Hot Tapping Essays

Hot Tapping Essays Hot Tapping Essay Hot Tapping Essay Hot tap operationâ is a combinationâ of numerous factors, welding is just one of them,though its basic for any hot tapping activity. Note Hot Tap could prompt genuine fatalities if not done appropriately. Since you referenced about Shells DEP, kindly note these DEPs are all around regarded in the business. That doesn't mean whats composed is completely verifiable, yet therere great method of reasoning on whats written in the DEPs. DEP 31. 38. 60. 10-Gen, HOT-TAPPING ON PIPELINES, PIPING AND EQUIPMENT is very point by point. Some significant concentrates are extremely applicable to your questions and would clear the questions why theâ practice of hot tapping isn't allowed when in doubt. Defense FOR HOT-TAPPING:- Hot-tapping is possibly dangerous and along these lines should possibly be embraced when coherence of administration is basic or shutdown of the framework is unreasonable and when it is demonstrated to be in fact attainable and to offer a reasonable preferred position over other options. Theâ advantage might be monetary and, in certain circumstances, the security and ecological risksâ may be not exactly those related with progressively traditional techniques. A choice on whether hot-tapping is to be applied will be founded on cautious contemplations including in any event the accompanying perspectives: * wellbeing; * state of the funnel/gear viable; * setup of the association; * code/legal necessities; * working conditions; * specialized capacities of the penetrating hardware under the working conditions (pressure,â temperature, nature of item); * related welding issues; * monetary viewpoints; * ecological/contamination angles. On the off chance that hot-tapping is to be applied under conditions moving toward the specialized or operationalâ limits as characterized in this DEP, master guidance ought to be looked for. MATERIALS:- This DEP is significant just to hot-tapping on carbon, carbon-manganese and high-quality low-compound prepares (e. g. ISO 3183 L245 to L485 or API 5L grades B to X70). Materials for pipelines and on-plot funneling will conform to the necessities of the channeling classes DEP 31. 38. 01. 12-Gen. what's more, DEP 31. 38. 01. 15 Gen. In the event that it is proposed to hot-tap therâ materials, master materials/welding engineers will be counseled and a particular technique will be created. Current experience is constrained to L450 (X65) materials (see likewise BS 6990) and accordingly exceptional consideration ought to be given to methods to be produced for higher evaluation materials. It will be guaranteed that during the welding activity the material in the area of the weld pool ha s adequate solidarity to contain securely the inward weight and stay away from a victory. The danger of victory is reliant upon an intricate cooperation of welding conditions, pipe material, pipe thickness, pipe temperature and loop pressure. For materials of yield quality notâ greater than 450 N/mm2, working at temperatures of not more prominent than 350  °C and withâ a band worry of not more prominent than 72 % of the predefined least yield pressure, victory can be forestalled during welding gave the base channel thickness isn't under 5 mm. The real least divider thickness will be dictated by ultrasonic testing. For other materialsâ or conditions, a base channel thickness will be resolved, in light of either specificâ previous experience as well as information from preliminaries. NOTE: For a few items, because of synthetic response, the sheltered funnel temperature may be a lot of lower than350  °C (See likewise BS 6990). Fitting and branch material will be of a sort and grade good with the material of the run-channel to be hot-tapped, including harsh assistance necessities where pertinent. Hot-tap welding ought not typically be performed on materials which require post-weld heatâ treatment. Be that as it may, if stress calming or post-weld heat treatment is required, a specialistâ shall be counseled to survey whether it is achievable to make the particular hot-tapping activity with post-weld heat treatment. Note: Stress-diminishing might be required if a material is defenseless to stretch erosion breaking and post-weld heat treatment might be determined by the plan code if the divider thickness is more prominent than a specific cutoff. Welding will not be performed on lined, clad or inside covered channel. Hot-tap welding will not be performed on the accompanying materials:  any material with a most extreme permissible working temperature more prominent than 370  °C; pipelines and on-plot funneling where the base suitable working temperature is not exactly - 20  °C. For least passable working temperatures between - 20  °C and 0  °C, additional consideration will be given to guaranteeing satisfactory material sturdiness  PROCESS FLUIDS:-  Hot tapping will just be performed under the accompanying conditions: the contained procedure luids stay stable when exposed to the high metal temperatures (see 3. 3) during welding; the procedure liquids stay stable when in contact with air during boring and aperture activities; there will be no deterioration or concoction response between segments of the contained liquid (blast, start, exothermic response); there will be no synthetic response between the liquid and the hot control wall(burning, (stress) erosion, embrittlement). These necessities lead to various circumstances in which welding tasks are disallowed on gear which contains: Mixtures of gases or fumes inside their combustible range or which may get combustible because of warmth contribution to welding activities.  Substances which may experience response or decay prompting a dangerousâ increase in weight, blast or assault on metal. In this unique circumstance, consideration is drawn toâ the plausibility that under specific blends of fixation, temperature andâ pressure, acetylene, ethylene and other unsaturated hydrocarbons may decomposeâ  explosively, started by a welding problem area.  How about LPG-Does it fit into this class Oxygen-advanced climates within the sight of hydrocarbons which might be presentâ  either in the air or stored within surface of the gear or channel. Packed air within the sight of hydrocarbons which might be available either in the airâ  or stored within surfaces of the gear or channel. Vaporous blends in which the incomplete weight of hydrogen surpasses 700 kPa (ga),except where proof from tests has exhibited that hot-tapping can be doneâ â safely. In light of the abovementioned, welding on gear or funnel which containsâ hazardous substancesâ  or conditionsâ as recorded beneath (even in little amounts) will not be performed unlessâ  positive proof has been acquired that welding/hot tapping can be applied securely. Substances:   Acetylene;Acetonitrile;Butadiene;Caustic soda;*Chlorine;Compressed air at a weight more than 3 000 kPa (ga);Ethylene;Ethylene oxide;Fat/lean DEA/MEA;HP steam (pressure more than 5 000 kPa (ga));Hydrogen (halfway weight more than 700 kPa (ga)); Hydrogen sulphide;*Hydrofluoric acid;Oxygen;Propene;Propene oxide;â  Sulphuric corrosive; I would think if nature contains both LPG (which is combustible) and 2500 ppm of H2S which could be harmful if there should arise an occurrence of any leakage,â a appropriate way is channel the lineâ cleanse and afterward perform hot tapping or weld followed by PWHT as required. Not just that wet H2S could cause ordinary issues identified with wet H2S breaking. Henceforth you have to set up a welding system with controlled hardness. The connected article is a decent educative archive on hot tapping in harsh administrations.

Kat Von D Essay free essay sample

Kat von D Kat von D was conceived on March eighth, 1982 in Montemorelos, Nuevo Leon, mexico. She began inking at 14 years old however has been drawing as long as she can remember. Her notable happened upon the TV arrangement LA Ink. Kat is still as of now possessing her own shop and has a developing amout of visits every day. Von D had alot of motivation from affection. As said in her meeting its known as her higher force. As an effective specialist, she couldnt have done it without her family. Kat is by all accounts driven without anyone else of being a female in a male known industry. Men are scared by her work she has done since she previously began inking and drawing. The historical backdrop of the organization LA Ink is assorted consistently. Kat has had workers come all through her shop since the stupendous opening. During the development, she was suspicious about how things were put and assembled. We will compose a custom article test on Kat Von D Essay or on the other hand any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page After the fruition of LA Ink, the shop has never had a moderate day. Her and her workers have had a hanging tight rundown for up to a multi month time frame. The results of Kat von D are for the most part tattoo concealers and tattoos. The tattoo concealer basically conceals tattoos as indicated by your own complection. The utilization of the concealer is incredible for formal outgoings. Her tattoos are likewise an extraordinary item for communicating and never forgeting about them. Her work has raised since the age of 14 and will never stop. My sentiment to the opposition to LA Ink is that no other inking organization could think about. With the drive of Kat to demonstrating to her fans that young ladies can be in a person position is significant. I feel that Kat is very against the sexis viewpoint of professions. Obviously there is cometition out there that are driven by Kat to improve as a craftsman and get motivated by her work. I have never had an involvement in Kat von Ds item for the most part since I have not yet been inked by her or her workers. For that, I have not utilized her restorative tattoo concealer to cover any tattoos. My sibling has had an involvement in her concealer that he baught disconnected and it appeared to work extraordinary. Maybe his tattoos wernt even there in the first place. So I propose that item to anybody tring to conceal their tattoos from somebody. The present officials of LA Ink are Kat von D herself alongside her dear companions, Kore Flatmo from Ohio, Bob Tyrell from Miami, Nikko Hurtado and Horitaka both from California, and Paul Booth from New York. LA Inks current monetary conditions are excelent. Because of having notable craftsman as Kats workers, the organization has high volume demand for their mastery. Von Ds organization is open clearly over her TV arrangement. The store is likewise directly in the city of Los Angeles so everybody is welcome. The future viewpoint of the organization is by all accounts exceptionally positive. Kat von D and her craftsman who remain behind each choice she makes is the thing that holds the organization together. Since all the specialists including Kat has an enthusiasm to draw and tattoo, they will in all likelihood remain in the business. Specialists aptitude just escalde with time. The basic role of LA Inks site is to pursuade individuals to purchase items or get tattoos. You can buy her concealer online for the most part with free delivery. The organization is a web organization and has a store area in Los Angeles. The site has support for Kats items by having her entire body in her own tattoo concealer. There is plent of data about items that the organization gives or sells, for example, ingredents and advantages and disadvantages about getting a tattoo. Kat von Ds site is very easy to use and I recommend anybody that is eager to catch thoughts from her site and see when photos of the concealer.

First day of classes

First day of classes Yesterday was the first day of classes at MIT. I remember the excitement and anticipation I had on my first day back in 1996; I wish I could go through it all again! You might be wondering, what would I take as a first term freshman at MIT? What youll generally see is something like this: Some version of calculus Some version of physics Some version of chemistry A humanities, arts and social science (HASS) elective A freshman seminar Thats a general framework, but because MIT provides a good amount of flexibility, some students do other things that best suit their needs. And even within the courses that are required, there are many different options: some with large lectures from noted professors, others with small classes lead by strong teachers; some focus on theory, others on application; and so on. Also, remember that all freshman come in to MIT undeclared, and use the entire freshman year to explore MIT before choosing a major. In order to provide some real, concrete examples, I went to the Facebook and looked at the class schedules of some of my friends (names removed to protect the innocent). Here are a few representative schedules: Student #1 18.01A/18.02A: Calculus (a combined single and multivariable calculus course, taught by the beloved Professor Arthur Mattuck) 8.012: Physics I (often referred to as Physics for Masochists because of its rigorous, theory-based style) 3.091: Introduction to Solid-State Chemistry (perhaps the most popular freshman class because of its incredible teacher, Professor Don Sadoway) 21L.011: The Film Experience (a very good choice for a HASS elective) 8.S67: Particle Physics (Freshman Seminar, with Prof. Richard Yamamoto 57) Student #2 18.022: Multivariable Calculus (with the legendary Prof. Hartley Rogers) 7.012: Introduction to Biology (taught by Professor Eric Lander!!) 5.112: Principles of Chemical Science (the advanced theoretical version) 21L.448: Darwin and Design (HASS) Student #3 18.022: Multivariable Calculus (again, taught by Hartley) SP.311: Concourse, a freshman learning community with integrated small classes, which includes special versions of: 8.01: Physics I (the Concourse version is taught by a good friend of mine) 3.091: Introduction to Solid-State Chemistry 9.00: Introduction to Psychology (HASS, with Prof. Jeremy Wolfe) 22.A06: Nuclear Technologies (Freshman Seminar, with Professor Andrew Kadak) Student #4 18.01: Calculus I (single variable calculus) 8.01: Physics I (classical mechanics, taught in the collaborative and interactive TEAL format) 5.111: Principles of Chemical Science (Professors Ceyer Drennan) 21H.601: Islam and the West (HASS) 7.A18: Genes In the News (Freshman Seminar) And what did I take, back in the fall of 1996? Student #Matt 18.02: Multivariable Calculus (taught by my beloved Hartley back then) 8.012: Physics I (taught by the awesome Nobel Laureate Wolfgang Ketterle that year, who I should note is teaching an 8.012 recitation section this year!) 5.11: Chemistry (back before they had both a 5.111 and 5.112) 9.00: Introduction to Psychology (with Stephen Pinker) The History of MIT Freshman Seminar (no course number anymore, though it was a great seminar) Coming soon: a more in-depth look at freshman advising seminars. For more information about other exciting classes at MIT, cruise on over to Mollies latest entry. Finally, for those of you in Central Florida, Ill see you tonight at 7pm in Winter Park!

