Eva Smiths Diary Essay Example for Free

Eva Smiths Diary EssayOnly a few days left to go, and my holidays will be over. Its rattling(prenominal) having exclusively this time to myself, to do as I please. But I receive so little m iy left. No work, and no pay. God, how I dis kindred those machines. The noise keeps ringing in my head, and when they break down, I offert earn any money, because Im not workings I wish with all my heart I could afford to stay home forever. But things are so expensive, prices go up all the time. Its all right if you own the grubby factory, but if youre like me, you can end up working yourself to death just to make ends meet. Its not fair. Those greedy fat men in their luxurious offices with their ugly wives and botch brats The girlfriends on the machines are the ones who are making all the money for them, while they just sit on their big backsides. We should rich person a pay rise, by rights. Now that would make historyBack to work today. My stomach kept rumbling because I couldnt a fford much breakfast. Moneys tight. The other girls were saying how its the same for near of them. Most of us hadnt eaten since the day before so we were all slow to begin with. We were glad to be back for the money.I asked Mr birle if I could have my money early. He let me, and wasnt that surprised, probably because most of the girls asked for the same thing.When I got home, I bought some food, paid my bills, and all the usual things. I only had octonary bob left out of twenty-two and six.This has been one of the worst days of my life. Things have been getting worse. Everyone at work thinks so. We work long hours, and get so little for it. None of us can manage on such low wages. Birlings make a good profit, they can afford to pay us more. We all got together and agreed to ask for a pay rise nothing less than twenty five shillings a week. So we did. I cease up doing most of the talking. Mr. Birling wasnt having it, and told us to go and work somewhere else if we didnt like it. That man must have never opened his eyes when he walks on the streets, how can he not understand why we need the money, he cant honestly say he cant afford it and we dont deserve it. So we carried on for a while, but people were angry. We decided that the only thing for it was to go on strike. What else could we do? By the end of the day, everyone agreed. All for one and one for all We were all in the same boat but as the days went by with no wages coming in at all it just got harder, especially for the girls with kiddies at home. After two weeks Birling locked us out and said hed replace us with new workers, or we could go back straightaway on the old wages.Well, you could understand why some of the girls wanted to go back. Their children needed food. It was humiliating. I went up to the door but Birling stood there and said Not you, Miss Smith, you must have heard me say that I would not permit the ringleaders back on the premises. I sawing machine red, and told him exactly what I thought of him and his premises. Men like him treat people like slaves, what choice does a woman with a sick baby have but to meekly obey a tyrant like him? He threatened to have me arrested, if I didnt leave his property forthwith I left.When I got home I gathered my things, settled up, and moved out. For the time being I am living in digs until I can square off another job, which wont be easy now Ive been sacked. Ive lost a lot of friends through this business, too. I havent got much money left from my job at Birlings, but hopefully it will just about see me through till I can find work again. Im so tired now. What was it all for? Good news at last Ive managed to get a position at Milwards, the most exclusive shop in town. Now Im a Milwards Assistant.This has make out just in time. I am nearly out of money, but today could be the start of a new life for me. I been working now for two days, and I am getting on well. The people seem very nice. The pay is better than the workshop at least operators and dirty machinery do not surround me. Its so much nicer to be working in an elegant shop with all those beautiful clothes I can only dream of wearing. The customers are so grand, some of them, the aristocracy. Others are just mutton dressed up as lamb (like the Birlings)Ive lost my job at Milwards.A spoilt, ugly girl, related to the Birlings She was trying on some clothes that only made her look even less attractive than she already was, my friend, who was component her choose something suitable knew this, even her own mother knew it. But the young miss was just being stubborn and really sulky about it. When she act on this dress that made her look absolutely ridiculous, my friend turned around and silently snorted her nose as if she was being a pig. The Birling girl must have seen me smile behind her from the mirror or something. She was so furious. Then I got fired.

Experiments with Metals and Ions of Metals Essay Example for Free

Experiments with Metals and Ions of Metals EssayMetals react with non- surfaces and each to a contrastive extent. The most reactive alloys are alkali metals (group1A, where group is a just column in the periodic table), which include lithium, sodium, potassium, rubidium, cesium and francium. All these metals have superstar electron in the valence electrons shell this electron cease be reachd relatively easily, which means that this electron has a very minuscular ionization energy. If we look closely at the elements of this group, we nates draw that they are not reactive to the same extent. This is because electrons have a negative charge and they are attracted o the nucleus, which has a positive charge. Valence shell electrons are responsible for the reactivity of an element as the distance between valence electrons and the nucleus increases, the attractive force decreases and so the energy needed to separate the valence electron from an fraction (ionization energy) decreases. So we coffin nail say that as the size of a metal atom increases, its ionization energy decreases and its reactivity increases (the most reactive alkali metal is francium and the least reactive one is lithium).An example of the reactivity of alkali metal is their reply with water. For example Na (s) + 2H20 + 2Na+(aq) + 20H -(aq) + H2 (g) + heat We can identify this reaction by the following 2- 3- 4- H2 gas emerges Disappearance of metals Heat produced The appearance of hydroxide ions (OH-(aq)) makes the final result basic, which can be identified by utilize phenolphthalein as the indicator. We can compare between the metals by the rate of production of H2(g) as well as by the heat produced from this reaction.Alkaline earth elements (group IA) are active metals but less than alkali metals. Since calcium is larger than the magnesium atom, its ionization energy is smaller than that of magnesium. Thus, calcium is more reactive than magnesium. The other metals as aluminum , zinc, iron, lead and blur do not react with water, so we cant use water to distinguish between their reactivity. HCl(aq) is employ to designate them in raise according to their reactivity. We can put the most common metal in a series according to their reactivity (from the most to the least reactive one). Potassium, sodium, lithium, calcium, magnesium, aluminum, zinc, iron, lead, copper, gold . When a metal in the upper part of the reactivity series reacts with aqueous dissolver of other metal ions lower in the series, the more reactive metal eactive metal transfers its electrons to the less reactive metal. According to this reactivity series, we can predict what will happen when a piece of zinc metal is put in CuS04 (aq) antecedent or in MgS04 (aq) solution.Since Zn is more reactive than Cu, when we put Zn in CuS04(aq), a reaction will occur as follows Zn (s) + Cu2+(aq) + S042- (aq) + Zn2+(aq) + S042- (aq) + Cu (s) However, Since Zn is less reactive than Mg, if we put Zn in MgS04(aq) there will be no reaction at all Zn (s) + Mg2+(aq) + S042- (aq) + No reaction. Materials 10 mL Cu2+(aq) solution 0. 