Why are walls important?

Why are walls important? Why are walls important? Walls are very important parts of buildings, they have several useful functions: * Protect us from dangerous animals and people * Provide shelter from elements such as wind and rain * Makes a ‘secure home * Bears the loads of the roofs, floors and furniture Block work Standard blocks are 6 times larger than standard bricks, this means that bricklayers can build the wall more quickly, therefore taking less time and reducing labouring costs. For the walls, the external walls will be cavity walls made from aerated concrete blocks and the internal walls will be made from dense concrete blocks. The reasons for these choices will be explained further on. What are and Aerated Concrete blocks and why I have chosen Duncan Marshall (2008) says that; Aerated blocks consist of water, cement, pulverised fuel ash, sand and lime. Aerated concrete blocks are very versatile as they can be used in many different parts of the building, such as party and solid walls, cavity walls (internal and external leaves) and foundations. We will be using Celcon aerated concrete blocks, which are BBA certified (British Board of Agrà ©ment, which is the UKs major authority offering approval of construction products). Sizes (in mm): 215 125 440 Reasons for using Aerated blocks for the inner and outer leaf: * Good thermal insulation (Thermal conductivity is 0.15W/mK, Thermal conductivity is the ability of a material to transmit heat, the lower the value the better) * Easy to handle for labourers/bricklayers, as theyre relatively lightweight and can be cut and chased * Closed cell structure means they have good water penetration resistance * Good fire protection Class O surface spread of flame (the best rating) * Non combustible * Relatively strong (Strength 3.6 N/mm ²) What are Dense Concrete blocks and Why I have chosen them? Dense concrete blocks consist of cement, aggregate (fine and coarse). We will be using Celcon Hi (7) Strength blocks. Sizes (in mm): 215 150 440 Reasons for using dense concrete blocks for the internal walls (party/solid walls): * Very strong (7.3N/ mm ²) * They provide a good surface for most renders and plasters * Good sound protection This is an illustration of a building regulation (part A) for the compressive strength needed of walls. For the external walls it will be a cavity wall comprising of aerated concrete blocks (7.2N/mm2), and the inner walls will be a solid wall of dense concrete blocks (7.3N/mm2). Height of wall Length Minimum thickness Not exceeding 3.5m Up to 12m 190mm for whole height Exceeding 3.5m but not 9m Not exceeding 9m 190mm for whole height 9m 12m 290mm from base for 1 storey and 190mm for remaining height Exceeding 9m but not 12m Not exceeding 9m 290mm from base for height of 1 storey and 190mm for rest of height Exceeding 9m but not 12m 290mm from base for the height of 2 storeys and 190mm for rest of height This is a table from the building regulations (Part A) about the thickness of walls. For our design, the internal and external walls both exceed 290mm, therefore the walls will have the correct thickness. Mortar Mortar is needed to bond the blocks together to provide stability for the wall, therefore building. It also seals gaps between the blocks to prevent water getting through the gaps when it rains. Blocks (aerated and dense) Duncan Marshall (2008) recommends our buildings will have a mortar ratio of 1:1:6 (cement: lime: sand). The reason for having a low amount of cement (cement provides the strength) compared to the sand (sand gives volume), is that making the mortar not that strong is so that it doesnt limit movement and will cause cracks in the joints rather than the concrete blocks. This mixture is recommended by a professional concrete company, therefore it wont be too weak, as then the mortar will fail. Jointing/pointing bucket_handle.gifAll of the buildings will have the bucket handle design. This is because Duncan Marshall (2008) says it helps seal the joint, also it compresses the mortar slightly and the shape improves resistance to water penetration. Walls Quoins Out of these three different types of bonding block work we will use 5 (reveal quoin), because its the most simple bond, therefore easier for bricklayers to build the wall, and reducing the likelihood of errors occurring. Also 3 bonding will be used if needed to keep the whole wall to the correct dimension. Cavity Walls For all our cavity walls in our buildings, they will be partial fill cavity walls. Kingspan Insulation says; one of its main advantages is that it prevents rain getting to the inner leaf, which would cause dampness in the walls, therefore weakening the walls. One disadvantage with partial fill cavity walls happens in the physical construction of the wall takes place, if the walls arent sealed completely, airflow in the wall leads to an enormous amount of heat loss within the wall (shown by red areas in 2). This can be caused by dirty ties and mortar snots, which are pieces of mortar which have dropped into the cavity, and cause moisture. 