The Life Of Frederick Douglass, An American Slave

Arjun Gopisetty Dr. Ernst The United States, 1492 - 1865 06 April 2015 Humanization of Slaves (?) For a large portion of the United States history, slavery was legal and prominent in Southern society. Slaves working on plantations were the main proponent of Southern American economy. Slaves working in the United States during this time, especially those working on plantations in the South, suffered through horrible living and work conditions and punishment. Slaves were forced under duress to work for long hours, and were whipped and beaten at their owner’s will. One of the most prominent slaves that attained freedom is Frederick Douglass, an internationally famous abolitionist. Douglass’s strong speech abilities and own experiences as a slave made him very famous during the abolitionist movement. In Narrative of the Life of Frederick Douglass, an American Slave, Douglass many stories to portray the horrors of slavery. The narrative consists of Douglass’ life as a slave, and his path to freedom. The story also doubles as a persuasive argument, written in hopes that one day slavery would be abolished. Douglass is born a slave and spends much of his childhood discovering what it is to be enslaved. During this time growing up, he only sees the horrors of slavery. As he becomes older, Douglass starts to experience the terrors of slavery personally. Although the whipping was supposed to break Douglass, the punishment only strengthened Douglass’s character. Only when sent to Mr.Show MoreRelatedThe Life Of Frederick Douglass, An American Slave1078 Words   |  5 PagesLife of Slaves Up until the late 1800s, people were legally able to own slaves. Slaves are people that are the property of another and are forced to follow their owner s commands. Slaves were treated like dogs, had no freedom and were abused. Frederick Douglass played a huge role in the human rights in the 19th century trying to end slavery. Also, he wrote a narrative called, Narrative of the Life of Frederick Douglass, an American Slave, which goes into detail of his day to day life as a slaveRead MoreThe Life Of Frederick Douglass, An American Slave1170 Words   |  5 Pagesabolitionist speakers, Frederick Douglass. Born into slavery, this great American leader led a life many of us would find impossible to bear. After gaining his freedom from slavery, Douglass shared his stories through impressive speeches and vivid autobiographies, which helped America move forward as a country liberated from racial inequality. Although Narrative of the Life of Frederick Douglass, An American Slave allows read ers to understand what life was like for slaves in antebellum America, theRead MoreThe Life Of Frederick Douglass An American Slave983 Words   |  4 Pages The Narrative of the Life of Frederick Douglass an American Slave, is an incredible story of one man’s struggle to become free from the bonds of slavery. While experiencing his hardships and celebrate his triumphs along the way, the story saddens you with the cruelty of humans but leaves you joyous at the outcome. Written as proof that a well-educated black man was indeed a slave and that even with a life riddled with trials and tribulations you can rise above and succeeded in obtaining your dreamRead MoreNarrative Of The Life Of Frederick Douglass, An American Slave1251 Words   |  6 PagesJustine Boonstra Frey- Period 1 MAJOR WORKS REVIEW AP Lang Version GENERAL 1. Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American Slave. 1845. New York: Fine, 2003. Print. 2. Autobiography STRUCTURE 1. Point of View: First Person, the narrator Frederick Douglass 2. Relationship of POV to meaning: 3. Plot Structure a. Exposition: Douglass describes that his mother was a black slave, and his father was a white man. Thus, he was born into slavery and was sent off toRead MoreNarrative Of The Life Of Frederick Douglass, An American Slave977 Words   |  4 PagesIn 1845 Frederick Douglass published his first book Narrative of the Life of Frederick Douglass, an American Slave. This book not only showed people what life was truly like in the eyes of a slave, but it became instrumental in propelling the abolitionist movement and helping it gain motion all across the country. Douglass was truly a revolutionary person because throughout the duration of slavery, African American people were not permitted to be educated. This was considered dangerous. It wasn’tRead MoreNarrative Of The Life Of Frederick Douglass, An American Slave1131 Words   |  5 PagesAshley Moreshead American History 2010 November 8, 2015 Frederick Douglass Essay The â€Å"Narrative of the Life of Frederick Douglass, an American Slave† is a memoir that depicts the hardships and brutalities, Fredrick himself and other slaves suffered during the time of slavery in the 1800’s. Throughout Douglass’ narrative, he describes the common casualties of growing up, and the limited information he is provided with. This is a direct connection between the ignorance of slaves and the lack of educationRead MoreThe Narrative Of The Life Of Frederick Douglass, An American Slave1129 Words   |  5 PagesNarrative of the Life of Frederick Douglass, An American Slave,† by Frederick Douglass and â€Å"Self Reliance†, by Ralph Waldo Emerson, a person may notice a trend that both authors focused on. The trend was the key to happiness or self-fulfillment. Both Ralph Waldo Emerson and Frederick Douglass believed that acquiring knowledge is what people should aim for throughout their lives. They both had different viewpoints when it c ame to the type of knowledge individuals should gain. Douglass believed that oneRead MoreNarrative Of The Life Of Frederick Douglass, An American Slave1552 Words   |  7 PagesNarrative of the Life of Frederick Douglass, an American Slave, Written by Himself Theme: False versus True Christianity In this theme, Fredrick Douglass contrasts the both forms of Christianity to show the underlying hypocrisy in slavery. The results show that slavery is not religious as it exposes the evils in human bondage. These ideals however can be distorted so as to fit in the society. Two forms of Christianity are presented in â€Å"The Narrative of the Life of Fredrick Douglass and each of themRead MoreThe Narrative Of The Life Of Frederick Douglass, An American Slave1093 Words   |  5 Pagespossible difference.† -Frederick Douglass. The Narrative of the Life of Frederick Douglass, An American Slave, by Frederick Douglass, shares the story of the struggles of an American slave during the eighteenth-century. Fredrick Douglass was born in Tuckahoe, Maryland in approximately 1818. While being raised by his grandmother, Betsey Bailey, he snuck around at night to meet his mother nearby, assuming that his slaveholder, Captain Anthony, was his father. From adolescence, Douglass knew he was differentRead More The Narrative of the Life of Frederick Douglass, An American Slave1267 Words   |  6 PagesThe Narrative of the Life of Frederick Douglass, An American Slave The Narrative of the Life of Frederick Douglass, An American Slave was written by Frederick Douglass himself. He was born into slavery in Tuckahoe, Maryland in approximately 1817. He has, †¦no accurate knowledge of my age, never having seen any authentic record containing it (47). He became known as an eloquent speaker for the cause of the abolitionists. Having himself been kept as a slave until he escaped from Maryland in 1838

Romanticism Romanticism And Romanticism - 1444 Words

Romanticism was a period time 1750 to 1870 in Europe, Latin America and The United States. Romantic Movement didn’t reach to France until the 1820’s. Romanticism main spirit was against of rule, law and formulas that classicism the different characterized of general in 18th century. Imagination, Subjectivity of approach, freedom, Expression and the idealization of nature will be focused in movement of Romantic Literature. In this period industrial revolution with the social and political norms form as age of enlightenment and against of scientific rationalization of nature. Some Literature element of that period will be emotional, imagination and suspense. Romanticism movement brings some of different writes such as John Keats, Blake William, Wordsworth William and other. They came with the different illustrated, poetry that expresses the language, emotion and imagination. Romanticism is a phenomenon characterized by subjectivity of approach and reliance on the imagina tion, An Idealization of nature and freedom of though and expression. In 1830 some of poets define romanticism as â€Å"liberalism in literature but the end of 18th century it was made cracks to classicism by poet called William Blake. Blake was inspired to write about the ancient thing as like all religions are one, and there is no religion, all their religion was made by people to improve life style. As this period of time all other poet like Wordsworth were writing about the war between France and England andShow MoreRelatedRomanticism : Romanticism And Romanticism1141 Words   |  5 Pagesmovements. Although Romanticism and Modernism differ in their styles, values, and ideology, they were both important periods in literature. Romanticism was a literary movement during the late 18th century until the early 19th century that had an emphasis on the imagination and emotions. The movement moved through every country in Europe, Latin America, and the United States from approximately 1750 to 1870. However, France did not see the movement until the 1820’s. Romanticism was basically a rebellionRead MoreRomanticism Vs. Romanticism : Modernism And Romanticism1050 Words   |  5 Pagesor what does it take to better the society? Well, the Europeans had adapted the Neoclassicism and Romanticism form of art belief, in order to find the answers that they were always looking for. Neoclassicism is the principal of logically viewing life in a mathematics and rational level, especially when it comes to solving worldly issues and it’s expressed through art and literature. However, Romanticism believe in the beauty of art, faith, and rely on intense emotions for judgement. Firstly, the societyRead MoreRomanticis m : The Era Of Romanticism1810 Words   |  8 PagesThrough the late 1700s and early 1800s, the period of Romanticism blossomed. â€Å"Romanticism† very loosely describes the era in which modern culture began to take shape. During the Romantic era, many advancements were made in all aspects of people’s lives and cultures. One aspect in particular has held great value even to this day. That aspect being the expansive amount of literature created during the era. The era of Romanticism had its name for a reason. It can be greatly attributed to the romanticRead MoreRomanticism1649 Words   |  7 PagesRomanticism in the Nineteenth Century The Romantic period followed the era of logical, philosophical, and social movement in the 17th to 18th century. However, as the 19th century began, Romanticism came into the light with a new perspective that intrigued the people. It stressed emphasis on emotions and imagination while also helping to realize the importance of self-expression. The American Romanticism movement illustrated inspiration, bias and predominance of individuals in the nineteenth centuryRead MoreRomanticism Essay833 Words   |  4 PagesRomanticism Soaked in sweat, I finally finished a mile run around the neighborhood. While grasping for air, my neighbor Kayla must have noticed that I took my daily run. She decided to bring me a bottle of water and converse a little while. One of the things we discuss was how I have been up multiple nights reading for all four of my classes that I have been taking this semester. Kayla was very shocked that I decided to enroll in British literature knowing that I strongly dislike the language differenceRead MoreDark Romanticism1392 Words   |  6 Pages4. Define â€Å"Dark Romanticism† as you understand it by discussing two works by different authors. Account for the rise of this kind of writing in America and evaluate its appeal and significance then and now. The Dark Side of Romanticism Romantic literary texts focus on the expression of emotion. Authors during the Romantic period developed and integrated the idea of the individual being the main focus in life. Romantic authors focused on the individual being at the center of their own happiness andRead MoreRomanticism And The Enlightenment1286 Words   |  6 Pagesgrowing, which emphasizes the scientific, practical evidence and rational thinking. Romanticism questioned the rationality of the truth of the road, that understanding the great mystery of life is not enough. These mysteries can be found with emotion, imagination and intuition. Nature is especially considered a self-discovery and spiritual learning classroom, the mysterious place can reveal the human mind. Romanticism emphasizes a life full of deep feelings, spirituality, and freedom of expression,Read MorePuritanism And Romanticism1825 Words   |  8 Pages There have been three major influential movements in American history—Puritanism, Rationa lism, and Romanticism. Each occurring during generally different time periods, they produced a number of different types of literature reflecting their beliefs at the time. The Puritans, being some of the first settlers in modern day America, relied heavily on beliefs they brought with them from the Church of England. Rather than simply being followers of their prior Church, Puritans believed in the Church asRead MoreRomanticism Essay1493 Words   |  6 PagesRomanticism Romanticism is a movement in the arts that flourished in Europe and America throughout much of the 19th century from the period of the French revolution in 1789. Romantic artists’ glorified nature, idealized the past, and celebrated the divinity of creation. There is a fundamental emphasis on freedom of self expression, sincerity, spontaneity and originality. The movement rebelled against classicism, and artists turned to sources of inspiration for subject matter and artisticRead MoreRomanticism Essay778 Words   |  4 PagesTIMELINE: ROMANTICISM 1800-1850 ïÆ'Ëœ 1749(-1832): Johann Wolfgang von Goethe was born (writer). ïÆ'Ëœ 1762: â€Å"Man was born free, and he is everywhere in chains.† Jean-Jacques Rousseau. ïÆ'Ëœ 1770(-1840): Neo-Classicism ïÆ'Ëœ 1770(-1850): William Wordsworth (writer) was born. ïÆ'Ëœ 1770: Industrial Revolution had an influence on the Romantic period. ïÆ'Ëœ 1785: Grim Brothers. ïÆ'Ëœ 1789: French Revolution. ïÆ'Ëœ 1800 Start of Romanticism ïÆ'Ëœ 1802(-1885): Victor Hugo (writer) was born. ïÆ'Ëœ 1802(-1870): Alexandre Duman

