Power Definitions and Examples in Sociology

Power is a key sociological concept with several meanings and considerable disagreement surrounding them. Lord Acton famously noted, â€Å"Power tends to corrupt; absolute power corrupts absolutely.† While many in power have, indeed, become corrupted and even despotic, others have used their influence to fight for injustice and to aid the oppressed. As some definitions of power show, society as a whole may be the true holders of power. Webers Definition The most common definition comes from Max Weber, who defined it as the ability to control others, events, or resources; to make happen what one wants to happen in spite of obstacles, resistance, or opposition. Power is a thing that is held, coveted, seized, taken away, lost, or stolen, and it is used in what are essentially adversarial relationships involving conflict between those with power and those without. Weber laid out three types of authority from which power is derived: TraditionalCharismaticLegal/Rational Britains Queen Elizabeth would be an example of traditional authority. She holds power because the monarchy has done so for centuries, and she inherited her title. A charismatic authority would be someone who gets their power through their personal abilities to sway people. Such a person can vary widely from a spiritual or ethical leader like Jesus Christ, Gandhi or Martin Luther King Jr. all the way to a tyrant like Adolf Hitler. A legal/rational authority is the type put in place by democratic governments or even what might be seen on a smaller level in the workplace in a relationship between a supervisor and subordinate. Marxs Definition In contrast, Karl Marx used the concept of power in relation to social classes and social systems rather than individuals. He argued that power rests in a social class’s position in the relations of production. Power does not lie in the relationship between individuals, but in domination and subordination of social classes based on the relations of production. According to Marx, only one person or group at a time can have power—the working class or the ruling class. In capitalism, according to Marx, the ruling class wields power over the working class, with the ruling class owning the means of production. Capitalist values, therefore, spill down throughout society. Parsons Definition A third definition comes from Talcott Parsons who argued that power is not a matter of social coercion and domination. Instead, he said, power flows from a social system’s potential to coordinate human activity and resources to accomplish goals. Parsons view is sometimes called the variable-sum approach, as opposed to other views, which are seen as a constant-sum. In Parsons view, power is not constant or fixed but capable of increasing or decreasing. This is best seen in democracies where voters can give power to a politician in one election, then take it away again in the next. Parsons compares voters in this way to depositors at a bank, who can deposit their money but are free to remove it as well. To Parsons, then, power resides in society as a whole, not with a single individual or small group of the powerful elite.

Is There a Benefit to Standardized Testing - 510 Words

Standardized Testing In Schools Schools all over the nation have introduced standardized testing as a way to evaluate what the students have learned over the course of the school year. Exams can be administered online or on paper, depending on the subject. Test can be taken at different points of the school year; results can be used as a way to determine what areas are weaker than others. Most results are viewed by the school board, administrators, and teachers. In some schools students take one end of the year test with different subjects, other just takes one test. These tests can be graded by groups of people are computers. Standardized testing has become a part of America’s educational system and many don’t see the benefit of the test at all. At Mac Gregor Elementary my fifth grade students take online test sent from the district every Friday. The test includes a math, reading and vocabulary subjects. The teacher often attempts to create a lesson plan based around t he things that are going to be on the test. Many of activities include critical thinking, grade level vocabulary words, and math problems. The curriculum has been almost completely affected by these testing and the standards. In order to pass the students have certain requirements that they have to be reached, if not an intensive meeting with the student and his or her parents will take place so that everyone is on the same page. Standardized tests have been a part of American education since theShow MoreRelatedBenefits Of Standardized Testing792 Words   |  4 Pages Should standardized testing be used to measure a students academic performance? Standardized testing has become a test that has a lot of emphasis placed on it. It has become a test that allows extreme pressure to be placed on the teachers, the district and the students that have to take these tests.Many people argue about the importance of the test, that it doesnt show the progress of the student throughout the school year, and that is only one of the many reasons people think thatRead MoreThe Benefits Of Standardized Testing887 Words   |  4 PagesStandardized Testing is Not Valuable Standardized testing, what is considered to be a fair and balanced way of evaluating a student’s academic progress, is an incredibly controversial topic. The most well known standardized tests are the PSAT, ACT, SAT, and SAT II. Each of these standardized tests share a similar protocol: all students are to have the same set of questions and are to be scored in a â€Å"standard† manner (the usage of a computerized system). The makers and educators of the standardizedRead MorePros And Cons Of Standardized Testing Essay903 Words   |  4 Pagescons of standardized testing with input from two teachers who use standardized testing in their classrooms. I’m Sarah and I’m Madison. Our goal is to cover both the issues and benefits of standardized testing. To begin, we’ll start with a question to think about: What is the purpose for students and teachers of standardized testing? First, we’ll start by talking about the cons. There isn’t really a benefit for students because standardized testing doesn’t teach students much. These standardized testsRead MoreThe Pros And Cons Of Standardized Testing1177 Words   |  5 PagesStandardized testing is a no Growing up in Chesapeake every student is forced to take a standardized test at the end of every class they take. Standardized testing has been a part of the educational system for so long that everyone is just accustomed to taking these tests or giving them out. Standardized testing does not just effect the students but it also effects the teachers. Chesapeake School Board should get rid of standardized testing in all grade levels because of different learning styleRead MoreEmphasis on Standardized Testing Essay1525 Words   |  7 Pagesthroughout ones educational career, students are required to take standardized tests to show their progress and if they meet certain requirements they could qualify them for higher educational opportunities. Some common standardized test include: Scholastic Aptitude Test (SAT), American College Testing (ACT), Medical College Admission Test (MCAT), Missouri Assessment Program (MAP), and Virginia Standards of Learning (SOL). Standardized tests are d esigned so that each person taking the test has theRead MoreStandardized Tests And Its Adequacy993 Words   |  4 PagesThe debate on standardized tests and its adequacy in testing a student’s knowledge about a subject has been going on for many years. Tests, in general, has been around for centuries and without them there would not be progress and no gleams of progress. Students ranging from elementary school to high school have experienced standardized testing. Teachers, educators, and parents are also involved in the students’ lives, which revolves around the tests, one way or another. There are many views on standardizedRead MoreThe Flaws of Standardized Testing Essays1416 Words   |  6 Pagesbed at a decent time, eat a healthy breakfast, and to not forget their number two pencils. It is TCAP testing time. Standardized testing has been a norm for over seventy-five years in almost every first- world country. From state regulated tests, to the â€Å"college-worth y† ACT and SAT, standardized tests have become a dreaded rite of passage for every student. The earliest record of standardized testing originates from China. It was created to test knowledge of Confucian poetry and philosophy for menRead MoreEvaluating The Utilization Of Standardized Testing Essay1395 Words   |  6 Pages There is much debate circulating around how the affairs of the american educational system should be conducted, specifically regarding the utilization of standardized testing. Supporters of standardized testing view it was an objective way to evaluate student achievement across the globe. (Jain, L. Role and Benefits of..) According to the US Department of Education,†If teachers cover subject matter required by the standards and teach it well, then students will master the material on which theyRead MoreEssay On Standardized Testing1137 Words   |  5 PagesStandardized testing in public schools has become a norm across the United States. But, in Texas it has been found that students spend more time taking standardized tests than any other state (â€Å"Too Much Testing†). Standardized testing may be an asset to measure education, or more measure testing skills across the nation, but at what cost does it come? What are its effects on moral within the public education system, and how does the state government of Texas interact within it. Why does the TexasRead MoreStandardized Testing Is The Best Answer For Students985 Words   |  4 Pages Standardized testing in the United States education system went from a onetime only test called Compass test and has become a once a year maybe more test called the MEAP. There is much debate as to whether this frequency of testing is the best answer for students. This reoccurring testing can teach students valuable skills that would benefit the students later in life. People worry that every child is not the same and some test better than others, while others claim test taking is a skill

Dr Pepper Snapple Group free essay sample

Find information anyw here; get answ ers here. Research analysis for every investment. Like 930 Create account or Sign in Home Stocks Funds ETFs SWOTs 5 Forces Private Advertise More ÐŽ Search this site Dr. Pepper/Snapple SWOT Analysis SWOT Analysis Index Dr. Pepper/Snapple SWOT Analysis Add a New SWOT Analysis | Update This Page Now Summary | Profile | News | Chart | SWOT | Cash Flow | Comps | Buffett | WACC Strengths Technology (Dr. Pepper/Snapple) Superior tec†¦ 0 Supply Chain (Dr. Pepper/Snapple) A strong †¦ Unique Products (Dr. Pepper/Snapple) Uniqu†¦ Strong Management (Dr. Pepper/Snapple) S†¦ Brand Name (Dr. Pepper/Snapple) A strong b†¦ Add Weaknesses High Debt Burden (Dr. Pepper/Snapple) A hi†¦ Tarnished Reputation (Dr. Pepper/Snapple) †¦ Add + 0 + 0 + 0 + 0 + 0 + 0 + Opportunities Online Market (Dr. Pepper/Snapple) The onlin†¦ New Products (Dr. Pepper/Snapple) New pro†¦ Add Threats Bad Economy (Dr. Pepper/Snapple) A bad e†¦ Intl Competition (Dr. Pepper/Snapple) Interna†¦ Intense Competition (Dr. Pepper/Snapple) In†¦ Change in Tastes (Dr. We will write a custom essay sample on Dr Pepper Snapple Group or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Pepper/Snapple) Con†¦ Substitute Products (Dr. Pepper/Snapple) T†¦ Add SWOT Conclusion Strengths + Opportunities = 7 Threats + Weaknesses = 7 †¦ 0 + 0 + 0 + 0 + 0 + 0 + 0 + SWOT Analysis Survey History of fixing weaknesses? History of capitalizing on opportunities? Dr. Pepper/Snapple SWOT Analysis Profile Additional Information What is a SWOT Analysis? It is a way of evaluating the strengths, weaknesses, opportunities, and threats that affect something. See WikiWealths SWOT tutorial for help. Remember, vote up the most important comments. Check out WikiWealths entire database of free SWOT reports or use our SWOT analysis generator to create your own SWOT template. History of defending against threats? History of maintaining strengths? page revision: 1, last edited: 11 Oct 2012, 08:30 (218 days ago) Edit Rate (0) Tags History Files Print Site tools + Options About WikiWealth. com WikiWealth. com is a collaborative research and analysis website that combines the sum of the Research Stock Research Mutual Fund Analysis SWOT Analysis Porters Five Forces Resources Top 10 Best Buys Best Stocks to Buy Portfolio worlds knowledge to produce the highest quality research reports for over 6,000 stocks, ETFs, mutual funds, currencies, and commodities. To ensure quality, WikiWealth reviews all inputs†¦ more ETF Funds Currency Commodity Industry Research WACC Discount Rate Discounted Cash Flow Comparative Multiples Buffett Intrinsic Model Private Equity Investments Portfolio Analysis People Locations Market Education Academic Degree Occupations SWOT Analysis Generator Five Forces Generator Academic Resources Financial Dictionary Investing Services Data Services Custom Research Investment Training Private Company Conclusion Seek Partnership Copyright  © 2012 Wikiwealth Switch to WikiWealth Capital Management Disclaimer | Help | Data | Screener | Services | Forum | Advertise | Contact Us Facebook | Twitter | LinkedIn | Powered by Wikidot, Designed by The Icon Deposit

