Funny Valentines Day Quotes

Funny Valentines Day Quotes Remember the first time you met your sweetheart? How funny she was and how you were attracted to her witty lines? Lovers who share a sense of humor stay together longer, so if you want to win your lovers heart, use laughter. Make your day extra special with these funny Valentines Day quotes. Or maybe youre single and dreading that annual display of public affection known as Valentines Day. There are a few lines here that youll enjoy, too. Helen RowlandA bride at her second wedding does not wear a veil. She wants to see what she is getting. Groucho MarxBehind every successful man is a woman, behind her is his wife. Mickey RooneyGet married early in the morning. That way, if it doesnt work out, you havent wasted a whole day. Rita RudnerI love being married. It’s so great to find one special person you want to annoy for the rest of your life. Tracy SmithI wanted to make it really special on Valentines Day, so I tied my boyfriend up. And for three solid hours, I watched whatever I wanted on TV. Francis BaconIt is impossible to love and be wise. Ally McBealIt’s funny how we set qualifications for the right person to love when we know at the back of our heads the person whom we truly love will always be an exception. MirabeauLove has the power of making you believe what you would normally treat with the deepest suspicion. PlatoLove is a grave mental disease. The Hoosier Farmer magazineLove is the thing that enables a woman to sing while she mops up the floor after her husband has walked across it in his barn boots. Rita RudnerMy boyfriend and I broke up. He wanted to get married and I didnt want him to. Phyllis DillerNever go to bed mad- stay up and fight. Joyce BrothersNo matter how love-sick a woman is, she shouldnt take the first pill that comes along. Oscar WildeOne should always be in love. That is the reason one should never marry. Margaret AtwoodThe Eskimos have fifty-two words for snow because it is so special to them; there ought to be as many for love. Ann LandersThe poor wish to be rich, the rich wish to be happy, the single wish to be married, and the married wish to be dead. Yiddish ProverbThree things cant be hidden: coughing, poverty, and love. H. L. MenckenTo be in love is merely to be in a state of perceptual anesthesia. Jay LenoToday is Valentines Day. Or, as men like to call it, ​Extortion day. Erich SegalTrue love comes quietly, without banners or flashing lights. If you hear bells, get your ears checked. AnonymousValentine’s Day is when a lot of married men are reminded what a poor shot Cupid really is. Rosanne BarrWomen are cursed, and men are the proof. Mae WestWomen with pasts interest men. They hope history will repeat itself.

