say? Mr. McCullough looked down at his petite daughter, who stuck out the stubborn chin she'd inherited from him and met his gaze squarely. He lifted his hands. â€Å"It's almost four o'clock now. Be back before dark,† he said. â€Å"They want it both ways,† Bonnie said to Meredith on the way to Meredith's car. Once inside, both girls immediately locked their doors. As Meredith put the car in gear she gave Bonnie a glance of grim understanding. â€Å"Your parents didn't believe you, either.† â€Å"Oh, they believe everything I told them-except anything important. How can they be so stupid?† Meredith laughed shortly. â€Å"You've got to look at it from their point of view. They find one dead body without a mark on it except those caused by the fall. They find that the lights were off in the neighborhood because of a malfunction at Virginia Electric. They find us, hysterical, giving answers to their questions that must have seemed pretty weird. Who did it? Some monster with sweaty hands. How do we know? Our dead friend Elena told us through a Ouija board. Is it any wonder they have their doubts?† â€Å"They're forgetting already,† Meredith replied softly. â€Å"You predicted it yourself. Life has gone back to normal, and everybody in Fell's Church feels safer that way. They all feel like they've woken up from a bad dream, and the last thing they want is to get sucked in again.† Bonnie just shook her head. â€Å"And so it's easier to believe that a bunch of teenage girls got riled up playing with a Ouija board, and that when the lights went out they just freaked and ran. And one of them got so scared and confused she ran right out a window.† There was a silence and then Meredith added, â€Å"I wish Alaric were here.† Normally, Bonnie would have given her a dig in the ribs and answered, â€Å"So do I,† in a lecherous voice. Alaric was one of the handsomest guys she'd ever seen, even if he was a doddering twenty-two years old. Now, she just gave Meredith's arm a disconsolate squeeze. â€Å"Can't you call him somehow?† â€Å"In Russia? I don't even know where in Russia he is now.† Bonnie bit her lip. Then she sat up. Meredith was driving down Lee Street, and in the high school parking lot they could see a crowd. She and Meredith exchanged glances, and Meredith nodded. â€Å"We might as well,† she said. â€Å"Let's see if they're any smarter than their parents.† Bonnie could see startled faces turning as the car cruised slowly into the lot. When she and Meredith got out, people moved back, making a path for them to the center of the crowd. Caroline was there, clutching her elbows with her hands and shaking back her auburn hair distractedly. â€Å"We're not going to sleep in that house again until it's repaired,† she was saying, shivering in her white sweater. â€Å"Daddy says we'll take an apartment in Heron until it's over.† â€Å"What difference does that make? He can follow you to Heron, I'm sure,† said Meredith. Caroline turned, but her green cat's eyes wouldn't quite meet Meredith's. â€Å"Who?† she said vaguely. â€Å"Oh, Caroline, not you too!† Bonnie exploded. Her eyes came up and for an instant Bonnie saw how frightened she was. â€Å"I can't take any more.† As if she had to prove her words that minute, she pushed her way through the crowd. â€Å"Let her go, Bonnie,† Meredith said. â€Å"It's no use.† â€Å"She's no use,† said Bonnie furiously. If Caroline, who knew, was acting this way, what about the other kids? She saw the answer-in the faces around her. Everybody looked scared, as scared as if she and Meredith had brought some loathsome disease with them. As if she and Meredith were the problem. â€Å"I don't believe this,† Bonnie muttered. â€Å"I don't believe it either,† said Deanna Kennedy, a friend of Sue's. She was in the front of the crowd, and she didn't look as uneasy as the others. â€Å"I talked with Sue yesterday afternoon and she was so up, so happy. She can't be dead.† Deanna began to sob. Her boyfriend put an arm around her, and several other girls began to cry. The guys in the crowd shifted, their faces rigid. Bonnie felt a little surge of hope. â€Å"And she's not going to be the only one dead,† she added. â€Å"Elena told us that the whole town is in danger. Elena said†¦Ã¢â‚¬  Despite herself Bonnie heard her voice failing. She could see it in the way their eyes glazed up when she mentioned Elena's name. Meredith was right; they'd put everything that had happened last winter behind them. They didn't believe anymore. â€Å"What's wrong with you all?† she said helplessly, wanting to hit something. â€Å"You don't really think Sue threw herself off that balcony!† â€Å"People are saying-† Deanna's boyfriend started and then shrugged defensively. â€Å"Well-you told the police Vickie Bennett was in the room, right? And now she's off her head again. And just a little bit earlier you'd heard Sue shouting, ‘No, Vickie, no!'?† Bonnie felt as if the wind had been knocked out of her. â€Å"You think that Vickie- oh, God, you're out of your mind! Listen to me. Something grabbed my hand in that house, and it wasn't Vickie. And Vickie had nothing to do with throwing Sue off that balcony.† â€Å"She's hardly strong enough, for one thing,† Meredith said pointedly. â€Å"She weighs about ninety-five pounds soaking wet.† Somebody from the back of the crowd muttered about insane people having superhuman strength. â€Å"Vickie has a psychiatric record-â€Å" â€Å"Elena told us it was a guy!† Bonnie almost shouted, losing her battle with self-control. The faces tilted toward her were shuttered, unyielding. Then she saw one that made her chest loosen. â€Å"Matt! Tell them you believe us.† Matt Honeycutt was standing on the fringe with his hands in his pockets and his blond head bowed. Now he looked up, and what Bonnie saw in his blue eyes made her draw in her breath. They weren't hard and shuttered like everyone else's, but they were full of a flat despair that was just as bad. He shrugged without taking his hands from his pockets. Bonnie, for one of the first times in her life, was speechless. Matt had been upset ever since Elena died, but this†¦ â€Å"He does believe it, though,† Meredith was saying quickly, capitalizing on the moment. â€Å"Now what have we got to do to convince the rest of you?† â€Å"Channel Elvis for us, maybe,† said a voice that immediately set Bonnie's blood boiling. Tyler. Tyler Smallwood. Grinning like an ape in his overexpensive Perry Ellis sweater, showing a mouthful of strong white teeth. â€Å"It's not as good as psychic e-mail from a dead Homecoming Queen, but it's a start,† Tyler added. Matt always said that grin was asking for a punch in the nose. But Matt, the only guy in the crowd with close to Tyler's physique, was staring dully at the ground. â€Å"Shut up, Tyler! You don't know what happened in that house,† Bonnie said. â€Å"Well, neither do you, apparently. Maybe if you hadn't been hiding in the living room, you'd have seen what happened. Then somebody might believe you.† Bonnie's retort died on her tongue. She stared at Tyler, opened her mouth, and then closed it. Tyler waited. When she didn't speak, he showed his teeth again. â€Å"For my money, Vickie did it,† he said, winking at Dick Carter, Vickie's ex-boyfriend. â€Å"She's a strong little babe, right, Dick? She could have done it.† He turned and added deliberately over his shoulder, â€Å"Or else that Salvatore guy is back in town.† â€Å"You creep!† shouted Bonnie. Even Meredith cried out in frustration. Because of course at the very mention of Stefan pandemonium ensued, as Tyler must have known it would. Everyone was turning to the person next to them and exclaiming in alarm, horror, excitement. It was primarily the girls who were excited. Effectively, it put an end to the gathering. People had been edging away surreptitiously before, and now they broke up into twos and threes, arguing and hastening off. Bonnie gazed after them angrily. â€Å"Supposing they did believe you. What did you want them to do, anyway?† Matt said. She hadn't noticed him beside her. â€Å"I don't know. Something besides just standing around waiting to be picked off.† She tried to look him in the face. â€Å"Matt, are you all right?† â€Å"I don't know. Are you?† Bonnie thought. â€Å"No. I mean, in one way I'm surprised I'm doing as well as I am, because when Elena died, I just couldn't deal. At all. But then I wasn't as close to Sue, and besides†¦ I don't know!† She wanted to hit something again. â€Å"It's just all too much!† Bonnie thought. â€Å"No. I mean, in one way I'm surprised I'm doing as well as I am, because when Elena died, I just couldn't deal. At all. But then I wasn't as close to Sue, and besides†¦ I don't know!† She wanted to hit something again. â€Å"It's just all too much!† â€Å"Yes, I'm mad.† Suddenly Bonnie understood the feelings she'd been having all day. â€Å"Killing Sue wasn't just wrong, it was evil. Truly evil. And whoever did it isn't going to get away with it. That would be-if the world is like that, a place where that can happen and go unpunished†¦ if that's the truth†¦Ã¢â‚¬  She found she didn't have a way to finish. â€Å"Then what? You don't want to live here anymore? What if the world is like that?† His eyes were so lost, so bitter. Bonnie was shaken. But she said staunchly, â€Å"I won't let it be that way. And you won't either.† He simply looked at her as if she were a kid insisting there was so a Santa Claus. Meredith spoke up. â€Å"If we expect other people to take us seriously, we'd better take ourselves seriously. Elena did communicate with us. She wanted us to do something. Now if we really believe that, we'd better figure out what it is.† Matt's face had flexed at the mention of Elena. You poor guy, you're still as much in love with her as ever, thought Bonnie. I wonder if anything could make you forget her? She said, â€Å"Are you going to help us, Matt?† â€Å"I'll help,† Matt said quietly. â€Å"But I still don't know what it is you're doing.† â€Å"We're going to stop that murdering creep before he kills anybody else,† said Bonnie. It was the first time she'd fully realized herself that this was what she meant to do. â€Å"Alone? Because you are alone, you know.† â€Å"We are alone,† Meredith corrected. â€Å"But that's what Elena was trying to tell us. She said we had to do a summoning spell to call for help.† â€Å"An easy spell with only two ingredients,† Bonnie remembered from her dream. She was getting excited. â€Å"And she said she'd already told me the ingredients-but she hadn't.† â€Å"Last night she said there were corrupting influences distorting her communication,† Meredith said. â€Å"Now to me that sounds like what was happening in the dream. Do you think it really was Elena you were drinking tea with?† â€Å"Yes,† Bonnie said positively. â€Å"I mean, I know we weren't really having a mad tea party at Warm Springs, but I think Elena was sending that message into my brain. And then partway through something else took over and pushed her out. But she fought, and for a minute at the end she got back control.† â€Å"Okay. Then that means we have to concentrate on the beginning of the dream, when it was still Elena communicating with you. But if what she was saying was already being distorted by other influences, then maybe it came out weird. Maybe it wasn't something she actually said, maybe it was something she did†¦Ã¢â‚¬  â€Å"What?† â€Å"Hair! I asked her who did hers, and we talked about it, and she said, ‘Hair is very important.' And Meredith-when she was trying to tell us the ingredients last night, the first letter of one of them was H!† â€Å"That's it!† Meredith's dark eyes were flashing. â€Å"Now we just have to think of the other one.† â€Å"But I know that too!† Bonnie's laughter bubbled up exuberantly. â€Å"She told me right after we talked about hair, and I thought she was just being strange. She said, ‘Blood is important too.' â€Å" Meredith shut her eyes in realization. â€Å"And last night, the Ouija board said ‘Bloodblood-blood.' I thought it was the other thing threatening us, but it wasn't,† she said. She opened her eyes. â€Å"Bonnie, do you think that's really it? Are those the ingredients, or do we have to start worrying about mud and sandwiches and mice and tea?† â€Å"Those are the ingredients,† Bonnie said firmly. â€Å"They're the kind of ingredients that make sense for a summoning spell. I'm sure I can find a ritual to do with them in one of my Celtic magic books. We just have to figure out the person we're supposed to summon†¦Ã¢â‚¬  Something struck her, and her voice trailed off in dismay. â€Å"I was wondering when you'd notice,† Matt said, speaking for the first time in a long while. â€Å"You don't know who it is, do you?†