Violent Video Games Example For Students

Violent Video Games Violent video games have been being created since the first console. Yet only recently have we been blaming them for aggression in the player. We as humans have a tendency to blame our violent behavior on other things rather thin ourselves. Now aggression is being defined in many ways in this situation but mainly people point to the anger that’s brought out in the real world after the game or maybe it’s the gamers’ tendency to have outburst will playing the game. Both these thing show anger but do they really show that the game is what caused it. This same situation could be put in the place of me eating a potato and getting angry right after is it really the potatoes fault no. everyone get frustrated here and there could it not be that the player is only getting frustrated with the game same as if I was to get frustrated with trying to open something. Anger is a mysterious thing we all have it just some of us choose to show it more than others whether it be for one reason or another. We will write a custom essay on Violent Video Games specifically for you for only $16.38 $13.9/page Order now Aggression is not the same thing a assertiveness. will playing games that include a vs. mode if the player was to die or be defeated by another player they usually want to retaliate and most people call this aggression but it’s not it’s the player trying to show his assertiveness over the other or that he’s better so basically if you have in aggressive beaver after the game its not from the game it’s something that was already inside of you it’s something that has been bubbling up for some time little things here and there push it further and it just so happens that the last thing to push you to the edge was a game it could have been anything. Data is a huge part of this idea of games causing violence in the player and there are many facts backing up that that they don’t. Research from oxford showed a rise in aggression when the player has a difficulty completing the task at hand in the game not just in violent video games. This shows that it’s not the game it’s the task which goes for everyday things in real life as well. Richard M Ryan, the co-author of a research study from the University of Rochester stated, that â€Å"aggression stems from feeling not in control or incompetent while playing. If the structure of a game or the design of the controls thwarts enjoyment, it is this, not the violent content, which seems to drive feelings of aggression† (Vincent). So this means that it s not the violent content in the game causing the aggression its the fact the you don t understand it or are just bad at it this gets you frustrated and angry. Another way to look at it is games are not harming us there helping. there allowing us to cope with our emotions, to enjoy challenging situations, and to relieve stress. games give us an opportunity to escape they allow us to get away from all our problems there not there to fix them but they do allow us to be less tense reality is a harsh thing and sometimes its good to just get away. Not only do violent video games benefit the player with their fears and anxieties, they also increase interaction between themselves and other players. Fifty-seven percent of males who are gamers play online while forty-three percent of females play online. games are not a bully pushing you to being a violent person or telling you not to be you no games are a outlet to let your imagination roar and your personality blossom its a place where you can be yourself and vent a little violent video games do not cause aggression in the player they help the player. there is even more data to back up the fact that video games do not cause aggression in the player here is a couple quotes from some studies that were being done.The website, Procon.org, reported that the â€Å"sales of video games have more than quadrupled from 1995-2008, while the arrest rate for juvenile murders fell 71.9% and the arrest rate for all juvenile violent crimes declined 49.3% in this same period†(Perry). This specifically shows that there is no correlation between the two and if you want to say there is then video games help stop violence. procon.org also reported, â€Å"A causal link between violent video games and violent behavior has not been proven. Many studies suffer from design flaws and use unreliable measures of violence and aggression such as noise blast tests. Thoughts about aggression have been confused with aggressive behavior, and there is a lack of studies that follow children over long periods of time.†(perry) studies need to be more conc lusive before such a claim is made. .u9cdb97502fa9430ec113f51d5258e503 , .u9cdb97502fa9430ec113f51d5258e503 .postImageUrl , .u9cdb97502fa9430ec113f51d5258e503 .centered-text-area { min-height: 80px; position: relative; } .u9cdb97502fa9430ec113f51d5258e503 , .u9cdb97502fa9430ec113f51d5258e503:hover , .u9cdb97502fa9430ec113f51d5258e503:visited , .u9cdb97502fa9430ec113f51d5258e503:active { border:0!important; } .u9cdb97502fa9430ec113f51d5258e503 .clearfix:after { content: ""; display: table; clear: both; } .u9cdb97502fa9430ec113f51d5258e503 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9cdb97502fa9430ec113f51d5258e503:active , .u9cdb97502fa9430ec113f51d5258e503:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9cdb97502fa9430ec113f51d5258e503 .centered-text-area { width: 100%; position: relative ; } .u9cdb97502fa9430ec113f51d5258e503 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9cdb97502fa9430ec113f51d5258e503 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9cdb97502fa9430ec113f51d5258e503 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9cdb97502fa9430ec113f51d5258e503:hover .ctaButton { background-color: #34495E!important; } .u9cdb97502fa9430ec113f51d5258e503 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9cdb97502fa9430ec113f51d5258e503 .u9cdb97502fa9430ec113f51d5258e503-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9cdb97502fa9430ec113f51d5258e503:after { content: ""; display: block; clear: both; } READ: Violent Video Games And ViolenceVideo games can also be a place for experience a place to learn not all video games are not just pure violence. They can show us how to build and how to be an architect some video games even allow you to build whole cities. they can show you how to save a life there are so many implication a game can be used for recently a new gaming VR headset was previewed it allows the player to be fully emerged in the gaming world they are studying to use this to help doctors practice surgery or to allow the crippled to stand and walk again in virtual world when you combine this with motion capture like the kinect the possibility are endless so games are not just some brutal violent world for kids to run around in it also a place for many more things. According to ProCon.org Within hours of the Virginia Tech shooting on April 16, 2007, the attorney and anti game activist jack Thompson where trying to blame the tragedy on games in the end it was found that the shooter never played games. This is a something that gets tested time and time again and every time it’s throated. In the end this only proves my beginning statement that people like to blame other things rather thin themselves they can’t accept that a human can just be like that. Most anti gaming groups push forward that the violence in games is hurting our kids the most. That it’s setting a bad example for them showing them scenes far past their age. And that there’s nothing regulating these things and that there’s no way of telling what they’re buying their kids. There so afraid they’re going to buy them something that’s going to scare them. Well first of all science has proved them wrong in that the violence is hurting them it’s actually been proven that games can help as i earlier stated. Second ninety two percent of parents are present at the time a child purchase a game and eighty three percent of the time the parent gives them permission to play. On most of any game console there are parental control in which they can set so they can only access thin they can control whether or not a game of a m rating can play on that console. third the video game industry has created the rating system and almost any and all games sold in stores have to go through and survive strict scrutiny by a board of legal agents finally according to procon.org research has failed to prove there is any link or ever has been a link between video game violence and real world violence beside if there was a link wouldn’t you think that crime would have reason over the release of these games actually crime has dropped forty-nine perce nt between 1995 to 2008 in the same time game sales quadrupled. Violent video games do not cause aggression in the player. this will always be a widely talked about topic and will always be backed up by science and research as much as people would like to say video games cause violence and aggression. It’s just not the case people chose for themselves and they have their own free will it’s never been the game to use the aggression and it will never be. Aggression resides in all of us and how we chose to show it is our own decision. Games have been around for years and they’re here to stay. people are always going to have their opinions and option in what they chose however our population is growing to the point to be afraid of many things and once again we like to blame things other than our self for our own mishaps that is human nature. .u9ab0047e9f88a92d94288dc9c037fe41 , .u9ab0047e9f88a92d94288dc9c037fe41 .postImageUrl , .u9ab0047e9f88a92d94288dc9c037fe41 .centered-text-area { min-height: 80px; position: relative; } .u9ab0047e9f88a92d94288dc9c037fe41 , .u9ab0047e9f88a92d94288dc9c037fe41:hover , .u9ab0047e9f88a92d94288dc9c037fe41:visited , .u9ab0047e9f88a92d94288dc9c037fe41:active { border:0!important; } .u9ab0047e9f88a92d94288dc9c037fe41 .clearfix:after { content: ""; display: table; clear: both; } .u9ab0047e9f88a92d94288dc9c037fe41 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9ab0047e9f88a92d94288dc9c037fe41:active , .u9ab0047e9f88a92d94288dc9c037fe41:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9ab0047e9f88a92d94288dc9c037fe41 .centered-text-area { width: 100%; position: relative ; } .u9ab0047e9f88a92d94288dc9c037fe41 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9ab0047e9f88a92d94288dc9c037fe41 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9ab0047e9f88a92d94288dc9c037fe41 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9ab0047e9f88a92d94288dc9c037fe41:hover .ctaButton { background-color: #34495E!important; } .u9ab0047e9f88a92d94288dc9c037fe41 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9ab0047e9f88a92d94288dc9c037fe41 .u9ab0047e9f88a92d94288dc9c037fe41-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9ab0047e9f88a92d94288dc9c037fe41:after { content: ""; display: block; clear: both; } READ: Video Game And Violent Video GamesWe have only just began to open the envelope of the future if we keep blaming progress for our own mistakes thin progress will never be made if we keep saying and trying to prove people wrong in something that has already been proven thin we will as a whole never succeed. The research theses people who believe games cause violence are doing are highly unorthodox and unneeded they use different and contradicting information every time there methods of measuring aggressing are not actually measuring it they are using loose definitions of it as well as violence how is it to be valid if they’re not even going by theses standards they al so forget to put out other factors that make or cause aggression. All these thing just point to one thing there not fairly evaluating these games or people so there false accusations. violence in video games do not cause aggression in the player.

Snakes essays

Snakes essays Some people are drawn to snakes, others are terrified. Throughout history, snakes have been portrayed as both good and evil. Some of this facination comes from the fact that they have no legs, any yet can get around quite easily. For whatever reason, sankes are the subject of countless rumors and stories, most of which are fictional. Many people believe that all snakes are dangerous, slimy creatures. This is far from the truth. Unfortunately, the stories about the hiker who scared away a shy corn snake don't make headlines, but the stories of anacondas eating children sell papers. In fact, snakes are clean, dry, silky skinned animals that are for the most part not dangerous to humans. Of course, there are a number of poisinous snakes but they are encountered far less often than rumors and stories would lead you to believe. As far as pets go, there are certain types of snakes that make fine companions. A snake is not an animal to purchase lightly. Yes, there are those who buy them only to watch them eat, and to show of to friends, they are the ones that stories are usually about. They are the unimformed, inexperienced handlers. A snake needs special consideration as a pet, however. People tend to purchase snakes without doing any research. Snakes require being held often to keep them tame. They do get sick, and need to see a vet just like any other pet. Snakes do reuqire alot of time and care as all pets do. The problem does not fall completely on the buyer. Sellers sometimes are unaware of how to properly handle and care for the snake; therefore, offering little help in selecting a good pet. Time and time again, I have encountered snakes that are needlessly injured by uninformed handlers. They are burnt by heat rocks or lamps, their food attacking them and the wound not cared for, eye caps that were never removed, or ticks in between their scales. These are all things that can be prevented just by doing ...