125 75 20 125 20 Block Cavity Insulation Plasterboard 365mm F . Cavity Walls Wall ties Duncan Marshall (2008) says; as we are having a partial fill cavity we have to use this special tie with plastic retainer. In the 2004 Regulations (Approved Document A) there is a requirement to use stainless steel ties. Building regulations says the tie should be bedded at least 50mm in each leaf. In terms of the tie angle, it should be slightly sloped toward the outside leaf; otherwise the other leaf will get damp. Cavity Walls Movement joints The materials that make up a wall will expand and contract because of reasons such as temperature and moisture content. Because concrete blocks are made of cement, they will shrink slightly. Therefore, the big sections of wall need to be shortened to accommodate for the movement, if movement joints are placed correctly, this will prevent the wall from cracking. Duncan Marshall (2008) says that the movement joints of internal concrete block walls should have movement joints approx every 6 metres, but the 1st joint should only be 3 metres away from a corner or bend in the wall. We will incorporate this into our designs. Cavity Walls- Jambs The blue line is the window Damp proof course prevents water penetration from the jamb of the window frame Cavity Walls Lintels Duncan Marshall (2008) say that the lintels carry the distributed load of brickwork across the top of the window frame. Lintels can be up to lengths of 4500mm and when constructed should have at least 150mm bearing on the wall either side. Lintel with insulation to prevent cold bridging, cold bridging happens when heat is lost from the inside of the building to the outside because the material (this case the lintel) is the ‘bridge for the heat loss. When the insulation is there, it has a higher thermal conductivity than the lintel (galvanised steel), so the heat ‘bridges to the insulation and not outside the building. 10 This is very important concept of insulation, that also applies to cavity and solid walls where insulation is used. Insulation External Walls Insulation boards are used to keep the heat within a room/building so that the living/working conditions are favourable. We will have WT20 insulation boards (size is 1200x600x20mm) from warmtiles.co.uk Board Sizes Thermal Conductivity (W/mK) Resistance (k-value) U-value (W/m ²K) Weight (kgs) 1200 x 600 x 20 mm 0.029 0.69 1.45 0.45 The U value is the amount of heat which will flow through 1 square metre of a wall for every degree in temperature difference between the inside and outside. Resistance is the resistance to heat flow of a material of a given thickness. Now I can calculate the U-value for the walls. U value for cavity walls (Thickness/Thermal Conductivity = Resistance) This transitions into weep holes; weep holes allow the water to exit the cavity. As we are only using blocks, we will use plastic weep holes that are placed every 450 mm. Weep holes, damp proof courses and the bucket handle mortar are excellent parts of the wall that allow it to prevent water penetration. Cavity Walls-Sills Cavity Walls joining cavity walls to internal walls This is how we will join the inner leaf to the internal walls, also where two internal walls (could be party walls) join, it will be toothed in. Walls Door and Window frames (Openings) The building regulation below specifies the sum of openings (w1+w2) shouldnt be more than 2/3 ‘L. Opening heights should be less than 2.1m, and the width less than 3m. This ensures the wall is not weakened significantly under compression by openings. We used this formula for a standard room (not disabled). Length of whole wall Door sizes Thickness= 40mm 2040 mm 826mm Windows A very common part of walls, and obligatory for accommodation buildings are windows. Window sizes (British Standard: 2003) 1050 mm 1800 mm *Purple segments are windows that open (white arrows indicate what direction they open), orange segments are fixed. This type of window is called ‘Left-hand multi light. Sound Control One of the functions of the walls is to control the airborne sounds, such as aeroplanes and cars travelling outside of the building. The internal walls will be made out of dense concrete blocks, as this provides good sound protection. Celcon aerated blocks also have just as good of a level of sound protection. Osbourn and Greeno (2007), say the Sound reduction index (SRI) is a way of measuring the effectiveness of construction insulating airborne sound. We will have a block cavity wall which is plastered, this has a SRI number of 49, and 150 mm dense concrete walls which have a SRI number of about 46. These are relatively acceptable SRI values to be used in construction. Finishes There are different finishes you can have for aerated concrete blocks; plastered, rendered and painted. For the outside of the external walls we will render the walls (10mm wide). For internal walls (dense concrete blocks) we will have plaster boards (20mm wide). Cement Rendering After the mortar and blocks are bonded, render will be applied. For our design we are using aerated concrete blocks for the external walls, therefore we should not use strong renders (Duncan Marshall, 2008), because when the dense mix shrinks, it will go past the limit of stress that the blocks can handle, therefore cracking will occur. Our building will have a very similar aesthetic appearance to this building (right), except for the colour. References David Littlefield, et al., 2008, Metric handbook, 3rd Edition, Duncan Marshall ,2008, Construction Website 0809 (unframed construction) http://learn.lboro.ac.uk/file.php/1183/UWE08/index.htm Dereck Osbourn and Roger Greeno, Mitchells Introduction to Building 4th Edition Julian McKenzie (Lectures) Sizes of concrete blocks http://www.sigexpress.co.uk/Aerated-Concrete-Blocks/Celcon-100mm-Standard-Block.htm Partial Fill Cavity Walls http://www.insulateonline.com/index1.htm?walls2.htm~main Insulation Boards http://www.warmtiles.co.uk/category.php?id_category=17 Analytical Essay: The Teaching Of Speaking Analytical Essay: The Teaching Of Speaking The theme of the research paper is The Teaching of Speaking. For the teacher it is very essential to know how to teach speaking foreign language correctly and to be able to do that. That is why there are several methods and manners how to give the knowledge in an easier manner to the students. The aim: To investigate what methods are used to teach speaking are used mostly and find out as many as possible teaching speaking methods. The enabling objectives: to find out and study theory on the teaching of speaking(mention the theme) to collect and summarize the gained data to draw conclusions The research question: Which methods are used to improve teaching the teaching of speaking? The methods of research: analysis of the theoretical material case study The tools of research and data collection: analysis of the teaching of speaking methods 1.THE TEACHING OF SPEAKING What is speaking? In fact, speaking is an action carrying out the information or expressing feelings and emotions, persons thoughts in spoken language. Speaking is also the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts (Chaney, 1998, p. 13). By the teaching of speaking is meant to produce the English speech sounds and sound patterns, use word and sentence stress, intonation patterns and the rhythm of the language, select appropriate words and sentences according to the proper social setting, audience, situation and subject matter, organize their thoughts in a meaningful and logical sequence and use language as a means of expressing values and judgments (Online 2). 