5M 10 mL Ag+(aq) solution 0. M 10 mL Mg2+(aq) solution 0. 5M 10 mL Zn2+(aq) saturated solution Pieces of the metals Mg(s), Zn(s), Ag(s), Cu(s) lcm x lcm each.Equipments 16 test tubs Emery stuff Tweezers Experimental procedure In the current laboratory session you will explore around of the characteristics of certain elements. You will start by comparing the reactivity of Zn, Mg, Cu and Ag metals by their ability to release electrons. a. hang-up the metals Zn, Mg, Cu and Ag development the emery cloth and put each of them into a clean test tube using a tweezers. b. Fill each of the test tubes with about 2 cm of the Cu2+(aq) solution. . Watch what happens and write lot your observations.Wait for 2-3 minutes to determine whether a chemical reaction occurred in each test tube, and if so, write a levelch chemical reaction. zn cu2+(aq) Mg in Cu2+(aq) cu cu2+(aq) Ag in Cu2+(aq) c. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them into a clean test tube. d. Fill each of the test tubes with about 2 cm of the Mg2+(aq) solution. 2. Watch what happens and write down you observations. Wait for 2-3 minutes to determine whether a chemical reaction occurred in the test tube, and if so, write aMg in Mg2+(aq) Cu in Mg2+(aq) Ag in Mg2+(aq) Zn in Mg2+(aq) e. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them Fill each of the test tubes with about 2 cm of the Zn2+(aq) solution. 3. Watch what happens and write down you observations. Wait for 2-3 minutes to Zn in Zn2+(aq) Mg in Zn2+(aq) cu zn2+(aq) Ag in Zn2+(aq) g. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them h. Fill each of the test tubes with about 2 cm of the Ag+(aq) solution. 4. Watch what happens and write down you observations.Wait for 2-3 minutes to Zn in Ag+(aq) . 6. Cu in Ag+(aq) Ag in Ag+(aq) Sum your observations in the following table (color, precipitance, other changes) List the metals in order of their ability to release electrons. Receive an extraterrestrial solution from your teacher and determine what is the metal ion in the solution 7. Describe the tests you did in order to find the unknown ion in the solution and write what it was. Reactions of chlorine, atomic number 35 and ace with atomic number 13 In this notification prove, aluminum reacts with each of three halogens, chlorine, atomic number 35 and iodine.Spectacular exothermic redox reactions occur, ccompanied by flames and coloured smoke, forming the solid aluminum halides 2Al + 3X2 -+ 2AlX3 (X = Cl, and l) Read our standard health safety guidance Lesson organisation This is a class certainty that shows the spectacular reactivity of three non- metals from congregation 7 with a metal. These experiments must be done in a heater cupboard as both the reactants and products are hazardous. Teacher s attempting this demonstration for the first time are strongly advised to do a trial run before doing it in front of a class. Each experiment should take about 5 minutes. mechanism and chemicals Eye protection Thick chemically-resistant gloves such as marigold industrial blue nitrile Access to a fume cupboard The teacher will require Mortar and pestle Heat resistant mat, 30 x 30 cm Watch glasses, about 10 cm diameter, 2 Reduction tube (see note 1) Test-tubes, 3 Test-tube rack Teat pipette Filter paper Spatula or wooden care for Bosses, clamps and stands Chemicals for one demonstration Aluminium f vegetable oil, a few cm2 Aluminium powder (Highly flammable, Contact with water whitethorn liberate hydrogen), 0. 3 g Liquid bromine (Corrosive, truly toxic), 1 cm3 (see note 2)Solid iodine (Harmful), 2 g Silver nitrate solution, about 0. 1 mol dm3 (Low hazard but stains skin and garment at this concentration), about 10 cm3 A little deionised water in a washbottle chlorate(l) solutio n (14% (w/v) available chlorine) (Corrosive), about 100cm3 Hydrochloric acid, 5 mol dm-3 (Corrosive), about 50 cm3 Technical notes Aluminium powder (Highly flammable, Contact with water may liberate hydrogen) Refer to CLEAPSS Hazcard 1 Liquid bromine (Corrosive, Very toxic) Refer to CLEAPSS Hazcard 15A, SRA04 The aluminium/bromine reaction Solid iodine (Harmful) Refer to CLEAPSS Hazcard 54ASilver nitrate solution (Low hazard at concentration used) Refer to CLEAPSS Hazcard 87 and Recipe card 58 Chlorine (Toxic, Irritant) Refer to CLEAPSS Hazcard 22A and Recipe card 26 Sodium chlorate(l) solution (Corrosive) Refer to CLEAPSS Hazcard 89 Hydrochloric acid (Corrosive) Refer to CLEAPSS Hazcard 47A and Recipe card 31 1 The reduction tube should be fitted with a one-holed rubber stopper fitted with short aloofness of glass tube-shaped structure and attached to the chlorine generator. Alternatively an 8-10 cm length of wide bore glass tubing with a stopper fitted with a short length of gla ss ubing at each repeal could be used see diagram. Wear suitable protective gloves (thick, chemically resistant) when handling liquid bromine. Have 500 cm3 of 1 mol dm-3 solution of sodium thiosulfate available to serve any spillages on the skin. Procedure HEALTH SAFETY Wear eye protection and gloves Reaction of A1 + C12 a Set up the chlorine generator in a fume cupboard. Make sure it is securely clamped. b Loosely crumple a piece of aluminium foil (10 x 5 cm) so that it will Just fit inside the reduction tube and push it into the tube.Attach the tube to the generator ith a short length of rubber tubing and clamp it in position at the end nearest to the generator, so that the aluminium foil can easily be heated using a Bunsen burner see diagram. c Generate a gentle stream of chlorine by dripping the hydrochloric acid slowly on to the sodium chlorate(l) solution, and drop out it to pass over the aluminium. When the green colour of the chlorine gas fills the reduction tube, star t heating the aluminium foil with a Bunsen burner at the end nearest to the chlorine supply. Once the aluminium is hot, a bright glow will suddenly appear where it starts to react with chlorine.Remove the heat. The bright glow should spreadhead along the aluminium. If not, heat again, and increase the flow of chlorine gas. A lot of neat smoke aluminium chloride is produced, some of it condensing as a white powder on the walls of the reduction tube and the rest streaming out of the hole in the end of the tube. When the reaction is over, stop the chlorine supply and remove the heat. e When the reduction tube has cooled down, disconnect it and, still in the fume cupboard, cow dunge a little of the white powder into a test-tube. Add a little deionised/ distilled water to the solid to dissolve it.Care the reaction between anhydrous aluminium chloride and water can be quite vigorous an perceptible hiss can often be heard see Teaching Notes. f Test a drop of the solution with Unive rsal indicator paper. It is strongly sulphurous. Test the remainder with a little silver nitrate solution. A white precipitate forms, showing the presence of chloride ions. Reaction of A1 + Br2 a Tear or cut some aluminium foil into several small pieces about 2 x 2 mm in size. fume cupboard. Sprinkle a few pieces of aluminium foil on to the surface of the bromine.Within a minute there are flashes of flame and a white smoke of aluminium romide is formed, together the orange vapour of bromine. Carefully hold another watchglass over the reaction to condense some of the smoke on to its surface as a solid. b Wash any aluminium bromide collected in this way off the watchglass into a test-tube using a little deionised water (Care see Teaching Notes below). Test the solution with indicator paper and silver nitrate solution as above. The solution is acidic and a cream precipitate of silver bromide is formed.Reaction of A1 + 12 a Weigh out 2 gof iodine, which should be dry, and grind it to a powder in a fume cupboard, using a mortar and pestle. Place the powdered iodine on a filter paper on a dry heat resistant mat and add 0. 