Resume Tips Part 3 Words and Phrases to Delete from Your Resume

Resume Tips Part 3 Words and Phrases to Delete from Your Resume Choosing the right wording on your resume is very important. Some words pack a punch, and some leave the reader wanting more information. For the final segment in my resume tips series, well focus on two verbs that dont have much power: â€Å"Assisted† and â€Å"Helped.† On one list of recommended resume verbs, Power Verbs for Your Resume from The University of Iowas Pomerantz Career Center, the verbs assisted and helped are listed under a very specific category: Helping. That is the only place where these verbs belong! You should delete these words from your resume and use more powerful verbs. Take a look at some examples below. Telling us on your resume that you assisted somebody with something is only as informative as you make it. Honestly, I do not care that you assisted on a film shoot. I want to know that you held a camera or a boom; that you ordered pizza (or handled catering orders); or that you troubleshot in emergency situations. It is essential that you don’t get fooled into thinking that Assisted and Helped are always power verbs. They often just lead to vague and uninteresting bullets. Instead of Helped Example #1 Compare: a. Helped artists and network personnel. b. Accompanied artists to television appearances and mediated between the artists and network personnel. Instead of Assisted Example #2 Compare: a. Assisted with small claims cases. b. Handled all phases of collection and litigation of small claims cases. Attended small claims court; directed court clerk and court commissioner regarding what action to take on firm’s cases. Version b. in both cases is much more interesting and descriptive than version a. When Helped and Assisted are Appropriate There are limited situations in which it can be appropriate to use the words assisted or helped. For example: a. Helped disabled adults to perform simple job tasks at their job locations. b. Assisted elderly residents with their personal and financial recordkeeping. Note in these last two examples, that although there might be other ways to phrase the bullets, we are not left wondering, â€Å"Well, what did you do exactly to help or assist?† Take a look at your resume. Did you find the words â€Å"Helped† or â€Å"Assisted†? If so, can you be more specific about what you did? Draw us a picture. We want to know. For more resume tips and writing assistance, go to The Essay Experts Resume Writing Services. We can help you choose the right words for a powerful resume that gets results.

Natural Monopoly Essay Example | Topics and Well Written Essays - 250 words

Natural Monopoly - Essay Example With the pay as you go payment model, this system is bound to favor most companies and firms especially the small firms. As the usage increases so does the costs for example the charges would depend on the number of users as well as the number of transactions. The different benefits of SaaS have gone a step further to encourage the monopoly that is in the software development world. Saas implementation will allow for the IT (Information Technology) budget to go further as the costs are lesser as compared to the acquiring of traditional software. The people services in SaaS are also not underestimated. Another advantage that is fanning the SaaS flame is that it allows for better management of growth. There is also the aspect of the vendor being accountable as they are and will remain in contact with the user even after the purchase of the software (MultiMedia Communications). As the computer software is hosted at the vendor’s premises in SaaS, the support offered by the vendor on the software only goes further to encourage users to opt for this technology. The staffs of the vendor company are in a better position to offer the best support as well as maintenance on the software. The software can and is also upgraded often as they are in close contact with the client and can get to know the changing user needs and requirements. The close contact will enable the development of software that is very detailed and specific to the user’s needs. Traditional software applications have not done much to discourage monopoly in the software development world. Traditional software is expensive as its upfront licensing costs as well as the annual evergreen support costs are off the roof. All other costs including maintenance and management are provided for by the user, an aspect that many a company are running away from as they try to minimize their

Comparing and contrasting Essay Example | Topics and Well Written Essays - 1500 words

Comparing and contrasting - Essay Example provision with respect to the control of finances, power of the electorate in respect of amendment of the constitution as well as the role of the prime minister and president in both Australia and USA. Finally, the paper presents the person who established the Constitution for the respective countries and discuss the importance of such an individuals or entity. The powers of the state in both countries are limited by the legislature and judiciary. The High Court of Australia and the legislature check on the powers of the state. The Australian Constitution Section 61 The first sight examination of Australia and USA reveals similar systems of government. The two nations have federated nations. The power to govern is therefore shared between national and state governments. Australian Constitution explicates the legislative, the executive, and the judicial arms of the Australian governance. However, Australia has a limited separation of powers. The members of Australian Executive are drawn from the legislature or parliament. On the other hand, the members of the Judiciary such as the High Court Judges are Governor General Appointees while being advised by the Executive (Saunders, 2008). On the other hand, the Constitution of United States illustrates the separate legislative, executive and judicial arms of the governance. Unlike, Australia the US Constitution prohibits the members of Congress including the House of Representatives and the Senate from being appointed to executives offices. Moreover, the United States’ cabinet members can never be members of legislature, unlike Australia and hence the US President and Secretaries are prohibited from being members of the Congress. The parliamentary sovereignty in both countries arises from their role of law making process as all the bills must be passed and approved by the parliament. However, in the United States the Supreme Courts can trim the laws made based on their wisdom, constitutionality, and workability.

Study Guide for Crossword Puzzle Essay Example for Free

Study Guide for Crossword Puzzle Essay Guide Acids and Bases: 1. Be able to identify both the Bronsted–Lowry acid and base from a given reaction. ~An acid is a proton donor ~A base is a proton acceptor H3PO4 + H20 H3O+ +H2PO4- H3PO4 is an acid so it is a proton donor. It gives its positive atom to the other element 2. Be able to calculate the pH of a solution given [H3O+] Example: What is the pH of a solution with a [H3O+] of 1 x 10-2 M? The pH level should equal the exponent number of 2. Redox Reactions: Be able to identify what is reduced and what is oxidized in a redox reaction. Ex: What is reduced in the following reaction? 2 Bi3+ + 3 Mg 2 Bi + 3 Mg2+. The reduced element in the following is Bi (Bismuth) because that element is broken down without its charge number. Boyle’s Law: Be able to apply Boyle’s Law to solve for either pressure or volume Ex: A sample of helium gas occupies 1245 mL at 705 mmHg. For a gas sample at constant temperature, determine the volume of helium at 745 mmHg. P1V1=P2V2 If the pressure goes down, the volume goes up. V2=P1V1/P2 P1=705 mmHg P2=745 mmHg V1= 1245 mL V2= (705)(1245)/745 877725/745=1179 mL=V2 Charles’ Law: Be able to apply Charles’ Law to solve for either volume or temperature (remember to convert to Kelvin) Example: A gas at a temperature of 95 degrees C occupies a volume of 159 mL. Assuming constant pressure, determine the volume at 15 degree C. V1=V2 T1=T2 95Â °C+273=368K= T1 159 mL=V1 15Â °C + 273=288 T2 V2= (368)(159)/288=204 mL Ideal Gas Law: 1. Be able to calculate molar mass given density Example: For a gas at standard temperature and pressure with a density of 2. 75 g/L. determine its molar mass. Standard temperature and pressure occupies a volume of about 22. 4 L. This is known as the standard molar volume of a gas. V=cn (where c is a constant) n is number of molecules 2. Be able to calculate volume or pressure, using PV=nRT P=pressure, V=Volume, n=number of moles of gas, T=Temperature (Kelvin) R=ideal gas constant (0. 0821) for 1 mole of gas at STP, p=1 atm,V=22. 414 L, T= 273. 15K R=PV/nT

Frederick Douglass’ Fourth of July Speech -- Literary Analysis, Dougla

On July 5th of 1852, the Ladies Antislavery Society of Rochester requested that emancipated slave, Fredrick Douglass, speak for their celebration of the United States’ national independence. Douglass accepted this request and presented a powerful speech that explained and argued his true beliefs and feelings concerning this event. He considered their decision to request him as a speaker on that day to be a mockery of his past and of the ongoing status of blacks as slaves in America at the time. Nevertheless, Douglass skillfully constructed his speech utilizing various methods that forced his audience to take him seriously and think twice about the issue of slavery in America. His passion about the subject, his ability to captivate his audience, and his persuasive skills combine to form a clearly effective speech that continues to be studied to this day. Douglass warmed up his audience by commending the moral and patriotic excellence of their forefathers. He then delivere d the argument of his speech which cleverly criticized the hypocrisy of the institution of slavery and those who tolerated or supported it. Yet, to conclude his speech, Douglass asserts that there is still hope for the young nation so as not to leave the audience completely discouraged. The way in which Douglass constructed and delivered this speech had a lasting impact and left his audience with an effectively argued point to consider. In his speech, Frederick Douglass made it clear that he believed that the continued toleration and support of slavery from both a religious and legal standpoint was utterly absurd when considering the ideals and principles advocated by America’s forefathers. He began by praising the American framers of the Constitution, an... ...hout his speech making for a powerful argument overall. The effectiveness and excellent structure of Frederick Douglass’ Fourth of July speech is apparent. His rhetorical arguments served as powerful rebuts to opposing contentions and forced his audience to consider the undeniable error in their nation’s policy and approach regarding slavery. Douglass also compelled his audience to take his words seriously by establishing his credibility, recognizing his audience, and skillfully constructing and executing his speech. The end product of his efforts became a provocative speech at the time and a historical delivery in the future. Douglass succeeded in giving a speech that clearly and effectively argued the absurdity of the institution of slavery in America, leaving it up to his audience to consider his position and decide for themselves how to act in the future.