1.1Strategies for Developing Speaking Skills According to the internet source, students often think that the ability to speak a language is the product of language learning, but speaking is also an important part of the language learning process. Effective instructors teach students speaking strategies using minimal responses, recognizing scripts, and using language to talk about language (Online 1). These strategies can help students to enlarge their knowledge of language. If the students are confident in speaking, it would be more easier to receive the other information while learning. 1.1.1Using minimal responses Language learners who are not confident about their ability to participate successfully in oral disscussions often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such responses can be especially useful for beginners (Online 1). Minimal responses are predictable, often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response (Online 1). 1.1.2Recognizing scripts Some communication situations are associated with a predictable set of spoken exchanges a script. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the relationship between a speakers turn and the one that follows it can often be anticipated. Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain. 1.1.3Using language to talk about language Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants language skill levels. Instructors can also give students strategies and phrases to use for clarification and comprehension check. By encouraging students to use clarification phrases in class when misunderstanding occurs, and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom. 1.2How to teach speaking According to the given internet sources, now many linguists and teachers consider that students can improve their communication and speaking skills working into groups together with other students and playing real-life situations in the target language. To achieve the goal of speaking well, the students need to improve their language fluency (speaking smoothly), pronunciation (saying words properly) and enunciation (saying words and phrases clearly) (Online 4). Fluency comes from practice. Every English speaking person cannot improve speaking smoothly in some two months, it comes after longer time. T o get to the aim, there should be made speech of long, complicated sentences. For example, to build more fluent speech, a helper could be discussions, presentations, role plays, negations, debates, interviews and meetings. Pronunciation is the ability to say words properly with the correct sounds in the correct places (Online 4). To make words sound correctly, it can take very long time to develop the pronunciation. As suggested in the internet source, the student should focus on working on specific vowels, trouble consonants, and working on understanding movement and location of mouth and tongue when making sounds (Online 4). In phonetics, enunciation is the act of speaking. Good enunciation is the act of speaking clearly and concisely (Online 5). If the enunciation of the speech is pure, others will not be able to understand speakers speech. To avoid misunderstandings in the communication towards others, according to the internet sources, the student should pay attention to trouble word combinations, reductions, sentence and word level stress points and sentence level intonation patterns. 2.WHICH TEACHING METHODS ARE MORE PREFERABLE FOR STUDENTS THEMSELVES If there were a questionnaire, the aim of it would be to clear up which of the teaching methods are more understandable and useful for the students themselves. No one can answer to this question more precise and honestly as the students. CONCLUSIONS The teaching of speaking means that the teacher gives the knowledge to the student how to communicate with others, to produce sounds, words correctly and clearly, to use precisely intonation patterns, to choose appropriate themes which to speak to the proper social setting and audience. There are a lot of teaching methods which can be used in the teaching process, but, in my opinion, more preferable methods are those who are easier and understandable for the students. For instance, to make your speech more fluent and clearer, it can be enough to read articles with complicated vocabulary and sentence structure aloud every day. Rounding up, if the teacher is teaching in a simple manner and understandable for students. THESIS Speaking is an action carrying out the information or expressing feelings and emotions, persons thoughts in spoken language. Many linguists and teachers consider that students can improve their communication and speaking skills working into groups together with other students and playing real-life situations in the target language. To build more fluent speech, a helper could be discussions, presentations, role plays, negations, debates, interviews and meetings. Fluency comes from practice. Every English speaking person cannot improve speaking smoothly in some two months, it comes after longer time. Effective instructors teach students speaking strategies using minimal responses, recognizing scripts, and using language to talk about language.