3 g of aluminium powder to it. Mix the two solids together in the fume cupboard using a wooden splint do not grind them together. When they are thoroughly mixed, pour the mixture into a heap on the heat resistant mat or in a metal tray, such as a tin lid, positioned in the middle of the fume cupboard. b To start the reaction, use a teat pipette to place a few drops of water on the mixture.After a time lag, the water begins to steam and clouds of purple iodine vapour are condition off, indicating that an exothermic reaction has started. After a few more seconds sparks are given off and the mixture bursts into flame. When the reaction subsides, a white residue of aluminium iodide remains. Scrape a little of this into a test-tube (Care see Teaching Notes below), add some deionised water and filter if necessary. Test the solution with indicator paper and silver nitrate solution as above. The solution is acidic and a yellow precipitate indicates the presence of iodide ions.Teaching notes These reactions make quite spectacular demonstrations in themselves, the bromine + aluminium reaction even more so in a partly darkened room. Classroom management n semi-darkness (Practical Physics advice) The demonstrations can be used to show the reaction between reactive non-metallic elements and a fairlyly reactive metal to form compounds, or as part of the study of the reactions of the Group 7 elements. Here the apparent order of reactivity is not that predicted from their position in the Group (that is chlorine + bromine + iodine).This is because of the different physical states of the three halogens, and the different surface area of the aluminium as a powder or foil. This can be used to make an important point about fair comparisons of reactivity. These reactions also serve to show that aluminium is in fact a more reactive metal than it appears in everyday use. The protective oxide layer of aluminium has to be penetrated by the halogens before the reactions can start, hence the delays, and the need for water to assist the two solid elements getting into contact, in the case of aluminium and iodine.The clouds of iodine vapour released when aluminium and iodine react can stain the inside of a fume cupboard. Teachers may prefer to demonstrate this reaction outdoors, if thinkable. The anhydrous aluminium halides are vigorously hydrolysed (sometimes violently if freshly prepared nd hot, as here) by water, giving off fumes of a hydrogen halide and a forming an acidic solution of the aluminium salt. To dispose of the solid residues, allow them to cool completely before adding in small amounts to 1 mol dm-3 sodium carbonate solution in a fume cupboard.Wait until the reaction has subsided before adding Allotropes of randomness Sulfur is heated slowly and steadily from room temperature, so that all the changes in colour and consistency as it melts and eventually reaches boiling point, can be observed. A fresh sample of atomic number 16 is heated to Just above the resolve point, then(prenominal) llowed to cool and crystallise slowly as monoclinic sulfur. A further sample is heated to boiling point, and the liquid rapidly chilled in snappy water to form plastic sulfur.A separate sample of sulfur is dissolved in a warm solvent, and the solution allowed to cool and evaporate, leaving crystals of rhombic sulfur. All the observed changes in properties can be related to the different molecular structures of the three solid forms of sulfur, and to the changes in structure as the temperature of liquid sulfur is gradually raised. Read our standard health safety guidance This practical is described here as a demonstration. However, some teachers may wish to mean whether certain parts could be used as class practicals with appropriately skilful and reliable classes.A demonstration, without any accompanyi ng discussion about the possible reasons for the changes in properties in terms of structure, would take up to 45 minutes. However, to derive maximum benefit from the experiment, more time needs to be allowed for such discussion. Apparatus and chemicals Heat resistant gloves Access to a fume cupboard Flexicam or similar camera, digital microscope, digital projector and screen or other ethod of projecting images of small crystals to the class (as available).Boiling tubes, 4 (see note 4) Test-tube holders, 2 Stands and clamps, 2 Conical flask, 250 cm3 Cork, to fit conical flask Beaker (250 cm3), 2 Beaker, 1 dm3 (see note 5) Thermometer, O 250 oc Petri dishes or watchglasses, 4 (or more) Bunsen burner, tripod and gauze Electric hotplates, 2 (optional, if available) Heat resistant mats, 2 Filter paper, about 18 20 cm diameter Spatula wallpaper clips Damp cloth (to extinguish small sulfur fires) Dimethylbenzene (xylene), (Harmful), 100 cm3 (see note 2) provision oil (Low Hazard), 700 cm3 (see note 3)Dimethylbenzene (xylene) (Harmful) Refer to CLEAPSS Hazcard 46 Sulfur (Low hazard) Refer to CLEAPSS Hazcard 96A Cooking oil (Low hazard) 1 The sulfur used must be roll sulfur, crushed toa powder. To crush the rolls of sulfur, place in a strong plastic sweetheart on a hard surface. Use a hammer or a vice to break up the roll sulfur into small pieces, then crush to a powder in a mortar and pestle. Flowers of sulfur is not suitable because it contains a lot of insoluble amorphous sulfur. During the experiments sulfur may catch fire, releasing sulfur dioxide (Toxic refer to CLEAPSS Hazcard 97), which may cause breathing difficulties o some students.If this happens, extinguish quickly by placing a damp cloth over the mouth of the test-tube. If the combustion cannot be extinguished quickly, the test-tube should be placed in fume cupboard, and the fan left running. 2 Although other hydrocarbon solvents, such as methylbenzene, can be used to dissolve sulfur and form monoc linic sulfur, dimethylbenzene (xylene) is the least hazardous. 3 If suitable cooking oil is not available, other clear, high-boiling oils may be used, e. g. paraffin oil (Refer to CLEAPSS Hazcard 45B). 4 These are large (1 50 x 25 mm) test- ubes, and should be clean and dry.The test-tubes in which sulfur has been heated can be difficult to clean for general use. It may be worth keeping a set of such tubes from year-to-year for this experiment. 5 The large beaker containing the cooking oil functions as an oil-bath for heating the sulfur slowly and uniformly, while allowing students to see clearly what is happening to the sulfur. Other containers may be preferred for the oil-bath, provided the visibility is maintained, for example by use of a webcam and digital projector. Procedure HEALTH SAFETY Wear eye protection.Before the demonstration a Pre-heat the oil-bath to about 130 oc, and maintain this temperature. b Clamp one of the sulfur-containing tubes in the oil bath, so that the su lfur is below the level of the oil in the bath. c Half fill the 250 cm3 beaker with cold water. d In the fume cupboard, put about 10 g of powdered roll sulfur into the conical flask and add about 100 cm3 of dimethylbenzene. e Prepare filter paper cone cell held together by a paper clip and supported in a beaker, as shown below The demonstration a Two-thirds fill two test-tubes with powdered roll sulfur (about 20 g in each tube) nd place in the oil bath.The sulfur will melt to a transparent, amber, mobile liquid in about 15 minutes. b Remove one tube from the oil-bath and pour the molten sulfur into the filter paper cone. Allow the sulfur to cool slowly and solidify, forming a crust. c Break the crust with a spatula and, handling the filter paper cone with heat resistant gloves, tilt it so that any remaining liquid flows out of the cone of solidifying sulfur on to a piece of scrap paper or card (for disposal). Needle-shaped crystals of monoclinic sulfur will be seen inside the hollo w cone.