Partnership Law Assignment Free Essays

string(118) " there may be additional clauses within the agreement which have not been seen that could impact on the advice given\." Introduction and Issues The facts presented here indicate that a partnership has been set up between three individuals and that there is a partnership agreement in place to deal with the operation of the business. Several factual situations have arisen and this will require the partners to look at the agreement entered into between the parties, as well the statutory provisions that are contained within the Partnership Act 1890 (PA). When looking at the situations being presented here, it is recognised that there is a partnership agreement in place and this would need to be seen in its entirety, in order to advise fully. We will write a custom essay sample on Partnership Law Assignment or any similar topic only for you Order Now Based on the above, this discussion will look at the facts presented and the extract of the agreement, alongside the statutory provisions, in order to determine ultimately the way in which the various issues raised can be dealt with. This will depend on a combination of the statutory provisions and anything that may be in a partnership agreement. As the partnership agreement has not been seen, the basis of this advice is that the partnership agreement is in keeping with the statutory and common law provisions. Four key issues have been identified and will be discussed in turn. Firstly, there are queries in relation to the potential appointment of either Tina or Helen, both of whom are related to Andrea and for slightly different reasons she wishes them to be included in the partnership. Secondly, there is a question in relation to the potential expulsion of Julia from the partnership. Thirdly, a suggested arbitration clause has been requested and is contained below. Finally, there is the query of the liability of Michael to the supplier and his relationship with the partnership and the supplier, i.e. whether he was acting as an agent. Therefore the supplier could legitimately bring an action against the partnership for the money owed or the question as to whether Michael would be liable personally. Appointment of Tina and / or Helen There are duties placed upon partners by virtue of their entering into partnership arrangements. These are stated in the Partnership Act 1890. Firstly, there is the duty to act in the utmost good faith towards the other partners. Secondly, there is a duty for the partners not to make a personal profit and not to place themselves in a position when the interest conflicts with their duty. As there are three partners within the current partnership arrangements, a majority i.e. two of the partners would be able to agree the inclusion of another partner. In principle, therefore, if Catherine remains unhappy about the proposition, she alone could not block this appointment. It is however argued, particularly in the case of Tina, that Andrea is acting in breach of her fiduciary duties to the partnership by attempting to include Tina, simply so that the partnership could remain within her family, in the future. There is a strong argument that putting Tina forward is a conflict of interest and therefore should not be allowed by virtue of the Partnership Act. Therefore, Catherine could present this argument, even if she remains in a minority. The position in relation to Helen is somewhat more complex, as it could be argued to be in the partnership’s best interests to recruit a much needed bookkeeper who is suitably qualified. As it would seem that Andrea and Julia would vote in favour of including Tina and Helen in the partnership, it would then be up to Catherine to argue that Andrea is acting in breach of her duties. It would be considerably easier for Catherine to prove this in the case of Tina who seemingly has no purpose in the partnership save as to further Andrea’s interests. In reality, however, it would be necessary to look at the provisions of the partnership agreements, in order to ascertain what would happen in the event of a dispute. The ultimate sanction for a partnership that is no longer tenable is the winding up of the partnership and this may not be desirable to any of the partners (section 26). In that case, consideration should be given to any arbitration of the possibility or the opportunity of one party to buy another out. It is not clear what provisions are contained within the partnership agreement for this and therefore the rules established in the Partnership Act 1890 prevailed on the partnership, with the danger of being wound up, if no agreement can be reached. It is also noted that, in accordance with clause 20, a notice of expulsion could be issued upon Andrea stating that she has breached her duties as a partner within the partnership. Although Catherine is unhappy with their actions, there is no indication that Julia is insufficiently unhappy that she is likely to be willing to pursue this route, although it does present a potential option in the event that both Catherine and Julia feel sufficiently strongly that Andrea is breaching her duties, in attempting to ensure that the partnership stays within her family, in the future. Expulsion of Julia Firstly, it is noted that, in accordance with section 25 of the 1890 Act, there is no immediate right for the majority to expel a fellow partner within the partnership. Therefore, it is necessary for Andrea and Catherine to look at the provisions of the partnership agreement, in order to ascertain whether or not they have any legitimate way to expel Julia, based on recent events. An alternative would be to look at the dissolution of the partnership and there are certain conditions within the Act which allow for this, although at this stage it is not perceived to be the desirable route and instead both Andrea and Catherine are looking towards the clauses within the partnership agreement, in order to expel Julia. An extract of the partnership agreement, namely clause 20, has been provided and it is recognised that there may be additional clauses within the agreement which have not been seen that could impact on the advice given. You read "Partnership Law Assignment" in category "Essay examples" However, for the purposes of providing this advice, clause 20 will be looked at. It is possible for the remaining partners to provide a notice in writing to the partner who is in breach of clause 20, terminating their position within the partnership, if the partner acts in a way that is a breach of their duties, or if they have acted in a way that is contrary to good faith between the partners, such notice may be provided. In this case, Julia has been convicted of a criminal offence namely drunk and disorderly behaviour, with a recognition that Julia is undergoing difficult personal circumstances. The question here would therefore be whether this conviction is such that it breaches one of the partnership duties, or creates a situation where it cannot be said that Julia is acting in good faith, going forwards. It is suggested that, due to Julia’s current level of distress, there is a strong argument that the necessary good faith between the partners has irretrievably been eroded and that clause 20 is then utilised in order to expel Julia from the partnership. In the alternative to taking a litigious approach and given Julia’s existing unhappiness with the attempted changes from Andrea, a form of settlement may be possible, or arbitration to resolve the situation. It is unclear as to whether these situations are dealt with within the partnership agreement and further investigation is necess ary to prevent a potential dissolution or battle in relation to the expulsion of Julia. It is, however, concluded that the actions of Julia are sufficiently severe that they could be used in order to expel her. Arbitration Clause As evident above, it would be advisable for the partnership agreement to have some form of dispute resolution mechanism in place. A suggested wording for such arbitration or dispute resolution mechanism is as follows: â€Å"Except as otherwise provided, any dispute arising out of or in connection with this agreement, including any question regarding its existence, validity or termination, or the legal relationships established by this agreement, shall be referred to and finally resolved by arbitration under the Rules of the London Court of International Arbitration, which Rules are deemed to be incorporated by reference into this clause. (a) The number of arbitrators shall be one. (b) The seat, or legal place, of arbitration shall be London. (c) The language to be used in the arbitral proceedings shall be English. (d) The governing law of the contract shall be the substantive law of England and Wales. 33.2 This clause shall be without prejudice to the rights of any party to seek any injunctive or similar relief from the courts to protect its intellectual property rights, confidentiality obligations, restrictions on the activities of any Partner or former Partner or other rights of any description.† This offers a dispute resolution mechanism that is both certain and efficient in dealing with such disputes and does not require the dissolution of a partnership unnecessarily. Liability of Michael as Agent Finally, there is the issue of Michael who did not become a partner who was sufficiently involved at the outset that his name has been placed on stationery. The firm purchased equipment from a personal friend of Michael, based on this personal relationship, with the belief that Michael was a partner in the firm. The question here therefore is whether it is reasonable for the company to be taking action against Michael personally, or whether he was acting as an agent for the firm. Typically, where an individual is acting as an agent between the firm and the supplier and this is known by supplier, it is the firm that would remain entirely liable for any agreement entered into. However, in this case, it would seem that Michael was acting as for an undisclosed principal and the supplier was not aware that they were in fact contracting with the firm, which was a partnership which did not include Michael. The supplier seemingly believed that he was contracting directly with Michael as a partner within the firm. When this is the case the third party i.e. the supplier, has a choice as to whether they enforce the contract against the principal, i.e. the firm or the agent, i.e. Michael. The actual discussion or arrangement with Michael is not clear; however, it is known that Michael had his name on the stationery used to communicate with the supplier. Therefore, it would seem reasonable to suggest that the supplier would have felt they were dealing with Michael personally or at least as part of the firm. On this basis, and with the fact that the supplier is now concerned about the financial validity of the firm, it would seem likely that the firm is going to look towards Michael personally to be liable for the contract. Conclusions and Summary The position within this partnership remains volatile, with three separate partners all of whom have agreed to the partnership agreement, all having disputes of some nature with each other. Fundamentally, however, in accordance with the Partnership Act 1890, it is necessary for each partner to be acting in good faith and to the overall benefit of the partnership and not on their own account. This standard will need to be borne in mind when looking at Andrea’s proposition of bringing on board both of her daughters. There is seemingly little argument in favour of the partnership bringing on board Tina; however, this is slightly less obvious with Helen, as she brings necessary skills to the partnership. The majority of the partnership cannot vote to expel an individual, in this case Julia, unless such conditions are contained within the agreement. According to the extract of the agreement provided, an expulsion is possible where the partner was not acting in good faith. A crimina l conviction does not necessarily indicate bad faith and this would be a matter of fact to be determined by the two partners looking to expel Julia. Finally, there is a strong argument that Michael, by virtue of the firm stationery and potentially any discussions with the supplier, will be held personally liable, having acted as an agent for an undisclosed principal. Bibliography Atwood v Maule (1868) 3 Ch App 369 Blisset v Daniel (1853) 10 Hare 493 Partnership Act 1890 section 24 r.7 Partnership Act 1890 section 25 Maillie v Swanney (2000) SLT 464 Morse, G (2010) Partnership Law, Oxford University Press. p.153 Sealy, L Hooley, R Commercial Law: Text, Cases and Materials, OUP. P.122 Watteau v Fenwick, [1893] 1 QB 346 How to cite Partnership Law Assignment, Essay examples