Risk Syndrom in Teens essays

Risk Syndrom in Teens essays Risk Syndrome Found In Overweight Teens There are several issues that need to be dealt with in the world today but overweight teens is something so important that it requires immediate attention. Nearly 1 million U.S. teenagers suffer from a syndrome associated with being overweight that makes them unusually prone to diabetes and premature heart disease later in life(Washington Post 2003), this number frightens me. This article information is as of 2003, but unfortunately the situation has only got worse. When searching for an article in the Washington Post to use for my report, this one struck my eye, or heart. Reason why My generation ( teens ) is mentioned in the title of this article along with the devastating word Overweight. Everyone knows that being overweight is setting you up for heart disease, and heart disease for the early aged is key for a short life. In this article I learned that this metabolic syndrome is becoming more popular among the American population particularly the young who are overweight, Its very , very disturbing. Youre talking about people who havent even become adults yet who are already on the way to cardiovascular disease, (Washington Post 2003) says Michael Weitzman, director of American Academy of Pediatrics Center for Child Health Research. This quote shows exactly how I feel about the issue, especially since its affecting my generation, which ultimately affects me. Another interesting fact that I learned through this article was that, Previous studies found that 22 percent of U.S. adults have metabolic syndrome, but no one had assessed the prevalence of the disorder in teenagers, (Washington Post 2003) showing that the disorder in teenagers was not being watched closely enough earlier, now that the study has been done we need to do something about it and reduce these numbers in teens immediately. The next thing ...