Refurbishment and its advantages

Refurbishment and its advantagesChapter 1IntroductionIn recent years thither has been a life-sized increase in the renovation of old and vacant properties in preference to constructing new-fashioned builds. Some of the reasons for this may belegislative reasons i.e. if a property is a protected mental synthesis and there is no choice solely to renovate it.During the boom there was so much money that plenty could afford to own a mo home and invested money in refurbishing older houses with the intention of selling to make a profit or renting.Or the advantages to be gained by opting for refurbishment quite a than a new build project.1.1 What is Refurbishment?There are a number of definitions for refurbishment, for example Refurbishment is the process of study maintenance and minor speed of an item, both aesthetically and mechanically.A very broad definition of the term is work playn to an existing building. However, refurbishment schemes can take m each forms and may be under taken for a variety of contrary reasons.Another definition for refurbishment is Extending the useful life of existing buildings through the adaptation of their basic forms to provide a new or updated version of the original organise. (Riley, Cotgrave 2005)The add up of work that is compulsory in order to achieve these definitions stated above will be very different on different projects, and will depend onThe condition of the existing structureThe shape and size of the existing structureThe location of the structureThe think use of the structureThe amount of work required to the existing structure to enable compliance with current Building RegulationsWhether the building is listed, either whoAdequate backing for the whole kitWhether or not the works can be carried pop safely.(Riley, Cotgrave 2005)Some other terms, which are used instead of, and also in unification with the term refurbishment, areConversion The use of the building may be altered but the structure will remai n the same.Renovation The process of restoring or improving a structureRestoration The process of bringing a building back to its original stateRetrofit the use of new and much modern systems in an existing building.Refurbishment is difficult to define as it could include one or all of the above elements, but as the harangue continues there will be different aspects of refurbishment discussed thus leading to a greater understanding of the term.1.2 The advantages of Refurbishment1.2.1 The availability of buildings fitting for refurbishmentAdvances in modern day lifestyle, in terms of work and leisure, have led to larger numbers of buildings becoming outdated and redundant. In effect this has produced a large number of buildings which are ideal for refurbishment projects, or even conversion to suit new uses. (See Appendix A, Fig 1 Fig 6)1.2.2 The quality of buildings suitable for refurbishmentIn a large amount of the cases, the buildings themselves are structurally sound and we ll constructed, this, for some people tends to be deciding f locomoteor in favour of refurbishment. You should never judge a book by its cover is a common phrase but often a book with a poor cover is never opened. However in some instances when the buildings are surveyed in detail,and, the potential developers and buyers are dealing with well constructed and structurally sound buildings. These buildings in turn provide a perfect basis for refurbishment to be carried out.1.2.3 Shorter Development PeriodOne of the main advantages of refurbishing a building ahead of a total new build is that in most cases, new accommodation is available in a much shorter period of prison term.If a total devastation and construction of a structure is planned instead of refurbishing, the structure then generally it will take a advantageously longer time period to carry out.This may not always be the case, for example, if the building charters to be structurally altered and also if the building is un stable then it could sanction that a demolition and new build would be the best option as refurbishing a building such as this would be very time consuming and expensive.In general, it is believed that in most cases the time which is spent on a refurbishment job (including pre contract planning and planning permission) is only a half to three quarters of the time which is needed to complete a demolish and new build construction.Because of the time saved on the refurbishment of the structure there are financial rewards such as the shorter development period reduces the cost of financing the scheme and also the client receives the building sooner which he in turn receives revenue sooner from renting etc (Highfield,2000)1.4 Planning permission is not always necessaryA big positive aspect of refurbishing a house or building is that in some situations planning permission is not needed, for example. Under the Planning and Development second 2000, planning permission is required for deve lopment. However, Section 4 (h) of the Act states that the carrying out of works for the maintenance, improvement or other alteration of any building which affect only the interior of the building, or do not materially affect the external appearance of the building does not hit development. (www.irishstatutebook.ie).Works like these do not constitute development. Therefore if a house or building is being refurbished internally and nothing is being carried out on the outdoor of the house then there may be no need to get planning permission for the works.There are exceptions to this rule of course, such as mentioned in section 4h of the Act which states that if the use class of the building changes then planning permission is required. For example if someone decides that it wants to refurbish the interior of a house to become a spy or pub but no works are being carried out externally, planning permission will still be required. (M Taggart, 2008)1.5 The large amount of structures av ailable for refurbishment.Because of the constant developments in technology, design, quality, appearance and performance in the building industry, peoples desires for houses and properties have also developed with the market leaving many structures which are deficient in these areas abandoned, obsolete and redundant. As most of these houses and buildings are structurally sound and built in great locations they provide lots of potential opportunities for the public to undertake refurbishment projects.Once it was believed that it was necessary to move into towns and cities so as to be closer to everything such as shops, factories, amenities etc, and because of this many people decided to put across the countryside and move closer to the cities. This left many properties empty in the countryside. Nowadays however the times have changed and people are trying to move outside from all of the hustle and bustle of towns and cities, and are instead moving out to the peace and serenity of the countryside. The large number of abandoned properties in the countryside provides ideal opportunities for people to refurbish the properties into modern homes in lovely surroundings, and for a much lower price than demolishing and make. (Highfield, 2000)1.6 Environmental aspectsAs we all know, these days we are ever hearing about the effects, problems and concerns of global warming. The experts keep telling us that it is because of the worlds huge consumption of dexterity we need to re-use, re-place and re-cycle our present resources much more so as to decrease our rate of using up our energy resources and to slow down global warming.Whenever a building is recycled, by opting for refurbishment rather than demolishing and rebuilding the structure then a large amount of energy is being saved by avoiding the need to extract raw materials and convert them into a reserve building. Smaller scale refurbishment, for example when the existing structure and the external building envel ope are retained, will clearly yield the greatest energy savings, but even the more drastic renovations, where larger scale refurbishment takes place involving the structural aspects and the refurbishing of the outer leaf will mostly use up considerably less energy resources than the choice to demolish and rebuild.