My First Time Experience free essay sample

My first time experience I remember when I went scuba diving for the first time. It was the summer of 2002. My Dad, his two friends Mark and Bob, and I went on a scuba diving trip to San Carlos, Mexico with a group of scuba divers from June 21st-29th. It was June 22nd, a beautiful day. The temperature was at about 90 degrees and it was very sunny. I was on big nice scuba diving boat along with the other eight divers on the trip and captain and co-captain. The boat was headed to an island about two hours away called Seal Island; it was called that because of all the sea lions that inhabit it.When we arrived at the island the captain stopped and anchored the boat. I immediately jumped in the water and started snorkeling while all the other divers were still on the boat putting on their scuba equipment. We will write a custom essay sample on My First Time Experience or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page After being in the water for about two minutes wearing only a bikini, I started feeling this stinging sensation all over my body. After about another minute or so the stinging got so bad that I had to get out of the water and back on the boat. When I got on the boat I found that I had welts on every inch of my body that wasnt covered by my bikini.I had been stung a numerous times by a jellyfish. The captain of the boat, Chuey, a Mexican man who couldnt speak English poured this liquid substance all over my body, and immediately made all the stinging go away. I knew then that when I got back in the water I would have to wear a wetsuit. A little while later, after I recovered from the jellyfish stings, I put on my wetsuit, weight vest, regulator, BC, tank, fins, and mask, all the equipment essential for scuba diving.I was pretty nervous about going down, so the instructor, a man named Punk Potter (really thats his name) went over all the steps equalizing, breathing, and reassured me everything is going to be okay and to just relax. Finally, after lots of reassuring and encouragement I jumped in the water. The instructor went down with me. We took it slow and gradually started going down. I was breathing pretty fast at first from being nervous, but I gradually started to relax. We kept going further and further down until we eached the bottom at 42 feet below the surface. On the way down I saw schools of angelfish and many other fish that I couldnt identify. When I got to the bottom I saw two moray eels that were really scary looking. I kept my distance from them, for I could see that the whole roof and bottom of the inside of their mouths were covered with razor sharp teeth. I saw a crab that was humongous, it was about 2 by 2 feet big. I saw plenty of jellyfish that I now didnt care for because of the earlier encounter that I had with one. I saw a manta ray that was amazing. It was beautiful how it just glided through the water so gracefully. I wanted to grab onto it and go for a ride like you see on TV, but I was a little too scared to do that just yet. It was the coolest visual experience of my life, seeing a whole different world something that not everyone gets to see like I did. On the way back up towards the surface I saw a sea lion that was about the size of my Dad. It seemed like it just appeared out of nowhere and popped up right in my face.It scared the daylights out of me. It was curious about what I was, for it was swimming circles around me, looking me up and down, and just staring at me in the face. Im sure that I looked like an alien to it with all of my scuba equipment on. It was so cute. The sea lion reminded me of my dachshund at home, Roxy, except a lot bigger and with its ears cut off. I swam up to the surface after being down for 45 minutes. I was so happy and excited when I got back on the boat. I told everyone of my experience. It was the coolest experience of my life. I went five more times on that trip and there will be many more in the future. It made me feel very brave, for scuba diving takes a lot of guts and not everyone can do it. It is a very dangerous and risky sport. You can die anytime by making just one of the many possible mistakes. I am very proud of myself for doing this. I think that by doing it, it revealed about my character that I am a risk taker, brave, and curious to see and experience new things.

the daodejing of Laozi Essays

the daodejing of Laozi Essays the daodejing of Laozi Essay the daodejing of Laozi Essay Name: Course: Lecturer: Date: The daodejing of Laozi The daodejing of Laozi is a Daoist with a personality that has brought a lot of influence on Chinese thought. The Laozi or Daodejing transformed into what it is today in the third century. Today, it continues to get so much popularity in the whole of East Asia and beyond. Philip J Ivanhoe’s lucid and philosophical interpretation give fresh insights into this classic work. The Language unit, which is unique to this edition, gives eight translations of the starting passage by famous and influential people and explains well, how they were, interpreted (Laozi, 20). Laozi was a philosopher who lived in the early years and was a Daoist. The Daodejing is a leader or deity who existed among the Chinese community. The Zhuangzi is the first place to use Laozi as an individual name and to know Laozi and Lao Tan. The earliest things related to Laozi are found in the Zhuangzi’s chapters. Parts of the chapters of that work have ten areas where Laozi is the central object. Four of them have straight criticism about the Confucian. They have comprehensions from the Daodejing, and they could belong to the time when that collection was approaching a final form (45). The major thing that makes this book exceptional is that it has included a Chinese to English dictionary for all of the characters used in the Dao De Jing. Every dictionary entry has the traditional and uncomplicated characters as well as the. Every character is split down into its contents with a description of those contents. Also, there is an included brief etymology for the character, some historical and cultural background information surrounding the use of the character. There is a diagram too, diagram on how to write each one. Another fundamental part of the dictionary is the addition of a concordance for each character, which indicates the number of the chapter and position of every character within the Dao De Jing. This makes provision for a user to look up the several times that a specific character was used in the text, for of comparison reasons in the text. In reference to a book called Rites, a person called Lao Tan was a specialist of rituals (Laozi, 56). On four times, Confucius is said to have answered to questions by requesting responses from Lao Tan. Research says that Confucius once helped Lao Tan in a funeral ceremony. In the Zhuangzi Lao Tan usually criticizes Confucius. It is the first book to use Laozi as an individual’s name and to know there is Laozi and Lao tan. The Zhuangzi contains work from a tutor called Zhuang Zhou who existed between 370-300 BCE (68). Units one to seven of the present thirty three are the most frequently known to Zhuangzi, which means Zhuang is a master. Guo Xiang reviewed the work in the first fifty years of the third Century. He worked on fifty two parts, which he had found. He turned down the material because he considered it inferior. He spared thirty three units and separated them into two parts. There were inner units and outer ones. Apart from that, the ones that remained originated fro m other people and they have different perspectives of opinions. Lao Tan refers to Confucius by his name in three comprehensions. This kind of freedom is only entitled to an individual with authority and power. It makes people see that Lao Tan was Confucius’ tutor hence considered him a superior. This is not confirmed to be true. Confucius was a confused person who was not successful. Laozi work was an archivist and considered Confucius written work not important. Hence; not worth preserving in the library. In another case, Confucius says that he understood well what was called six classics (Laozi, 70). He went ahead and convinced seventy-two kings about the truth. Unfortunately, they were not bothered about that. When Laozi learnt this, he persuaded Confucius to stop minding irrelevant things. The Dao De Jing has been viewed as one of the most fundamental philosophical and spiritual texts to be written in the early years of China. It has been interpreted more times than any other documented work apart from the Bible. The name Dao means a road, and is often translated as way. This is because sometimes Dao is used as a noun but other times as a verb. Dao is reality itself, the way things come together as they transform. All this brings out the deep Chinese belief that change is the most important trait of things. In the classic change, the patterns of this change are shown by numbers representing 64 relations of forces called hexagrams (Laozi, 76). Dao is the change of these forces, most frequently simply known as yin and yang. The Xici is a statement on the Yi jing founded in almost the same time as the DDJ. The teaching of Daodejing is that people cannot fathom the Dao. This is because even though it is named in any way, it cannot be captured. It is beyond the people’s thoughts. Those who wu Wei may become one with it and thus obtain the Dao. Wu Wei is a not easy to translate. Yet, it is generally accepted that the traditional making it as non action or no action is incorrect. Daoism is not a philosophy of doing nothing. Wu Wei means people should act naturally. The vital concept is that there is no need for people altering the process of reality. Wu Wei should be the way people live, because the Dao is beneficial. It does not harm anyone (Laozi, 83). The way to get to heaven will always be doing the right thing and it comes from the Dao alone. No one can explain the nature of why the Dao is beneficial and good. Not even the sages can explain it. The earth is a reality that is full of spirits of forces. It is compared with to a sacred image used in religious ritual. The Dao occupies the place in reality where the family uses as an altar, for ancestors and gods. People should not think that that life is unfair. This is not true because in heaven things are very much in place. It does not mean that correlatives in Chinese philosophy are opposites of each other. They represent the ebb and processes of the reality forces: yin yang, masculine and feminine too much defect; leadership, following; active and dullness. As one approaches the fullness of yin, yang begins to show at the horizon and it emerges. Its lessons on correlation frequently (Laozi, 98). For instance, those who are crooked will be corrected. The bent ones will be straight. Those who are empty will be filled. Since these look paradoxical, they best understood as correlational in meaning. The DDJ thinks that straightforward words sound paradoxical. This does not imply they are. In fact, they are not. Sages pay attention to their internal energies. They clear their vision, show plainness and become like unused wood. They live naturally and away from desires of human beings. They settle themselves and learn how to live in a content way with what they have. The Daodejing makes uses some very known analogies to clarify his point. Sages understand the value of voidness as shown by how emptiness is utilized in a bowl, door, window, valley or canyon. They preserve the female, which means they know how to respond hence, assertive and active. Shouldering and an embrace, represent inner strength and it helps to have harmony (Laozi, 105). Those adhering to the Dao do not struggle, tamper, or look for control. They do not wish to assist life along or use their hearts and mind to solve or life’s difficulties and entanglements. Indeed, the DDJ warns that those who would attempt to do something with the world will not be successful. They will actually destroy it. Sages do not participate in disputes and arguments, or try to show they are correct. They are flexible, humble and like water. It finds its own place, conquering the difficult and robust by being supple. Sages act expecting no reward and they put themselves last and yet come first. They never make a put themselves on air, boast or are arrogant. Sages make peace, creatures do not harm them and soldiers do not kill them. Heaven takes care of the sage and they become invincible (Laozi, 114). Among the most debatable of the teachings in the DDJ are those closely related with rulers. Today’s research is approaching an agreement that the people who organized and put together the concepts of the DDJ participated in the leadership. They could have also participated in performing rituals and other religious ceremonies. As it may seem, many of the aphorisms directed to the leaders sound surprising at first sight. According to the DDJ, the appropriate leader keeps knowledge from the people, fills their stomachs, opens their hearts and eliminates their desires (Laozi, 117). A sagely leader decreases the size of the state and maintains the population to be small. Although the leader possesses armory, they are never used. The leader does not seek to be prominent. The leader is a shadowy presence and when the leader’s work is finished, the people say they are content. All this is interesting because Philosopher and theorist Han Feizi used Daodejing. He used it to bring unity to China. It is sad to know that this leader filled stomachs, kept knowledge from the people and emptied the minds of people. He destroyed all the books containing content about medicine, agriculture or astronomy (Laozi, 120)