Coney Island and Victorian Culture Essay

Coney Island at the turn of the century was a bustling and growing place. People of all classes traveled from New York City as well as other parts of the world to take part in the famous amusements that helped to loosen the tight corsets of Victorian gentility. Inspired by the Columbian Exposition in 1893 George Tilyou began to build a park on Coney Island beginning with the Ferris Wheel similar to that featured at the exposition which was designed by the Pennsylvania Steel Company. By 1895 Tilyou opened Steeplechase Park and began to fill it with acts and side shows thus inspired by his travels a few years prior. While concentrating on the appeal to all walks of life Tilyou acquired A Ride to The Moon from Fredric Thompson and Elmer Dundy who built the ride specifically for the Pan-American Exposition in Buffalo, New York. A short season later in 1902 Thompson and Dundy left Steeplechase to create Luna Park taking the amusement with them. Playing off the most popular sport on Coney Island, Tilyou obtained a mechanical horse race that took riders on a thirty second ride around a track complete with hills and sharp turns. Other attractions added to the park included the Human Roulette Wheel which threw riders in all directions and Earthquake Stairs which jostled climbers and challenged them to descend a shaking stair case. These attractions as well as the wild side shows caused people to throw off all conventionality and made them rub elbows with other classes while having unrestricted fun. While Steeplechase drew visitors to the peninsula it also increased in the popularity of swimming or bathing as it was referred to in Victorian speak. People on a hot New York day adventured to Steeple Chase and the beach by various means of transportation. Donning the latest in bathing fashions people enjoyed more unrestricted fun regardless of any class system in the water. Although Victorians looked down their noses at the amusements and public bathing, people still flocked to the beaches and splashed in the chilly waters of the Atlantic Ocean. Ruckus rides and the ability to socialize appealed to the younger generations looking to toss off the oppressive garbs of Victorian gentility and just have plain unrestrictive fun. In 1907 tragedy struck Steeplechase as fire ravaged the park leaving a smoking ruin. In the efforts to still turn a dollar Tilyou charged admission to the ruins of the once great park. During the rebuilding, Luna Park benefited from the loss and treated guests to a modern park with rides to thrill everyone. The â€Å"old-fashionedness† of Steeplechase was challenged as Luna Park, the most modern of it’s time dazzled park goers with electric lights and tall white towers bathed in bright bulbs. This enabled the park to operate at night. But still people remained loyal to the original amusement park they knew so well even though built anew from smoldering ruins. George Tilyou sadly passed away in 1914 after seeing his park through another fire in 1911 which claimed Dreamland. Luckily enough the winds shifted and spared his park from a second disaster. By 1914 the amusement park began to fall out of favor. The once well loved and most visited park suffered a loss in the visitors during the hot New York summers. Steeplechase continued to operate and help people socialize and essentially come out of the tight bonds of gentility by offering a carefree time with out restrictions. Then on New Year’s Eve 1964 the last light was turned off for the final time at the ill fated old fashioned park. Luna Park on the other hand was not as popular as the original park but provided new wonders for those curious and daring enough to seek it out. Created after the Beaux-Arts movement of the time Thompson an erratic architect began to design the park as a world where someone could be lost in fantasy. By opening day on May 16th 1903 Luna Park opened its doors to the wonderment of many people seeking out entertainment and new amusements to help them shed the conventionality of the structured Victorian world. Here we can clearly see where still Steeplechase was cherished like a child hugs a ragged teddy bear but the new adventure which was named Luna was embraced for its latest technologies that Steeplechase clearly was lacking. With over 1 million lights, long distance telephone service, telegraph and radio services Luna Park became a city with in a city. With Thompson and Dundy’s success in creating illusion rides for the park guests they still relied on others as well. When they left the employment of Tilyou after the 1902 season they brought their famed â€Å"Ride to the Moon† amusement with them. Counting on its fame from Steeplechase park and the illustrious past of being featured at the Pan-American Exposition in 1901 the creators hoped it would bring the crowds in. With more and more people seeking a day at the park and on the beach both parks helped make Coney Island known world wide and soon became a top tourist destination. At a time when high society still held restrictions of how men and women should act in public in high regards, more and more people used these parks as a way to shed the restrictions of society and seek titillating amusements and fill curiosities each other had that Victorian culture had suppressed over the years with rules and barriers against those who dared to go against the prim and proper societies. Technology in these times were changing and what better place to display these but at amusement parks and expositions. Younger Victorians embraced these changes and viewed them as a move toward the future. We can clearly see where walls were broken down between classes while all walks of life frolicked on the beaches of Coney Island, screamed on the same rides, and traveled faster than they ever had in their lives. Luna Park and Steeplechase side by side were wonderful examples of old an new. While people still embraced the old curious onlookers sought out attractions that displayed futuristic gadgets. By the creation of the final park Dreamland in 1904 tourism and the shedding of Victorian genteel ways were in full swing. Dreamland brought more pleasure seekers to the peninsula and more bathers to the sea shore. The park was built by William Reynolds who is best known for his crooked dealings with Tammany Hall. Dreamland became the park to rival the other 2 on the peninsula. It is said that the park would be anything unlike the modern world has seen. The main tower of Dreamland had a beacon that shined out to sea and confused many ships coming into port. The amusement park sparkled as guests promenaded through the many attractions and thrill rides. With Dreamland promising amusement in a more dignified way the creators tried to offer Culture to those who visited the park. Providing a grand ballroom and upscale restaurants from around the world Dreamland attempted to cater to the upper class leaving lower classes to attend the older less dignified parks. The developers still provided rides and attractions that rivaled the other parks and even stole ideas from them as well. Americans were fascinated by disasters. Fighting the Flames was a good example of this as New Yorkers were most familiar with tenements catching fire and many people dying. People could identify with this ride. As tenement style buildings covered in asbestos were set ablaze, firefighters came to the rescue of the tenants who jumped to their safety in huge nets below. With rides like Shoot the Chutes guests at Dreamland were still treated to rides that caused them to throw off all conventionalities. Dreamland with its intentions to preserve all that is roper and dignified still provided outrageous outlets that caused people to smile and scream like they never had before. Sideshows still prevailed like Bostock’s Circus and Captain Bonavita’s Lion Show. They treated guests to clowns, wild animals, and daring stunts which caused people to gasp and look on in awe. Dreamland gave people a look at the world in their own backyard. Rides like Touring the Alps which provided ride rs with a simulated ride through the Alps complete with blasts of cold air to the Japanese Tea Room which gave people a look at cultures foreign to their own. The achievements of creating an atmosphere of wonderment and awe like that of the previous expositions held in Chicago and Buffalo, Reynolds achieved ultimate success in helping people question their hum drum ways and rules that bound them tightly. On May 27 1911 the wonderment that was known as Dreamland came to an end when it burned to the ground. Complaints by the fire departments that fought the flames were low water pressure. It was said that Reynolds built the park so fast that he built over fire hydrants. The mistakes and rush to greed cost him his park only seven short years later. The fire although sparing because of the winds did not leave Thompson’s railway alone. Sadly but fortunately that was one of a few external victims of the fire caused by greed. Fred Thompson found General Manager Samuel Gumpertz staring blankly at the ruins. Reynolds decided not to rebuild the park and Gumpertz opened a freak show in a large tent. This was the beginning of the end of Coney Island, the most famous playground of the early 20th century. Luna Park and Steeplechase continued to operate through many changes of attractions. The 1920’s ushered in rides like The Wonder Wheel and The Cyclone. It is joked immigrants who came to this country saw The Wonder Wheel first before seeing the Statue of Liberty. Still The Wonder Wheel is a wonderful example of freedom through good times and laughter and the shedding of old ways to a new life. By the close of the season of 1946 Luna Park could no longer afford to keep its gates open to the dwindling visitors. That which was new and exciting became old and worn out. Steeplechase continued to operate and pride itself of being risen from the ashes still provided visitors with aging and familiar rides. By the opening of Astro Park in 1962 this began to spell the end of the turn of the century amusements. At the stroke of midnight New Years Eve 1964 the last light was turned out on the oldest amusement park of the time leaving behind a legacy of fun and a little known waltz written for the opening of Dreamland entitled â€Å"Meet Me Tonight in Dreamland†. By looking at the amusement parks of the early 20th century we can clearly see where proper Victorians were given the opportunity to shed the constrictions of a culture that forced them into a protected part of society. Here creators of parks provided a person all types of amusements and bathing which for proper Victorians swimming with people of the opposite sex was just scandalous. Many of the older generations still held fast to their convictions of manners and proper ways. In many ways Coney Island was a petrie dish for societies and cultures. Could they truly leave behind the tight corsets and stiff collars to have fun with all folks of all classes with out concern for class stratification due to wealth, power or even dress? The writer of this believes yes. This was a place where society began to leave behind their constrictions and just have plain fun. Therefore unmaking Victorian culture as it was known.

American vs Nepalese Culture

The American and Nepalese culture have some similarities but many differences. The American culture is a Western and a diverse culture; whereas, the Nepalese culture is Eastern and less diverse. There is a public education system for everyone in the American culture, and the literacy rate is high. In Nepal, there is a public education system also but the literacy rate is low. There is more freedom for people in American culture; on the other hand, in Nepalese culture, there is less freedom and more rules. One of the other differences that can be seen between American and Nepalese culture is in family relations.The behavior of the people is very different between this tow cultures. Many different racial groups form the American culture. The major ethnic groups in the United States are Europeans, Hispanics, African/Americans, Asians and Pacific Islanders, and many other minor ethnic groups. The distinct groups in the United States have different religions. The major religions in the Un ited States are Catholicism, Protestantism and Judaism. Islam, Hinduism and Buddhism are also minor religions in the United States.English is the main language in the United States but also Spanish and other languages are spoken in different cities. In the Southern part of Texas, New Mexico, Arizona, and California, the majority of people are Spanish speaking. In Nepalese culture, there is little ethnic diversity and the ethnics groups are not from other countries. The major groups are the Sherpa, the largest group, who lives in the northern, mountainous part of the country; the Gurung, who live in the central part of Nepal, and the Adabasi, who live in the southern part of the country.These people are born in Nepal and are not from other countries like the American ethnic groups. There are a few Muslims and Christians, but the major religions are Hinduism and Buddhism. Nepali is the major language in Nepal. In government offices, private offices and in school, they use the Nepali l anguage; whereas, in cities and towns, the different ethnic groups speak their own dialects. The Nepalese school system is based on tradition and religion in the rural areas and in the urban areas, there is a modern education system.Parents can choose any public school, they like for their children; there is no restriction on children having gone to school in the town or village where they live. In America, students have to go to the school in the town in which they live. In the American culture, people are individual oriented and individual value is greater than family value. People believe in their work, and they do the hard work. The American people plan things ahead, and they become successes in their future. The American people are independence, and they make their own decisions.Americans follow the time and its value. In Nepalese culture, people are family-oriented and the family value is greater than the individual value. The Nepalese people believe in god, and they wait for the people who can do their work. The Nepalese people do not plan any things and do their work, and they become unsuccessful in their future. In Nepalese culture, people depend on other, and they cannot make their own decision. The elder's person in the makes the decision, and other family's member follow that decision. In Nepalese culture, people cannot follow the time, and they are lazy.The American people follow a law and order. They behave friendly to each other, even if they are unknown. The American are polite and helpful. The American people wait for the turn and follow the advice, given by other. The Nepalese people do not follow the law and order. The rich people dominate the miserable people and there is a slavery system in Nepal. The poor people live in the house of rich, and do their work for nothing. Nepalese do not behave friendly to each other. Nepalese people do not wait for the turn instead and crowed in the same place fighting each other.