4 ventajas de estudiar en los Community Colleges en USA

4 ventajas de estudiar en los Community Colleges en USA Si ests interesado en estudiar una  carrera universitaria en Estados Unidos, los Community Colleges son una opcià ³n a considerar para cursar los dos primeros aà ±os. La estadà ­sticas ponen de relieve la importancia de los Community Colleges dentro del sistema universitario de los Estados Unidos. Segà ºn el Community College Research Center, el 45 por ciento de los estudiantes universitarios en el paà ­s realizan sus estudios en uno de esos centros. Esto es, ms de ocho millones de estudiantes, de los cuales ms de la mitad estudian a tiempo parcial. Quà © son los Community Colleges   El nombre de Community Colleges se refiere a instituciones universitarias que otorgan un Associates Degree al estudiante que finaliza sus estudios y requieren haber completado 60 crà ©ditos en cursos semestrales. Por contra, los colleges y universidades otorgan un tà ­tulo universitario en la forma de Bachelor ´s Degree y es necesario haber finalizado 120 crà ©ditos. Los Community Colleges tambià ©n se conocen con el nombre de Technical Colleges o Junior Colleges, incluso County Colleges. En las diferentes zonas geogrficas de Estados Unidos hay la costumbre de llamarle de distinta forma. En todo caso, es lo mismo. T ambià ©n se le conoce como instituciones de dos aà ±os, ya que si se estudia a tiempo completo y satisfactoriamente los cursos se finalizan en ese tiempo. Si no ests familiarizado con los Community Colleges y te gustarà ­a realizar estudios universitarios en Estados Unidos, deberà ­as tener en cuenta las siguientes razones para determinar si estudiar los primeros dos aà ±os en ese tipo de institucià ³n es una buena opcià ³n para ti. El costo de los Community Colleges es mucho ms asequible que el de las Universidades de 4 aà ±os El ahorro puede ser muy grande y servir para pagar gastos como alimentacià ³n, libros de texto, viajes, etc. La mayorà ­a de los Community Colleges son pà ºblicos, aunque tambià ©n los hay privados. Estos à ºltimos son ms caros, pero siguen siendo un ahorro notable en comparacià ³n con Universidades y Colleges. Adems, en la mayorà ­a de los estados hay una diferencia en el precio de la matrà ­cula (tuition) entre in state y out of state. Los que califican como in state, es decir, los residentes en ese estado generalmente pagan mucho menos que los de out of state (aunque no siempre es asà ­). Ciudadanos, residentes, refugiados y asilados que vivan en un determinado estado y cumplan con requisitos adicionales que dependen de cada estado pueden calificar para una matrà ­cula in state. Si los indocumentados califican o no para esa calificar depende del estado. Pero en muchos de ellos, sà ­ que se pueden beneficiar y pagar como in state, si realmente residen en el estado. (Si eres un muchacho o muchacha indocumentado  calificado como Dreamer y todavà ­a no has aplicado por la Accià ³n Diferida, considera hacerlo y valora sus posibles ventajas). Los estudiantes internacionales (visas F-1 o M-1) deben pagar como out of state.   Ejemplo de ahorro en coste de pago de matrà ­cula en community college frente a universidad La Universidad de Texas es pà ºblica y prestigiosa con muchos centros. Estudiar en su campus de cuatro aà ±os de Austin tiene un costo de matrà ­cula anual para el curso que empieza en octubre de 2014  de $34,722 para los estudiantes out of state. Y de $9,798 para los in  state. En comparacià ³n, Central Texas Community College, tambià ©n pà ºblico, tiene un costo por aà ±o para el curso que empieza en octubre de 2014 de $6,270 para estudiantes out of state y de $2,130 para los que pueden calificar como in state. En comparacià ³n, Rice University, tambià ©n radicada en Texas pero privada, tiene un costo de matrà ­cula anual para el mismo periodo de $40,665, para todo tipo de estudiantes, ya que al ser una institucià ³n privada no hace distinciones entre residentes en el estado y los que no lo son a la hora de determinar  cunto cuesta la matrà ­cula en ms de 1,000 Community Colleges Menores exigencias en los tests  de ingreso, como TOEFL, SATS o similares Aunque cada centro tiene sus propias reglas, en general admiten estudiantes con resultados ms bajos en los exmenes estandarizados como TOEFL, SATS y equivalentes. O puede suceder que incluso no sean un requisito. Adems, conviene tener en cuenta que los que son pà ºblicos pueden tener normas que los obliguen a aceptar dentro de su sistema a los estudiantes residentes en el estado que han obtenido su graduacià ³n de high school o equivalente, tipo GED. Esto no sucede con los estudiantes internacionales ni con los residentes de otros estados de la Unià ³n Americana. Pero sà ­ que merece resaltar que los requisitos de ingreso son, en general, ms fciles de obtener que los que piden las universidades y colleges de cuatro aà ±os. Por lo tanto, para los estudiantes que todavà ­a no se sienten cà ³modos acadà ©micamente con el inglà ©s, los Community Colleges pueden ser una gran opcià ³n. Excelente oportunidad para familiarizarse con el sistema educativo universitario de los Estados Unidos Los estudios en un Community College son dos aà ±os en los que se puede mejorar notablemente el conocimiento del inglà ©s y sus particularidades acadà ©micas. Adems, brinda la oportunidad de conocer y entender el sistema de crà ©ditos, requisitos, reas de concentracià ³n  (mayors), titulaciones, etc. Esto puede ser recomendable para los estudiantes extranjeros que no han cursado ningà ºn aà ±o de high school en Estados Unidos y desconocen el sistema de estudios. Ofrecen una titulacià ³n en sà ³lo dos aà ±os El tà ­tulo que se gana al completar los crà ©ditos es el de Associates Degree y se conoce como Diploma o Certificate. En muchos casos es suficiente para desempeà ±ar profesiones como algunos tipos bsicos de enfermerà ­a, maestro de educacià ³n temprana, paralegal, tà ©cnico de laboratorio, etc. En otros, se puede utilizar como un trampolà ­n para acceder a una universidad o college de cuatro aà ±os y asà ­ ganar una titulacià ³n universitaria completa. Si ests pensando en aplicar, recuerda que es conveniente hacerlo a ms de una (entre seis y ocho o incluso diez se considera prctica estndar). Y estos son los  ocho tipos de documentacià ³n que vas a necesitar para aplicar a la universidad  y a muchos colleges, por lo que es muy importante planear con tiempo. A pesar de las ventajas que supone estudiar en un Community College y por lo que deberà ­a ser una opcià ³n a considerar, tambià ©n hay que tener presente los siguientes inconvenientes Posible dificultad  para hacer un transfer a una universidad de cuatro aà ±os No todas las universidades y colleges aceptan estudiantes que han realizado parte de sus estudios en otra institucià ³n. O, si los aceptan, imponen condiciones duras para transferir los crà ©ditos ya estudiados. Por esta razà ³n, si lo que se pretende es estudiar una carrera de cuatro aà ±os es obligatorio   asegurarse saber  cuntas universidades y garantizan la admisià ³n de los estudiantes del Community College que se est considerando como una  opcià ³n  para estudiar los dos primeros aà ±os. La admisià ³n est garantizada siempre y cuando se haya cursado un determinado nà ºmero de crà ©ditos y el GPA (calificacià ³n media de los cursos realizados) està © dentro del mà ­nimo  aceptado por la Universidad. Adems, hay universidades que aceptan de buena gana estudiantes internacionales provenientes  de Community Colleges prestigiosos por considerar que ya conocen el sistema acadà ©mico americano. Eso puede ser asà ­ aunque no tengan firmado ningà ºn acuerdo. En estos casos va a depender de la calidad y mà ©ritos de los estudiantes. Para evitar problemas en los transfer analizar en detalle los Community Colleges que pueden ser una opcià ³n.   En el caso de estudiantes internacionales preguntar quà © tipo de apoyo tienen para acomodarse al sistema de vida americano y para mejorar en el inglà ©s. Opciones de visa para los estudiantes internacionales La visa de estudiante ms comà ºn es la F-1 y, en el caso de estudios vocacionales, la M-1. Pero a veces ms que estudiar una carrera lo que se quiere es practicar el inglà ©s y vivir unos meses en USA. En estos casos es recomendable tener en cuenta los  distintos programas que conforman la visa J-1 de intercambio, ya que en algunos casos podrà ­an ser convenientes.   Otra opcià ³n para los estudiantes que viven en Mà ©xico o Canad cerca de la frontera es solicitar una visa F-3, que les permite conocer el sistema educativo estadounidense sin necesidad de tener que vivir en los Estados Unidos. Posibles problemas para sacar la visa de estudiante Si el dinero no es un problema y te han admitido de una buena universidad de cuatro aà ±os, acepta. Los Community Colleges son una buena opcià ³n, dependiendo de las caracterà ­sticas de cada estudiante, incluso pueden ser la mejor opcià ³n en casos de inglà ©s limitado o cuando el dinero va muy justo. Pero si hay la oportunidad de ir a una buena universidad, esa deberà ­a ser siempre la primera opcià ³n. Adems, si eres estudiante internacional, aplicar para un Community College puede ser visto como sospechoso por el oficial consular que debe aprobar la visa de estudiante. Es importante conocer las causas que pueden convertir a una persona en inelegible para una visa no inmigrante, entre las que se encuentra la de estudiante. Adems, estas son  22 causas que convierten a una persona en inadmisible para ingresar a Estados Unidos. De interà ©s Si eres una persona recià ©n llegada a los Estados Unidos, es conveniente familiarizarse con las leyes y costumbres del paà ­s. Por ejemplo, para los jà ³venes es de relevancia saber cules  son las leyes de edad del consentimiento sexual.   Es importante conocer las que aplican en el estado en el que se vive. Ignorarlas puede tener efectos migratorios malos para los estudiantes internacionales. Este es un artà ­culo informativo. No es asesorà ­a legal.