Polynomials on ACT Math Complete Guide and Practice

Polynomials on ACT Math Complete Guide and Practice SAT / ACT Prep Online Guides and Tips Polynomial problems will show up in some way, shape, or form on the ACT two or three times per test. And since polynomials are so deeply connected to other ACT math topics, like operations and functions, it's even more important to take the time to understand them before test day. Luckily, you probably know a lot more about polynomials than you think, and if you're currently rusty on the subject, just a little review will have you knocking out your polynomial questions left and right. This will be your complete guide to polynomials on the ACT- what they are, how you'll see them on the test, and the best way to solve your polynomial problems before time is up. Feature image credit: Linas/Wikimedia What Are Polynomials? A polynomial is any mathematical expression that contains variables, constants, coefficients, and/or non-negative integer exponents. This means that polynomials cover a wide variety of mathematical expressions, so let's break this down. Variable: A variable is any symbol that acts as a placeholder for an unknown value. Some of the most common variables on the ACT are $x$ and $y$. Constant: A constant is any number that exists as a fixed value. For instance, both 7 and -3.278 are constants. Coefficient: A coefficient is any value that is multiplied by a variable. In the term $5x$, 5 acts as a coefficient because it indicates that the variable $x$ is being multiplied five times. Non-negative integer exponent: If we break this term down, a non-negative integer exponent is exactly how it sounds; it is any positive exponent that is also an integer. For instance, $x^3$ fits the definition, but $x^{-2}$ or $x^{1/2}$ does NOT. A polynomial can consist of a single term or multiple terms in a relationship with one another. The values in a polynomial can be added, subtracted, multiplied, or divided together so long as no part of the polynomial value is divided by a variable. For instance, a term of the polynomial could be $4/15$ or $x/4$, but NOT $4/x$. Polynomials can have no variable (e.g. 4), one variable (e.g. $2x^2 - 6x + x$), or multiple variables (e.g. $y(2xy - 8x + 5z) - q^3$). Examples of Polynomials 6 $12x$ $14 + 2x$ $3y^2 - 4x + 2$ $(75k * 23x^12) + 8$ ${3z - 59 + 6x^7}/5$ NOT Polynomials $2x^{-4}$ (Why not? A polynomial cannot have a negative exponent.) $xy^{2/3}$ (Why not? A polynomial cannot have a fractional exponent.) $6/{2 - x}$ (Why not? A polynomial cannot have any term that is divided by a variable.) Degree of Polynomial Polynomials have degrees and you can tell the degree measure of the polynomial by looking at its exponents. The degree of the polynomial is the value of the largest exponent. For instance, the polynomial $x^2 - 6x + x^3$ has a degree of 3, since the largest exponent value is 3. If the polynomial has no variable (e.g., if the polynomial is simply "9"), the degree measure is 0. And if there is no exponent (e.g., $4x + 2$), then the degree measure is 1. [Note: this only applies is the polynomial has a single variable or no variable. You cannot do this for the polynomial $x^3 - 6y^2 + y^5$, for instance, because it has two variables, $x$ and $y$.] Why is it good to know the degree of a polynomial? The degree measure of a polynomial tells us what the graph of a polynomial looks like. Degree Measure Graph Type 0 Constant 1 Linear 2 Quadratic [Note: though there are more polynomial degree measures and types of polynomial graphs, these are the only ones you will see on the ACT.] Once graphed, these polynomials will look like this: Constant Graph Linear Graph Quadratic Graph Now that we've looked at our pieces, let's see how they fit together. How to Solve Polynomial Questions To solve many constant and linear polynomial problems, you will need to have a basic understanding of operations problems and integers. You will also need to know your way around lines and slopes in the coordinate plane. In this guide, however, we will be primarily focused on quadratics. For quadratic polynomials, you will have to understand how to use two mathematical techniques- factoring and FOIL-ing- to solve for your final solution. This concept is closely related to algebraic functions, so it's a good idea to tackle these topics simultaneously. So let's look at factoring and FOIL-ing. Factoring and FOIL-ing Polynomials Factoring and FOIL-ing are ways of manipulating mathematical expressions and polynomials to expand or reduce the expressions and find the information you need. Again, on the ACT, you will be using both techniques together to find the solution(s) to 2nd degree polynomials (quadratics). FOIL-ing You will use this technique whenever you need to multiply two polynomials together. When you're given a series of parenthetical expressions and must multiply them, you must do so by FOIL-ing them out. "FOIL" stands for "first, outside, inside, last" and this mnemonic refers to the order in which you must multiply together the numbers in the parentheses before you add the results together. To clarify this process, let's look at an example. Say we needed to multiply these expressions: $(2x - 3)(x + 5)$ According to FOIL, we must start by multiplying the "first" numbers of each expression. This will give us the F in our FOIL. In this case, that will be $2x$ and $x$. $2x * x$ $2x^2$ Next, we must multiply the "outside" numbers in each expression. In this case, the outside numbers are $2x$ and $+5$ $2x * 5$ $10x$ Next up, we need to multiply our "inside" numbers, which will give us our I in our FOIL. In this case, our inside numbers will be $-3$ and $x$. $-3 * x$ $-3x$ Finally, we must multiply our "last" numbers, which will give us the L in our FOIL. In this case, our last numbers will be $-3$ and $+5$. $-3 * 5$ $-15$ Now, the final step is to add all of our components together. $2x^2 + 10x - 3x - 15$ $2x^2 + 7x - 15$ This will be our final polynomial expression. Factoring Factoring goes hand in hand with FOIL-ing and acts basically as its reverse. In order to convert a longer polynomial (most often a quadratic equation) into smaller parenthetical expressions, we must factor the equation. This will eventually give us the two solutions to our quadratic function. If you remember your functions, then you'll remember that a quadratic equation ($y = ax^2 + bx + c$) will have two solutions. These solutions are the two values of $x$ when $y$ (the $y$-intercept) equals zero. For example, in the graph below: The solutions are at $x = 2$ and $x = 8$ because this is where the parabola crosses the $y$-intercept and so are the values of $x$ when $y = 0$. Now, if we are instead given a parabola as a polynomial instead of as a graph, we can still find the solutions to the expression by factoring. For instance, let us say that this is our quadratic equation: $x^2 + x - 12$ We know we can factor this equation and we do so by setting up a potential FOIL that will lead us to the final result of this equation. So our parentheticals will look like this: $(x +/-$ __$)(x +/-$ __$)$ We're not yet sure whether we will be adding or subtracting our integers in each equation and we don't yet know what the integers will be, but we do know that we will need a single $x$ value in each to give us our F of $x^2$ when we FOIL them out. Now, we know that the L, last, numbers in the parenthesis will make the final integer value in our quadratic equation. This means that we know that the last two numbers in each of the parenthetical expressions must multiply together to equal -12. Since we also know that the only way to multiply two numbers and get a negative, one number must be negative and one must be positive. This must mean that one of the parenthetical expressions will have a minus sign and the other must have a plus sign. To equal -12, our potential integer value pairs could therefore be: $-1, 12$ $-2, 6$ $-3, 4$ $-4, 3$ $-6, 2$ $-12, 1$ Now only one of these pairs of numbers will work as the solution to our equation, so let us test them out to see which will give us our original polynomial once we FOIL them. $(x - 1)(x + 12)$ If we properly FOIL this expression, we will end up with: $x^2 +12x - x -12$ $x^2 +11x - 12$ This does NOT give us the right equation, so we must try again with another pair of integers. $(x - 2)(x + 6)$ $x^2 + 6x - 2x - 12$ $x^2 + 2x -12$ Again, this is NOT our original equation, so we know that this pair of integers is not correct. We must try again. $(x - 3)(x + 4)$ $x^2 + 4x - 3x - 12$ $x^2 + x -12$ This DOES match our original equation and, since there can be only two solutions to any quadratic equation, we know that all the other pairs of numbers must be incorrect. With this, we have now properly factored our polynomial/quadratic equation, but we still have one more step to go; we must complete the problem by setting each parenthetical expression to zero and solving for the $x$-value. Why? Because, again, the two solutions to any quadratic equation are the two values of $x$ when $y = 0$. Spoiler alert: our parabola will look like this when graphed. So let's take both our parentheticals and set them each to 0. $(x - 3)(x + 4)$ $x - 3 = 0$ $x = 3$ And $x + 4 = 0$ $x = -4$ Once we have successfully factored our equation, we can see that the final solutions to our polynomial graph are: 3 and -4. [Do take note: though it may look like factoring is a long and involved process, requiring tremendous trial and error, it will become much faster and more instinctual the more you practice with it.] Just as there are several different types of floofers dogs, there are several different types of polynomial questions. (Perros/Wikimedia) Typical Polynomial ACT Math Questions You'll see three main types of polynomial problems on the ACT. These are: #1: Factoring and FOIL-ing polynomial problems #2: Graphing polynomial problems #3: Operations (multiplication, division, addition, or subtraction) of polynomials Let's look at each of these types of problems in more detail. Factoring and FOIL-ing Polynomial Problems These are the most common polynomial problems you'll see on the test. Generally, these problems will ask you to find the two solutions to a quadratic polynomial expression. To solve these types of problems, you must follow the same process we walked through in the last section on factoring and FOIL-ing. Alternatively, you can also use the strategy of plugging in answers (PIA) if you prefer not to factor and FOIL. If $2x^2+6x=36$, what are the possible values of $x$? F. -12 and 3G. -6 and 3H. -3 and 6J. -3 and 12K. 12 and 15 Solving Method 1: Factoring To solve this problem, let us first set the equation to zero, so that we can work with the full polynomial expression on one side of the equals sign. $2x^2 + 6x = 36$ $2x^2 + 6x - 36 = 0$ Now let us set up our parentheticals. $(2x +/-$ __$)(x +/-$ __$)$ Just by looking at the polynomial in question, we can make an educated guess as to what integer pair will be used to create -36 as their multiple, out of all the possible number pairings. Most likely, the pairing will be -6 and 6 or 6 and -6 (rather than -1 and 36, -2 and 18, -3 and 12, or -4 and 9) and we can see why if we plug them in. $(2x - 6)(x + 6)$ $2x^2 + 12x - 6x - 36$ $2x^2 + 6x - 36$ This matches our given equation, so we know this must be our proper factored expression. Now we need to finish finding our two solutions by setting each parenthetical to zero. $2x - 6 = 0$ $2x = 6$ $x = 3$ And $x + 6 = 0$ $x = -6$ Our final solutions are 3 and -6. Our final answer is G, -6 and 3. Again, the more often you work with factoring polynomials, the better your instincts will become at finding the right numbers to fill in your FOIL-ing. But don't despair if your instincts haven't gotten there yet or if you would rather solve the question by plugging in answers instead! Let's take a look at how. Solving Method 2: Plugging in Answers If we again take our same polynomial, $2x^2 + 6x = 36$ We could plug in our answer choices in place of $x$ to see which two solutions fulfill the equation. If we start with answer choice F, we would get: $2x^2 + 6x = 36$ $2(-12)^2 + 6(-12) = 36$ $2(144) - 72 = 36$ $216 = 36$ Since this solution is NOT correct, answer choice F cannot be true. Answer choice G gives us: $2x^2 + 6x = 36$ $2(-6)^2 + 6(-6) = 36$ $2(36) - 36 = 36$ $72 - 36 = 36$ $36 = 36$ This is correct, but we must also test the second solution to make sure that answer choice G is the final answer. Both solutions must match in order for the answer choice to be correct. $2(3)^2 + 6(3) = 36$ $2(9) + 18 = 36$ $18 + 18 = 36$ $36 = 36$ Both solutions for $x$ fit our equation. This means that answer choice G (and only answer choice G) is correct. Again, our final answer is G, -6, 3. Graphing Polynomial Problems Sometimes you may be asked to graph polynomials, identify polynomial graphs, or answer questions about given polynomial graphs. To answer these questions, it's a good idea to re-familiarize yourself with the basics of linear graphs and functions, if you haven't already. We know that the solution(s) of a parabola is measured at the intersection of the parabola with the $x$-axis (when $y = 0$). By looking at this graph, we can see that the parabola hits the $x$-axis at two distinct points- one point where the $x$ value would be negative and one point where the $x$ value would be positive. Notice that it doesn't actually matter if we know what the values are, just that one is to the left of the $y$-axis and one is to the right of the $y$-axis. (For more on the coordinate plane and its negatives and positives, check out our guide to ACT points). Our final answer is H, 1 positive real solution and 1 negative real solution. Polynomial Operations The final category of polynomial problems you'll see on the test are operations problems involving polynomials. These will most often be located somewhere in the first fifteen or twenty questions on the test and you'll generally be able to solve them just fine if you are familiar with your algebraic operations. What polynomial must be added to $x^2-2x+6$ so that the sum is $3x^2+7x$? A. $4x^2+5x+6$B. $3x^2+9x+6$C. $3x^2+9x-6$D. $2x^2+9x-6$E. $2x^2-5x+6$ Here, we are adding unknown polynomial $a + b + c$ to our given polynomial $x^2 - 2x + 6$ in order to equal $3x^2 + 7x$. If we know our operations, then we know that like terms can only be combined with like terms. So let us take these polynomials piece by piece. $x^2 + a = 3x^2$ $a = 2x^2$ We know that our first term must be $2x^2$, so we can eliminate answer choices A, B, and C. $-2x + b = 7x$ $b = 9x$ We now know that the second term in our polynomial must be $9x$, which means that we can eliminate answer choice E. Even without finishing the problem, we can confidently select answer choice D as the correct answer. But we can also finish up just to make absolutely sure. $6 + c = 0$ $c = -6$ Once we put our pieces together, we know we must add the polynomial $2x^2 + 9x - 6$ to our given polynomial in order to equal the polynomial that we want. Our final answer is D, $2x^2 + 9x - 6$ Now to slot those last few pieces into place and we're all set to go! Strategies for Solving Polynomial Questions Though you will see a few different types of polynomial problems on the ACT, there are a few strategies you can use to make solving polynomial problems as a whole a little easier. Strategy 1: Remember to Review Your Operations and Functions Guides Operations questions and function questions go hand in hand with polynomial questions, so it's a good idea to keep a close eye on all three math topics and learn how they work together. For instance, it would be difficult to solve your graphing polynomial questions or your operations of polynomials without at least a passing understanding of algebraic operations or functions as a whole. Strategy 2: Write It Out It can become very tempting to work with polynomials completely in your head, especially if you're already familiar with polynomials, factoring, and FOIL-ing. But doing this can lead you to make careless errors and select "bait" answer options. The ACT is a fast paced test and the test-makers know that this kind of time pressure can lead students to start working in their heads to speed up the process. To make the test challenging, polynomial questions often use negatives or large numbers, and so it can be all too easy to fall for a bait answer choice if you do all your polynomial math in your head. Just remember to take a breath and write your information down as you work through your problems to avoid careless errors such as these, especially when it comes to your positives and negatives. Strategy 3: Remember to Use PIA When Necessary If you're not that familiar with factoring polynomial quadratic expressions (or it's just been a long time since you've done it in school) and you're struggling to do so quickly and efficiently, it might be a good idea for you to switch techniques and start using the strategy of plugging in answers to find your solutions instead. It may take a little longer to use this technique, but it will always lead you to the correct solution. So if you've come up against factoring and can't quite manage it for any reason, don't panic- you can absolutely still solve the problem just by using PIA. Test Your Knowledge Ready to put your polynomial knowledge to the test? Then let's dive in! 1. Which of the following is a factored form of the expression $5x^2 -13x-6$? A. $(x-3)(5x+2)$B. $(x-2)(5x-3)$C. $(x-2)(5x+3)$D. $(x+2)(5x-3)$E. $(x+3)(5x-2)$ 2. In the equation $x^2+mx+n=0$, $m$ and $n$ are integers. The only possible value for $x$ is -3. What is the value of $m$? A. 3B. -3C. 6D. -6E. 9 3. 4. What values of $x$ are solutions for $x^2+2x=8$? A. -4 and 2B. -2 and 0C. -2 and 4D. 0 and 2E. 6 and 8 Answers: A, C, J, A Answer Explanations: 1. To solve this problem, we can either factor the polynomial ourselves or we can simply test our answer choices and see which is correct. In this case, let us simply test our answer choices using PIA. Answer choice A gives us $(x - 3)(5x + 2)$. Let us FOIL this out. $(x * 5x) + (x * 2) + (-3 * 5x) + (-3 * 2)$ $5x^2 + 2x - 15x - 6$ $5x^2 - 13x - 6$ This is exactly the polynomial we needed to find so luckily for us, we can stop here. We know by the rules of multiple choice that there will only ever be one correct answer, so we know answer choice A will be the one right solution- no need to test any others. Our final answer is A, $(x - 3)(5x + 2)$. 2. If we remember from our earlier lessons, we know that a factored polynomial will typically have two solutions. For example, if our factoring gives us $(x - 3)(x + 4)$, our final two solutions will be $x - 3 = 0$ = $x = 3$ and $x + 4 = 0$ = $x = -4$. This gives us our two solutions of +3 and -4. So what does it mean that a polynomial only has one solution? It would mean that our factored polynomial would have to be a square. That way the two solutions would be the same. For example, if we had $(x + 7)(x + 7)$, our only solution would be $x + 7 = 0$ = -7. So if our polynomial is $x^2 + mx + n = 0$, and our only solution is -3, then we know that our factoring is going to look like: $(x + 3)(x + 3)$ Why? This gives us our final solution of -3, since $x + 3 = 0$ = $x = -3$. Now, to find the value of $m$, we need to FOIL back out our factoring. $(x + 3)(x + 3)$ $(x * x) + (x * 3) + (3 * x) + (3 * 3)$ $x^2 + 3x + 3x + 9$ $x^2 + 6x + 9$ The 6 is now standing in place of our $m$ variable, so our $m = 6$. Our final answer is C, 6. 3. Though you can set up your own quadratic equation to fit the problem, the easiest way to solve this question is to test out point on your graphs and see which one fits the premise. We are told that the y-coordinate value of any point will be the $x$-coordinate squared minus 1, so let's test each graph. Graph H is a constant graph. As we saw from constant graphs earlier and as we can see here, the $y$-coordinate value never changes. This means that the $x$-coordinates will increase or decrease, but the $y$-coordinate for any point will NOT be exactly 1 less than the $x$-coordinate squared. We can eliminate graph H. For the same reason, we can eliminate graph G; the $x$-coordinate value never changes even as the $y$-coordinate value does. This does not fit our criteria. We can also eliminate graph K, as it would be impossible for such a parabola to open downwards. If the $x$-coordinates values were negative, then anything smaller than -1 (say -2) would result in a positive y-coordinate value, according to our rules. For instance, if $x$ were -2, then y would be: $-2^2 - 1 = 3$. So we are left with two graphs- J and H- both which look promising for the moment. Let us test some values for them. In graph J, we can roughly estimate a few points to be $(0, -1)$, $(-1, 0)$ and perhaps roughly $(2, 3)$. If we go off our premise of $y = x^2 - 1$, then all of these points fits our criteria. $0^2 - 1 = -1$ $-1^2 - 1 = 0$ $2^2 - 1 = 3$ It's pretty certain that J is our right answer, but since we were estimating our points, it's a good idea to rule out graph H if we can. We can roughly estimate three of the points on graph H to be: $(0, 1)$, $(2, 2)$ and perhaps $(-2, 5)$. None of these match our criteria. $0^2 - 1 ≠  1$ $2^2 - 1 ≠  2$ $-2^2 - 1 ≠  5$ We have confirmed that graph J is indeed correct. Our final answer is J. 4. Here we have another problem that we can either factor ourselves or use PIA for. This time, let us factor. First, we need to bring everything to one side of the equals sign, so let us subtract both sides by 8. $x^2 + 2x - 8 = 0$ Now, we can factor. We know we need two numbers multiplied together to equal -8, so one of them must be a negative. These numbers must also add together to equal +2, so our likely pairing will be +4 and -2. Let us test it out to be sure. $(x + 4)(x - 2)$ $(x * x) + (x * -2) + (4 * x) + (4 * -2)$ $x^2 - 2x + 4x - 8$ $x^2 + 2x - 8$ Perfect, we've found our factors! Now we just need to set each to zero to find our final solutions. $x + 4 = 0$ $x = -4$ And $x - 2 = 0$ $x = 2$ Our final answer is A, -4 and 2. Whoo, you did it! No need to toot your own horn, we'll do it for you- congrats! The Take-Aways Polynomial questions can sometimes be tricky, but a solid understanding of functions and operations can help you tremendously when it comes to understanding how to visualize and manipulate your polynomial expressions. Just remember to not underestimate the value of keeping track of your positive and negative signs and you'll be knocking out a not-insignificant chunk of your ACT math section in no time. What's Next? Now that you've taken on polynomials (and no doubt rocked them), you might want to take a look at our other ACT math guides for any individual math topic you could need. From ratios to rotations, points to probabilities, we've got your covered. Running into some snags with your FOILing and factoring? You might want to review the distributive property and perfect squares. What does it mean to complete the square and how is that relevant to polynomials and factoring? Learn about completing the square and when you'll need to use it here. Stuck on an ACT math problem? Whether you're stuck on a study guide, a practice test, or you just want to know how to get yourself out of a math bind on test day, don't sweat it. We'll show you how to figure our when you're really stuck and what to do about it. Want to make sure you're really prepared for test day? We've gathered together the best ACT math resources available and compiled them into one ultimate ACT math study guide. No more hunting for tips and resources- they're available at your fingertips in one easy place. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