Sir Gawain And The Green Knight Essay -- essays research papers fc

Sir Gawain and the Green Knight: Sir Gawain Faces Temptation   Ã‚  Ã‚  Ã‚  Ã‚  Sir Gawain was known as a noble and honest man who was willing to stare death in the face to protect King Arthur. However, the courtly Sir Gawain is submitted to the unexpected—not to the test he expects, but to one he does not expect (qtd. in Spearing). The underlying theme throughout the entire poem is temptation, which, is Sir Gawain’s greatest challenge because he is not aware of it.   Ã‚  Ã‚  Ã‚  Ã‚   He faltered not nor feared   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  But quickly went his way,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  His road was rough and weird,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Or so the stories say. (qtd. Stone 47)   Ã‚  Ã‚  Ã‚  Ã‚  Sir Gawain stands up just as the Green Knight challenges King Arthur. Gawain saves his uncle from the humiliation the Green Knight imposes on the King from his badgering; for this Gawain is very brave. He has no fear in approaching the Green Knight and accepting the game. Sir Gawain was a man who was held in high esteem before the people at Camelot. Thus, he was given the title Sir Gawain, which sealed his noble existence. A knight is a man who, for some achievement, is given honorary rank and thus entitling him to use Sir before his given name (qtd. in Webster’s pg. 747). Berry 2 King Arthur was a very honorable man, one with boyish spirits and youthful persona. The King also displays his humble nature when at the table, he refused to begin eating before any of his guests. However, when the Green Knight confronts him he does not cower before him.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  He raged as roaring gale;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  His followers felt the same.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The King, not one to quail,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  To that cavalier then came.   Ã‚  Ã‚  Ã‚  Ã‚  The Green Knight was described as a handsome, muscular man. Because every article of clothing the Green Knight wore was green, including his skin and hair, he is reminiscent of a fertility god. This idea of a fertility god plays a role when introducing the theme of temptation on the behalf of the Lord’s wife... ... of his fault must itself be viewed with amusement, as part of his human fallibility.† (Borroff, Introduction) He expects (and we expect with him when we first read the poem) that the real test he has to nerve himself for is meeting the Green Knight at the Green Chapel and receiving a presumably mortal blow from his axe. But when, after a tremendous effort of will, he does bring himself to face the Green Knight and accept the blow, it turns out that this is not the test itself. This test is only the symbol of a previous test which was carried out by the Green Knight’s wife, and which Gawain has already failed, marked by the girdle he accepted as a gift.   Ã‚  Ã‚  Ã‚  Ã‚  Berry 5 Works Cited Abrahms, M.H. The Norton Anthology of English Literature. New York: W.W. Norton & Company, Inc., 1993. Borroff, Marie. Sir Gawain and The Green Knight: A New Verse Translation. New York: W.W. Norton & Company, Inc., 1967. Spearing, A.C.. â€Å"Patience and the Gawain-Poet.† Twentieth Century Interpretations of Sir Gawain and the Green Knight. Ed. F. Denton. Englewood Cliffs: Prentice-Hall, Inc., 1968. Stone, Brian. Sir Gawain and the Green Knight. New York: Penguin Group. 1959.