Quotations on Style in Writing

Quotations on Style in Writing A pointed instrument used for writing. According to our glossary entry for  style, thats what the word meant in Latin 2,000 years ago. Nowadays, definitions of style point not to the instrument used by the writer but to characteristics of the writing itself: The way in which something is said, done, expressed, or performed: a style of speech and writing. Narrowly interpreted as those figures that ornament discourse; broadly, as representing a manifestation of the person speaking or writing. All figures of speech fall within the domain of style. But what does it mean to write with style? Is style a feature that writers can add or remove as they please? Is it, perhaps, a gift that only some writers are blessed with? Can a style ever be good or bad, correct or incorrector is it more a matter of taste? Put another way, is style merely a kind of decorative sprinkle, or is it instead an essential ingredient of writing? Here, under six broad headings, are some of the diverse ways in which professional writers have responded to these questions. We open with remarks from Henry David Thoreau, an artful stylist who expressed indifference toward style and conclude with two quotations from novelist Vladimir Nabokov, who insisted that style is all that matters. Style is Practical Who cares what a man’s style is, so it is intelligible, as intelligible as his thought. Literally and really, the style is no more than the stylus, the pen he writes with, and it is not worth scraping and polishing, and gilding, unless it will write his thoughts the better for it. It is something for use, and not to look at.(Henry David Thoreau)People think that I can teach them style. What stuff it all is! Have something to say, and say it as clearly as you can. That is the only secret of style.(Matthew Arnold) Style Is the Dress of Thoughts Style is the dress of thoughts; and let them be ever so just, if your style is homely, coarse, and vulgar, they will appear to as much disadvantage.(Philip Dormer Stanhope, Earl of Chesterfield)A mans style should be like his dress. It should be as unobtrusive and should attract as little attention as possible.(C. E. M. Joad) Style Is Who and What We Are The style is the man himself.(George-Louis Leclerc de Buffon)The old saying of Buffon’s that style is the man himself is as near the truth as we can getbut then most men mistake grammar for style, as they mistake correct spelling for words or schooling for education.(Samuel Butler)When we see a natural style, we are astonished and delighted; for we expected to see an author, and we find a man.(Blaise Pascal)Style is the hallmark of a temperament stamped upon the material at hand.(Andre Maurois)The essence of a sound style is that it cannot be reduced to rulesthat it is a living and breathing thing with something of the devilish in itthat it fits its proprietor tightly yet ever so loosely, as his skin fits him. It is, in fact, quite as seriously an integral part of him as that skin is. . . . In brief, a style is always the outward and visible symbol of a man, and cannot be anything else.(H.L. Mencken)You do not create a style. You work, and develop yourself; your style is an em anation from your own being.(Katherine Anne Porter) Style Is Point of View Style is the perfection of a point of view.(Richard Eberhart)Where there is no style, there is in effect no point of view. There is, essentially, no anger, no conviction, no self. Style is opinion, hung washing, the caliber of a bullet, teething beads.(Alexander Theroux)Style is that which indicates how the writer takes himself and what he is saying. It is the mind skating circles around itself as it moves forward.(Robert Frost) Style Is Craftsmanship Whats important is the way we say it. Art is all about craftsmanship. Others can interpret craftsmanship as style if they wish. Style is what unites memory or recollection, ideology, sentiment, nostalgia, presentiment, to the way we express all that. Its not what we say but how we say it that matters.(Federico Fellini)Proper words in proper places, make the true definition of style.(Jonathan Swift)The web, then, or the pattern, a web at once sensuous and logical, an elegant and pregnant texture: that is style.(Robert Louis Stevenson)The most durable thing in writing is style, and style is the most valuable investment a writer can make with his time. It pays off slowly, your agent will sneer at it, your publisher will misunderstand it, and it will take people you have never heard of to convince them by slow degrees that the writer who puts his individual mark on the way he writes will always pay off.(Raymond Chandler)The style of an author should be the image of his mind, but the choi ce and command of language is the fruit of exercise.(Edward Gibbon) One arrives at style only with atrocious effort, with fanatical and devoted stubbornness.(Gustave Flaubert) Style Is Substance To me, style is just the outside of content, and content the inside of style, like the outside and the inside of the human body. Both go together, they cant be separated.(Jean-Luc Godard)Thought and speech are inseparable from each other. Matter and expression are parts of one; style is a thinking out into language.(Cardinal John Henry Newman)Every style is excellent if it is proper; and that style is most proper which can best convey the intentions of the author to his reader. And, after all, it is Style alone by which posterity will judge of a great work, for an author can have nothing truly his own but his style; facts, scientific discoveries, and every kind of information, may be seized by all, but an authors diction cannot be taken from him.(Isaac DIsraeli)Style, in its finest sense, is the last acquirement of the educated mind; it is also the most useful. It pervades the whole being.(Alfred North Whitehead)Style is not something applied. It is something that permeates. It is of the nature of that in which it is found, whether the poem, the manner of a god, the bearing of a man. It is not a dress.(Wallace Stevens) Style and structure are the essence of a book; great ideas are hogwash. . . .All my stories are webs of style and none seems at first blush to contain much kinetic matter. . . . For me style is matter.(Vladimir Nabokov)

How does J B Priestley create atmosphere and tension in Act I of An Inspector Calls Essay Example

How does J B Priestley create atmosphere and tension in Act I of An Inspector Calls Essay Example How does J B Priestley create atmosphere and tension in Act I of An Inspector Calls Essay How does J B Priestley create atmosphere and tension in Act I of An Inspector Calls Essay Essay Topic: Literature J. B Priestleys play, An Inspector Calls, includes many techniques to create tension. Written in 1945, but set before the first world war, irony is present as Priestley subtly mocks the audience, as he uses Birling to explore the faults of capitalism. In 1946, when the play was first performed, the stereotypical spectator to the post-war play would have been those typically of Birlings societal class. In contrast to his own personal beliefs, Priestley creates Birling to be a strict capitalist, common to the period in which the play was set. Dramatic irony is established as the audience know the outcomes of Birlings ignorant predictions in Act I Scene I. Priestley wrote the play to show the divisions between the classes before the war, and the general middle class persons disposition; ignorant, impatient, and selfish. Priestley manipulates stage directions, such as lighting, props and setting to create tension. As an example of this, in the primary scene, as the Inspector enters, the lighting is brighter, as though the family are under spot light interrogation. Characterisation, the integration between characters and how we perceive them, as well as the language they use, can create tensional suspense by revealing only elements of an individuals personality at a time. This is also aided by the actions and gestures performed by the specific character. Act I Scene I depicts the family having, what seems like, an ordinary family party. An Inspector visits them to enquire about a young girl that committed suicide, and it rapidly becomes evident that the entire family will be involved somehow. The interview stretches from Birling, to Sheila, and is about to commence on Gerald, when the act is left on a cliff hanger. In contrast to the reality of the Birlings family life, the initial lighting is intimate and soft. This also conflicts with the characterisation of the individuals, as Mrs Birling is described as a cold woman, and suggests that she doesnt assimilate with the surroundings. The lighting is stressed to be pink and intimate, as Sheila and Gerald are seemingly passionately in love. The celebration is kept to a minimum of family, and the lighting can reflect the care and affection shared between all on set. As the Inspector enters the room, the lighting becomes brighter and harder. This could suggest the Inspectors strong will and determination to succeed in his case. This seems to create an uneasy atmosphere, as Birlings selfishness contributes to his lack of enthusiasm in aiding the Inspector in his job. The opening stage directions and setting of the scene establishes the wealth of the family, but also uncovers the atmosphere of societal tension. The descriptions of the characters, Birling being a portentous man, provincial in his speech, Mrs Birling simply being a cold woman suggests that it is her that is the societal superior. The pressure of society on people of the Edwardian era is evident as the wealth of the family is constantly reinforced; the Birlings house is depicted as a large suburban house. The cigar box present in the opening settings is also an indication of wealth. The furnishings and general atmosphere of the house is described to be heavily comfortably, but not cosy and homelike. This is intimidating for any potential visitors like the Inspector, though he doesnt seem fazed, and tension is created through juxtaposition, as the words comfortable and cosy, typically used as synonyms of one another, are used in contrast with each other. The creation of Inspector Goole is mysterious from the beginning, as the name Goole is a homophone to the word ghoul. The audience instantaneously perceives the Inspector as fake or unreal. This use of language device could also initiate an air of secrecy about him, which is added to by the fact that the picture of Eva Smith is never shown to the audience, and is only visible to one character at a time. Through this, he adds pace and tension to the play, which creates intrigue for the audience. The stage directions of the moment that the Inspector enters say that he creates at once impression of massiveness and solidity. Although he is not especially tall or prominent, the Inspector has a sense of intensity about him, making him intimidating. The audience can tell from this that tension will be created between the characters of Birling and the Inspector, as they are, for different reasons, mutually intolerant of time-wasting; both the Inspector and Birling wish for the interrogation to be over quickly, as the Inspector wants his information and Birling wants to resume his celebratory evening. Tension is built up between the pair when Birling persists in cutting in to the Inspector. Additionally, whereas Birling is acquiring an angrier tone throughout the interview, the Inspector has a steady ambience all the way through. Birling has an entirely different relationship with his son-in law Gerald, though. Birling is almost sucking up to Gerald, as he and Geralds father are in the same business. He even states that Gerald could have done better for himself than Sheila. This shows some cracks in the family unit, and reveals Birlings desperation for success. Sheila and Geralds relationship also sparks some tension within the household. Its is obvious that their relationship lacks the bonding and trust it should possess, seeing as they are engaged. Sheila says Now I really feel engaged on receiving the ring, suggesting that she didnt feel like that before. This is also collaborated when Sheila mentions last summer, when she didnt see Gerald much. He says he was on business, to which she replies Thats what you say. Gerald goes on to admit his guilt near to the end of the act, but insists that that the Inspector doesnt have to know about it. The Inspectors intelligence goes further than he is currently letting on, which Sheila is aware of, so she replies (laughs ysterically) he knows Youll see. Youll see. The Inspector creates an atmosphere in the house, by simply doing his job, and exposing the faults of each individual character. He identifies Sheilas temper and jealousy when he reveals the story of Sheilas involvement in his case. He also uncovers Geralds infidelity, separating the fantasy from the reality in terms of the perfect, high class family. It seems as though the family members are exploring each others personalities as much as the Inspector is, which creates an uneasy atmosphere, as they all discover something about the others that they wish they hadnt. The timing of Inspector Gooles arrival is also atmospheric. Just as Birling is telling Gerald that a man has to look after himself and his own, the Inspector appears to show him the result of people living that way; a girl loses her job twice and kills herself. The audience can also perceive how the characters react to the photo, and to themselves, as a further indication of the personality of the character, and their involvement in the suicide of the girl. Subtle hints given by Priestley also play a part in producing atmosphere and tension. From early on in the play, the atmosphere seems slightly false or forced, just as when Birling informs Gerald that he is too good for his daughter. Gerald replies that both he and he parents are very happy with the engagement, therefore it is interesting for the audience that Lord and Lady Croft did not attend the engagement party. It is also obvious from the first act that Eric is nervous about something, as he is drinking quite heavily, and what little he does say, is irritable. The simile like bees in a hive is used to describe Birlings contempt for equality; the imagery symbolises everyone working together and being the same as one another. Bees also sting, so this is suggesting that he thinks equality and working together can have a negative effect. Birling continues by calling a socialist society nonsense, also proving his disdain for equality. This could create tension between the characters and the audience. Language devices are used to explore tension in Act 1. Dramatic irony is a dominant device, present throughout the act. It is established as the audience know the outcomes of Birlings ignorant predictions in Act I Scene I. Declarations that the Titanic was unsinkable and that in his opinion, there is no chance of war were dissimilar from the reality, as the audience would have already experienced. This gives the audience an advantage and gets them more involved. Structure of the play adds slight tension, but also realism, to the text, as people dont always wait for the other person to finish. Birling practises this frequently, for example, when he cuts off the Inspector to reinforce his innocence. Birlings monologue also tells the audience a lot about him, as he shows his stupidity and ignorance throughout. Birling attempts to show his knowledge in his speech, along with his importance, but the outcome has the completely opposite effect, as the audience merely think him ignorant. The climax aids the tension of the act by leaving a cliff hanger and creating suspense. The Inspector says Well? to Sheila and Gerald after they have had a discussion outside, and discovered Geralds deceitfulness. It was almost as if the Inspector knew what they were discussing, and was waiting for them to uncover it themselves. This adds to the atmosphere because it seems like the Inspector knows all that he needs to, he is simply trying to make the family realise that just because they have money, doesnt mean they are any different to anyone else of a lower class. In conclusion, J. B Priestley uses many techniques to create atmosphere and tension in Act I Scene I. Stage directions are used by, for instance, Birling, as he shows his true character by interrupting others and possessing an angry tone. Lighting is used to symbolise the change of mood and presence, adjusting to the new balance of characters onstage. The Inspector himself brings a number of unanswered questions with him, some unconnected to his case, with his name and manner. The language and actions also contribute to the shift of atmosphere in the scene, by revealing extensions of each character bit by bit. Subtle hints from Priestly, alongside the climax of the scene, bring additional tension and suspense, as the audience can get involved with whats going on. The details of the scene are what really consume the audience, enveloping them with interest and intrigue, so they can perceive events how they wish, to generate tension of their own.

