Thursday, March 26, 2020

The Subway Franchise Essay Example For Students

The Subway Franchise Essay The Subway FranchiseThe Subway story started in 1965 in Bridgeport, Connecticut during the summer of 1965. 17 year old Fred DeLuca was trying to earn enough money to pay for his college tuition by working in a hardware store. He wanted a way to add money to his minimum wage salary. He got the solution at a backyard barbecue in a conversation with a family friend, nuclear physicist Dr. Peter Buck. With a $1000 loan from Buck, DeLuca opened Petes Super Submarine on August 28, 1965. One year later, he opened his second shop so customers would see him expanding and believe that he was successful. In an effort to increase visibility to customers, he shortened the name to Subway and introduced the bright yellow logo. The first Subway franchise opened in Wallingford, Connecticut in 1974. The initial franchise fee is $10,000 for a moderate cost store. By the time you add in the $7,500 leasehold improvements, the $2.500 equipment lease security deposit, the $3,000 operating inventory, and the other costs the total investment for a moderatecost store is roughly $104,500. There is an 8% weekly royalty fee and a 2.5% weekly advertising fee. We will write a custom essay on The Subway Franchise specifically for you for only $16.38 $13.9/page Order now The franchisee is responsible for the franchise fee, and the leasehold improvements. They also have to lease or purchase equipment, hire the employees, and do the daily operation of the store. The franchisee also has to pay the weekly advertising and royalty fees. The company provides access to proven formulas ; operational systems site evaluation. The company also provides training at headquarters in Connecticut. They give the franchisee an operations manual and provide a representative on site during opening. The company will periodically evaluate the store. They also provide marketing and advertising support. The company helps design the store and tells you what equipment you need. 94% of all franchise owners consider their Subway successful. In 1965 there was one Subway open. In 1990 there were 5,144 and in 1997 there are 13,030. 11,201 of these stores are in the U.S. and 1,203 are in Canada. There are Subway stores in over 50 countries around the world including Australia, England, Costa Rica, Japan, and South Korea. The secret behind each foot long submarine is the bread, freshly baked on the premises daily. Sub way is the first sandwich chain to bake their bread on the premises. In 1990 Subways sales exceeded 1 billion dollars and in 1997 they are expected to exceed 3 billion. Subway has some shops in many untraditional places such as convenience stores, stadiums, hospitals, airports, and truck stops. Subway has been named the #1 franchise for ten years in a row by Entrepreneur magazine.