The Amish Way of Life and Culture Research Paper

The Amish Way of Life and Culture - Research Paper Example The first is the pity on a person who would not take advantage of technological advancements to ease the burden of his life and will lack the distinctiveness of individuality and modernization to decide his own way towards progress. The other view is the honesty, integrity and qualities of the saint hood in the Amish culture and traditions that portray them as the only true Christians remained on earth. The stagnant nature of Amish society has turned it into a tourist attraction but by no means neither are an archaeological discovery nor are the relics of a forgotten world. The only thing is that they have evolved their own perspective about the modernization of the other large cultures and have learned their own way to life in homogeneity with the larger society. They exhibit a deviating strategy of modernization than others (Kraybill, 2001). So called civilized ways have as always been in disagreement with Amish ways of life and culture as decades ago. The argument that Amish impos e greater fatigue and stress on themselves and their generations by denying use of modern technology to ease life or that they really want a more simple life needs validation. Survival, increase in life expectancy and transformation of tribes into rural and urban societies has been taught by the developments in the civilizations. However, Amish ways have taught us the cost of human life, when children leave their parents to old homage, people estrange from neighbors and spiritual and traditional life is cast away in paced forward life style (Hostetler, 1993). The purpose of this report is to communicate the Amish way of life and culture to equip reader with the comprehensive knowledge and place him in a position where he can develop an understanding of diversity in human cultures. The reports focuses on the formulation of Amish believes, development of communal life, ability to avoid rapid modernization, and consequences of a slow changing society. The Amish History Hostetler (1993) is of the view that most of the followers of the European history are well aware of religious movement Protestant Reformations in 16th century led by Martin Luther with aim to counter the imprudent and lavish expenses of the church. However, in the same time another significant movement was in place to reform the church based on religious teachings of Christianity in around 1525 originated at Zurich led by Ulrich Zwingli. This group was formally named as Brethren, also known as Anabaptists meaning rebaptizers. The major principle of this group was to baptized volunteer adults rather than children and distance from the worldly desires. The aim of Brethren was to form a church free from any state and political influences. Soon after its formation, the movement grew rapidly and its members were persecuted both by Roman church and by the faction of Martin Luther, who felt threatened by their ideology and radicalism. The consequences of these persecutions were prayers at night and meeti ngs at secret places. This is often viewed as a strong reason of their withdrawal from society. In the beginning there were indeed no influential leaders, thus the movement remained divided among different factions each with their own agenda and path to achieve it. One of the most renowned Anabaptist leaders was Menno Simons, who joined the movement in 1536. He made many efforts to unite all the factions of the Anabaptist movement under one umbrella. His followers are now known as Mennonites (Hostetler,

Health Care in California Essay Example | Topics and Well Written Essays - 2750 words

Health Care in California - Essay Example Unfortunately, a large number of Americans cannot afford to finance the cost of health care, which has escalated in the past few years. Although Medicare and Medicaid health care system have been helpful in ensuring the provision of quality healthcare to every American, the system is not completely universal. This is true because most Americans still lack health insurance coverage. Although the Obamacare Act has attempted to improve health care quality to the people, California Health Care Foundation (2014) report shows that the system is discriminatory since it is selective and benefits only a few groups. California is among the states with the largest numbers of residents without health insurance. Unfortunately, the majority of these poor is low-income earners and cannot afford to finance their medical bills whenever they fall sick. Therefore, to improve the quality of life of the Californian people, there has been an increased need for the instantiation of health care reforms to e nsure universal coverage for all residents of California. This document will discuss the various health care reforms initiatives that have been implemented in California in the last three years. California is one of the most populous states in the country. At the same time, California has one of the highest numbers of people without health insurance cover. Accordingly, millions of Californian residents have not been able to receive the quality of healthcare they need. A California Hospital Association (2014) report shows that the majority of Californian residents are not receiving the care they need despite the state spending large amounts of money per individual on health care. Reports indicate that California, like most other states in the country, has underutilized preventive care, a situation, which has resulted in large spending on treatment. A CDC report also indicates that state has not prioritized offering quality health care services to its