(Highfield,2000)Even though this may only seem like a very small saving of energy compared to the overall consumption of energy, if a lot of projects are refurbished instead of being demolished and rebuilt then a lot of energy could be saved.1.7 Aesthetic/ architectural advantagesAnother advantage of choosing a renovation project is the aesthetic and architectural advantages that can be obtained if attractive older buildings are chosen to refurbish. The reason for this is because a lot of older houses and buildings were constructed with highly expensive materials, natural materials, high quality and skilled wiliness. All of these factors contribute to a very attractive fa ade to the exterior and interior of the building. An example of the architectural quality that an older building has is when you see an old house, with the outer leaf of the house being constructed using cut limestone(Highfield,2000)If a refurbishment project is undertaken on a house or building that already has highly architectural and aesthetic qualities such asSkilled workmanshipAntique furniture and fittingsHighly attractive faadeIn the vicinity of other architecturally attractive propertiesExpensive materialsThen these qualities along with the proper carrying out of the refurbishment work, could add to the financial value of the house or building when the works are finally completed.1.8 The financial cost involved in the refurbishment project.On renovation projects the overall cost of financing the actual scheme will mainly depend on the following factors.The cost of the renovation worksThe duration of the schemeThe level of interest rates prevailing at the time of the schemeAs we well know the financial cost of any type of construction project is of huge importance, so in a renovation project the financial aspect can have a major advantage over other options. In a large number of renovation projects the total interest payable on the money borrowed will be much less than that for a new build because of the lower overall costs and the shorter development periods of renovation and refurbishment projects. Because of the way that the interest rates are increasing in the past year or two it would prove much cheaper to choose a renovation option(Highfield,2000)1.9 Availability of existing fundamentWhen a refurbishment project is being carried out, the contractors can, in a lot of cases, use the existing infrastructures, which are in place, such asWater operateElectricityGas mainsWaste water connectionCables and telecommunicationThese infrastructures would not be available if for example a new build was chosen on a green field site. The availability of these in frastructures can prove to be very beneficial financially to the client as there is no need for the services, which are aforementioned above to be installedOther than the direct financial savings that are being achieved, there are indirect savings to be achieved such as, the development period being further shortened because of the infrastructure already being in place whereas this time saving would not be available if no infrastructure was in place.ReferencesBOOKSHighfield, David (2000) Refurbishing and Upgrading of Buildings, E F spoonTaggart Martin (2008) Lecture notes on RefurbishmentRiley, Cotgrave (2005). The Refurbishment and Maintenance of Buildings, MacmillanWEB SITEShttp//www.irishstatutebook.ie/2000/en/act/pub/0030/sec0004.htmlparti-sec4

Management and Leadership Principles Peter F Drucker

Management and Leadership Principles Peter F DruckerIntroduction about Peter F DruckerPeter F Drucker, the father of modern management was a social commentator and preeminent business philosopher. Born on November 19, 1909, this management consultant wrote books and other scholarly articles, exploring the ways in which businesses governments and the non-profit sectors of society get organized. His characteristic between management and drawing cardship has been a popular topic for debate for several years now.Leadership doing the right thingsLeadership acts as a animate being in servetling on the best course of action to take- what ar the things that should be d ane to reach our targets? But according to Druckers philosophy, leadership is strong and happy when the leader thinks through questions like Of those things that would make a difference, which are right for me?By doing the right things, he retrievet that effective leadership is considering the come withs mission, desc ribing it and openly establishing it. It is a leaders job to set clear goals for the company and define the standards needed to be maintained while achieving the goals. Being sensitive that he is not in break of the universe, he has to make compromises. This, however, he does once he has thought of the right and the desirable.Drucker defines leadership as mundane, unromantic and boring. Its essence lies in performance. Effective leaders forbear on checking their performance against the achievement of their goals. This practice helps them to analyse their choices and decide on what is important and needs immediate attention. It also assists them in identifying their strengths and recognizing their weaknesses. Regarding this, Drucker saysI have seen a great many people who are exceedingly good at execution, but exceedingly poor at picking the important things. They are royal at getting the unimportant things done. They have an impressive record of achievement on trivial matters.Se tting the right kind of goals plays a significant role in developing a successful leader. It is of extreme importance to set realistic achievable goals which fit in with the over each mission, keeping in judgement the external constraints such as political, economical, and financial and internal constraints such as the current resources available and the interpersonal issues.In accordance with this statement of his, lies the aspect of debt instrument within leadership. Rank and privilege is not the nucleus to leadership. It is, in fact, the nose out of responsibility that the leader feels and exhibits that represents strong and reliable leadership. Hence, a successful leader is one who takes initiative to tackle a task and uses the deed overn resources optimally to derive maximum benefit. Drucker claims Americas chief of army staff in World War II, ecumenic George Marshall, became a productive leader through responsibility and diligence. Such kinds of leaders do not fear the self-determined subordinates. Instead, they encourage their juniors, assisting them to reach their potential and accomplish all that they are capable of.Being ambitious for a leader is far smaller a risk than being mediocre. An effective leader is also aware of the consequence that organizations face in case of the leaders impeachment. In regard to this, Drucker rightly saysAn effective leader knows that the ultimate task of leadership is to create sympathetic energies and human visionDrucker at one point stresses over the effectiveness that every leader is expected to