Cepillarse Conjugation in Spanish, Translation, Examples

Cepillarse Conjugation in Spanish, Translation, Examples The Spanish verb cepillar  means to brush. It is a regular  -ar  verb like  caminar  and  desayunar. However, this verb can also be used in its  reflexive  form  cepillarse,  which implies that the action returns to the subject of the verb. You will often hear the verb used reflexively, thus the tables below show the conjugations for the reflexive form  cepillarse,  including the  reflexive pronouns  (me, te, se, nos, os, se). The conjugation tables include  the present, past and future indicative, the present and past subjunctive, the imperative, and other verb forms. How to Use the Verbs Cepillar and Cepillarse When cepillar is used non-reflexively, it is simply a transitive verb that means to brush something. For example, El hombre cepilla sus zapatos para limpiarlos  (The man brushes his shoes to clean them). Also, it can be used to talk about brushing someone elses hair or teeth. In that case, you need to use the indirect object pronouns, which indicate who receives  the action. For example, La mam le cepilla los dientes a su hijo  (The mom brushes her sons teeth).   When used reflexively, cepillarse  is most often used to talk about brushing ones hair or teeth. For example, Ella se cepilla el pelo antes de acostarse  (She brushes her hair before going to bed) or El nià ±o se cepilla los dientes por la maà ±ana  (The boy brushes his teeth in the morning). However, there are two other verbs that are also used for the same contexts. Peinarse  is used to talk about combing ones hair, and lavarse  is commonly used to talk about washing ones teeth.   Cepillarse Present Indicative Yo me cepillo I brush Yo me cepillo los dientes tres veces al da. T te cepillas You brush T te cepillas el pelo con cuidado. Usted/l/ella se cepilla You/he/she brushes Ella se cepilla el cabello. Nosotros nos cepillamos We brush Nosotros nos cepillamos la barba. Vosotros os cepillis You brush Vosotros os cepillis los dientes despus de comer. Ustedes/ellos/ellas se cepillan You/they brush Ellos se cepillan el pelo por la noche. Cepillarse Preterite  Indicative Yo me cepill I brushed Yo me cepill los dientes tres veces al da. T te cepillaste You brushed T te cepillaste el pelo con cuidado. Usted/l/ella se cepill You/he/she brushed Ella se cepill el cabello. Nosotros nos cepillamos We brushed Nosotros nos cepillamos la barba. Vosotros os cepillasteis You brushed Vosotros os cepillasteis los dientes despus de comer. Ustedes/ellos/ellas se cepillaron You/they brushed Ellos se cepillaron el pelo por la noche. Cepillarse  Imperfect  Indicative The imperfect tense  can be translated as used to brush or was brushing.  It is used to talk about ongoing or habitual  actions in the past.   Yo me cepillaba I was brushing Yo me cepillaba los dientes tres veces al da. T te cepillabas You were brushing T te cepillabas el pelo con cuidado. Usted/l/ella se cepillaba You/he/she was brushing Ella se cepillaba el cabello. Nosotros nos cepillbamos We were brushing Nosotros nos cepillbamos la barba. Vosotros os cepillabais You were brushing Vosotros os cepillabais los dientes despus de comer. Ustedes/ellos/ellas se cepillaban You/they were brushing Ellos se cepillaban el pelo por la noche. Cepillarse Future  Indicative Yo me cepillar I will brush Yo me cepillar los dientes tres veces al da. T te cepillars You will brush T te cepillars el pelo con cuidado. Usted/l/ella se cepillar You/he/she will brush Ella se cepillar el cabello. Nosotros nos cepillaremos We will brush Nosotros nos cepillaremos la barba. Vosotros os cepillaris You will brush Vosotros os cepillaris los dientes despus de comer. Ustedes/ellos/ellas se cepillarn You/they will brush Ellos se cepillarn el pelo por la noche. Cepillarse Periphrastic Future  Indicative The periphrastic future is formed with the verb  ir  (to go) conjugated  in the present indicative tense, plus the  preposition  a,  and the infinitive of the verb. With reflexive verbs remember to put  the reflexive pronoun before the conjugated verb  ir. Yo me voy a cepillar I am going to brush Yo me voy a cepillar los dientes tres veces al da. T te vas a cepillar You are going to brush T te vas a cepillar el pelo con cuidado. Usted/l/ella se va a cepillar You/he/she is going to brush Ella se va a cepillar el cabello. Nosotros nos vamos a cepillar We are going to brush Nosotros nos vamos a cepillar la barba. Vosotros os vais a cepillar You are going to brush Vosotros os vais a cepillar los dientes despus de comer. Ustedes/ellos/ellas se van a cepillar You/they are going to brush Ellos se van a cepillar el pelo por la noche. Cepillarse Conditional  Indicative The conditional tense  is used  for talking about possibilities or probabilities. In English it is translated as would brush.   Yo me cepillara I would brush Yo me cepillara los dientes tres veces al da. T te cepillaras You would brush T te cepillaras el pelo con cuidado. Usted/l/ella se cepillara You/he/she would brush Ella se cepillara el cabello. Nosotros nos cepillaramos We would brush Nosotros nos cepillaramos la barba. Vosotros os cepillarais You would brush Vosotros os cepillarais los dientes despus de comer. Ustedes/ellos/ellas se cepillaran You/they would brush Ellos se cepillaran el pelo por la noche. Cepillarse Present Progressive/Gerund Form The  present participe or gerund  for  -ar  verbs is formed by adding the ending  -ando. You can use the present participle to form progressive verb forms like the present progressive.   Present Progressive of  Cepillarse  se est cepillando   She is brushing  Ella se est  cepillando el cabello. Cepillarse  Past Participle The past participle for -ar  verbs is formed by adding the ending -ado.  You can use the past participle  to form compound tenses like the present perfect.   Present Perfect of  Cepillarse  se ha cepillado   She has brushed  Ella se ha cepillado el cabello Cepillarse Present Subjunctive The  subjunctive mood  is used in subordinate clauses for situations that describe doubts, desires, emotions, or situations that are pending or subjective. Que yo me cepille That I brush El dentista recomienda que yo me cepille los dientes tres veces al da. Que t te cepilles That you brush La estilista espera que t te cepilles el pelo con cuidado. Que usted/l/ella se cepille That you/he/she brush Mam quiere que ella se cepille el cabello. Que nosotros nos cepillemos That we brush Federico recomienda que nosotros nos cepillemos la barba. Que vosotros os cepillis That you brush Lucas espera que vosotros os cepillis los dientes despus de comer. Que ustedes/ellos/ellas se cepillen That you/they brush Leo recomienda que ellos se cepillen el pelo por la noche. Cepillarse Imperfect  Subjunctive The imperfect subjunctive  can be conjugated in two different ways. Below you can find the two conjugations, which are both considered correct. Option 1 Que yo me cepillara That I brushed El dentista recomendaba que yo me cepillara los dientes tres veces al da. Que t te cepillaras That you brushed La estilista esperaba que t te cepillaras el pelo con cuidado. Que usted/l/ella se cepillara That you/he/she brushed Mam quera que ella se cepillara el cabello. Que nosotros nos cepillramos That we brushed Federico recomendaba que nosotros nos cepillramos la barba. Que vosotros os cepillarais That you brushed Lucas esperaba que vosotros os cepillarais los dientes despus de comer. Que ustedes/ellos/ellas se cepillaran That you/they brushed Leo recomendaba que ellos se cepillaran el pelo por la noche. Option 2 Que yo me cepillase That I brushed El dentista recomendaba que yo me cepillase los dientes tres veces al da. Que t te cepillases That you brushed La estilista esperaba que t te cepillases el pelo con cuidado. Que usted/l/ella se cepillase That you/he/she brushed Mam quera que ella se cepillase el cabello. Que nosotros nos cepillsemos That we brushed Federico recomendaba que nosotros nos cepillsemos la barba. Que vosotros os cepillaseis That you brushed Lucas esperaba que vosotros os cepillaseis los dientes despus de comer. Que ustedes/ellos/ellas se cepillasen That you/they brushed Leo recomendaba que ellos se cepillasen el pelo por la noche. Cepillarse Imperative   In order to give orders or commands, you need the imperative mood. You can use positive or  negative commands, which differ in the  tà ºÃ‚  and vosotros conjugations. Notice that the placement of the reflexive pronoun is also different in the positive and negative commands.   Positive Commands T cepllate Brush! Cepllate el pelo con cuidado! Usted cepllese Brush! Cepllese el cabello! Nosotros cepillmonos Lets brush! Cepillmonos la barba! Vosotros cepillaos Brush! Cepillaos los dientes despus de comer! Ustedes cepllense Brush! Cepllense el pelo por la noche! Negative Commands T no te cepilles Dont brush! No te cepilles el pelo con cuidado! Usted no se cepille Dont brush! No se cepille el cabello! Nosotros no nos cepillemos Lets not brush! No nos cepillemos la barba! Vosotros no os cepillis Dont brush! No os cepillis los dientes despus de comer! Ustedes no se cepillen Dont brush! No se cepillen el pelo por la noche!