Final Research Paper Example | Topics and Well Written Essays - 500 words

Final - Research Paper Example Social media plays several functions. In previous generations, before the advent of social media, people relied on traditional news outlets such as television, radio, and newspapers. Fast forward, and nowadays people log into their social media accounts to see current trends (Ahn 1436). For that reason, social media is a source of information, available on a handheld gadget. In addition, several people have started their businesses online, and thus, it is a form of startup and a means of employment for both ordinary and techno savvy individuals (William 11). Finally, social media allows people to show their emotions transparently and reveal their whereabouts in a general manner that alerts their friends. There are several benefits of participating in various social media. Firstly, social media keeps people up-to-date and informed about current events (Pernisco 12). Although it may sometimes be unreliable in terms of content, it is the fastest source of information in the modern world. Secondly, social media promotes social justice. The ability to express opinions online reaches several people and concerned parties. For that reason, a mass of people can pass a point across, create social awareness, and in consequence, enhance social justice. Thirdly, and most importantly, interconnectedness through social media promotes tolerance of other cultures and races. Social media enables people from different regions to interact like friends. There are several drawbacks of participating in various social media. The loss of face-to-face interaction is one of the detrimental effects of social media in my life. I am unable to communicate and relate with friends as I used to during my childhood years. Illiteracy is another detrimental effect (Pernisco 8). The use of slang and shortened abbreviations has lessened the level of literacy of most people in the society. Overall,

The war against global terrorism Essay Example | Topics and Well Written Essays - 500 words

The war against global terrorism - Essay Example So, no, the war against terrorism can never be won in absolute terms. For instance if religious fanaticism is analyzed, the emotional and spiritual motives can push a person to take lives, even their own. The course book lists beliefs and perceptions (Kegley & Wittkopf 177) that become an excuse for religious radicals to do anything in setting the world straight on the correct path. If they find any government secular or not religious friendly, they can start an open war with them. The problem is that it is not a conventional war to stop or destroy an advancing enemy. It is an ideological war. The terrorists will certainly score great sympathy from common people and regional power brokers, because they are the ones showing them the path of righteousness. Killing the leaders of these terror campaigns create martyrs, and the remaining lot almost worships them as their heroes. This only strengthens their cause. One doesn’t need to study ancient war history to understand this plague. Chapter 7 of the book paints brief history of the twenty first century so far. The World Trade Centre incident, Afghanistan War, Iraq’s invasion, Madrid Bombing (2004), London Bombing (2005), Israel’s bombing in Lebanon (2006) and many other incidents demolishing any hopes for a peaceful century (Kegley & Wittkopf 197). The same paragraph also mentions the 2011 Arab demonstration for democratization as a ray of hope. This is highly debatable. The case of Egypt is enough to understand that terrorism can never be defeated in absolute terms. Despite the Arab Spring and powerful (bloody) protests against dictatorships, Egypt still yearns to see democracy in its true form. One needs to ask this question; have the Egyptian demonstrators been successful in achieving their goal? Toppling a dictatorship was just one part of it, true democracy is their destination? Is Egypt a true democracy today? If only military deals decide the

Integration Paper - MBA Assignment Example | Topics and Well Written Essays - 1000 words