possess. Be it in a government agency, a hospital, a business, a labour union, a university or army, a leader seems to bear high intelligence and imagination only seconds it. Yet he lacks the racy link between his effectiveness and his intelligence, imagination or knowledge.However, many leaders come in contact with the dangerous near successes traps which usually revolve slightly the mindset that one big push is all that is needed now. At such a stage, a leader should critically ask himself When should I fit pouring resources into things that have achieved their purpose? This clearly shows that an essential leadership task is knowing when something has been used to its fullest, with maximum benefit derived. Once this is discovered, a good leader would know that now is the time to stop and move on to newer things because there are no more returns to be enjoyed. To this, Drucker claims to have advised his friend deform Wareen, in these wordsDont tell me what youre doing, Rick. Tell me what you stopped doing.A successful leader also manages to earn the utmost trust of his followers. This does not necessarily mean that the followers are expected to like him and agree with him at every point. Instead, Drucker finds the reflection of it in the term integrity- followers should know that their leader means what he says. He should be a man of his words. Hence, leadership calls for congruency in be liefs, words and actions. And it should be consistent as he saysEffective leadership- and again this is very senescent wisdom-is not based on being clever it is based primarily on being consistent.Management doing the things rightManagement as an institution has emerged promptly and has had a huge impact so far. It has altered the social and economic structure of the developed countries. It has also impacted countries which participated in these economies as equal. Few executives get by the tremendous force that management has.According to Drucker, management follows leadership. It involves doing what has been pointed out by the leader. It is not a bag of techniques and tricks. Neither is it a bundle of analytical tools such as those taught in business schools. Management, with its successes and problems, is rather based on a few basic principlesManagement is about human beings. It is a critical, determining compute for organization which teaches people to perform with cooperat ion, capitalize on their strengths and ignore their weaknesses.Management is rooted in culture since it involves bringing people closer in a common venture. Finding parts of history, tradition and culture which can be used as the management elements is the basic challenge faced by the managers in developing countries.Commitment to common goals is essential for any opening move to function successfully. Clear objectives defining a common vision is a prerequisite to its success. A manager is expected to think carefully and then set objectives, goals and the values to be demonstrated which he can later exemplify. Once the manager has determine a well rounded mission statement and goals and communicated it effectively at every level of the organization, there is a good chance that the venture exit succeed. This is because all employees will have a sense of direction which will make them aim at a common objective.Growth and development of the endeavor and each of its members also res ults from management. Training and development should be established on all levels of institution.Communication and individual responsibility are the basis upon which any enterprise flourishes. All the people working in it, from divers(prenominal) backgrounds and possessing different skills, should be working towards reaching a common aim, cooperating with each other simultaneouslyThe sum of output does not depict the performance of management and neither that of enterprise. It is in fact elements like market standing, innovation, productivity, development of people, quality and financial position which give a clear picture of the performance and survival of an enterprise.The enterprise is different with regard to its insides and outsides. The result only exists on the outside, which, for a business would be a satisfied customer. Lying on the insides of an enterprise are only its costs.Managers who understand these principles and adopt them in their course of action will develop i nto achieving managers. Thus by doing the right things, Drucker meant that a perfect manager is one who gets things done cost-effectively.Management has different dimensions to it and one of these is managing people. Drucker initially believed that there has to be one well delineate way to manage people. But the work of Abraham H. Maslow in his book Eupsychian Management deeply influenced him and he became an immediate convert. Maslow had given enormous evidence about how different people should be managed in different ways.Argument ComparisonIt has been quite a fascinating debate as to whether leadership and management can co-exist. some other similar questions in this context are concerned with which of the two is more important. Evidence suggests that both are vital for any organization. And both can co-exist. In fact, the relationship between leadership and management can be described as being interdependent. By comprehending the difference between the two and sticking to th eir core structure, a leader and a manager together, can make the workplace much more productive.Stephen Covey demonstrates the difference between leadership and management by observing the pattern of functioning of a corporate leader. He spent most of his time managing day to day operations. To ensure maximum production, he worked with his managers, zesty with them. This was prior to learning about leadership. Once he got enlightened with the whole idea behind leadership, he quit taking care of the day-to-day operations. Instead, he explored the trends, examined data and began investigating ways for his company to remain competitive. In order to achieve this, he began setting strategic objectives for growth. As a result, corporate simoleons rose beyond 50% within a year, after years of sluggish pace at which the company grew.This example visibly shows how leadership lessened when the leader was trying to fill a managers place too. Once he established strong leadership with focus on the achievement of strategic objectives, his company further progressed. Thus, it verifies that management is all about assessing the strength and weaknesses of people and assigning them adequate tasks to reach the optimum output ( capacity) where as leadership involves defining the set of actions needed to finish off those tasks and provides the drive, creates the energy to remain focused (effectiveness). Drucker at one place saidEffectiveness (leadership) has to do with quality-the right direction and efficiency (management) has to do with time.ConclusionTo conclude, it is justified to say that both leadership and management are much more broad terms than perceived. Both are as complex institutions, but nonetheless, essential for any organizations success. For an organization to succeed, it is vital that they find a balance between the two institutions, i.e leadership and management. This is because only if both the functions are effectively performed can a business operate i n this competitive environment. Both are important jobs. While one gives the corporation a sense of purpose, the other provides it with the push in the right direction. Thus, Peter Drucker has accurately pointed out differences between the two and has given the professionals an insight to the fundamentals of an effective leadership and an efficient management system, which when coupled can lead a business to new heights of prosperity.