Want the Hard Truth Soft Skills Can Make or Break Your Job Search

Want the Hard Truth Soft Skills Can Make or Break Your Job Search Workers in tech-centric roles are right to be proud of the technical skills they’ve acquired over the course of their educations and careers. These skills are hard won and are imperative to their success in their chosen fields. However, a recent study suggests that recruiters today have a soft spot for soft skills, regardless of the role they are looking to fill. Even in careers where soft skills haven’t historically held a ton of weight – such as software development and accounting, for example – employers are now looking for candidates who are the whole package. In other words, it’s critical today that workers, even ones in highly technical jobs, demonstrate that they also possess soft skills.To start, let’s define what a tech-centric job is exactly. According to LiveCareer’s recently released 2018 Skills Gap Report, researchers defined tech-centric jobs as those jobs for which some form of higher education is required to perform the role. These jobs typically rely heavily on a bevy of hard skills – or skills that can be learned and measured.(This contrasts with soft-centric occupations, which are defined as roles that don’t require formal training or higher education. These roles include bartenders, customer service representatives, and sales associates, among others.)To better understand the skills that employers want – and to compare those skills to the ones that jobseekers are listing on their resumes – the study took a â€Å"big data† approach to analyzing thousands of resumes and job ads across 12 different occupations. The question the study sought to answer is this one: is the skills gap is real, or are jobseekers just underreporting their skill sets in resumes?Jobseekers in tech-centric occupations should analyze the study’s most arresting findings on soft skills to increase the likelihood of success in the job market. Some key finding to consider include:The s tudy found that – across the board – employers increasingly value customer service and communications skills. In fact, job ads in 11 of the 12 occupational types list customer service as among the most desirable skills.This means that even in jobs where customer service isn’t traditionally a requirement – such as accountants, teachers, and registered nurses – employers expect jobseekers to make those skills a focus today.Communication skills appear in job ads for 12 of the 12 occupation types that the study focused on, meaning all jobseekers should place an emphasis on this soft skill in their resumes.Tech-centric employers demand largely the same soft skills as customer-facing employers. In fact, three of the top five required soft skills in both occupational categories are the same.Jobseekers in all professions are listing far too few skills on their resumes, overall. Individual job ads, on average, contain 21.8 skills. Resumes, on average, conta in only 13 skills.It’s not surprising that tech-centric workers aren’t emphasizing soft skills since job ads for these professions are asking for 4.25x more hard skills than soft skills. However, the report also found that since employers increasingly value customer service and communications skills in candidates, jobseekers who neglect to thoroughly list soft skills on their resumes may be doing themselves a disservice.The takeaway for jobseekers in tech-centric occupations: shine a light on those intangible but increasingly important soft skills on your resume; they matter just as much as your hard skills. In fact, jobseekers who can clearly communicate their soft skills to potential employers – both in their resumes and in job interviews – will have an advantage over those candidates who cannot.Experts agree that the best way to accomplish this goal is for jobseekers to concentrate on learning how to write a resume in such a way that it mimics the lang uage of a job ad. This ensures that they are including all the most valuable skills cited in the job post, and it will also help get their resumes past an applicant tracking system (ATS), which many employers use today to screen out unqualified candidates.Wording is of key importance, because most ATSs don’t understand nuance in language, which means you must echo the language the ads use precisely in resumes. Fail to do so and you risk being eliminated from the running, even as a qualified candidate. How precisely do you need to match the wording? Exactly. If a job ad asks for â€Å"solid verbal communication skills,† and you list writing â€Å"solid oral communication skills,† you could be knocked out of the running!Jobseekers can find additional learnings, plus a PDF download of the report, via the 2018 Skills Gap Report link at the beginning of the article.LiveCareer bio:Need more guidance on how to incorporate soft skills into your resume? Peruse LiveCareer ’s free resume examples, and see how other successful professionals have expressed those skills in their resumes. All examples are arranged by industry and job title. And if you need help building a resume from the ground up, try our free, easy-to-use Resume Builder.

Short Stories Summary Essay Example | Topics and Well Written Essays - 750 words

Short Stories Summary - Essay Example Although, when he heard about his brother that he was jailed, this made him fear that some of his students may end up like his brother who indulged in drug abuse to forget about his problems. The narrator does not communicate with his brother for a long time until the death of her daughter. Sonny later replies his brother’s letter, and this makes them be in touch. The narrator recalls how they had differences with his brother when he decided to become a musician. The story shows how at first the two brothers had differences but later the story ends with them understanding and appreciating each other. The story tells us of the problems that the two brothers had and how they were able to tackle them. Thus, the story illustrates how there was anguish and recovery in the Harlem ghetto. It is evident that the narrator was able to handle his problem because of the teaching job that he had. From the story, we see him to be concerned about his students hoping that they would not be th e same as his brother. He also cares for his brother as he was the oldest. This is contrast to his brother who indulged into taking drugs to tackle his problems, which leads him to jail. As Sonny tries to deal with his problems, he tries to find his identity and feel accepted in the society. The narrator does not comprehend why his brother prefers to play piano. In the story, piano represents his problems, and in the end the figure of Sonny playing the piano, indicates how he struggles to deal with his problems. Summary of Paul’s case Acceptance and freedom of expression is two virtues that should be practiced to avoid emotional confinement (Brown 67). According to Willa Cather, in the story Paul’s case he tells of how Paul tries to fight against the social standards in the area where he lives in because he had no freedom to express what he felt. The story tells of a youth who is emotionally confined and how he tries to confront his problems. In school where Paul is, h e is called and faces the school faculty for his misbehavior. Paul is a student who does not follow teacher’s instructions and is less concerned with his studies. He ends up being a rude and comical student. He lived with his father in a quiet place but he wanted to go to New York where he could live the life that he was expecting. Although, he is seen to be careless and does not seem to care about anything, he loves music, theater, and arts. In contrast, Paul’s father wants him to work hard in school and venture into the business world. His father believes that it is only money that matters in people’s lives. This creates a big difference between them and has great influence on Paul’s character. For example, when his father stops him from going to watch movies in the theater drives him to steal money where he is working. He also ran from home and went to New York because he was not given the freedom to enjoy his life. Even though he enjoyed his life shor tly, his decision to leave home made him lose his life. Summary of Revelation In the story of Revelation by Flannery O’Connor’s, the main character feels that everyone is equal before God, regardless of their race and social status. The story starts when Mrs. Turpin goes to see a doctor with her spouse. As she gets in the hospital, she attracts people’

International Relations - Iraq Conflict Essay Example | Topics and Well Written Essays - 2500 words

International Relations - Iraq Conflict - Essay Example . Fifteen years after the United Nation Security Council imposed sanctions and containment on Iraq, U.S. forces continued to battle remnants of the former regime and a range of other adversaries inside Iraq. Iraq remains a decisive battle front for both those who support and those who oppose the development of more moderate and globalized Islamic societies. The economy of this oil – rich country had been completely devastated by hyper inflation and debt. In 1990s Iraqis suffered under the dictatorship of Saddam Hussein and things got tragically worse with the horror of the attacks of September 2011.This gave a wonderful opportunity for America to retaliate against Islam radicals and the target was Iraq. The reason for this was possession of weapon of mass destruction by Iraq which was a military threat to America. The killing and counter killing continued for years. But the root cause of conflict in Iraq can be of various natures and one being religious indifferences. The othe r main reasons are poverty, ignorance, regression and fanaticism. According to Cordesman (2008,pg 45)â€Å"Tension between Sunni and Shiite legislators remained heightened as both sects accused each other of propagating sectarian killings and conflict† The root causes of conflict in Iraq can be associated with the following: The conflict in Iraq is not a civil war. It is a sectarian violence, complicated by the region’s wider religious rifts and their intersection with state – supported terrorism networks.

United States National Security Essay Example | Topics and Well Written Essays - 4000 words

United States National Security - Essay Example Michael Ignatieff (2002) characterizes weak and collapsing states as the chief source of human rights abuses in the post-cold war world as these states comprise the world's most poor population that are easily disposed to resorting to violence against other groups, their own governments or international terrorism primarily in a battle of survival. James Wolfensohn, formerly of the World Bank, calls for a global strategy that includes measures designed to address "the root causes of terrorism: those of economic exclusion, poverty and under-development."(Wolfensohn, 2002) This paper outlines why are failed and failing states significant threat to United States national security by first establishing whether failed and failing states are in a position to pose a significant threat to the United States. The paper will look into the reasons why they are a threat and in case it is established that failed or failing states are not a threat to US security, the essay will discuss the reasons thereof. It is also relevant to determine the scope and level of post-911 threat perceptions in the corridors of power in Washington as well as define what is a "failed" and "failing" state. Though the concept of failed or failing state is relatively new, it has quickly established itself as part of the international relations lexicon and the strategic vernacular apparently since the year 2000, and it has many definitions. Various characterization in the literature are: fragile states (Goldstone et al, 2000), difficult partners (OECD, 2001), Low Income Countries Under Stress (LICUS) (World Bank, 2002), poor performers (AusAid, 2002), difficult environments (Torres & Anderson, 2004), weak performers (ADB, 2004), failed and failing states (Rotberg, 2004) and countries at risk of instability (Government of the UK, 2005). CIA's Instability Task force defines state failure as the collapse of authority of the central government to impose order in situations of civil war, revolutionary war, genocide, politicide and adverse or disruptive regime transition. Rotberg (2004), on the other hand characterizes failure of the state as being marked by an inability to provide basic political goods-especially security, dispute resolution and norm regulation and political participation-to many, if not most, of its citizens. A failed state may face restrictions on its sovereignty, such as political or economic sanctions, the presence of foreign military forces on its soil or other military constraints such as a "no-fly" zone. A prestigious journal, Foreign Policy, and the Fund for Peace, in independent research organization in their joint-project called "Failed States Index" (FSI) define a failing state as the one in which the government does not have effective control of its territory, is not perceived as legitimate by a significant portion of its population, does not provide domestic security or basic public services to its citizens and lacks a monopoly on the use of force. A failing state may experience active violence or simply be vulnerable to violence. According to the yearly survey on state instability conducted by Foreign Policy and Fund for Peace, there are some sixty states that are most likely to qualify as failing states. Twelve social, economic, political, and military indicators were used to rank 148 states in order of their vulnerability to violent internal