U07d1 Essay Example | Topics and Well Written Essays - 500 words

U07d1 - Essay Example This paper highlights that when a person is in condition as bad as this, they tend to be more trusting and willing to take up any help that they are provided. Also with the old age, people tend to trust what others say and take the time out to listen to others. Imagine if the same thing were to happen to a younger person, firstly, they would not let the strangers inside the house secondly, the doubt would always be present and a youngster would prefer to call in to home repair stores than to trust two men who just walk in. From this study it is clear that the level of trusting and the patience to listen to strangers; increases in several people as they grow old. In the case of Mrs. White, she has been alone for nine years knowing that she needs to get something done about the home repairs however has not had the courage to call some to assist here. In this state, she might feel the helplessness and would prefer to go with anything that is easily available. Hence she was easily persuaded into paying them $12,000 and trusting to strangers without any form of verification. Organisations like the American Association of Retired Persons (AARP), assist individuals with many things which include, health, money, leisure, family and even social lifestyle and issues like the one faced by Mrs. White. The organisation provides the people with support and care. AARP assists the elderly with several different aspects of life to avoid them feeling low and being dependent on others. Financially, the organisation provi des the elderly with advice and also how to safeguard their money. In the case of Mrs. White, if she had opted to take the assistance of the organisation, she would not have lost the $12,000 and would not go through the trauma of having her house ripped out the way it had been.  

Criminology -Differential Association + Institutional Anomie Theories Essay

Criminology -Differential Association + Institutional Anomie Theories - Essay Example Agnew assumes that individuals from all social classes engage in crime, as all are geared towards success and economic fulfilment. In fact, the general strain theory should not be confined to economic fulfilment as whether from a low social class or higher, individuals would rebel if what they own is taken away from them and their success therefore hampered or in cases of negative emotions. In such a case therefore, the poor will have to steal or rob in order to recover the lost property or be at the same social level with the rest of the members of the community, while those in a higher social class would engage in fraud or embezzlement of funds, in most cases at the work place so that they can keep being rich; so as to be able to deal with the negative emotions that are as a result of the strain they experience. He further argues that an individual’s inability to achieve the success they aspire, in terms of money can lead to strain and therefore push someone into engaging in crime. He also says, â€Å"Many middle and upper class people in the United States want more money than they can have and obtain through legitimate channels†. Therefore, this strain on an individual to attain monetary success is what pushes them to engage in white-collar crime so that they can deal with the strain completely; mostly in cases where they are not offered solutions for the strain they are experiencing. An individual may for instance fake various documents in order to land a new lucrative job they have always wished to have. This is fraud, which is a white collar-crime. In relation to the general strain theory, white collar crime, just like any other criminal activity is as a result of the negative emotions one has when what they want or need is not being achieved. Fraud and embezzlement of funds for instance in most cases takes place in