Stress Essay Example for Free

Stress Essay 1.0Introduction We generally use the word stress when we feel that everything seems to have become too much, we are overloaded and wonder whether we really can cope with the pressures placed upon us. Anything that poses a challenge or a threat to our well-being is a stress. Some stresses get you going and they are good for you, without any stress at all many say our lives would be boring and would probably feel pointless. However, when the stresses undermine both our mental and physical health they are bad. In this text we shall be focusing on stress that is bad for you. Stress is your body’s response to change. It’s a very individual thing. A situation’s that one person finds stressful may not bother someone else. For example, one person may become tense when driving; another person may find driving a source of relaxation and joy. Something that causes fear in some people, such as rock climbing, may be fun for others. There’s no way to say that one thing is bad or stressful because everyone’s different. Not all stress is bad, either. Speaking to a group or watching a close football game can be stressful, but they can be fun, too. Life would be dull without some stress. The key is to manage stress properly, because unhealthy responses to it may lead to health problems in some people. Many people experience stress as they combine busy lives and the demands of study while trying to also save time for friends and family. For some people, stress becomes almost a way of life. We all experience episodic stress, getting ready for a major exam, completing and important paper, perhaps getting ready for an important a way of life. We know that stress prolonged period of time, can have increase certain health risks, to say nothing of the way and tear that happens to relationships and general wellbeing. The simple guide use materials adapted from several college campuses with active stress reduction programs. It explores the origin of stress and provides some basic ways to assess the level of stress you may be feeling and than suggest some easy to incorporate ways to decrease the level of stress. Although we all talk about stress, it often isn’t clear what stress is really about. Many people consider stress to be something that happens to them, an event such as an injury or a job loss. Others think that stress is what happens to our body, mind, and behavior in response to an event (E.g. heart pounding, anxiety, or nail biting). While stress does involve events and our response to then, these are not the most important factors. Our thoughts about the situations in which we find ourselves are the critical factor. When something happens to us, we automatically evaluate the situation mentally. We decide if it is threatening to us, how we need to deal with the situation, and what skills we can use. If we decide that the demands of the situation outweigh the skills we have, then we label the situation as stressful and react with the classic stress response. If we decide that our coping skills outweigh the demands of the situation, then we don’t see it as stressful. Stress is not something strange to our daily life nowadays. Everybody may feel stress when they are facing bad situation. Generally, word of stress has been used in social science research since a well known medical expert; Selye pioneered the research for psychological stress in 1950’s. Cox Brockley (1984) stated that stress is a perception phenomenon which exists from a comparison between the command given and ability of a person to execute he task successfully. Unbalanced situation in this mechanism will lead into stress experience and ultimately into stress reaction. Beside that, stress is a pattern of negative (physiological, psychological) responses occurring in situations where people perceive threats to their well being which they may be unable to meet (Lazarus Folkman, 1984). Selye (1978) define individual stress as the stated of pressure or tension when the individual reacts to a stressor. 1. Background of the study 1.1.1Reading (types) Basically, stress is a state of individual in a response to the stimulus of a stressor (anything that potentially leads to change because changes are stressful for an organism) and resulting hardship (Boss, 1987). Stress is normal and neutral (neither positive nor negative) (Boss, 1988; Selye, 1956). It is a continuous outcome variable in that there are degrees of stress (Boss, 1988) as well as a categorical variable. Types of individual stress based on degrees of stress included deprived, optimal and excessive (Selye, 1956). A derived degree of stress may result in a lake of motivation while optimal stress tends to lead to motivation. Excessive stress may lead to crisis. Stress can come from any situation or thought that makes you feel frustrated, angry, or anxious. Everyone sees situations differently and has different coping skills. For this reason, no two people will respond exactly the same way to a given situation. Additionally, not all situations that are labeled stressful are negative. Facing the mid-term test, completing the thesis and doing the assessments work for each subject may not be perceived as threatening. However, we may feel that situations are stressful because we don’t feel fully prepared to deal with them. Stress is a normal part of life. In small quantities, stress is good; it can motivate you and help you become more productive. However, too much stress, or a strong response to stress can be harmful. How we perceive a stress provoking event and how we react to it determines its impact on our health. We may be motivated and invigorated by the events in our lives, or we may see some as stressful and respond in a manner that may have a negative effect on our physical, mental, and social well-being. If we always respond in a negative way, our health and happiness may suffer. By understanding ourselves and our reaction to stress-provoking situations, we can learn to handle stress more effectively. In the most accurate meaning, stress management is not about learning how to avoid or escape the pressures and turbulence of modern living; it is about learning to appreciate how the body reacts to these pressures, and about learning how to develop skills which enhance the body’s adjustment. To learn stress management is to learn about the mind-body connection and to the degree to which we can control our health in a positive sense. Stress is believed to be caused by the various problems that exist such as problems at school, financial problems, family problems and problems in their surroundings. Teenagers also experience stress because they are sometimes trapped between making decisions which is to follow rules and orders or to be free and discover the world like they should. Teenagers in the previous days were trained for things that were suitable with their age so that they can use it to manage their lives. According to Zulkifli (1988), teenagers always face problems in adjusting. Teenagers especially those who are students always face learning problems, career management and also problems in solving personal and social matters. These are the factors that contribute to stress in life. Students are starting to shift from a life that is dependent on others to a life that needs them to release the dependency and start carrying their own responsibilities. Morris (1990) stated that teenagers always face stress in school and they compete with each other to get better grades. Levine, 1970 (in Dobson, 1980), explained that stress have a relationship with a specific situation like a learning environment in school and the inability to do work perfectly and the failure to achieve anything that is desired. The issues of students doing things like punching teachers, cursing, slandering and hurting teachers, prostitution and others calls for researchers to see the mentioned phenomena is connected to the stress situation among teenagers. Adams (1983, in Kamaruddin, 1997) stated that the biggest problem among schooling teenagers is the matters associated with their schooling. Other than that, problems that female students have to deal with are communication and family problems. For the male students, their side problems are problems with getting involved in sports, recreation and also financial problems. The many responsibilities and pressure cause stress to the teenagers like the need to achieve good academic grades, character building and also good attitude besides trying to comprehend with their personal needs. For many young adults, college is the best time of life. These critical years of adjustment can also be under minded by depression, anxiety, substance, abuse and eating disorder. Stress exists from the change in an individual’s thinking and their lifestyle nowadays. Now, individuals have changed in their perceptions and the way they interpret this life. Students in their teens are the ones who are going through the transitional phase, which is an intermediate of childhood and adulthood. During the teen years, a lot of biological, physical, mental and emotional changes are happening, as well as the changes in responsibility and role. In order to stabilize these changes, the students are always confronted with problems and conflicts (Asri, 2002). For some students who are not capable of dealing with it, the changes will create stress and tension to them. If it is not dealt with in the early stages, the student may experience mental problems (Newman, 2005). As a UiTM KBM students, study itself is potentially very stressful with many different and sometimes conflicting pressures (reading complex technical or theoretical material, writing assignments for deadlines, working part time, having a ‘successful’ social life, family demand) perhaps peaking near the exams, which themselves explicitly test your performance under pressure by setting strict time conditions and removing potential resources such as books, colleagues, notes and etc. Study can also challenge your ideas of who you are, who you think you are or who you want to be, lead you to compare yourself with others, who maybe look like they have everything under control. Any change or transition, even a welcome one is stressful and study involves lots of transitions in addition to other life events for example, moving to another country, or another part of the country, meeting new people, different expectations from lecturers, and each academic year brings changes depend s on different topics, lecturers, perhaps new housemates, which should not be underestimated.