Engine Cooling And Lubrication System

Engine Cooling And Lubrication System Cooling System: Despite the vast improvement in the basic internal combustion engines, around 70% of the energy from the gasoline is converted to heat. As it is not dissipated to the atmosphere on its own, a cooling system is employed for this purpose. Several purposes of the cooling system which it serves by cooling the engine include cooling the engine to keep it from overheating by transferring the heat to the air. This helps avoid the excessive wear and tear at high temperatures, auto-ignition due to hot cylinder which may result in knocking and hence, piston/cylinder failure. It may also incorporate thermal stresses which is not good for the engine itself. Figure . Cooling system and plumbing connection While it serves the purpose of cooling the engine, it also helps the engine to warm up quickly during cold start ups and then maintaining a constant temperature. When the engine is cold, components wear out faster too and the engine is less efficient, emitting more pollution. Types of Cooling System: There are two types of cooling systems found in cars: Air-cooled Liquid-Cooled Air-Cooled Engines: Many small and the medium-sized engines are air-cooled. This category includes most small engines like lawn mowers, chain saws, model airplanes etc. Using the air-cooled system allows both the weight and price of the engine to be kept low, along with reduced complexity of the machine. The air-cooled system is still widely used on most of the motorcycles in use these days. This system utilizes the concept of heat transfer through fins to cool the engine. The cross-sectional area of the fin being larger closer to the head and a reduction in the area as we move further from the engine block. The basic principle on which the air-cooled engines rely on is the flow of air across their external surfaces to remove the excess heat to keep the engine from overheating. The airflow on machines like motorcycles and aircrafts is provided across the surface when the vehicle moves forward. Deflectors and ductwork is incorporated to direct the airflow to the critical locations where more cooling is required. The outer surface of the engine is made from a good conductor of heat and the surface is finned to promote maximum heat transfer, along with which an extra fan is used to increase the air-flow rate; whereas others use the concept of free-convection. These fins are to be properly designed for appropriate cooling effect which is required. Some automobile engines also use exposed flywheels with air-deflectors fastened to the surface. When the engine is in operation, these deflectors create air motion which increases the heat transfer on the finned surface. Even after considering and applying all the measures, the uniform cooling of cylinders is still difficult to achieve on air-cooled engines as compared to the liquid-cooled engines. The figure below shows that the cooling needs are not the same at all the locations. Figure . Variation of heat losses from the fins of an air-cooled aircraft engine. Seventy-one percent of the heat losses occur on the hotter side of the cylinder, containing the exhaust valve. The engine shown was used on a number of different aircrafts. Hotter areas, such as the ones around the exhaust valve and manifold need greater cooling and hence larger finned surface area. Cooling the front of an air-cooled engine which faces the forward motion of the vehicle is much easier and efficient as compared to the back surface of the engine. This may result in temperature differences and thermal expansion problems. Disadvantages: Disadvantages of air-cooled engines are that they: Are less efficient, Are noisier, with greater air flow requirements and no water jacket to dampen the noise, Need a directed air flow and finned surfaces. Advantages: When compared with liquid-cooled engines, air-cooled engines have the following advantages: They are lighter in weight, They cost less, No coolant system failures (e.g., water pump, hoses), No engine freeze-ups, and Faster engine warmup. Liquid-Cooled Engines: In a liquid or water-cooled engine, the engine block is surrounded by a water jacket through which the coolant flows. This allows for a better control of the heat removal from the engine, just by added weight and a more complex system. Very few water-cooled engines use just water as the cooling fluid in the water jackets; this is because the water has a freezing temperature of 0Â °C which is unacceptable as coolant in colder regions, so additives are usually used for better performance. Although water has very good heat transfer properties, but when used alone, it causes rust and corrosion in many of the pipes of the cooling system. Ethylene glycol (C2H6O2) is the antifreeze agent which acts as a rust inhibitor and a lubricant for the water pump. When added to water, it lowers the freezing temperature and raises the boiling temperature of the coolant. The properties of the mixture depend on the ratio in which water and the antifreeze agent are mixed. Pure ethylene glycol should not be used, and even at high concentrations the heat transfer properties of the water are lost as well. The properties of the ethylene glycol water mixture are shown in the table below. In addition to good thermal properties, a coolant should satisfy the following requirements: 1. Chemically stable under conditions of use 2. Non-foaming 3. Non-corrosive 4. Low toxicity 5. Non-flammable 6. Low cost Most commercial antifreezes satisfy these requirements. Many of them are basically ethylene glycol with small amounts of additives. Some commercial engine coolants use propylene glycol as the base ingredient. It is argued that when coolant systems leak or when the coolant becomes aged and is discarded, these products are less harmful to the environment than ethylene glycol. Basic Components: The basic components of a liquid-cooled system is shown below. Figure . Basic liquid-cooled system radiator radiator top hose radiator bottom hose water pump thermostat thermostat housing electric cooling fan thermo-time switch Radiator: The radiator is the part of the cooling system which is responsible for the heat rejection from the coolant and into the atmosphere. The radiator core is usually made up of flattened tubes with aluminum strips (fins) that zigzag between the tubes. These fins effectively transfer the heat contained in the coolant into the air stream to be lost into the atmosphere. On each end of the radiator is a tank made up of plastic to cover the ends. The tubes either run horizontally or vertically between the two tanks. The aluminum-plastic system is more efficient and cost effective. On radiators with plastic end caps, there are gaskets between the aluminum core and the plastic tanks to seal the system and keep the fluid from leaking out. The tanks have a large hose connection, one mounted towards the top of the radiator to let the coolant in, the other mounted at the bottom of the radiator on the other tank to let the coolant back out. On the top of the radiator is an additional opening that is capped off by the radiator cap. Another component in the radiator for vehicles with an automatic transmission is a separate tank mounted inside one of the tanks. Fittings connect this inner tank through steel tubes to the automatic transmission. Transmission fluid is piped through this tank inside a tank to be cooled by the coolant flowing past it before returning to the transmission. Radiator Fans: One or two electric fans are mounted on the back of the radiator close to the engine. These fans used the concept of forced convection to cool the heated coolant going through the pipes in the radiator core. If noticed, this fan starts working once the engine reaches a predefined temperature, after which the cooling by just natural convection during the forward motion of the car cannot be achieved. In the cars with air conditioning, there is an additional radiator mounted in front of the normal radiator. This radiator is called the air conditioner condenser, which also needs to be cooled by the air flow entering the engine compartment. As long as the air conditioning is turned on, the system will keep the fan running, even if the engine is not running hot. This is because if there is no air flow through the air conditioning condenser, the air conditioner will not be able to cool the air entering the interior. Pressure cap reserve tank: The pressure cap is simply a cap which maintains the pressure in the cooling system up to a certain point. If the pressure builds up higher than the set pressure point, the spring loaded valve releases the pressure. Figure . Pressure cap When the pressure in the cooling system reaches the point when the cap needs to release this excess pressure, some amount of coolant is bled off. The coolant which is bled off goes into the reserve tank which is not pressurized, which causes a partial vacuum in the cooling system. The radiator cap on these closed systems has a secondary valve which allows the vacuum in the cooling system to draw the coolant back from the reserve tank into the radiator. Coolant Pump: It is a simple pump which helps in circulation of the coolant around the system. This pump is run using one of the following: A fan belt that will also be responsible for driving an additional component like an alternator or power steering pump A serpentine belt, which also drives the alternator, power steering pump and AC compressor among other things. The timing belt that is also responsible for driving one or more camshafts. The impeller of the pump uses centrifugal force to draw the coolant in from the lower radiator hose and send it under pressure to the engine block. A gasket seals the water pump to the engine block and prevents the flowing coolant from leaking out where the pump is attached to the block. Thermostat: The thermostat is simply a valve that measures the temperature of the coolant, and if the coolant is hot enough it opens to allow the coolant to flow through the radiator otherwise the flow to the radiator is blocked and the fluid is directed to a bypass system that returns the coolant to the engine. Figure . Thermostat The engine is at times allowed to run at higher temperatures of 190-195Â °C; this reduces emissions, moisture condensation inside the engine is quickly burned off improving engine life, and a more complete combustion improving fuel economy. Oil as a Coolant: The oil when used to lubricate the engine also helps to cool the engine. The piston for example gets very little cooling from the coolant in the water jacket or the externally finned surface, so when the back surface of the piston crown is subjected to the oil splash or flow the piston is cooled to some extent. This is very necessary as the piston is one of the hottest elements in the engine. Usually, the oil is sprayed in pressurized systems, and splashed in non-pressurized systems. The oil acts as the coolant on the back face of the piston crown as it absorbs energy and then runs back into the larger reservoir where it mixes with the cooler oil and dissipates this energy into the other engine parts. This splash cooling of the piston is extremely important in small air-cooled engines as well as in automobile engines. A few other engine components other than the piston are also cooled by oil circulation, either by splash or by the pressurized flow from the oil pump. Oil passages through internal components like the camshaft and connecting rods offer the only major cooling these parts are subjected to. As the oil cools the various components, it absorbs energy and its temperature rises. This energy is then dissipated to the rest of the engine by circulation and eventually gets absorbed in the engine coolant flow. Some high-performance engines have an oil cooler in their lubricant circulation system. The energy absorbed by the oil as it cools the engine components is dissipated in the oil cooler, which is a heat exchanger cooled by either engine coolant flow or external air flow. Oil Pump: The gear-type oil pump has a pair of meshing gears. The spaces between the teeth are filled with oil when the gears unmesh. The oil pump obtains oil from the oil pan and sends oil through the oil filter to the oil galleries and main bearings. Some oil passes from the holes in the crankshaft to the rod bearings. Main bearings and rod bearings are lubricated adequately to achieve their desired objectives. In the rotor type oil pump, the inner rotor is driven and drives the outer rotor. As the rotor revolves, the gaps between the lobes are filled with oil. When the lobes of the inner rotor move into the gaps in the outer rotor, oil is forced out through the outlet of pump. An oil pump can also be driven by a camshaft gear that drives the ignition distributor or by the crankshaft. Oil Pan: Oil also flows to the cylinder head through drilled passages that make up the oil gallery, lubricates camshaft bearings and valves, and then returns to oil pan. Some engines have grooves or holes in connecting rods, which provide extra lubrication to pistons and walls of cylinders. Oil Cooler: Oil cooler prevents overheating of oil, by flow of engine coolant past tubes carrying hot oil. The coolant picks excess heat and carries it to the radiator. Oil Filter: The oil from oil pump flows through oil filter before reaching the engine bearings. The oil filter retains the dirt particles and allows only clean filtered oil to pass. The Lubrication system and its types: There are three basic types of oil distribution systems used in engines: Splash, Pressurized, or A combination of these. The crankcase is used as the oil sump (reservoir) in a splash system, and the crankshaft rotating at high speed in the oil distributes it to the various moving parts by splash; no oil pump is used. All components, including the valve train and camshaft, must be open to the crankcase. Oil is splashed into the cylinders behind the pistons and onto the back of the piston crowns, acting both as a lubricant and a coolant. Many small four-stroke cycle engines (lawn mowers, golf carts, etc.) use splash distribution of oil. An engine with a pressurized oil distribution system uses an oil pump to supply lubrication to the moving parts through passages built into the components. A typical automobile engine has oil passages built into the connecting rods, valve stems, push rods, rocker arms, valve seats, engine block, and many other moving components. These make up a circulation network through which oil is distributed by the oil pump. In addition, oil is sprayed under pressure onto the cylinder walls and onto the back of the piston crowns. Most automobiles actually use dual distribution systems, relying on splash within the crankcase in addition to the pressurized flow from the oil pump. Most large stationary engines also use this kind of dual system. Most aircraft engines and a few automobile engines use a total pressurized system with the oil reservoir located separate from the crankcase. These are often called dry sump systems (i.e., the crankcase sump is dry of excess oil). Aircraft do not always fly level, and uncontrolled oil in the crankcase may not supply proper lubrication or oil pump input when the plane banks or