An Essay on the American Civil War

An Essay on the Ameri rear end Civil warCivil War EssayThe Killer Angels, By Micheal Shaara tells the story of one of the bloodiest battles during the Civil War The Battle of Gettysburg. The Battle of Gettysburg was fought for three days July 13, 1863, in and around the town of Gettysburg, Pennsylvania. This battle is considered to be the round point of the war, whichever side was to win this battle would overall win the whole war. The Battle of Gettysburg was non only the almost significant of the civil was it was the battle with most casualties in the the Statesn Civil War. One of the biggest questions about the Civil War is why the men of both sides fought. The answer is not as simple as many might think. Most people, before reading this entertain probably thought the South fought the war only be hit they wanted to keep their slaves. This was only the vitrine for a few Southerners, contrary to popular belief only a small percentage of people in the south owned slaves. Each s ide, the northwest and the South had their own reasons, but both also had one similar cause in common for competitiveness in the Civil War. In the arising cause for the South was more about for the correctly to secede, and the North was about preserving the Union. But as the war went on, the causes to fight changed. The North then added that they were trash to set-apart the slaves, and the South fought to keep their constitutional rights to owning a slave.The South fought for their constitutional rights as a separate nation. These ideals definitely molded the modality the war was fought by the South. The partner in crime states seceded from the union over the sheer of states rights and the power of state governments to totally rule over its land and decide its own issues. The South felt as if they were universe controlled by the Northern government, which to felt like a unlike government. Youve gotta tell them that what were fleck for here is the is the freedom from wha t we consider to be the rule of a foreign power I mean, thats all we want. Thats what this war is all about. This quote that was said by Armistead, expresses how the South felt about the North. The South was clearly angry because the North, where the national Government was located did not know what was necessary to help the South prosper. This also shows that the war was not only about sla actually.The Confederates were mostly protecting their families and airplane propeller from destruction, shown brinyly in the later stages of war. To go along with that, many Confederate soldiers expressed the fear of being controlled by the North. This reaction, along with wanting self-government, seemed to be the main reason that kept the Confederates spirits high throughout most of the war, even in spite of the Unions military advantages. many Southerners believing that they would bugger off their own nation also lead to their high spirits. They were attempting to establish a current natio n and were put down by capital of Nebraska. Lincoln claimed that secession was illegal, and did not want to allow the southern states to secede. Now you suppose that we all join a club, a gentlemens club. And then, well, after a time, several of the members began to, uh began to * nuzzle* themselves into our private lives, our home lives. Began tellin us what we could do, what we couldnt do. Well, then, wouldnt any one of us have the right to resign? This quote from the book expresses how the South felt about not being allowed to secede.The Northerners reason to fight in the Civil War was to preserve and restore the union. The Union believed that the Southern States did not have the right to abandon the Union because they were a part of America. When interpreting of theConstitution, there were two different iadeals on the role of the federal government. Federalists believed that the federal government and the executive branch ask to maintain their power for the Union to survive. T he anti-federalists believed that states should keep much of their authority and power within the new nation. Preserving the union was not a very popular cause in The Killer Angels and in the actual Civil War. This was mostly because majority of men didnt want to fight for a cause that didnt have a lot of emotional connection behind it. That is why preserving the Union was not mentioned much though out the book as much as freeing the slaves. I dont really understand it. Never have. The more I think on it the more it horrifies me. How can they look in the eyes of a man and make a slave of him and then quote the Bible? But then right after that, after I left the room, the new(prenominal) one came to see me, the professor. I could see he was concerned, and I respected him, and he apologized for having offended me in my own home.(177). Through this quote one can see just how important the cause for abolishing slavery was to the Northern army. They felt it was their duty to stop the opp ression of blacks, in order to restore the country as a whole.As the Civil War went on, it soon became obvious to most that the Union could not be restored unless slavery, the cause of the conflict was abolished. With that, the objective for the war had been changed. The issue of slavery now mattered to Union Soldiers, especially after Abraham Lincoln issued his Emancipation Proclamation. This officially freed slaves that were being held in Confederate-controlled areas. Many people in the North strange the emancipation, but during the second half of the war, many people began to change their minds when they realized that emancipation could affect Union morale in a positive way by supporting it, Instead of just fighting for the idea of saving the Union, the soldiers were now fighting for the cause of liberty as well.This was the first out on earth where the man mattered more than the state. True freedom had begun here and it would spread eventually over all the earth. But it had be gun here. The fact of slavery upon this fabulously beautiful new clean earth was appalling, but more even than that was the horror of old Europe, the curse of nobility, which the South was transplanting to new soil. They were forming a new aristocracy, a new breed of glittering men, and Chamberlain had come to crush it. But he was fighting for the dignity of man and I that way he was fighting for himself. If men were equal in America, all the former Poles and English and Czechs and blacks, then they were equal everywhere, and there was really no such thing as outlander there were only free men and slaves. And so it was not even patriotism but a new faith. The Frenchman may fight for France, but the American fights for mankind, for freedom for the people, not the land. (27)The cause of liberty, as defined by both sides, figured highly in the reasoning of many soldiers. Those of the North felt they were fighting to not only preserve the Union but to keep alive the spirit of the Decl aration of Independence and of the Constitution. Lastly, and perhaps more pronounced as the War dragged on, the soldiers of both sides fought for each other. Many of us volunteered to fight for the Union. Some came mainly because we were bored at home and this looked like it might be fun. Some came because we