Transnational Immigrants in a Global Society Essay

Transnational Immigrants in a Global Society - Essay Example On one hand he carries the stains of his culture with him and on the other hand when he is prevented from being considered a part of the new society, he automatically finds himself alienated. The sense of missing his own root, his culture, elements of his upbringing, recognition in his own society and the total sense of fulfillment is incited. Pondering over the current structure of the US society this sense of being unfulfilled becomes more explicit. Modern US society can be regarded as a perfect example of the global society where people from different ethnic background, from different nations have gathered with the aspiration to introduce new changes to their lives, to aspire for a better future. Most of the time, such feelings are generated from the perspective of attaining a better fortune rather than love for the nation. However such aspiration for attaining materialist gain could not subdue their spontaneous longing for their upbringing and culture. Such social alienation most of time gives birth to existentialist angst and they, consequently, also develop a feeling of hostility against that particular society. In the course of understanding what kind of problems can occur at the psychical level of an individual who, though is living in the US but transcends often to hi original existence, we have met Rina, a 34 years old lady, who has come down to the US for the purpose of completing her higher studies. While meeting frequently with her I have asked Rina several questions about her feeling over her stay at the US, her feelings about lifestyle in the new society and how she finds it different from her ethnic Indian upbringing. It is a quite common conviction transitional immigration is an entirely political phenomenon but the main impact of transitional immigration over socio cultural aspects of a nation most of the time has been ignored. In this context Reed

Foam Stored Pressure Fire Extinguisher Essay Example for Free

Foam Stored Pressure Fire Extinguisher Essay Introduction The fire extinguisher is a portable device used to put out fires of limited size. Such fires are grouped into four classes, according to the type of material that is burning. Class A fires include those in which ordinary combustibles such as wood, cloth, and paper are burning. Class B fires are those in which flammable liquids, oils, and grease are burning. Class C fires are those involving live electrical equipment. Class D fires involve combustible metals such as magnesium, potassium, and sodium. Each class of fire requires its own type of fire extinguisher. Foam extinguishers use an aqueous film forming foam (AFFF) agent that expels a layer of foam when it is discharged through a nozzle. It acts as a barrier to prevent oxygen from feeding the fire. Although each class of fire has a specific extinguisher, the foam extinguisher is useful for both Class A and Class B fires; however, it is best suited for Class B. This description explains to the general homeowner the structure, assembly, and operating principle of the foam fire extinguisher. Fire extinguishers come in many sizes depending on the preference of the buyer. Foam fire extinguishers consist of a metal cylinder filled with an aqueous film forming foam usually under pressure of some form of non-flammable gas. A siphon tube directs the foam up through an assembly consisting of a handle and operating lever, which is secured during any period of non-use by a safety pin. The operating lever, when depressed, allows the foam to spray out of a hose connected to the siphon tube. Most extinguishers are replaced after a single use in order to assure dependability and to lessen the possibility of malfunction. The foam fire extinguisher contains five interlocking parts: *Safety pin *Handle *Hose *Operating lever *Siphon tube (See Figure 1 on following page) Figure 1 Parts of a foam stored pressure fire extinguisher. Description and Function of Parts Handle. The handle is usually a solid, unmovable piece of metal that stretches horizontally above the cylinder. Attached securely to the metal cylinder, the handle is the part by which the fire extinguisher is meant to be carried and held while in use. Operating Lever. The operating lever is connected to the handle above and to the siphon tube below. After the safety pin has been removed, the operating handle can be depressed, allowing the foam inside to be released into the hose. Safety Pin. The safety pin is constructed of a durable metal and is intended to keep the operating lever from being depressed while not in use. The pin is intended to be removed before any use of the fire extinguisher. Hose. The hose is a piece of rubber tube approximately two to three feet in length. The hose is connected to the siphon tube through the operating lever. When the lever is depressed, it is through the hose that the foam is allowed to escape. During use, the operator must hold the hose in order to direct the foam spray. Siphon Tube. The siphon tube is a stainless steel rod approximately the same length as the cylinder. Located inside the metal cylinder, the siphon tube is connected to the operating lever. When the lever is depressed, the foam is powered up the tube by the pressurized gas and expelled through the hose. Metal Container. The metal container containing the extinguishing foam varies in size depending on how much liquid it holds. The typical household fire extinguisher usually contains approximately 2 liters of foam. The cylinder is constructed of several layers (See Figure 1). The outer layers are usually thin layers of fire resistant sheets. In the middle, the bulk of the cylinder is made of steel. The innermost layer is a thin sheet of aluminum that separates the steel core from the foam inside the container. Summary and Operating Description As described, the foam stored pressure fire extinguisher is quite simple in its design. Constructed from parts intended to make the extinguisher easy to use and also to allow the extinguisher to be safely kept in any household, the foam stored fire extinguisher is a necessary part of every home. For safe recognition, all fire extinguisher use picture/labeling to designate which types of fires they are to be used on. Most fire extinguishers are labeled with colored geometrical shapes with letter designations. Although the foam stored pressure fire extinguisher can be used on both Class A and Class B fires, it is best used for Class B; therefore, it is most likely to be only labeled with the Class B shape and letter designation (Figure 2). However, some companies place both Class A (Figure 3) and Class B descriptions on the cylinder allowing users to know that it can be used for both classes of fires. Figure 3 Class A fire labels. (Crown Fire Equipment) Figure 3 Class B fire labels. (Crown Fire Equipment) In the case of a Class A or B fire involving combustibles (such as wood, cloth, or paper) or liquids (such as oil or grease) the foam fire extinguisher is very useful. In an operating cycle, the fire extinguisher is picked up and held by the solid handle. After the safety pin is removed, the operating handle is depressed, allowing the foam inside the metal container to flow up the siphon tube and out of the hose to extinguish the fire.