Integration Paper - MBA - Assignment Example The key to proper segmentation is to identify the bases that would produce substantial, accessible and measurable segments. Markets are segmented based on variables such as age group, gender and education along with other relevant factors (Lamb, Hair & McDaniel, 2011, p. 262). MBA market place can be segmented as institutional market which is a consumer market and is composed of large number of buyers who purchases in volume quantities. Organisations which are involved in the institutional market include businesses, non profit organisations, schools and universities also (Pride & Ferrell, 2011, p. 251). Therefore the market place of MBA is segment as institutional market comprising of large number of students demanding for more knowledge and better skills. Target market University of Liverpool has segmented its market as institutional buyers forming consisting of large number of members demanding similar kind of needs. Selecting an appropriate target market is important for the insti tution as it enhances the strategic planning process. The University of Liverpool has targeted the students of high quality and who wants to develop the skills as an effective manager as well as have the urge to become potential leader (University of Liverpool, n.d). ... In addition, participants who wish to study online are also the suitable target market. It can be seen in the university has promoted the facility of online degree through its websites and has positioned itself as a management group which offers students and participants not only class room based teaching but also online courses enabling distance students to learn and acquire the managerial skills required to excel in the practical field of life and workplace. Positioning The positioning strategy adopted by the University of Liverpool can be said is to provide knowledge and skills to all those who wants to learn and develop managerial skills and it is depicted properly in the website of the university. The university caters for part time as well as full time students and guided by a flexible approach to learning through the provision of online degree (University of Liverpool-a, n.d). Therefore the university has been targeting the top rank students from across the globe and provide w orld class learning and training facilities along with online learning both for students and professionals who has the desire to learn and expertise in their skills. The university has positioned as a school where learning happens to make a difference. Reflect on own your reason for choosing to undertake your MBA at the University of Liverpool. To what extent do theses match the strategy identified above? Reason for choosing the University of Liverpool to undergo MBA course The reason for choosing the University of Liverpool is because of the opportunity that it provides to the students and encourages the students to develop business and specialise in the field of management through a wide range of electives made available to the students. The

Systems Methods for Problem Solving Assignment Example | Topics and Well Written Essays - 3500 words

Systems Methods for Problem Solving - Assignment Example Based on the metaphor chosen, methodology of Viable Systems Method (VSM) was used to redesign the critical parts of the project execution. The paper ends with the action steps necessary to implement the redesign. A summary and list of references are included at the end. Total Systems Intervention (TSI) is an approach to problem solving for any organization that stands firm with the original holistic intent of systems thinking (Flood 1994). It provides principles, processes and tools to look at problems and organizations from a macro point of view that needs to be considered as the problem is scrutinized and analyzed into its micro components. The micro components must be approached not as a stand-alone entity itself, but as part of a complex system of the whole. This in consideration allows for a more comprehensive analysis and resolution process of the problem. e. The mission and various interpretations must come together at some point, through organizational design and management style, balancing the needs of both the organization and the member ensuring the bottomline business needs is reflected. The TSI process has three phases: creativity, choice and implementation (Flood 1995, p.178). In creativity phase, issues are identified and brought about through the use of decontextualization, or breaking down the issue into micro components, and making sense of such components by contextualizing them into the interacting issues that needs to be managed. This feeds into the choice phase where the use of methods will be implemented to find the most suitable to manage the issues. The methods will have its own strength and weakness, and so depending on how the issues are viewed, the resolution will be influenced by such strengths and weaknesses. The resolution, happening in the last phase of implementation will capture changes needed to be made on the organization, specifically and holistically in order to address the issues identified in the creativity

The 2004 and 2011 Tsunamis Essay Example | Topics and Well Written Essays - 750 words

The 2004 and 2011 Tsunamis - Essay Example Such occurrences, lead to a series of irregular movements that generates shock waves at the waves’ focus and this results in an earthquake. The magnitude and size of the resultant earthquake depends on the magnitude of the movement, and the depth at which the quake has occurred. The earthquakes that are intense but occur at relatively shallow points of water mass do result into severe earthquakes. Tsunami can only occur if the intensity of the quake developed exceeds earthquake magnitude of 6.5 on the Richter scale with a focus less than fifty kilometers in depth; otherwise, the entire effect is absorbed and no tsunami occurs. However, the main factor for consideration is the displacement of the intensity or the degree of placement of the sea floor. If an earthquake occurs on a large but shallow water mass, an intensive tsunami is realized. It is worth noting that the phenomena that lead to the 2004 and 2011 are extremely rare circumstances. The effects of quake waves are inte nse and usually lead to severe effects to both humanity and the earth itself. Notably, the 2004 and 2011 earthquakes that lead to tectonic plates and oceanic floor movement by about fifteen meters permanently altered the surrounding islands geography. Additionally, such quakes led to wobbling of the earth’s axis thus altering or shortening the length of days by fractions of seconds. The 2004 Indian Ocean earthquake was later identified as an undersea mega-thrust earthquake. The earthquake that led to the 2004 tsunami is believed to have resulted from the subduction movement of the tectonic plates. This movement triggered a series of devastating tsunamis on the surrounding landmasses bordering Indian Ocean. The resulting waves stretched to numerous neighboring towns and cities killing over 230,000 people. The effects of this quake were felt in fourteen countries. The wave developed were thirty meters high with magnitude of Mw 9.1 – 9.3. This magnitude is the third large st that had ever recorded on a seismograph. The earthquakes’ effects lasted for the longest duration that had ever been observed, approximately 8.3 and 10 minutes. Notably, this earthquake led to a one centimeter vibration of the entire planet a phenomenon that triggered another earthquake in far regions including Alaska (Moos 1). The 2011 earthquake had a magnitude of MW 9.0. It was less than the 2004 tsunami in magnitude. It occurred undersea, and it was as well regarded as a mega-thrust earthquake. The 2011 earthquake triggered waves off the coast of Japan and had its epicenter approximately seventy kilometers east of Oshika Peninsula and its hypocenter at underwater depth that was later approximated to be about 32 kilometers (Rajamanickam 78). It was the most powerful wave to have ever hit Japan and the 5th most powerful earthquake on the global listing. The 2011 earthquake triggered a powerful tsunami with waves hitting the heights of up to 40.5 meters and travelled a di stance of up to ten kilometers inland. This earthquake moved the Honshu about 2.4 meters towards the east; thus, shifting the Earth’s axis by approximately a distance of between ten to twenty five meters (Nanto 5). The Japan tsunami led to numerous, devastating effects to objects and human life. It led to a number of nuclear accidents; notably, the level 7 meltdowns of at least three reactors in

Systems Methods for Problem Solving Assignment Example | Topics and Well Written Essays - 3500 words

Systems Methods for Problem Solving - Assignment Example Based on the metaphor chosen, methodology of Viable Systems Method (VSM) was used to redesign the critical parts of the project execution. The paper ends with the action steps necessary to implement the redesign. A summary and list of references are included at the end. Total Systems Intervention (TSI) is an approach to problem solving for any organization that stands firm with the original holistic intent of systems thinking (Flood 1994). It provides principles, processes and tools to look at problems and organizations from a macro point of view that needs to be considered as the problem is scrutinized and analyzed into its micro components. The micro components must be approached not as a stand-alone entity itself, but as part of a complex system of the whole. This in consideration allows for a more comprehensive analysis and resolution process of the problem. e. The mission and various interpretations must come together at some point, through organizational design and management style, balancing the needs of both the organization and the member ensuring the bottomline business needs is reflected. The TSI process has three phases: creativity, choice and implementation (Flood 1995, p.178). In creativity phase, issues are identified and brought about through the use of decontextualization, or breaking down the issue into micro components, and making sense of such components by contextualizing them into the interacting issues that needs to be managed. This feeds into the choice phase where the use of methods will be implemented to find the most suitable to manage the issues. The methods will have its own strength and weakness, and so depending on how the issues are viewed, the resolution will be influenced by such strengths and weaknesses. The resolution, happening in the last phase of implementation will capture changes needed to be made on the organization, specifically and holistically in order to address the issues identified in the creativity