were shamed not to. Many came because it was the right thing to do. This is a different kind of army. If you look at history youll see men fight for pay, or women, or some other kind of loot. They fight for land, power, or because a king makes them, or just because they like killing. But were here for something new. This has not happened much, in the history of the world We are an army out to set other men free. America should be free ground, all of it, from here to the Pacific Ocean. No man has to bow, no man born to royalty. Here we judge you by what you do, not by who your father was. Here you can be something. Here is the mooring to build a home. But its not the land. The res always more land. Its the idea that we all have value, you and me. What were fighting for, in the end were fighting for each other. (32)The Civil War gave back Americas title as a country that fights for freedom, a title that America previously claimed to be in its constitution. The Civil War proved that the USA was a country of freedom-fighters. The major similarity between the two sides that appears in the book is how that both sides believed that they were fighting to preserve the rights of others. Soldiers on both sides believed that they were fighting for the same basic idea of liberty, but they interpreted it in completely different ways. pile in the Union believed that the preservation of the U. S. government was most important, with natural rights of humans coming second. The Confederates, believed that the government was more a part of the problem than the solution, and that the solution (for the confederates) was to rebel. In their eyes they saw the North as tyrannica l and controlling. Both sides also turned to nationalistic and patriotic ideas. The nationalism of the Union soldiers was more evident, because Lincoln from the very beginning of the war had been fighting to preserve the Union.With the help of reading The Killer Angels, one will certainly grasp the essence of the Civil War and why it was fought. Both sides knew what they were fighting for and believed their causes were worthy of losing men. While both Northerners and Southerners believed they fought against tyranny and oppression, Northerners focused on the oppression of slaves and the restoration of the union, while Southerners focused on defending their right to self-govern. In the end, the one significant similarity the North and the South had was that they were Americans fighting for their liberties and what they believed in.

The Character of Dee in Everyday Use :: Everyday Use Essays

The Character of Dee in Everyday Use While reading the story Everyday Use by Alice Walker, I found that I had a surprising amount of passion towards the character named Dee, or as she prefers Wangero. The anger that was instilled in me was caused by numerous comments and actions that occurred throughout reading the short story. I olfactory property she was selfish, uneducated and unappreciative of her past and that the way she carried herself was ridiculous. Right from the beginning of my readings you are introduced to a character named Dee, before you ever get the opportunity to warm up to her character, she shows a very selfish characteristic and that trait is repeatedly brought out in the story. From the start, shortly after the introduction to her saucy boyfriend, Dee begins to ask for things. For instance, the desk and the chair, Dee wants to take them to assist spice up her and Hakim the Barbers house when those objects are still in everyday use in their own home. Another instance is when she asks her mother for the quilts her grannie had quilted, her mother said they were for Maggie (Dees sister), Dees reply was that Maggie wouldnt appreciate the quilts and Maggie, being the beautiful person she is, says her older sister can have them. Another reason I had feelings of anger for the character Dee, was that she was uneducated. Not the usual education, such as in college, because she had that, but the education of her heritage, or past. The second statement to her mother was when her mother says Dee, Dee replied saying her new name Wangero, followed by the statement that Dee is dead and that she could no longer bear the name of the people that oppress her. At no point during the story was Dee ladened or even mentioned being oppressed in the past. Then she tries to track back where her name came from, to show her mother it was a slave name or something along those lines. Her mother tracked it back as far as she could remember a nd no such thing was pointed out. To move on to another situation where Dee made herself look foolish and uneducated is, when they are leaving, she tells her mother that she just doesnt understand.

mlk on the problem of god :: essays research papers

As a product of the Black preaching tradition, Martin Luther King Jr. vocalized a good deal on his views regarding the question of the problem of idol. In defining Gods place in the human struggle, Dr. King defined Gods quaternary roles which included God as a creator, upholder of introduction, person in history, and activist. These beliefs were heavily influenced by not only his upbringing and personal experiences, but in addition by his encounters with various intellectual sources including Plato, the death of God theologians, Aristotle, and George W. Davis.First and foremost, King defined Gods role as the creator, the ultimate source of being. man studying Plato and other ancient Greek works, King came across the concept of creation whose existence did not depend on God. King refuted these ideologies, specifically Platos realm of the intelligible which did not depend on any other object for its existence. Instead, he strongly believed that since man was made in Gods image, human intellect was actually a gift from God. Gods creation of intellect made Him more personal to humans, in the sense that He could be referred to as the ultimate source for solving human values and problems. Just as in the case of human intellect, in all areas of life, God was the ultimate source of being.Having clearly defined Gods role as the ultimate creator, it was evident to King that God had to be the ultimate sustainer of existence. This reality occurred to him while studying the death of God theologians who argued that since corruption and evil were spreading in the world, God must be dead. To argue against these theologians, King secern between theoretical and practical atheism. King had no problem with theoretical atheism because it actually challenged us on the question of Gods existence and His omnipresence in human society. On the other hand, King had trouble with practical atheism, meaning those who lived their lives as if God is dead. He argued that practical athe ism is what man was struggling with. God had not died, and in fact was actually very much alert. The problem in Kings view was that too some(prenominal) people were living their lives as if God had died, and thus spreading evil through their social mannerisms. In the end, the fact remained that God was very much alive and the ultimate sustainer of existence.Since Dr. King believed that God is the ultimate creator and sustainer of existence, it is only evident that God had a role throughout the history of mankind.