Primitive Beginnings in Herman Melvilles Moby Dick Essay -- Moby Dick

Primitive Beginnings in Herman Melville's Moby Dick      Ã‚  Ã‚   Among the numerous themes and ideas that author Herman Melville expresses in Moby Dick, one of the less examined is the superiority of the primitive man to the modern man. As an undertone running through the entire book, one can see in Moby Dick the same admiration of the "noble savage" that is so prevalent in Melville's earlier tales of the simple and idyllic life of the cannibals, even though the focus has been shifted to the dangers of seeing things from only one point of view and to the struggle between good and evil.    Before proceeding to a discussion of how Melville glorifies "primitive man" in Moby Dick, a working definition for the term must be agreed upon. In her illuminating essay, "The Concept of the Primitive," Ashley Montagu points out the fallacy of using the term "primitive" in a scientific context because it is so ambiguous and has so many different connotations attached to it. He shows that so-called "primitive" peoples are neither as undeveloped, uncivilized, or simple as the term implies. However, here I will use the term subjectively, with all its implications, because when Melville idolized primitive man, he did not have a specific, scientific definition in mind. He had an ideal, the ideal of man before the corrupting influences of civilization had taken their toll.    On one level of thought, Queequeg offers a prime example of the superiority of a truly "primitive" man. This "native of Kokovo" is the romanticized picture of the peoples Melville encountered in his sojourns on the tropical isles, whose innocence and virtue so impressed him. He displays his selflessness and strength when he dives after and rescu... ...their interference.    In Moby Dick, that feeling of reverence and admiration toward man's primitive beginnings is still there   in the noble persona of Queequeg, in the whalers and whaling that he glorifies to such an extent, and in the primeval ocean itself, which teaches its wisdom to Ishmael.    Works Cited and Consulted. Brodhead, Richard H. "Trying All Things: An Introduction to Moby-Dick. New Essays on Moby-Dick or, The Whale. ed. Richard H. Brodhead. Cambridge: Cambridge UP, 1986. Duban, James. Melville's Major Fiction: Politics, Theology, and Imagination. Dekalb: Northern Illinois UP, 1983. McIntosh, James. "The Mariner's Multiple Quest." New Essays on Moby-Dick or, the Whale. ed. Richard H. Brodhead. Cambridge: Cambridge UP, 1986. Melville, Herman. Moby-Dick. New York: Holt, Rinehart, and Winston, Inc., 1964.   

Present Simple

PRESENT SIMPLE 1-When do we use it? -When we are talking about a habit; -When we are talking about a schedule; -When we are stating a fact; -When we say something that is generally true; -When we give instructions or directions. 2-TIME EXPRESSIONS for things that happen regularly are: -Every†¦. -Once a†¦. -Twice a†¦. -On Tuesdays†¦.. -In winters†¦. OR -Always, Frequently, Often, Usually, Regularly, Generally, Sometimes, Seldom, Rarely, Never. * Time Expressions that are one word, we put before the main verb. . g. I always do my homework. e. g. We don't usually spend so much money. * If the main verb is BE (am, is, are), we put the Time Expression after it. e. g. I am never late. * When we have a sentence that is a general fact, we don't use any time expression and we have to know that it refers to PRESENT SIMPLE. e. g. The sun shines in the east. My father works in a factory. We live in Boston. How To Use The Present Simple? i) Affirmative form: -Subject + Ve rb + Object e. g: I play football every day. **3rd person of singular: -Most of the verbs take the letter â€Å"s† to from 3rd person of singular, e. g. : Live-lives Work-works but †¦the verbs ending in â€Å"sh, ch, o, x, ss†, we ad â€Å"es† e. g. : wash-washed, teach-teaches, go-goes fix-fixes kiss-kisses and†¦the verbs ending in consonant + letter â€Å"Y†, we cut â€Å"y† and add â€Å"ies†. e. g. : fly-flies cry-cries study-studies but†¦the verbs ending in vowel + letter â€Å"Y†, we add â€Å"s†. e. g. : play-plays say-says Stay-stays ii) Negative form: To do the negative form in present simple tense, we must use the auxiliary â€Å"to do†. -Subject + verb to do (conjugated) + not + main verb (infinitive) + the object. e. g. : I do not play tennis every day. She does not work in my company. [do not= don’t †¦. does not= doesn’t ] iii) Interrogative form: -Like in negative form, we must use the auxiliary â€Å"to do†. -Verb to do (conjugated) + subject + main verb (conjugated) + object + ? e. g. : Do you go to school on Sunday? Does Carlos play football every weekend? Carlos Vieira