turns. A diaphragm controls the oil level in the reservoir of a dry sump system, assuring a continuous flow into the oil pump and throughout the engine. Figure . Lubrication of an engine consisting of a combination of a pressurized system and splash system Oil pumps can be electric or mechanically driven off the engine. Pressure at the pump exit is typically about 300 to 400 kPa. If an oil pump is driven directly off the engine, some means should be built into the system to keep the exit pressure and flow rate from becoming excessive at high engine speeds. A time of excess wear is at engine startup before the oil pump can distribute proper lubrication. It takes a few engine cycles before the flow of oil is fully established, and during this time, many parts are not properly lubricated. Adding to the problem is the fact that often the oil is cold at engine startup. Cold oil has much higher viscosity, which further delays proper circulation. A few engines have oil preheaters which electrically heat the oil before startup. Some engines have pre-oilers that heat and circulate the oil before engine startup. An electric pump lubricates all components by distributing oil throughout the engine. It is recommended that turbocharged engines be allowed to idle for a few seconds before they are turned off. This is because of the very high speeds at which the turbocharger operates. When the engine is turned off, oil circulation stops and lubricated surfaces begin to lose oil. Stopping the oil supply to a turbocharger operating at high speed invites poor lubrication and high wear. To minimize this problem, the engine and turbocharger should be allowed to return to low speed (idle) before the lubrication supply is stopped. Lubrication system in 2-stroke engines: Many small engines and some experimental two-stroke cycle automobile engines use the crankcase as a compressor for the inlet air. Automobile engines which do this generally have the crankcase divided into several compartments, with each cylinder having its own separate compressor. These engines cannot use the crankcase as an oil sump, and an alternate method must be used to lubricate the crankshaft and other components in the crankcase. In these engines, oil is carried into the engine with the inlet air in much the same way as the fuel. When the fuel is added to the inlet air, usually with a carburetor, oil particles as well as fuel particles are distributed into the flow. The air flow then enters the crankcase, where it is compressed. Oil particles carried with the air lubricate the surfaces they come in contact with, first in the crankcase and then in the intake runner and cylinder. In some systems (model airplane engines, marine outboard motors, etc.), the oil is premixed with the fuel in the fuel tank. In other engines (automobiles, some golf carts, etc.), there is a separate oil reservoir that feeds a metered flow of oil into the fuel supply line or directly into the inlet air flow. Fuel-to-oil ratio ranges from 30:1 to 400:1, depending on the engine. Some modern high-performance engines have controls which regulate the fuel-oil ratio, depending on engine speed and load. Under conditions of high oil input, oil sometimes condenses in the crankcase. Up to 30% of the oil is recirculated from the crankcase in some automobile engines. It is desirable to get at least 3000 miles per liter of oil used. Most small lower cost engines have a single average oil input setting. If too much oil is supplied, deposits form on the combustion chamber walls and valves will stick (if there are valves). If too little oil is supplied, excess wear will occur and the piston can freez e in the cylinder. Engines that add oil to the inlet fuel obviously are designed to use up oil during operation. This oil also contributes to HC emissions in the exhaust due to valve overlap and poor combustion of the oil vapor in the cylinders. New oils that also burn better as fuel are being developed for two-stroke cycle engines. Some two-stroke cycle automobile engines and other medium- and large-size engines use an external supercharger to compress inlet air. These engines use pressurized/ splash lubrication systems similar to those on four-stroke cycle engines with the crankcase also serving as the oil sump. Lubricating Oil: The oil used in an engine must serve as a lubricant, a coolant, and a vehicle for removing impurities. It must be able to withstand high temperatures without breaking down and must have a long working life. The development trend in engines is toward higher operating temperatures, higher speeds, closer tolerances, and smaller oil sump capacity. All of these require improved oils compared to those used just a few years ago. Certainly, the technology of the oil industry has to continue to improve along with the technology growth of engines and fuel. Early engines and other mechanical systems were often designed to use up the lubricating oil as it was used, requiring a continuous input of fresh oil. The used oil was either burned up in the combustion chamber or allowed to fall to the ground. Just a couple of decades back, the tolerances between pistons and cylinder walls was such that engines burned some oil that seeped past the pistons from the crankcase. This required a periodic need t o add oil and a frequent oil change due to blowby contamination of the remaining oil. HC levels in the exhaust were high because of the oil in the combustion chamber. Modern engines run hotter, have closer tolerances which keep oil consumption down, and have smaller oil sumps due to space limitations. They generate more power with smaller engines by running faster and with higher compression ratios. This means higher forces and a greater need for good lubrication. At the same time, many manufacturers now suggest changing the oil every 6000 miles. Not only must the oil last longer under much more severe conditions, but new oil is not added between oil changes. Engines of the past that consumed some oil required periodic makeup oil to be added. This makeup oil mixed with the remaining used oil and improved the overall lubrication properties within the engine. The oils in modern engines must operate over an extreme temperature range. They must lubricate properly from the starting temperature of a cold engine to beyond the extreme steady-state temperatures that occur within the engine cylinders. They must not oxidize on the combustion chamber walls or at other hot spots such as the center crown of the piston or at the top piston ring. Oil should adhere to surfaces so that they always lubricate and provide a protective covering against corrosion. This is often called oiliness. Oil should have high film strength to assure no metal-to-metal contact even under extreme loads. Oils should be non-toxic and non-explosive. Some desired qualities of Lubrication oil: Lubricating oil must satisfy the following needs: Lubrication. It must reduce friction and wear within the engine. It improves efficiency by reducing the friction forces between moving parts. Coolant Removal of contaminants Enhancement of ring seal and reduction of blowby Slow corrosion Stability over a large temperature range Long life span Low cost Hydrocarbon Components in Lubricating oil: The basic ingredients in most lubricating oils are hydrocarbon components made from crude oil. These are larger molecular weight species obtained from the distillation process. Additives: Various other components are added to create a lubricant that will allow for the maximum performance and life span of the engine. These additives include: Antifoam agents: These reduce the foaming that would result when the crankshaft and other components rotate at high speed in the crankcase oil sump. Oxidation inhibitors: Oxygen is trapped in the oil when foaming occurs, and this leads to possible oxidation of engine components. One such additive is zinc dithiophosphate Pour-point depressant Antirust agents Detergents: These are made from organic salts and metallic salts. They help keep deposits and impurities in suspension and stop reactions that form varnish and other surface deposits. They help neutralize acid formed from sulfur in the fuel. Anti-wear agents Friction reducers Viscosity index improvers Rating of Lubricating Oils and grades: Lubricating oils are generally rated using a viscosity scale established by the Society of Automotive Engineering (SAE). The higher the viscosity value, the greater is the force needed to move adjacent surfaces or to pump oil through a passage. Viscosity is highly dependent on temperature, increasing with decreasing temperature. In the temperature range of engine operation, the dynamic viscosity of the oil can change by more than an order of magnitude. Oil viscosity also changes with shear, decreasing with increasing shear. Shear rates within an engine range from very low values to extremely high values in the bearings and between piston and cylinder walls. The change of viscosity over these extremes can be several orders of magnitude. Common viscosity grades used in engines are: SAE 5 SAE 10 SAE 20 SAE 30 SAE 40 SAE 45 SAE 50 Common oils available include: SAE 5W-20 SAE 10W-40 SAE 5W-30 SAE 10W-50 SAE 5W-40 SAE 15W-40 SAE 5W-50 SAE 15W-50 SAE 10W-30 SAE 20W-50 Synthetic Oils: A number of synthetically made oils are available that give better performance than those made from crude oil. They are better at reducing friction and engine wear, have good detergency properties which keep the engine cleaner, offer less resistance for moving parts, and require less pumping power for distribution. With good thermal properties, they provide better engine cooling and less variation in viscosity. Because of this, they contribute to better cold-weather starting and can reduce fuel consumption by as much as 15%. These oils cost several times as much as those made from crude oil. However, they can be used longer in an engine, with 24,000 km (15,000 miles) being the oil change period suggested by most manufacturers. Available on the market are various oil additives and special oils that can be added in small quantities to standard oils in the engine. These claim, with some justification, to improve the viscous and wear resistance properties of normal oils. One major improvement that some of them provide is that they stick to metal surfaces and do not drain off when the engine is stopped, as most standard oils do. The surfaces are thus lubricated immediately when the engine is next started. With standard oils it takes several engine rotations before proper lubrication occurs, a major source of wear. Oil filters: Included in most pressurized oil systems is a filtration system to remove impurities from the engine oil. One of the duties of engine oil is to clean the engine by carrying contaminant impurities in suspension as it circulates. As the oil passes through filters that are part of the flow passage system these impurities are removed, cleaning the oil and allowing it to be used for a greater length of time. Contaminants get into an engine in the incoming air or fuel or can be generated within the combustion chamber when other than ideal stoichiometric combustion occurs. Dust and other impurities are carried by the incoming air. Some, but not all, of these are removed by an air filter. Fuels have trace amounts of impurities like sulfur, which create contaminants during the combustion process. Even pure fuel components form some contaminants, like solid carbon in some engines under some conditions. Many engine impurities are carried away with the engine exhaust, but some get into the interior of the engine, mainly in the blowby process. During blowby, fuel, air, and combustion products are forced past the pistons into the crankcase, where they mix with the engine oil. Some of the water vapor in the exhaust products condenses in the crankcase, and the resulting liquid water adds to the contaminants. The gases of blowby pass through the crankcase and are routed back into the air intake. Ideally, most of the contaminants are trapped in the oil, which then contains dust, carbon, fuel particles, sulfur, water droplets, and many other impurities. If these were not filtered out of the oil, they would be spread throughout the engine by the oil distribution system. Also, the oil would quickly become dirty and lose its lubricating properties, resulting in greater engine wear. Figure . Oil Filter Flow passages in a filter are not all the same size but usually exist in a normal bell-shaped size distribution. This means that most larger particles will be filtered out as the oil passes through the filter, but a few as large as the largest passages will get through. The choice of filter pore size is a compromise. Better filtration will be obtained with smaller filter pores, but this requires a much greater flow pressure to push the oil through the filter. This also results in the filter becoming clogged quicker and requiring earlier filter cartridge change. Some filter materials and/or material of too small a pore size can even remove some additives from the oil. Filters are made from cotton, paper, cellulose, and a number of different synthetic materials. Filters are usually located just downstream from the oil pump exit. As a filter is used, it slowly becomes saturated with trapped impurities. As these impurities fill the filter pores, a greater pressure differential is needed to keep the same flow rate. When this needed pressure differential gets too high, the oil pump limit is reached and oil flow through the engine is slowed. The filter cartridge should be replaced before this happens. Figure . Exploded view of an Oil Filter Figure . Pore size distribution for common filters Sometimes, when the pressure differential across a filter gets high enough, the cartridge structure will collapse and a hole will develop through the cartridge wall. Most of the oil pumped through the filter will then follow the path of least resistance and flow through the hole. This short circuit will reduce the pressure drop across the filter, but the oil does not get filtered. There are several ways in which the oil circulation system can be filtered: 1. Full-flow oil filtration. All oil flows through the filter. The filter pore size must be fairly large to avoid extreme pressures in the resulting large flow rate. This results in some larger impurities in the oil. 2. Bypass oil filtration. Only part of the oil leaving the pump flows through the filter, the rest bypassing it without being filtered. This system allows the use of a much finer filter, but only a percentage of the oil gets filtered during each circulation loop. 3. Combination. Some systems use a combination of full-flow and bypass. All the oil first flows through a filter with large pores and then some of it flows through a second filter with small pores. 4. Shunt filtration. This is a system using a full-flow filter and a bypass valve. All oil at first flows through the filter. As the filter cartridge dirties with age, the pressure differential across it needed to keep the oil flowing increases. When this pressure differential gets above a predetermined value, the bypass valve opens and the oil flows around the filter. The filter cartridge must then be replaced before filtering will again occur. Solid lubricants, such as powd