Rethinking Design Education for the 21st Century - Theoretical, Essay

Rethinking Design Education for the 21st Century - Theoretical, Methodological, and Ethical Discussion - Alain Findeli - Essay Example Findeli states that the subject of design was previously being viewed as applied esthetics but now the philosophy that leads design and knowledge related to is that design if a form of application of social sciences (7).3 Findeli argues that instead of seeing design as a particular element that is applied in nature, it should be considered as a form of involved science and this will help in ensuring that both the people who design things as well as those people for who the designs are being made are united together and considered as a part of the design problem and are not left out while the problem is being defined (11).4 He even states that there are ethical issues connected with designing and states that the main task of any designer should be to understand the purpose for which he/she is designing (13).5 He states that purpose for which a particular design is being made should guide all the elements of

The parallels between The Crucible and the Rwanda Genocide Essay Example for Free

The parallels between The Crucible and the Rwanda Genocide Essay The Parallels between The Crucible and The Rwanda Genocide The themes of justice, community and sacrifice in The Crucible are universal and can be identified in many modern events in history, including the Rwanda Genocide. The genocide in Rwanda and The Salem Witch Hunts in The Crucible have many striking similarities, primarily these are: the hunting down and killing of a group of people identified as being different, the mass killing of people for no valid reason and the taking of revenge on a whole group of people for the acts of one or more individuals of that group. Common to these two events is the ruthless hunting down of victims. The judges in The Crucible pressure Abigail and the girls for the names of possible witches. Their mission is to convict as many as possible, without questioning if they may be innocent. The judges are merciless predators hunting their prey, exactly like the relentless Hutu’s seeking out the Tutsi’s in every part of Rwanda. The Hutu’s burst into people’s homes, ruthlessly searching for any Tutsi, ready to savagely torture them with machetes before killing them. Any Tutsi they find, regardless of age or sex, gets brutally slaughtered in order to totally eliminate the tribe. Another similarity is the relative escalation of death and murder once the trials/genocide had started. The numbers of deaths in The Crucible were much greater than anyone in the beginning could have predicted. Once Abigail realised the extent of the damage she had caused and saw how out of hand the trials had gotten, she fled. The violence in Rwanda reached extremes far greater than expected and became a genocide, resulting in the deaths of between 500 000-1 000 000 people, with thousands and thousands of brutally butchered corpses littering the streets. The motive behind both events is revenge. In The Crucible, Abigail initially uses the idea of witchcraft to save her own skin, she then realises that she can use it as excuse to seek revenge on Elizabeth Proctor for dismissing her and destroying her relationship with John Proctor. Similarly, the Hutu’s seek revenge on the Tutsi’s for shooting down their president, killing him and everyone else in the airplane. The Hutu’s believe the Tutsi’s were trying to regain power. There was a long history of rivalry and violence between these two tribes and the killing of the president was the catalyst ignited the voracious flames of revenge. The Hutu’s began their manhunt to find and kill the Tutsi’s in revenge for the years of perceived oppression  when the Tutsi’s ruled Rwanda. Like John Proctor in The Crucible, there too is a protagonist in the Rwanda Genocide – Paul Rusesabagina. They both display strength in standing up for what is right, they refuse to betray their friends and they both show great courage to do what is right, even if it means sacrificing themselves. In The Crucible, as things start to get out of hand, John takes it on himself to stand up to the authority and set things right. Even when standing up against the church places suspicion on him, John will not compromise his beliefs and fights for what he believes is right. This is the same fight Paul Rusesabagina undertakes. Paul refuses to fall into the violence and hatred between the Hutu’s and Tutsi’s. He questions the idea that Hutu’s are better than Tutsi’s. He himself, a Hutu, is married to a Tutsi and he will not let himself be threatened into changing his beliefs or into following what the other Hutu’s are doing. As a Hutu, Paul is expected to despise the Tutsi’s and to be a part of the violence and the killing. Instead he takes in the homeless, terrified Tutsi refugees and turned the hotel he was managing into a refugee camp. Paul knew that he and his family would be killed if the Hutu’s discovered what he was doing, but he did not falter. He took them in, protected them and provided for them when no one else had the courage to. He refused to betray or abandon his family and friends or his people. He saved the lives of 1 268 refugees through his sheer strength, intelligence, perseverance and bravery. Paul’s refusal to betray his people to save himself is strikingly similar to John’s refusal to betray his friends. Although his betrayal would have saved his life and allowed him to be with his family, he could not do it. John’s refusal to betray his friends leads to the ultimate sacrifice. His final act of defiance, to refuse to be part of something untruthful, ultimately led to his death. This emphasises his strength of character and his immense courage. Like John Proctor, Paul also made sacrifices and took great risks. Paul sacrifices his home, his job, the safety of his family and was even willing to sacrifice his life to save the lives of people he didn’t even know, but was willing to protect. He gave help to anyone who needed it,  Hutu or Tutsi. Both of these acts of sacrifice, from just one individual, led to the saving of many lives. The themes of justice, community and sacrifice in The Crucible are universal and timeless. The Crucible teaches us about these themes and teaches us to identify them in historical events. The baseless killing of innocent people simply because they belong to a certain group is repeated over and over in history along with how the courage of one or many individual/s can lead to the saving of multiple lives. There are always individuals in brutal situations who display enormous courage and humanity in standing up for what is right and not blindly following others; individuals who have the courage to question authority. The Crucible teaches us that the courage of one individual can save the lives of many if they only have the strength to question and to stand up for what they believe. The Crucible teaches us to identify these themes in real life events. In addition to the Rwanda Genocide, the relevance of The Crucible is manifested in other recent situations, we only have to consider school girl Malala Yousafzi who was shot in the head by the Taliban after speaking out and standing up for the right of girls to go to school in Afghanistan. The themes of justice, community and sacrifice are evident in The Crucible and The Crucible teaches us to recognise them in real life situations and teaches us the importance of courage and sacrifice, and the great impact that one brave individual can have in a horrific and seemingly hopeless situation.