Residual Stress

INFLUENCE OF RESIDUAL STRESSES ON FATIGUE FAILURE OF BUTT WELDED STAINLESS STEEL PIPE Areef A Department of Mechanical Engineering Chendhuran college of Engineering and technology Pudhukkottai, Tamilnadu [email  protected] com Abstract— This project is aimed to understand the influence of residual stresses on the fatigue failure of butt welded stainless steel pipe joints. In order to carry out this study it requires an experimental fatigue failure data and a computer aided analysis of these results. A finite element scheme will be developed to simulate the residual stress in weld using the experimental data.A Thermo-elasto-plastic analysis will be used to replicate the butt welded pipe joint and the residual stress will be determined. Residual stress that arises in welded joints by heating and cooling cycles during the welding process is another major factor in fatigue failure of welded structures. Welding residual stresses might lead to a drastic reduction in the fatigue st rength of welded elements. In multi cycle fatigue (N > 106 cycles), the effect of residual stresses can be comparable to the effect of stress concentration.The effect of residual stresses on the fatigue life of welded elements are significant as regards relieving harmful tensile residual stresses and introducing beneficial compressive residual stresses in the weld toe zones. The fatigue failure can be classified in to two categories based on the number of cycles taken to fail. A. High cycle fatigue High-cycle fatigue is when the number of cycles to failure is large, typically when the number of cycles to failure, Nf is greater than 103. B. Low cycle fatigue Low- cycle fatigue is when the number of cycles to failure is small, typically when the number of cycles to failure, Nf is less than 103.III. RESIDUAL STRESS ON WELD Residual stresses can be defined as the stresses that remain within a material or body after manufacture and material processing in the absence of external forces or thermal gradients. They can also be produced by service loading, leading to inhomogeneous plastic deformation in the part or specimen. Residual stresses can be defined as either macro or micro stresses and both may be present in a component at any one time. They can be classified as: Macro residual stress that develop in the body of a component on a scale larger than the grain size of the material.Micro residual stresses that vary on the scale of an individual grain. I. INTRODUCTION Welding has a number of detrimental effects on the structural integrity and in-service performance of the weldments. These detrimental effects are due to imperfections induced by the welding in the weldments, of which the structural shape change behavior, residual stresses and the weld solidification cracks are reported to have very severe degrading effects on the mechanical strengths and possibly can lead to catastrophic failure.Fatigue is a type of fracture that occurs in welds that are subjected to c hanging or varying stresses over time. Fatigue is mainly caused by the environment in which the welded joints are utilized. Fatigue fracture is a ductile fracture, and therefore occurs by non-uniform plastic deformation. Micro cracks and voids form after a certain number of cycles and grow proportional to the number of cycles eventually grow large enough to overcome recovery mechanisms and move quickly to fracture. The rate of this crack nucleation is proportional to the frequency of the applied stress.II. FACTORS IN FATIGUE FAILURES Fatigue failures of welded joint are initiated by many factors, such as stress concentration, environment, loading and residual stresses. Stress concentration is mainly caused by the geometrical discontinuity and thus initiates fatigue crack at the locations of discontinuity. Stress concentration may also result from weld defects and metallurgical discontinuity. Fatigue strength of weld component may also be significantly affected by the environment, su ch as oxygen, sulfur, and temperature.In addition to the axial stresses in the piping systems reduction in fatigue life also takes place by multiaxiality of loading or stresses. Micro residual stresses that exist within a grain, essentially as a result of the presence of dislocations and other crystalline defects. IV. CAUSES OF RESIDUAL STRESS Residual stresses are generated during most manufacturing processes involving material deformation, heat treatment, machining or processing operations such as welding, machining, grinding, and rod or wire drawing etc.It is possible to classify the origin of residual stresses in the following way: 1. 2. 3. Differential plastic flow Differential cooling rates Phase transformations with volume changes are one of the main factors leading to the origination and propagation of fatigue cracks in welded elements. The residual stresses in the welded joints are formed as the result of differential contractions which occur as the weld metal solidifies an d cools to ambient temperature. In fact, welding introduces high heat input to the material being welded.As a result of this, non-uniform heat distributions, plastic deformations and phase transformations occur on the material. These changes generate different residual stresses patterns for weld region and in the heat affected zone (HAZ). Residual stresses induced by shrinkage of the molten region are usually tensile. Transformation induced residual stresses will cause more critical phase transformations. When the effect of phase transformations is dominant compressive residual stresses are formed in the transformed areas.Tensile residual stresses are detrimental to the initiation and growth of fatigue cracks. Weld fatigue failure is often particularly sensitive to residual stress due to stress concentrations induced by the weld joint geometry and weld imperfections. Welding residual stress acts as a booster to the fatigue problem. Hence, crack growth rate becomes considerably highe r in the weld vicinity compared to that far from weld. The fatigue failure mechanism in the presence of weld residual stress is not well understood and it is the intent of this project to explore this mechanism.However, to quantify the effects of welding residual stresses in the design stage, one has to numerically simulate its distribution and redistribution and possible relaxation in a structure due to cyclic loading. This requires the need for a robust, reliable and numerically efficient method for modeling residual stresses. Previous studies reveals that depending upon mean stress, stress amplitude, and stress ratio of uni axial cycle stressing and two kinds of failures ratcheting failure and fatigue failure. Figure 3.Explains the variation of ratcheting strain with stress amplitude. In which we shall see that stress increases apparently with the increase in nominal stress amplitude. It implies that the effect of nominal stress amplitude on ratcheting is more significant than me an nominal stress. The variation of mean stress with ratcheting strain is explained in figure 4. In which we shall see that ratcheting strain also has an increasing trend with the mean nominal stress up to a particular limit. V. EXPERIMENTAL TECHNIQUESWelding residual stresses are generated in a structure as a consequence of local plastic deformations introduced by local temperature history consisting of a rapid heating and subsequent cooling phase. During the welding process, the weld area is heated up sharply compare to the surrounding area and fused locally. The material expands as a result of being heated. The heat expansion is restrained by the surrounding cooler area, which gives rise to thermal stresses. The thermal stresses partly exceed the yield limit, which is lowered at elevated temperatures.Consequently, the weld area is plastically hot-compressed. After cooling down too short, too narrow or too small comparing to the surrounding area, it develops tensile residual stres s, while the surrounding areas are subjected to compressive residual stresses to maintain the self-equilibrium The distribution of residual stresses in a welded pipe is more complex, Fig. 1 shows the possible expansion and shrinkage in a butt welded pipe. In this case, shrinkage of the weld in the circumferential direction induces circumferential force, F, shearing force, Q, and bending moments, M, to the pipe.Figure. 2 shows a characteristic residual stress profile on a low carbon steel welded component. Also the distribution of residual stresses in a pipe is affected by many factors such as diameter, wall thickness of the pipe, weld geometry, and welding procedure. From the graphical plot we shall see that the maximum value of the harmful residual stress is about 360 N/mm2 (tensile stress) near the welding line and it decreases to be about 165 N/mm2 at the distance of 80 mm from the welding axis.The minimum residual stress is about 90 N/mm2 near the welding line and it becomes abo ut 60 N/mm2 in compression at the instance of about 60 mm, then it reduces to about 10 N/mm2 in tension at 80 mm distance from the axis. Such high tensile residual stresses are the result of thermoplastic deformations during the welding process and A. Sample Used The material used for the study is stainless steel material of grade SS304. The material is chosen because of its following properties. It has an excellent corrosion resistance in a wide range of atmospheric environments and many corrosive media.Considering its heat resistant property it is not suitable to use in a range of 425-860 °C if subsequent aqueous corrosion resistance is important. This material has excellent weld ability by all standard fusion methods, both with and without filler metals. Welding of 304 can be done with Grade 308 and 308L rods or electrodes (and with their high silicon equivalents). Heavy welded sections in Grade 304 may require post-weld annealing for maximum corrosion resistance. Tensile Stren gth (MPa) min 515 Yield Strength 0. 2% Proof (MPa) min 205 Elongation (% in 50mm) min 40 Rockwell B (HRB) max 92 Brinell (HB) max 201D. Finite element analysis Most of the residual stress studies were conducted based on either axi symmetric or 2D plane assumptions due to the limitations of the finite element codes and computer resources available during the time of the study. Moreover, the thermo-mechanical problem was assumed to be uncoupled where the thermal and mechanical responses were treated separately. Furthermore fatigue failure usually initiate at the stress concentration area and fatigue loading is usually not axi symmetric, and hence a two dimensional model can not simulate the fatigue failure response of weld joints accurately.In order to simulate the fatigue response of welded joints in the presence of residual stresses, it is essential to conduct a three-dimensional analysis. Figure 5. Illustrates the solid and FE model of the specimen RESULT AND DISCUSSION 3D finite e lement fatigue response analyses for a socketwelded joint were performed by using ANSYS. This is needed in order to include the calculated residual stress and strain fields as the initial stresses and strains in the fatigue analysis. A fixed boundary condition at the socket end is imposed.Same finite element mesh and the material model used in the residual stress analysis, are restricted to be used in the fatigue analysis. The following are some of the discussions we found out after the comparative experiments on Fatigue machine and computer aided simulation. High tensile residual stresses, at or above the yield stress level, exist near the weld toe area, especially at the weld start/stop location. The magnitude of the residual stresses reduces quickly as the distance from the weld toe increases. The residual stress distribution does not change much when the slip-on gap in the socket weld joint is reduced to zero.Hence, the increase in fatigue life of socket welds with no slip-on ga p is unrelated to residual stress. The improvement in fatigue life may come from the change in failure mode, which in turn, may be influenced by the change of the external load stress or strain distribution. REFERENCES [1] Guozheng Kang, Yugie Liu, and Zhao Li â€Å"Experimental study on ratchetting-fatigue interaction of SS304 stainless steel in uni-axial cyclic stressing† – International journal of Materials Science and engineering, Volume 435, 2006, Pages 396-404. N. S. Rossini, M. Dassisti , K.Y. Benyounis, A. G. Olabi â€Å"Methods of measuring residual stresses in components† International journal of Materials and Design, Volume 35, 2012, Pages 572–588. Y. Kudryavtsev and J. Kleiman â€Å"Fatigue of Welded Elements: Residual Stresses and Improvement Treatments† Integrity Testing Laboratory Inc. 80 Esna Park Drive, Units 7-9, Markham, Canada presented paper in the year 2005. Z. Barsoum â€Å"Residual stress analysis and fatigue of multi-pass welded tubular structures†International journal of Engineering Failure Analysis, Volume 15, 2008, Pages 863–874. M.Farajian-Sohi, Th Nitschke-Pagel, K â€Å"Residual stress relaxation in welded joint under static and cyclic loading† Issued from International Centre for Diffraction Data 2009 ISSN 1097-0002. Grade 304 Table. 1 Mechanical property of SS grade 304 Elastic modulus (Gpa) 193 Thermal conductivity (W/m. K) 16. 2 Specific heat (J/kg. K) 500 Electrical resistivity (ohm) 720 Grade Density (kg/m3) 304 8000 Table. 2 Physical property of SS grade 304 B. Stainless steel welding Methods There are three methods of stainless steel welding which are preferred over the rest.Metal Inert Gas (MIG) welding, Tungsten Inert Gas (TIG) welding, and Shielded Metal Arc Welding (SMAW). Stainless steel welding requires a bit more finesse than welding mild steel or aluminum, because heat is an enemy in this process. Also the fumes made from any of these processes are very harmf ul, and great care must be taken to avoid breathing them. TIG welding utilizes a tungsten welding electrode, a filler metal rod and an inert gas to shield the weld. This welding method requires little or no post-weld finishing. The tungsten tip in the welding torch is touched to the material to be welded.This creates an arc that the welder dips the filler metal rod into and allows it to melt into the welding puddle. The shielding gas prevents contamination from entering the weld and allows the weld to flow out smoothly. Heat is controlled through a foot switch. So the suggested welding method is TIG welding. C. Fatigue test Butt welded piping joints were tested in a cantilever setup. In these test the welded joint to be tested is located near the heavy and stiff support column. The fatigue loading cycle is applied to the other end of the pipe using the actuator of a servo- hydraulic testing machine through a pin end fixture setup.The pin end fixture consists of a self-aligning ball bearing and a pin, which is snugly fitted to the ball bearing and tightly attached to the end fixture. One of the pin end fixtures is tightly screwed to the actuator rod and the other welded to the specimen. [2] [3] [4] [5] [6] D. Akbari, I. Sattari-Far Faculty of Mechanical Engineering, Amirkabir University of Technology, Tehran, Iran â€Å"Effect of the welding heat input on residual stresses in butt-welds of dissimilar pipe joints† International Journal of Pressure Vessels and Piping, Volume 86, 2009, Pages 769–776. [7] B. Brickstad, B. L.Josefson â€Å"A parametric study of residual stresses in multi-pass butt-welded stainless steel pipes† International Journal of Pressure Vessels and Piping, Volume 75, 1998, Pages 11-25. Figure 3. Relation between ratcheting strain with stress amplitude Figure 4. Relation between ratcheting strain with Mean stress Figure 1. Distribution of longitudinal fillet weld Residual stress on a butt welded pipe Figure 5. Solid model (a) and FE model (b) of welded pipe Figure 2. Distribution of longitudinal fillet weld on a carbon steel welded component Axial residual tress distribution in a buttwelded joint