LP6.2 Lien v. Lien Essay

A. What type of business entity did Pete Lien & Sons, Inc. , operate when it was originally founded in 1944?. Pete Lien & Sons, Inc. operated a partnership when the business was originally founded in 1944. B. Who were the original three partners of Pete Lien & Sons, Inc. , when it was founded? The original partners were Bruce Lien, his brother Charles Lien, and their father Pete Lien Sr. C. When Pete Lien & Sons, Inc. , incorporated in 1952, the partners became ___________ of the corporation. When Pete Lien & Sons, Inc. , in 1952, the partners became equal shareholders of the corporation. D. How many people served on the corporation’s board of directors at the time of the lawsuit? At the time of the lawsuit, seven people served on the corporation’s board of directors. E. At the time of the litigation, who owned the majority of stock in the corporation and received more income and dividends than any other shareholder? Bruce Lien owned the majority of stock in the corporation and received more income and dividend than the other shareholders. F. What allegations did Bruce Lien assert his complaint in the civil action that he brought against the corporation and the other members of the board of directors in April 2000? Bruce Lien alleged minority shareholder oppression, breach of fiduciary duty and tortuous interference with prospective business relations or expectancy. G. Under what South Dakota statute did the trial court find that there was a shareholder deadlock in failing to elect directors? (example: (SDCL __-__-__) Under SDCL 47-7-34(3) That the shareholders are deadlocked in voting power, and have failed, for a period which included at least two consecutive annual meeting dates, to elect successors to directors whose terms have expired or would have expired upon the election of their successors H. What did the trial court determine to be the most equitable manner of breaking the deadlock? The trial court determined the most equitable manner of breaking the deadlock was a blind auction between Bruce and all the other shareholders for the sale of the corporation. I. When the trial court’s decision was appealed, did the South Dakota Supreme Court, agree that a deadlock existed? No, the Supreme Court did not agree a deadlock existed and reversed the trial court’s rulings. The Supreme Court stated, there was no showing that the shareholders were deadlocked in voting power because of Bruce’s refusal to attend the meeting and participate in the voting for new directors.

Beware the shifting tense

Beware the shifting tense Beware the shifting tense Beware the shifting tense By Erin Many writers, students and professionals alike, struggle with the problem of tense shifting. Your writing will be easier to follow if youre sure to keep your tense consistent. A verbs tense lets the reader know when the action is taking place. Is it in the past (ran), present (run), or future (will run)? Since most of the problems occur in the past and present, well leave future tense out of the conversation for now. In academic writing, the general rule is to use present tense when citing published sources. For example, In her book The Artist’s way, author Julia Cameron writes that†¦. The signal phrase â€Å"author Julia Cameron writes† lets the reader know that information from an outside source is being used. Signal phrases should have present tense verbs. Most fiction and other narrative writing takes place in the past tense. A narrator is telling a story as it happened. Sometimes, though, a writer will accidentally slip into present tense without realizing it: I walked down to the edge of the water and dipped my toe in. Suddenly, out of nowhere, Jason grabs my arm and pushes me in the pool! In the second sentence, the author has slipped from past tense (walked/dipped) into present (grabs/pushes). Most of us do this in casual conversation all the time, so its important to be aware of it when were writing. Sometimes, a writer will choose to tell an entire story in the present tense for a sense of immediacy. In any case, its important to stick to the tense youve started with. Any necessary tense changes should have a clear purpose, and should be done smoothly. Otherwise, your reader will be unnecessarily distracted. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:How to Format a UK Business LetterHow to Play HQ Words: Cheats, Tips and TricksList of Prefixes and Suffixes and their Meanings