Management of Implant Related Nerve Injury

Management of Implant Related Nerve Injury Nerve injury following implant therapy often results in paraesthesic or anaesthesic effects that affect quality of life of the patient. Patients usually experience postoperative changes in sensation, including pain, even though the intraoperative procedures were uneventful. In cases of uneventful clinical implant placement procedures, a postoperative telephonic interview, as soon as the effects of anaesthesia have dissipated, will enable the clinician to determine possible nerve injury and hence initiate management protocols. Postoperative radiography would be essential to assess whether the inferior alveolar nerve canal or mental foramen have been traversed, however it must be noted that absence of radiographic findings do not preclude nerve injury. Management protocols aim to alleviate pain, loss of normal sensation and overall discomfort following nerve related injuries, with varying degrees of success depending on the nature of injury. Hence, it is clearly identified that the imp ortance of comprehensive pre-planning mitigates the need for management of nerve related injuries. Nerve injuries in the maxilla are relatively uncommon compared to mandible. Branches of the greater palatine nerve, posterior superior alveolar nerve, and the nasopalatine nerve, which supply the gingival issues in the anterior and posterior palate and buccal mucosa of the maxilla, are inevitably damaged due to flap procedures in implant therapy. Due to the rich anastomosis between these nerves, very rarely does this damage result in neural deficit. Numerous academic studies have been attributed to implant related nerve injury of the mandibular branch of the trigeminal nerve, more importantly, the inferior alveolar nerve, mental nerve, and the lingual nerve. Interventions can be broadly classified as, a.  Non-surgical b.  Surgical, and c.  alternate treatments. a. Non-Surgical Therapy This form of therapy should be mandated as soon as signs and / or symptoms of nerve injury be suspected, whether intraoperatively or postoperatively. Corticosteriods, dexamethasone (8mg daily for 3 days) or prednisolone (1mg/kg/day up to 80mg day), in high doses have been shown to minimize neuropathies in acute nerve injuries if administered within 1 week of the injury. A non-steriodal anti-inflammatory drug (NSAID) could be added to the regimen or prescribed as an alternative. Ibuprofen, 800mg three times daily for 3 weeks, is a suitable NSAID. Corticosteriods and NSAIDs reduce the inflammatory response with corticosteroids having the added effect of preventing ectopic discharges from injured axons and preventing neuroma formation (Juodzbalys et al, 2011). Pain and temperature are the first sensations to resolve with other sensations taking longer (Alhassani and Alghamdi, 2010: 405; Juodzbalys et al, 2011). The use of topical applications has not been broadly researched. Capsaicin and clonidine patches along with EMLA paste (4% lignocaine) are some of the products used to treat hyperalgesia with varying success. Topical clonazepam, 0.5mg to 1.0 mg 3 times day was shown to be effective in relieving burning oral pain (Graff-Radford and Evans, 2003: 979, Fukada et al, 2012). Tricyclic antidepressants (TCAs), antiepileptic drugs, and muscle relaxants have been effective in treating cases with neuropathic pain and intermittent pains which exhibit an â€Å"electric shock† – like symptoms (Graff-Radford and Evans, 2003: 980). An example of a TCA is amitriptyline although other antidepressants can be used. In patients where TCAs are contraindicated, serotonin and norepinephrine reuptake inhibitor (Venlafaxine) can be prescribed. Gabapentin and topiramate are antiepileptic drugs which stabilize the injured nerve membrane. It must be noted that this class pharmacological agents depress the activity in the central and peripheral nervous systems. Hence patients on these therapies can expect side effects including, drowsiness, loss of memory, and somnolence. It can be expected that some patients cannot manage the side effects of these drugs and opt to live with pain or altered sensations (Renton et al, 2012; Park et al, 2010: 345). Cryotherapy is effective treatment to minimize swelling over the osteotomy site and hence minimizing secondary nerve damage due to swelling. Use of ice packs in the first 24 hours promotes post-surgical recovery and reduces nerve degeneration and neuroma formation (Juodzbalys et al, 2011). A stellate ganglion block is a treatment modality that used to treat patients experiencing chronic neuropathic pain and to relieve subjective symptoms. If performed early,1 to 2 month post nerve injury, it accelerates neurophysiological repair by blocking the sympathetic nervous system hence increasing blood flow and decreasing oedema (Fukada et al,2012;). A more recent non-surgical, non-invasive approach includes the use low level laser therapy (LLLT), also known as cold laser therapy, for inducing tissue repair. The initial concept, now available for mainstream commercial use, has been gaining interest as research with over 200 random clinical trials have been already published, 50% of which were aimed at pain relief, but it must be noted fewer studies have investigated its efficacy in the head and neck region. LLLT broadly aims to reduce inflammation and provide analgesia by blocking peripheral axonal transmission and stimulating nerve regeneration / healing. After repeated treatments with LLLT, decreased central sensitization is acheived (ThorLaser). [ABDUL PLEASE ASSIST ME WITH THAT REFERENCE FROM THORLASER]. In animal studies, LLLT has shown positive results in enhancing myelination of axons and nerve function. In the Midamba and Haanaes 1993 study, similar protocols were used on patients with long standing inferior alveolar or l ingual nerve neurosensory deficits, an average of 71,1% improvement was noticed in subjective symptoms (cited in Ozen et al, 2006: 7). The use of vitamin B12 as an adjunct with routine pharmacotherapy is thought to promote the regeneration of nerve terminals. Modalities that increase blood flow to the injured nerve also promote healing. These include near infrared therapy to increase local blood flow and adenosine triphosphate by causing vasodialation. b.Surgical Therapy Microsurgical repair includes procedures that involve internal neurolysis, external neurolysis, and removal of the neuroma. Microsurgical repair of the injured nerve carries its own risk as permanent anaesthesia is a possibility. Hence, these procedures are carried out with aid of a microscope by specialist neurosurgeons or trained maxillo-facial surgeons. Microsurgical repair of the lingual or inferior alveolar nerve has been shown to have significantly improved sensory outcomes in most patients with total recovery in a fewer patients. Zicchardi et al (2009: 300) have concluded that statistically, there were no significant differences between the microsurgical neurosensory outcomes between the inferior alveolar and lingual nerves. It has been reported that 55% to 82% of patients show improved neurosensory outcomes of microsurgical repair of the inferior alveolar nerve (Strauss et al, 2006: 1769; Bagheri et al, 2012: 1983). This wide range leads to hypothesize that other factors play a role in the outcomes of microsurgical nerve repair. Time between the nerve injury and microsurgical repair has been a topic of debate with regards to sensory outcomes. Some groups advocate early repair (6 month or earlier post-injury), and some groups finding no statistical difference in sensory outcomes between early or later repairs. However, in a retrospective cohort study undertaken by Bagheri et al, a cohort of 167 patients were evaluated post-microsurgical repair, where it was deduced that early repairs were directly related to better outcomes. Younger patients (patients less than 51 years) also yielded a more favourable outcome than older patients. Neurosensory testing will also give insight into the severity of damage and hence the outcome of microsurgical repair, if indicated. In cases where it has been clearly established that nerve damage has occurred post implant therapy, removal of the implant within 24 to 30 hours has been shown to resolve neuropathy (Renton et al, 2012). c.  Other Treatment Modalities It is clear from above that nerve injury post implant therapy has an effect on the quality of life of affected patients. Some patients even lose confidence in their treating physician / dentist / specialist as a result, and opt for alternate management strategies. Psychotherapeutic interventions, including cognitive behavioural therapy, aim to manage the resulting depression, if diagnosed. When combined with psycho-active chemotherapy, stress management techniques, and hypnosis, has been shown to be effective in managing neuropathic pain. Patients are taught to modify their behaviours according to their symptoms, psychological traits and ultimately decreasing patients’ pain-related disability (Dickenson et al, 2010: 1644). Further investigation into treatment modalities for nerve injuries, iatrogenic or otherwise, make mention of other procedures, that are beyond the topic of this discussion, but include the use of epidural injections, neuromodulation, transcutaneous electrical stimulation, spinal cord stimulation and deep brain stimulation. There are no clearly defined management protocols for the management of nerve injury post implant therapy, however, Juodzbalys et al, (2011), have constructed a management guideline that incorporates some of the treatment modalities described above (See Table 1). REFERENCES Alhassani, A., Alghamdi, A.S.T., 2010. Inferior alveolar nerve injury in implant dentistry: Diagnosis, causes, prevention, and management. Journal of Oral Implantology, 36 (5), 401 – 407, viewed 30 April 2014, (Ebsco online / Allen Press). Bagheri, S.C, Meyer, R.A, Cho, S,H, Thoppay, J, Khan, H.A, Steed, M, 2012. Microsurgical repair of the inferior alveolar nerve: Success rate and factors that adversely affect outcome. Journal of Oral Maxillofacial Surgery, 70, 1978 – 1990, viewed 30 April 2014, (online Science Direct). Dickinson, B.D, Head, A, Gitlow, S, Osbahr III, A.J, 2010. Maldynia: Pathophysiology and management of neuropathic and maladaptive pain – A report of the AMA Council on Science and Public Health. Pain Medicine, 11, 1635 – 1653, viewed 24 May 2014, (Ebsco online / Wiley Blackwell). Fukuda, K, Ichinohe, T, Kaneko, Y, 2012. Pain management for nerve injury following dental implant surgery at a Tokyo dental college hospital. International Journal of Dentistry. vol. 2012, Article ID 209474, viewed 22 April 2014, (Ebsco online / Hindawi Corporation). Graff-Radford, S.B, Evans, R.W, 2003. Lingual nerve injury. Headache, 43, 975 – 983, viewed 21 April 2014, (Ebsco online / Wiley Blackwell). Juodzbalys, G., Wang, H-L, Sbalys, G., 2011. Injury of the inferior alveolar nerve during implant placement: a literature review. Journal of Oral Maxillofacial Research , 2 (1), 1 – 20, viewed 22 April 2014, (Ebsco online). Ozen, T, Orhan, K, Gorur, I, Ozturk, A, 2006. Efficacy of low level laser therapy on neurosensory recovery after injury to the inferior alveolar nerve. Head Face Medicine, 2, 3-9, viewed 01 June 2014, (Ebsco online / BioMed Central). Park, J.H, Lee, S.H, Kim, S.T, 2010. Pharmacological management of trigeminal nerve pain after implant surgery. International Journal of Prosthodontics, 23, 342 – 346, viewed 22 April 2014, (Ebsco online, Quintessence) Renton, T., Dawood, A., Shah, A., Searson, L., Yilmaz, Z., 2012. Post-implant neuropathy of the trigeminal nerve. A case series. British Dental Journal, 212 (E17), 1 – 6, viewed 30 April 2014, (online Nature Group). Strauss, E.R, Ziccardi, V.B, Janal, M.N, 2006. Outcome assessment of inferior alveolar nerve microsurgery : a retrospective review. Journal of Oral Maxillofacial Surgery, 64, 1767 – 1770, viewed 05 May 2014, (Ebsco online/ Quintessence). Ziccardi, V.B, Riviera, L, Gomes, J, 2009. Comparison of lingual and inferior alveolar nerve microsurgery outcomes. Quintessence International, 40, 295 – 301, viewed 02 May 2014, (Ebsco online/ Quintessence). THORLASER