phantom of the cortex essays

phantom of the cortex essays The phenomenon known as the phantom limb is very intriguing in the world of neurology. It has been, and continues to be heavily debated among scientists as to the causes of these phantom sensations and phantom pains. Amputee victims have an 80-90% likelihood of experiencing the phantom limb (Sidebotham, 1996). The sensations of pain consist of stabbing, cramping, burning, and shooting pains (Sidebotham, 1996). Although these irritations are common and often progressive, research has undergone many steps in discovering treatments for the pain. Unfortunately the phantom pain is not like chicken pox, but more like arbitrary occurrences. It can arise right after amputation or even years later. What happens is the patient feels sensations where the arm or leg used to be as if it were still present (Price, 2002). To add to the irritability of the phantom limb, not all sensations are of pain. Some are recognizable as if their limb were still there and accompanied by all its sensati ons; warmth, tingling, itching, and movement (Sidebotham, 1996). These non-painful sensations are the ones that usually occur soon after the amputation and continue throughout life. Research has found that the phantom limb targets those areas of the body which are most sensitive (Melzack, 1999). This includes the fingers (especially the thumb and index finger), feet, knees and elbows, forearm, lower leg, and upper thigh and upper arm in that order. The phantom limb has been around for many centuries and is now over the past two decades- only beginning to shed light on theories of the central nervous system (CNS) and the periphery nervous system (PNS). In the 16th century a French doctor, Ambroise Pare, came about describing the event of the phantom limb. The term Phantom Limb was later coined by Dr. Wier Mitchell on the first publication of such an account (McVeigh, 2000). This happened after the American Civil War where a my...