Physics of Lift Essay -- physics lift airplane fly

Lift is a commonly used term to describe "something" that results in objects moving upwards against the force caused by gravity. This "something" is actually a force in itself. Lift is one of the four main forces that act upon all objects that move through the air. These four forces are: # Lift - an upward force on the object # Weight - a downward force due to the acceleration of gravity # Thrust - a forward force (propulsion) # Drag - a force caused by resistance that acts in the opposite direction of thrust Lift is a simple concept to grasp, yet the reason it exists is a complex one. To this day there is still great debate over what is the cause of lift. There are several popular explanations given which are commonly found in student textbooks, and even pilot training manuals, yet these popular explanations do not stand up to serious physics analysis. The most common of these arguments is based off of Bernoulli’s Principle. As it has been named, "Bernoulli’s" argument states that the reason lift is created in wings is that the upper surface of the wing is curved, and therefore longer than the underside of the wing (In truth, Bernoulli had nothing to do with this explanation of lift, it is only attributed to his principle). The argument goes on to say that if the upper surface is longer than that of the bottom, the air flowing over the upper surface must travel faster as it has farther to travel. Using Bernoulli’s Principle this explanation says that because the air traveling over the top of the wing is moving faster than the air under the wing the air above the wing exerts less pressure on the wing than the air under the wing. If there is less pressure above the wing then the air under the wing will push upwards on the... ...del for lift, even though it works in reality. In conclusion it can be seen that lift is derived from the fact that for there to exist a lifting force created in the wings the wings must exert a force on the air around them. The wings are able to do this due to the viscosity of air and the Coanda effect. By manipulating the wing's curves and angle of attack a pilot may preform great stunts and feats not possible if lift were to be explained through other incorect models. More information about lift, as well as a very detailed explanation of exactly how a wing interacts with the air around it can be read in the journal article: "A unified viscous theory of lift and drag of 2-d thin airfoils and 3-d thin wings" author Yates, John, published by National Aeronautics and Space Administration, Office of Management, Scientific and Technical Information Program in 1991.