Words Used to Describe Food

Words Used to Describe Food The words below are some of the most important used to talk about how food tastes, the condition it is in, and how we cook. Practice the sentences and learn how to talk about your food.   Food Condition fresh - Sushi always requires fresh fish.off - Im afraid this cheese tastes off.raw - Sushi is made from raw fish as well as vegetables, seaweed, and rice.  ripe - Make sure the bananas are ripe so I can use them in the cake.rotten - This meat smells rotten. I think we should throw it away.tough - The steak was very tough. I could hardly chew it!tender - The lamb was so tender that it seemed to melt in my mouth.undercooked - The undercooked salmon was very poor.unripe - Many types of fruit are picked unripe and become ripe as they are shipped.overcooked - The broccoli was overcooked. It should have been crisper.   Food Verbs bake - Ill bake a cake for her birthday party.boil - You should boil these potatoes for forty-five minutes.cook - What would you like me to cook for dinner?fry - I usually fry some eggs and bacon on Saturday mornings.grill - During the summer I like to grill meat outside.heat - Heat up the soup and make some sandwiches.microwave - Microwave the macaroni for three minutes and eat.poach - Jennifer prefers to poach her eggs.roast - Lets put this in the oven and roast for two hours.steam - The best way to cook many vegetables is to steam them for a few minutes. Food Quantities bar - Melt one bar of butter for the sauce.liter - Ill put a liter of water on to boil for the pasta.loaf - I bought three loaves of bread at the supermarket.  lump - Put of a lump of butter on top of the casserole to make it tasty.piece - Would you like a piece of chicken?pint - I drank a pint of ale at the pub.portion - Have you eaten your portion of vegetables today?slice - Please put three slices of cheese on my sandwich.spoonful - Add two spoonfuls of sugar to sweeten. Food Taste bitter - The almonds were very bitter. I could hardly eat the cookies.bland - This sauce is very bland. It doesnt taste like anything.creamy - I enjoy eating creamy tomato soup on cold winter days.crisp - The apple was crisp and delicious.  crunchy - Granola is a very crunch type of breakfast cereal.hot - The soup is hot. Let it cool down.mild - The spices are very mild.  salty - The sauce was much too salty. I think you should add some water and boil it down.savory - Savory crackers with cheese make a great snack.  sour - Lemons are very sour!spicy - Greg enjoys eating spicy Mexican food.  sweet - The cherry pie wasnt too sweet. It was just right.  tasteless - The vegetables have been cooked for too long. Theyre tasteless. Food Types barbecue - Do you enjoy barbecue during the summer?buffet - We went to an Indian buffet and had all we could eat.four-course meal - My wife and I enjoy making four-course meals on special occasions.picnic - Lets take a picnic to the park and enjoy the good weather.snack - You should eat a snack at four, but dont eat too much.TV dinner - TV dinners are disgusting but fast. Eating and Drinking bite - Dont bite off more meat than you can comfortably chew.chew - You should chew each bite well before you swallow.swallow - If you swallow too much you might choke on your food.sip - Its best to slowly sip a cocktail rather than gulp it down.guzzle - He guzzled a glass of water after he finished the job.gulp down - He hungrily gulped down the meal as he was very hungry. Preparing Drinks add - Add two shots of whiskey and some rum.fill - Fill the glass with ice.mix - Mix in a teaspoon of sugar.pour - Pour your drink over ice cubes.  shake - Shake the drink well and pour into a glass.stir - Stir the ingredients well and enjoy with your favorite seafood.   If you know all of these words, try the advanced level food vocabulary page to really expand your vocabulary. Teachers can use this lesson about food to help students plan a meal of their own.