The Associative and Commutative Properties

The Associative and Commutative Properties There are several mathematical properties that are used in statistics and probability; two of these, the commutative and associative properties, are generally associated with the basic arithmetic of integers, rationals, and real numbers, though they also show up in more advanced mathematics. These properties- the commutative and the associative- are very similar and can be easily mixed up. For that reason, it is important to understand the difference between the two. The commutative property concerns the order of certain mathematical operations. For a binary operation- one that involves only two elements- this can be shown by the equation a b b a. The operation is commutative because the order of the elements does not affect the result of the operation. The associative property, on the other hand, concerns the grouping of elements in an operation. This can be shown by the equation (a b) c a (b c). The grouping of the elements, as indicated by the parentheses, does not affect the result of the equation. Note that when the commutative property is used, elements in an equation are rearranged. When the associative property is used, elements are merely regrouped. Commutative Property Simply put, the commutative property states that the factors in an equation can be rearranged freely without affecting the outcome of the equation. The commutative property, therefore, concerns itself with the ordering of operations, including the addition and multiplication of real numbers, integers, and rational numbers. For example, the numbers 2, 3, and 5 can be added together in any order without affecting the final result: 2 3 5 10 3 2 5 10 5 3 2 10 The numbers can likewise be multiplied in any order without affecting the final result: 2 x 3 x 5 30 3 x 2 x 5 30 5 x 3 x 2 30 Subtraction and division, however, are not operations that can be commutative because the order of operations is important. The three numbers above cannot, for example, be subtracted in any order without affecting the final value: 2 - 3 - 5 -6 3 - 5 - 2 -4 5 - 3 - 2 0 As a result, the commutative property can be expressed through the equations a b b a and a x b b x a. No matter the order of the values in these equations, the results will always be the same. Associative Property The associative property states that the grouping of factors in an operation can be changed without affecting the outcome of the equation. This can be expressed through the equation a (b c) (a b) c. No matter which pair of values in the equation is added first, the result will be the same. For example, take the equation 2 3 5. No matter how the values are grouped, the result of the equation will be 10: (2 3) 5 (5) 5 10 2 (3 5) 2 (8) 10 As with the commutative property, examples of operations that are associative include the addition and multiplication of real numbers, integers, and rational numbers. However, unlike the commutative property, the associative property can also apply to matrix multiplication and function composition. Like commutative property equations, associative property equations cannot contain the subtraction of real numbers. Take, for example, the arithmetic problem (6 – 3) – 2 3 – 2 1; if we change the grouping of the parentheses, we have 6 – (3 – 2) 6 – 1 5, which changes the final result of the equation. What Is the Difference? We can tell the difference between the associative and the commutative property by asking the question, â€Å"Are we changing the order of the elements, or are we changing the grouping of the elements?† If the elements are being reordered, then the commutative property applies. If the elements are only being regrouped, then the associative property applies. However, note that the presence of parentheses alone does not necessarily mean that the associative property applies. For instance: (2 3) 4 4 (2 3) This equation is an example of the commutative property of addition of real numbers. If we pay careful attention to the equation, though, we see that only the order of the elements has been changed, not the grouping. For the associative property to apply, we would have to rearrange the grouping of the elements as well: (2 3) 4 (4 2) 3

The Great Wall of China Essay Example | Topics and Well Written Essays - 1500 words

The Great Wall of China - Essay Example The wall is built by Qin Shi Huang. Some of the additional purpose of The Great Wall of China includes encouragement of trade, border controls, control of emigration and permitting the imposition of duties on goods which are transported. Moreover, the defensive features of the wall is enhanced and developed by the construction of signaling capabilities, troop barracks and watch towers. (A) The Great Wall of China is viewed as one of the most recognizable symbol in the history of China. The best-preserves sector and best-known parts was built at the time of 17th century A.D. Moreover, the construction of The Great Wall of China has never entirely prevented invaders from entering in the area of China. But this vivid and long history of The Great Wall provided a psychological barrier between the world and Chinese civilization. The construction projects of the wall remained as a powerful symbol for entire country by enduring strength.One of the causes that led to the construction of The Great Wall is constant attack from the Mongol horde. At the time of Southern Song Dynasty, a new breed of ferocious warriors has evolved is china known as the Mongols. These ferocious steppe warriors were commanded by the one of the legendary Genghis Khan. This legendary great Khan came in to prominence by the unification of many nomadic tribes. These tribes are basically from northeas tern part of Asia. The formation of Mongolian Empire developed in to the major contiguous empire. Northern states have been united by the Mongolian Empire to create a well-organized, large and formidable group of military that was capable of frightening the whole empire of China. At the time of Mongolian Empire the wall was easy for warriors to overcome as it was largely earthen walls. In 1211, Genghis khan and inner Mongolian hordes could easily overcome the significant fortification and pass

Triaxial method Lab Report Example | Topics and Well Written Essays - 250 words

Triaxial method - Lab Report Example Insitu soil material is tested in during subsurface phase. This phase is an investigation stage that will help prepare design a waste containment facility or structures. The tests done will be used for structural fill, recompacted soil layers, and any other engineering components. These forms of tests are called conformance tests and are performed before any construction starts. Appropriate ASTM test methods must be followed when performing tests of materials. The common tests applied in geotechnical investigation are; Standard Test Method for Direct Shear Test of Soils Under Consolidated Drained Conditions ASTM 3080, Standard Test Method for Unconsolidated-Undrained Triaxial Compression Test on Cohesive Soils ASTM 2850, Standard Test Method for Unconfined Compressive Strength of Cohesive Soil ASTM 2166, Standard Test Method for Consolidated-Undrained Triaxial Compression Test for Cohesive Soils ASTM 4767 and Standard Test Method for One-Dimensional Consolidation Properties of Soils ASTM D 2435.1.0Â  Theoretical BackgroundThe purpose of this test is to establish the undrained shear strength of soil and applied to scenarios where fine-grained soils will be saturated and loading expected at a rate that overwhelms the ability of soil materials to dissipate excess pore water pressure. The author states that the shear strength parameters of fine and course grained soils in undisturbed or remolded state is quickly established. In a situation where the rate of construction is slow and allows the soil.