Canice Davidson

I would suggest combining your purpose and thesis statement into a single purpose statement and linking the outcome to some aspect of organizational behavior. For Instance†¦ The purpose of this paper Is to discuss how an organization can create a culture that has a positive influence on behavior at the individual, team, and organizational levels. (Or something like that†¦ ) The goal would be to be more specific so your reader clearly understands what you plan to write about. Take care, Ken MoThe purpose of this paper Is to show how an organization can create a culture that has a positive Impact on behavior at the Individual, team and organizational levels. In order for this t happen there must be diversity. In an organization, cultural diversity consists of the differences in the makeup of the members. This refers to race, age, religion, gender, color, or creed. TO make it sound simple, there should be a variety of different types of people. This has a positive effect, beca use it allows employees of the organization to establish relationships and recognize one another in spite of their differences.People usually define diversity as the things that you can see, but there are also things that make people diverse, such as their way of thinking, abilities, and experiences. There are so many benefits to an organization becoming more diverse. If you look around, our nation and workforce are becoming more and more diverse, and businesses that embrace that will have a more permanent fixture and more than likely be more successful. A diverse workforce stimulates economic growth.As more women, racial minorities and gay employees enter the workforce, our nation's human capital tremendously grows. A study that was conducted by McKinney & Company, found that women went from holding 37% of all jobs to of all jobs. This has accounted for about h of the current GAP. Most large companies import and export goods from other countries. This requires communication with pe ople from different countries and cultures. As these companies grow so does the need for communication. As these need Increases so will the need for a more diverse workforce.Hiring Individuals from other countries allows business to be conducted easily. Having a diverse workforce allows marketing to be more effective. It allows companies to market to consumers from different backgrounds, because you have a employees from different backgrounds and experiences who will know how to effectively reach the trademarked. This in return increases market share. Combing employees with different cultural backgrounds is essential to effective problem loving and Increases creativity and innovation.A 2011 Forbes conducted a survey of 321 large global enterprises that had at least $500 million In revenue. The end result was 85% agreed or strongly agreed, that diversity is critical to providing innovation in the workplace. Because there is such a variety of people that are contributing their ideas, viewpoints and knowledge, there is a wider variety of solutions and ideas to be considered. Canine Davidson By Candied instance†¦ The purpose of this paper is to discuss how an organization can create aThe purpose of this paper is to show how an organization can create a culture that has a positive impact on behavior at the individual, team and organizational levels. That women went from holding 37% of all Jobs to 47% of all Jobs. This has accounted these need increases so will the need for a more diverse workforce. Hiring individuals from other countries allows business to be conducted easily. Solving and increases creativity and innovation. A 2011 Forbes conducted a survey of 321 large global enterprises that had at least $500 million in revenue. The end

Noughts and Crosses Essay

English teachers don’t need to be told the enormous value and pleasure of reading whole texts as class readers. Little compares with that feeling when a class are truly engaged in the reading of a really good book. Those moments stay with you forever – indeed, they fuel the desire to find another such book to repeat the experience, again and again. Fortunately, contemporary writers of fiction for young adults continue to offer us fresh opportunities to enjoy literature with our students. Oxford Rollercoasters is a series that offers teachers the opportunity of studying first-class novels – recently written for teenagers – as whole-class readers with Year 7, 8 and 9 students. Focus on assessment of reading Oxford Rollercoasters includes titles with varied themes, challenging subject matter and engaging plots – for example, Noughts and Crosses takes a very contemporary slant on racism, Firestarter features a modern-day compulsive arsonist, while Fire, Bed and Bone is set during the Peasants’ Revolt. Each novel is accompanied by innovative and engaging teaching materials, specifically designed to help students access the texts and to support learning as required by the National Curriculum. Rollercoasters is firmly based on the reading objectives in the Framework, and draws on approaches to reading fiction recommended by the English strand of the Secondary National Strategy. The series is written by practising teachers and consultants, and, while concentrating on the explicit teaching of reading skills, also draws on approaches to literature through drama and media. Theories behind both assessment for learning and thinking skills are also embedded in the materials. Time-saving resources For each Rollercoasters novel there is a set of Lesson Plans, specifying particular objectives, assessment focuses and learning outcomes. These are accompanied by a compact Overview (see page 4) which summarizes the scheme at a glance, including the necessary resources for each lesson. The Navigator offers a clear plot summary, linked to relevant chapters, to help speedy location of particular parts of the novel. Lesson Plans are accompanied by full, varied and practical Worksheets and OHTs, and drama activities are common within the teaching schemes. The worksheets and OHTs are customizable to meet the needs of a particular teacher and class. For every novel there are suggested guided reading sessions as well as the opportunity to develop further specific group teaching. Class, shared and independent reading are also fully supported in the Lesson Plans. The practice of keeping some form of Reading Journal during the study of the novel is encouraged in many of the schemes, and there are several attractive models for such record-keeping across the teaching materials. Every set of Lesson Plans ends with its own student Reading Assessment Progress Sheet, which the teacher can then use to identify areas for development for each student. Reading Guide Each of the novels has its own student Reading Guide, which contains a rich variety of material to help to engage students in their study of the novel. Each one features unique author’s craft material, giving students a great insight into the writing, editing and publishing process. Ideas for wider reading and for the extension of independent reading are also provided in the Pathways section at the end of the Reading Guide. Website support The Rollercoasters website provides access to the free on-line teacher’s resources, sample chapters of the novels and further author information. Oxford Rollercoasters provides first-class teaching resources for first-class contemporary fiction. The series is designed to engage the widest possible range of students in reading for pleasure, and we feel confident that it will contribute to those memorable experiences of reading together in the secondary classroom.