Implementation Of The BIM Technology Information Technology Essay

Implementation Of The BIM Technology Information Technology Essay Around the globe, designers have started using the new technology known as BIM which is still to be used by their Indian counterparts. Their reluctance to use this technology has held them back in aspects like walkthroughs and visualizations (Autodesk, 2005). There could be two factors for the lack of use of this technology. This technology is not known by the designers or the users of the Indian AEC industry lack the skills required to use this technology. BIM services are being outsourced by the Indian development centers to places like UK, U.S and the countries in Europe in order to avoid any delays, clashes on site, cost overruns etc. The Indian talent is being made use of by the AEC firms situated in U.K, U.S and the European countries. They are getting various advantages like the talent of Indian developers and low cost production (PRLog, 2007). Complex designs and projects are being built by Indian architects. There are requirements is aspects like integration and information technology, development, simulation, communication, coordination and knowledge sharing. At present, there is no standard consistency regarding the use of the BIM technology and the process of its implementation. This lack of uniformity has been acknowledged even by the Associated General Contractors of America. A lot of software firms have tried to get the best of BIM by developing programs pertaining to several parts of the BIM although none so far have looked at it as a transformation process. This is one of the reasons that we need to build a standard and make the implementation of the BIM technology on the global scale. Significance Architecture is a well to do field in India with a vast client base (Autodesk, 2005). The systems are according to the global standards which are managed by well trained staff of skilled people. There has been rapid modernization in the form of malls, IT parks, and residential complexes in India which has led to the demand of architects. India is still a developing country and is short on infrastructure in almost every sector (Autodesk, 2005). Construction and planning is taking place in full force at present. The low wages of worker has been a factor in using alternate automated solutions. The advantage of BIM however is found in savings and better system than the competitors. The time of turnaround is less which is a huge factor to gain a competitive edge. Firms in architecture should use this technology and stay ahead with the times by keeping in sync with the technology and engineering aspect of architecture. The design of a building should follow a non deterministic method rathe r than forming a closed opinion from the start. New architectural experiments can be performed with the help of this approach to achieve tectonic perfection. Purpose The use of BIM systems in combination with simulation and analytical tools helps in building of a prototype of the building, gain information related to activities of construction and performance even before breaking ground. High value is associated with such a prototype. BIM is useful in such situations as it encourages designers to improve the quality and efficiency by avoiding less than effective practices and making use of the best available techniques. It is necessary for BIM to create a digital model which can be used to ascertain schedule, quality take offs and estimates to lessen the effort and time spent on it. This is required to achieve the optimum benefit of BIM. The project purpose is to find the difficulties in front of Indian architects with regards to the use of BIM while being aware of the principles of the Indian AEC industry to create a strategy for implementation of BIM technology. Building Information Modeling or BIM is a process of documentation which gives information related to the various phases of a project like planning, construction, design, operation and facility management. It is a documentation process providing details of construction application and operational visualization, design coordination and scheduling. The main benefit of using BIM is the aspect of visual coordination used in building systems such as MEP (Mechanical, Electrical, Plumbing). It is also useful in the identification of difficulties that can be taken care of before the construction of building resulting in savings in terms of time and money (Damian, Han Yan and Peter (1)). In a report by the National Institute of Standards and Technology, it was reported (NIST, 2004 (2)) regarding the lack of necessary interoperability that burdens the U.S facilities by around 15.8 billion dollars every year. The BIM technology application has thus far not been used in India but has the chance to use it on a large scale. Introduction Architectural Documentation of Structures BIM has enabled maturity of the Architectural Documentation. A properly maintained documentation using a system can be dated back to the Renaissance in the presentation of the plans for Santa Maria del Fiore by Fillippo Brunelleschi in Italy. The patron was made to understand the design of the building by means of drawings. Architectural Documentation has become more modern in its usage over the years. A data model can be created from the design process to the conceptual and operational phase with the computer aided software. A summary of the evolution of the Architectural Documentation ahs been mentioned in the following text. First phase- Early 1980s: The design documents before the year 1980 were made with the help of lines that would represent the building. The documents would be of the pattern of plan, elevation and section that acted as the base to show the picture of the building to be created. Second phase- At the start of the twenty first century: Building that are constructed nowadays are complex in nature than ever before. The drawings of the building are worked upon by a large number of people. There is a phenomenal increase in the number of buildings which can be owed to the technological advances. Buildings are constructed keeping in mind HVAC (Heating, Ventilation, Air Conditioning) and energy necessities. Computer technology helps in greatly reducing errors but one has to remember that the collections in the end are created manually in the form of text and lines. BIM Concept There is a change in the expectation and process taking place in the Indian construction field in lieu of the economic ups and downs and the architects have stepped up to the plate. There has been a change in the working of the more common 2D based practice related to economic, functional and energy. A single database can be used to share the disciplines in a project. Structure, architecture, electrical, mechanical, construction ad infrastructures are bind together and the coordination between all these factors is a tough task. Energy analysis can take place along with the design phase. The costs of construction have become predictable. With BIM, it is possible to use a parametric 3D model to generate automatically building documents like sections, plans, details, elevations and schedule. BIM supported software produces drawings that are in correlation with representation of the model. If there are any changes made in the project, they are coordinated in the rest of the project autom atically. This is a big advantage as there is lesser risk of coordination issues and helps in improving the quality of work on the whole. Various modeling software packages are known that can be used in the application of conceptual level models although they do not possess the capability of documenting a design for construction of a building. CAD and BIM The basic difference in Computer Aided Design or CAD and BIM is that CAD is a 2D document that is created separately and does not relate in any way to the other documents created separately. A wall is represented by two lines in CAD. A wall is created as an interactive tool in BIM that has its specifications like height, width, bearing and nonbearing principle, interior or exterior, fire rating, demolished or new and materials such as bricks and boards. All the information is assembled by the BIM platform into one single location and then goes on to cross link the data among its related objects. Linkage is not seen between the data that is developed by CAD. Comparative efficiency between BIM and CAD is seen in Table 1. In case of BIM, there are three types of information which is related to the model. Object based geometry- For instance; in BIM a window is an object with qualities similar to a real window rather than just being a collection of lines, points and surfaces. The wall receives a window when the window is placed in the wall by means of adjusting the geometry to fit the placement of the window. The wall allows the window o be placed in locations that are pre defined by the parameters that have been programmed for it. Parametric integrity is yet another feature of BIM geometry which relates to the connection between elements which are maintained consistently even when the model is being manipulated. For instance, suppose a window was programmed to a distance of four feet from a door and there is movement in the position of the window then the window automatically moves itself in order to maintain the distance of four feet from the door. The second form of information related to the BIM model is the non graphical information. It defines the structure and function of the model and any properties that are related to it like fire rating, cost, reflectivity, materials content and conductivity. There is a big list of these properties which is limited only by the information that is required the computation power required to process it. Linked information is the third form of information which is associated but not contained in the model directly. Gantt charts and fabricatorà ¢Ã¢â€š ¬Ã¢â€ž ¢s shop drawings used in scheduling and construction are two such examples of this form of information. A common incorrect assumption is that CAD relates to 2D design whereas BIM relates to 3D design. CAD technology can also be used for 3D designs. The main concern for any BIM service is whether the model that has been created is computable or not. Information regarding the model can be easily understood according too the modelà ¢Ã¢â€š ¬Ã¢â€ž ¢s purpose if the model is computable. For example, a 3D model wall that looks good will not be understood by the computer as a wall. The wall cannot insert a window in it and cannot be viewed as a wall created by raw materials. Another aspect of BIM is the Virtual Design and Construction or VDC. According to CIFE, VDC is defined as the use of multidisciplinary performance models of design construction projects. CIFE acknowledges BIM as a tool useful to support product design that is a part of VDC which highlights the organization, product and design construction operation team processes. It is said by some that BIM is more than design software and can be viewed as a module that involves the whole project team. Irrespective of the definition of BIM, the success in implementation of VDC or BIM lies in the coordination throughout all the project teams which is talked about in later parts of the paper. 