Professional portfolio Essay Example | Topics and Well Written Essays - 500 words - 2

Professional portfolio - Essay Example To the contrary, I consider my service a priceless gift to people who need it. Diligence in delivery of care, advocacy, and awareness are my fundamental principles into practice. As an advocate, I strive to learn health care needs for better quality of health and collaborate with professionals from other fields to identify possible strategies for meeting the needs. I then strive to influence policy changes at different levels of the health care sector such as at facility level and local government levels. I also participate in research for efficient and effective prevention and management of diseases through direct delivery of care and through community empowerment towards self-care. I have worked as an emergency room nurse for 12 years, an experience that has exposed me to the need for sacrifice for patients’ lives. I am currently a clinical coordinator in liver transplant where experience motivates my nursing values. My priority growth areas are policy development, leadership, and scientific research because of their significance to generation of contemporary knowledge and strategies and mobilization of resources towards policies and policy implementation. Developing and implementing SMART goals is my plan for improving my leadership, research, and policy development potentials (Powers, 2013). My goal on leadership development is to be competent in transformational and charismatic leadership styles. These are important to my advocacy and leadership in policy development that are collaborative initiatives. I plan to attend trainings and workshops o leadership and to seek mentorship from distinguished leaders. A six-month period, beginning from next month, will be dedicated to the goal that I will evaluate monthly using online assessment tests and observation on successful leadership based on the two styles. I currently have knowledge and experience in research but improvements are necessary. I plan to attend part time classes on statistics and research

Tom Bradley Research Paper Example | Topics and Well Written Essays - 1250 words

Tom Bradley - Research Paper Example At some point the family went on public assistance. His parents divorced and Tom’s mother was working hard to raise five children by herself. Bradley entered Polytechnic High School, because he was a very good athlete. This school was mostly white. However, he became the first black president of the Poly Boy’s League. He also became a record-breaking track team captain and a star in the quarter-mile and long jump. Winning the athletic championship gave Tom admission to UCLA. While there, he had many jobs, one of which was as a photographer for comedian Jimmy Durante. During his junior year in college, Bradley took an exam to join the Los Angeles Police Department. His grade was excellent and entered the department academy in 1940. He served as Police Officer in Los Angeles for 21 years. When he first started working in the police department, there were only 100 black people among 4,000 officers. Blacks could never work with a white officer. They could only serve a black community or work traffic downtown. By the time Bradley retired in 1961, he reached the rank of Lieutenant. That was the highest position black officer could achieve at that time. Because of the racism, Bradley could not advance in this carrier any more. So instead, he attended Southwestern Law School and became an attorney. He took interest in politics when he still was a police officer. In 1963, he got elected to the Los Angeles City Council. He became one of three African American men elected that year. That was the first time black people were in the City Council. On the council, he was closely overseeing the Police Department and working to overcome racial strives. In the mid 1950s - 1960s, there was a strong race discrimination. There were restaurants and shops that would not serve black people; they would be refused to enter hotels etc. In 1961, this conservatism led to the election of Sam Yorty as Mayor of Los Angeles. Then the society climate started to change. There was a wave of riots and large-scale unrests throughout the country. The nation needed a change. To mention some events of 1968: a number of anti-Vietnam war demonstrations increased; within months of each other Dr. Rev. Martin Luther King, Jr. and the candidate for President Robert Kennedy were assassinated; over 20,000 students in five East LA schools walked out as a sign of protest against racial inequality. At this time Tom Bradley decided to run for mayoral elections. African Americans were a minority of the population, so for Bradley to win he would have to create a multi-racial coalition. There were many candidates for mayor position to start with; however, the final race entered only Bradley and Yorty. After long and less then honorable electoral campaign the voters elected Yorty for his next term. Bradley took his time to prepare for the next elections, four years later, which he won and became first African American mayor of Los Angeles. He made a history by that. It attracted n ational and international attention. His success came as a result of continuous building of his extraordinary trans-racial coalition, and proved that it is possible for black voters and white voters to unite. His election also set a stage to other similar campaigns nationwide. There are many changes Mayor Tom Bradley brought to the city. His first term started during an energy crisis. To help his city he came up with curtailment program, and it was so successful that it was implemented in