Compare the ways in which 3 poets write about relationships Essay

Introduction ‘To his coy mistress’, ‘Remember’ and ‘Since there’s no help†¦Ã¢â‚¬â„¢ are all poems about relationships, the difference is the interpretation of the poet’s message, structure and other various aspects of the poems. ‘To his coy mistress’ by Andrew Marvell and ‘Since there’s no help’ by Michael Drayton were both written around the 16th and 17th centuries and explain very different characteristics of love. Drayton wrote a poem about the end of a relationship with a partner expressing that the love between them is dying. On the other hand Marvell writes, in a poetical way, someone’s argument to a lover trying to persuade them to have sex with them. This poem captivates your attention with the extremes a man would go to have sex with a young virgin, unlike the other poems that are about two partners love for each other. Similarly to Draytons poem, about love in a relationship, Christina Rossetti wrote a poem in the late 19th century to her partner telling him what to remember about their time together. Themes/subject The poem ‘To his coy mistress’ starts with Marvell addressing the young lady, whom he wishes to be his lover that there is no time for her to be coy. Straight away this gives the impression that he’s an intimidating and powerful man. ‘Had we but world enough, and time, this coyness, lady, were no crime’ Marvell tells the lady that being coy is alright when you have time but implies their time is limited and therefore she has no time to be coy, in effect he is pressurising her to do something that she is uncomfortable with. Through the repetition of time in the above sentences you may have guessed that it plays an important role in the poem. Marvell refers to time regularly in the poem as part of his persuasion techniques. The way in which he uses time pressurises the woman into doing what he wants. For example ‘Time’s winged chariot hurrying near’ implies that she can’t live forever so must make the most of the time she has. He uses time again in the concluding lines of the poem as a last persuasion to get his way ‘Thus, though we cannot make our sun stand still, yet we will make him run’ Here Marvell explains to the lady that they cannot make time stand still completely but they can make the most of the time they have. When you feel bored and upset your time seems to go slowly compared to when you are happy and this quote uses this to say that their time will be ‘running’ if they are together due to the good times they will have. Similarly to Marvell, personifying time, Drayton uses the same technique by personifying love ‘Now, if thou would’st, when all have given him over, from death to life thou might’st him yet recover’ Here Drayton has personified love by saying it is dying but may come back to life. I feel this is a good method by which the poet can get his message across with ease. In this case Drayton has personified love as a person on the verge of death. When comparing the two poems it becomes clear that this technique is also useful in distinguishing the message from a speech or letter into a poem. Images A positive image in the love poem ‘Remember’ is where Rossetti writes ‘Better by far you should forget and smile than you should remember and be sad’. She is expressing that she would rather be forgotten if that is the way to make her husband remain happy as she doesn’t want to be remembered if it will make him sad. Rossetti’ symbolises her love for her husband because she couldn’t bare him being sad by remembering her, therefore giving an optimistic image of their relationship. Rossetti also expresses sorrow images ‘Gone far away into the silent land. When you can no more hold me by the hand’ portrays that when she dies she will go to a silent land where she will be all alone, in comparison to when she is alive she can hold her husband’s hand, this reminding him that when she dies they will be separated forever. This is a sad image because it implies that their close bond will be split for eternity. The sadness is emphasised further because their relationship together was obviously true love yet now it is near its end. Marvell uses death in his persuasion, ‘Time’s winged chariot hurrying near’ A downbeat quote persuading the young lady that if they do not have sex that soon times winged chariot will collect them. He is implying it will be too late if they wait as eventually they will get old and die. Marvell personifies time as a chariot and I think his meaning is that a chariot collects people once they die and as they age the chariot gets nearer and so tries to put across this image to the woman. Marvell attempts to persuade the young lady that he will spend an age to admire each part of her and at the very end of the admiration she will love him back. He then says that she deserves no less than this and that he will never give her less than what she deserves. ‘An age at least to every part and the last age should show your heart: for lady, you do not deserve this state; nor would I love at lower rate’ this quote is not intimidating, like most of the poem I think he says it so the young lady thinks he is a good man. I don’t think Marvell wrote the poem because of his love for her, even though in some parts of the poem he tries to re-assure her that he does love her, instead I think he uses it to take advantage of her naivety – quote gives a pleasant image but has malicious intentions. I feel he says this only because writing about love is a good method when trying to lure her into bed and even though this quote may be deceiving she will probably not realise due to her young age. At the end of the poem Marvell tells the young lady that he would rather die than be without her ‘Rather at once our time devour than languish in its slow-chapped power’ Lines 39-40. This gives an image that he would rather all his time go, and would prefer to die than be without her because he would have to suffer in times power as his life would seem to be going slower if he wasn’t with her. As this quote is written in the concluding lines of the poem it continues to lead your thoughts to think he uses love as a means of enticing her into doing what he wants and to trick her into believing that he’d rather die than be without her. In the poem ‘Since there’s no help†¦Ã¢â‚¬â„¢ there are a lot of negative images with few positive ones. This is due to the fact that love is dying out compared to Marvell’s poem in which the man wants the lady to believe he is in love with her, so if he expresses too many negative images then she would be less likely to believe him, different in that of Rossettis poem in which the relationship is very strong but the circumstances are of the person dying and not the love and by this she portrays how much love she has for him. In the opening lines Drayton tells the lady he wants nothing more to do with her ‘you get no more of me’ even the phrase itself gives you the image that he doesn’t want them to be together any longer. He continues to feel bitter and depressed and he reflects his mood in the negative images he gives in the poem. ‘I am glad, yea, glad with all my heart, that thus so cleanly I myself can free’ Drayton is almost trying to persuade her and himself that he doesn’t love her anymore and that he can be free of her, if their relationship ends. I don’t think Drayton does want the relationship to end but says this because he feels that he has no choice and doesn’t want to give his partner the impression that he would forgive her, whatever she does, otherwise she will take him for granted. Structure Marvell, Drayton and Rossetti all use rhyming couplets in the structure of their poems and this makes the poem easy and interesting to read. If it excluded the rhyming couplets reading the poem would be dull and the poet’s message would probably be lost in what would sound more like a speech. Drayton and Rossetti both wrote traditional love poems, the differences being that Rossetti wrote about the great amount of love between a couple and Drayton wrote about the lack of love in the relationship. Both poems include only 14 lines as opposed to the 46 of Marvell’s poem, however, all three poems work well. I felt Marvell chose to write a longer poem so he could properly express the argument and message it contained whereas I felt Rossetti and Drayton chose the shorter structure would be the most efficient way to explain what they wanted as they may have felt that choosing a longer structured poem to end a relationship or to express someone’s feelings would make the poem dull and boring. The difference between Rossetti’s and Drayton’s traditional love poems is that Rossetti split the poem into two stanzas; one with 6 lines and the other with 8 and thus uses the structure of a Petrachan sonnet whereas Drayton used the Shakespearean Iambic Pentameter which contains what would now be 10 syllables per line. Rossetti and Drayton writing a sonnet is evidence that they must love their partner. To write a sonnet to someone puts across the fact that you love them through the structure alone because of it being a traditional love poem. Language / Tone Marvell wrote his poem with persuasive and argumentative language. He tries to pressurise the person it is written for by consistently using death in his argument. At the beginning he says that there is no time to be coy but later says the opposite by saying ‘if you please, refuse till the conversion of the Jews’. As Jews are renowned for the pride they have in their religion he may feel there is not much chance of his succeeding with the young lady unless he poses this argument to change her opinion. Marvell tries to allure the young woman into having sex by using shock tactics ‘Then worms shall try that long-preserved virginity and your quaint honour turn to dust and into ashes all my lust’ Notice the language that he uses, as opposed to saying that someone else will take her virginity he gives her the image of her losing it to worms once she dies. This is a horrific image and using this destructive image it is far more effective because of the message behind it. Rather than using kindness to persuade his mistress into having sex he tries to scare her and in using such a forceful phrase on someone he claims to love further confirms his intimidation of this poor innocent girl. In comparison Rossetti wrote her poem in a more relaxed way but still with an important point to make. This is because she was writing it to someone who she has loved for most her life, however, she still wanted to persuade him not to grieve. Remember is repeated throughout the poem, this is because she wants to be remembered but doesn’t want to be mourned. Her message is expressed when she writes ‘Only remember me; you understand’ and ‘and afterwards remember, do not grieve’ both these quotes found in the second stanza of her poem prove that she doesn’t want him to forget her nor grieve. Rossetti, unlike Marvell, didn’t write on her own behalf as Rossetti wrote solely for her husband and mentioned herself rarely in the poem, I felt this was sad as she is the one dying but she didn’t want to meake her husband feel more upset so she couldn’t tell him how she was really feeling. You can tell she loved her partner and that the poem was written with good intentions. Drayton wrote his poem in such a way that it seemed that he was trying to persuade himself that he would be better off ending the relationship as well as telling his partner that their relationship had finished. Draytons intitial message to his partner is that their relationship is worth nothing, however, at the end begins to realise the love he has for her and so tells her the love may come back and as he does this the message at the end is very similar to the message expressed by Rossetti ‘when all have given him over, from death to life thou might’st him yet recover’ Drayton, talking about love personifying, hints that the love may come back to their relationship and may this happen his relationship could be similar to Rossettis loving relationship with her husband. My response to the poems My feelings about each poem differ; I feel the poem by Rossetti is sad as you can tell the relationship was strong and the poem was written to give her husband strength to go on after her death and remember the good things once she’s dead. It is effective as you know they had a good relationship because information such as their planned future together can be taken from the poem ‘no more day by day you tell me of the future that you planned’. It is also sad because she showed no self pity and so makes you feel sorry for her husband who wouldn’t know how his wife felt about her nearing death. My feelings about Marvells poem are completely different. I think this poem is quite threatening and harsh. He tells the young lady in the poem that she has to make her decision before she is old and ugly as he will no longer love her. I think he is also mean to write a poem in the persuasive language he does because she is young and naà ¯Ã‚ ¿Ã‚ ½ve and he uses this to his advantage. The horrific images he portrays further prove that he uses love falsely because if he did love her he wouldn’t scare her into having sex against her will. ‘Then worms shall try that long-preserved virginity and your quaint honour turn to dust and into ashes all my lust’ This illustrates the extremes the speaker is prepared to go to in order to get what he wants, he is trying to give her negative thoughts of what will happen if she rejects him. As mentioned before, the poem was written in the 17th century in an era which girls normally married as virgins and usually at a very young age. Marvell uses this to his advantage by continuing to express, what I think, is false love because by getting her to believe he is in love with her he feels he stands a greater chance of her losing her virginity to him. I felt sorry for Drayton after reading his poem because I felt he wrote it after finding out about his partner’s affair and this would account for his harsh way of ending their relationship and angry tone used when ending it. However, to tell his partner that he can be free without her is surprising, especially when at the end of the poem he says the love may come back. I think Drayton wrote this poem on the back of an affair his partner had been having, ‘Now at the last gasp of loves latest breath, when, his pulse failing, passion speechless lies, when faith is kneeling by his bed of death’. The phrase speechless lies could be a reflection of the times she lied to him while having the affair and faith kneeling by deaths bed shows that along with the love, faith had also left the relationship giving further reason to think she had an affair. Aswell as this Drayton lets his partner know that the love in their relationship is dying and has nearly gone completely, by saying that it is taking its last gasp of breath. Shortly after, Drayton gives his partner the impression that the love may come back. ‘Now, if thou would’st, when all have given him over, from death to life thou might’st him yet recover’. This quote gave me the feeling that the relationship could come back giving reason to believe that the poem was written as retaliation after finding out about an affair. Understandably he would be distraught and so uses the harsh images mentioned in the early stages of the poem but finally ending by realising the amount of love he has for his partner and so says that they might be able to overcome this and love each other again. The poem I preferred Overall the poem that I most preferred was Draytons poem ‘Since theres no help†¦Ã¢â‚¬â„¢ This is because unlike Marvells poem it isn’t as long and is kept to a simple 14 line structure. I feel that this made it easier to understand as opposed to Marvells longer poem. Even though the longer length may have added more detail I found this made it far easier to lose interest. Rossettis poem, like Draytons, was short, however, I liked the way Drayton personified love throughout his poem by expressing loves life in his relationship. I disliked the overuse of ‘remember’ in Rossettis poem, even though it was obviously intentional, I thought it made the poem repetitive with Rossetti continually telling her husband what to remember and remember what not to do. However, I did think that Marvells poem was strong in its persuasiveness and thought it would probably be successful in taking advantage of the young girl, which was the purpose of him writing it. Another reason for my preference of Draytons poem is that it questions the strength of the relationship and whether feelings can be turned off so easily.