1.2 Big BIM vendors There are many high roller vendors in the BIM technology market. REVIT is the creation of Autodesk that is directed towards the collection of all the building elements in a single database which helps in providing the users to see results of design modification quickly and enable them to identify interference issues. Bentley Systems makes use of another approach that produces a family of the application modules that relate to each other easily. The modules include Bentley Structural, Bentley architecture, Bentley Building Electrical Systems and Bentley Building Mechanical Systems. Graphisoft is another big name that was purchased by a German firm by the name of Nemetschek in the year 2006. The approach of their BIM is to make a virtual building model to support their main product ArchiCAD that would associate itself with other applications. At last, there is CATIA which was developed by Dassault Systemes that was created for the aerospace industry. It has been adapted by Gehry Technologies to use it in the AEC industry. 1.3 Contribution Building owners and developers lay the most emphasis on information modeling as said by publications related to BIM. A definitive framework to show the value in the life cycle of the creation of the building is missing. For instance, The Contractors Guide to BIM which is established by The Associated General Contractors of America is an informative and precise document with the focus being on BIM from the point of view of a contractor. Similarly, publications floated by fabrication or design related organizations show the perspective of their companies. It is clear from the above two statements that the content of the information on BIM is in favor of the organization who writes it which is more often than This paper is from the point of view of developers and owners who are the most important factor in the construction industry as these entities are responsible for the expense related to the creation of a building. 2 Methodologies Published information was used for the majority of data provided in this paper that contains the following- Journal and magazine articles Publications related to trade organizations Marketing publications and white papers by software vendors Presentation of practitioners Academic papers Case studies Surveys Architects, developers and researchers were interviewed like, Sera Architects and Gerding Edlen Development, LLC which are both outside of Portland., Oregon. The selection of the firms was based on their prior experience with valid developments and implementations of BIM. Researchers like John Kunz and Martin Fischer from Stanford University and Professor Chuck Eastman from Georgia Tech were interviewed. Selection of individuals was based on their expertise with BIM related techniques and architectural computing. The main criterion was to find out the reliability of the data with regards to the completion or near completion of the project. Case data from a yet to be started project has not been included since this paper is from the perspective of the developer. Statements from online publications, articles and interviews were not entirely in specification with the project and hence the same criterion was not used as the statements may refer to multiple project experiences. The different forms of data found in this paper ranges from quantitative data to qualitative opinions about time, cost and efficiency. Quantitative information on the performance of the project was taken into account to gauge the level of effectiveness of a particular modeling implementation or modeling. BIM technology is a fairly new concept and practitioners wanted to see proof of the value of the BIM implementation to a project before investing resources and time. The information from real projects shows this proof and the errors and lessons that have been learned from previous mistakes. The major portion if the quantified information seen in this paper is taken from development projects of major size like office and residential towers, schools, hotels and event centers. The bias in data is mainly due to lack of information on the use of BIM in small scale projects. There is a degree of uncertainty if the lack of information is the reason behind the application of BIM in small scale projects or whether the information related to small projects using BIM is not being published. Additional information on the small projects using BIM would further enhance the argument on the benefits of BIM. 2 Questionnaires 2.1 Objectives and sample This questionnaire has got two major objectives. The first is to survey and find the ratio of AEC companies in the U.S, U.K and other nations that use BIM. The next objective is to determine the benefits these companies enjoy from this technology. The AEC industry academics and practitioners were sent the questionnaire to fill up. Analysis was the focus for the two countries of U.K and U.S. U.S is clearly ahead of the rest in the development of the BIM technology. The companies in U.K have spent a lot of time to carry out research on this technology. Some of the companies are leaning towards this technology. Academics who participated in the research of BIM also took part in the questionnaire. Poverty Issue in Pakistan There are several facets to poverty in the country of Pakistan. The people suffering from poverty in Pakistan are secluded from basic amenities like clean drinking water, education, proper sanitation and health. This discourages them and their abilities while limiting their opportunities to get a safe and secure employment. This tends to the poor being secluded from society and exposes them to a sad affair of states. This problem only worsens as the government does not make any policies and plans for the betterment of these people and help them in the long run. The depth and extent of the poverty calculated from different ways based on different definitions and indices used but there is a general consensus regarding the shocking state of the people suffering from poverty. It has been agreed upon by all that the fight against poverty seen in the 1980à ¢Ã¢â€š ¬Ã¢â€ž ¢s has died down entirely. IF anything, the extent of poverty has only increased at the turn of the next decade as there was no per capita growth in GDP. The government in Pakistan on the basis of the information available regarding the current situation of the people living in poverty has agree with the IPRSP with respect to the trends in the prevalence of poverty. During this period, the Planning Division has enforced an official poverty line that is based on the norm of 2350 calories per adult per day. Strategy of poverty reduction The poverty reduction strategy has basically been put in place to help the needy who have long been suppressed by the conditions brought on to them on account of poverty. Those living under the poverty line in Pakistan have to face a lot of hardships on a daily basis and it is of essence to provide them with some facilities in order to improve their standard of living both socially and economically. The poverty reduction scheme of the Pakistan government is based on the following principles: Increasing the economic growth and keeping the macroeconomic condition stable. Human capital investment Expansion of social safety nets Bettering the governance The major steps and policies brought into effect by the Pakistan government are the following: Financial sector Reforms and Monetary Policy Market based indirect instruments are used to conduct the monetary policy in Pakistan. The free float exchange rate prevalent from July 2000 has meant that the monetary policy has a huge impact on the exchange rate, surpluses, rising current account and the liquidity as a result seen in the inter bank foreign exchange market, pressure exerted on the U.S$ and Rupee parity by H1-FY03. The state Bank of Pakistan has kept intact the cautious policy standpoint and mopped up the major portion of the excess liquidity from the inter bank market witch enabled the rupee to increase in value. The value of the rupee increased by just 3.1% throughout the period. The monetary standpoint adopted is unlikely to change if there is no shift in the inflation overview. There has been a drop in the average lending rates from fourteen percent in the NOV. 2001. To more than ten billion dollars in the recent time and the return from the National Savings Scheme instruments have decreased. The major parts of financial sector reforms are: Measures include elimination credit controls, interest rates and lower cash reserve ratio, development of financial market that include treasury bill market, inter bank market, increased competition, capital markets, high competition in between banks, foreign firms and privatization of financial institutions, strengthening prudential supervision and regulation, enforcement of anti money laundering law in FY04 made for establishment of Financial Intelligence Unit. The strategy for reducing strategy keeps in mind the social, economic and governance. The aim is to improve development that should be proportional to every citizen that includes the unemployed, poor, illiterate, ill health, poor sanitation and housing and unclean drinking water. The main objectives of the policy are: Providing the essential productive assets to those who are poor. Providing a safety net to take care of the very poor. Enhancing the capability of people with the help of human development programs. Providing the necessary resources to finance the programs made for reducing the poverty. Strengthening and reforming the institutions to deliver the public services in a better manner. Micro finance- The concept of micro credit has become a very helpful tool to enabling the poor in increasing their income. Reducing their vulnerability to shocks and building small businesses. Microfinance can be applied to more aspects like savings, credit and insurance as part of the broader services. This concept has many institutions like the First Microfinance bank, Kashf Foundation, First Women Bank and SME Bank. The disbursements and the beneficiaries of the microfinance can be seen in Table 10.1 for the period of 2008-2009, 2009-2010 and the target for 2010-2011. The State Bank of Pakistan has been very helpful in the encouragement that they have provided to Development Financial Institutions and banks to work towards the funding of Microfinance Institutions, NGOà ¢Ã¢â€š ¬Ã¢â€ž ¢s and Microfinance Banks in order to achieve the targeted outreach. TO further enhance the passage of funds to the field of microfinance, The State Bank of Pakistan has developed a Microfinance Credit Guarantee Facility or MCFG which helps in easing the constraints on credit. This is viewed as an incentive by the microfinance institutions and ultimately helps the general public in their fight against poverty and to get a new lease of life in the right direction. In accordance with the MCFG facility, The State Bank of Pakistan provides a guarantee cover to a percentage of forty on the principal amount in the scenario of a partial Guarantee and to a percent of twenty five in the scenario of First Loss Default Guarantee on the facility of credit being extended to the qu alifying borrowing institution by the lending institution. The micro finance institutions that are in place currently are sure to be supported strongly by the development of service and product innovations and also the enhancement to the access of credit for women Microfinance services are set for a considerable amount of expansion that will be seen both horizontally and vertically which will help in the long run for the strengthening of the framework for the financial services being provided from the legal point of view.