Friday, March 6, 2020

Kim’s Writing Process Timeline Essay Example

Kim’s Writing Process Timeline Essay Example Kim’s Writing Process Timeline Essay Kim’s Writing Process Timeline Essay The internet is a handy resource to everyone, especially the student who has a full educational schedule and a busy life outside of the academic arena.   It is also helpful to professional educators and parents of students.   However, along with all of the valid resources on the internet there is an equal amount of invalid material.   The users of the internet need to be able to evaluate a website and determine the accuracy of a site.   Kim’s Korner for Teacher Talk is a website that was developed by educator, Kim Steele and even though it states that it is for everyone of all ages, (Steele) the target audience is parents, students, and other teachers.   Through this website, it will be explained how a website should be evaluated for its validity. Kim’s Korner for Teacher Talk has a page that is the writing process and a timeline that she uses with her students to make sure that they are on task. She understands that â€Å"Writing is a process, not merely a product.† (OWL)   Her students accumulate points for each step of the process and they have a time frame in which they must complete their work.   The objective for creating the timeline is to keep her students focused and to make sure that writing is not difficult and overwhelming.   By dividing the assignment into stages, a student will realize quickly if there is a problem with the topic chosen for the writing assignment. The sample timeline offers nine steps during the writing process. Understanding process helps us recognize where a student writer is in his or her process and offer help appropriate to that phase. (Trupe).   Kim states that the website is for all ages, but it seems to be geared toward elementary students because of the graphics that she uses.   With some tweaking, the timeline could be used for any educational level.   The first thing one would want to do if he/she were using this with older students is to remove the graphics, and perhaps using diction that is more academic. The timeline that is designed by Kim is geared to allow students to have a time frame in which steps in the writing process are due and when the final draft is due.   To many students this would be beneficial.   The student who procrastinates can obviously understand that he/she cannot delay the assignment until the night before the final draft is due.   It would also assure the teacher that all of the steps are used by the student.   Many times students will delay doing their assignment and they will rush through it at the last minute.   This often times leads to poor quality work.   If the teacher uses the timeline, he/she will be assured that this will not happen. Good writing habits do not just happen.   They must be practiced like a sport or musical instrument.   The longer one practices, the better he/she becomes at the task.   If the teacher uses this timeline for a long period of time, the student will eventually internalize the writing process so that in later on when the student is no longer in the class of the teacher using it, he/she will automatically go through the steps of the writing process.   This is a useful tool for the teacher to share his/her own writing experiences.   He/She should be able to discuss how he/she has benefited from using the writing process.   A child believes a teacher has no life beyond the classroom. A teacher is the face in the front of the room, the person who hands out assignments and issues grades. Where she came from, or how she got there, doesnt register. (Hallman) Another positive aspect of the timeline is that the teacher is involved in each step.   He/She should be checking the assignment at each due date which will guarantee that the students are accurate in what they are doing for the assignment.   If there are problems, the teacher can intervene early on instead of catching the problem at the very end.   If a conversational tone is used with the student, then h/she will not feel threatened or intimidated. How can teachers view writing assessment as a conversation? First, pay attention to what goes on in your mind as you read students writing, and articulate those reactions; give each student your experience of reading her or his paper. As students respond to your reactions, you might find that your interpretation and suggestions change. Be open to each writers purposes, experiences, and personality, using everything you know about that person and yourself as a reader.   (Wilson) This would be frustrating to a student who had put a lot of time into an assignment that was not acceptable.   The student would then loose points for the daily assignments as well as many points on the final draft.   That would lead to failure and frustration for the student.   However, the timeline would alert the teacher to the problem while it was a small one instead of a huge one. The timeline includes a two brainstorming sessions which is a positive aspect for the students.   The first brainstorming session would allow for the student to choose a topic.   Many times this is the hardest step.   Almost everyone has at one time or another stared at a blank piece of paper or computer screen for a long time because he/she is utterly clueless about which topic to choose.   The first brainstorming session would insure that this did not happen to the students.   The second session of brainstorming would aid the students in narrowing their topic.   There are many times that students will choose a topic that is too broad.   When a topic is broad, it would take enough information to fill a book to cover it.   Instead, this second brainstorming session, with the help of graphic organizers, would alleviate the problem. Once the first draft is written, there is an opportunity for revising for coherence, writing a second draft, and editing for usage and mechanics.   These steps might seem time consuming, but in the long run they are beneficial.   Students’ final drafts will be much better if these steps are followed.   Ã‚  Peer revision for coherence is used after the first draft is written. The process of student self-assessment through rubrics can be enhanced with peer assessment and teacher feedback, of course. (Andrade).   This step allows another student to read the assignment for clarity.   Using peers for this evaluation is actually better than a teacher because the peer is the targeted audience therefore, less biased.   The student can then understand where there is no clarity and he/she then revises the assignment by writing the second draft.   The paper then goes through peer editing to check for usage and mechanic problems with the paper.   This is done separately fr om the first peer conference so that the student can concentrate on one area at a time and so that the writer is not overwhelmed with the number of mistakes found on the paper.   The student should also use self-assessment during the peer revision and editing steps.   Even though the peer is useful in giving objective criticism, the peer is also a student like the writer. During self-assessment, students reflect on the quality of their work, judge the degree to which it reflects explicitly stated goals or criteria, and revise. Self-assessment is formative - students assess works in progress to find ways to improve their performance. Self-evaluation, in contrast, is summative - it involves students giving themselves a grade (Andrade) Even though the writing process designed and used by Kim is beneficial for most students, there are some that it would hinder success.   While it would greatly help a student with an attention deficit disorder because the student would not be focused on one aspect of the writing process for a long time, it could be overwhelming to a student who has other learning disabilities.   When a student has a learning disability in written expression sees the amount of time that he/she will be working on a task that is a disability to him/her, then the student is likely to give up before he/she even starts the assignment.   It would also frustrate that student to see that so many points were allotted to an assignment that is already difficult for him/her.   Embarrassment is another problem when it comes to peer revision and editing.   For a student with no learning disability, the chance that his/her paper is not totally full of mistakes is not a problem.   However, the student wit h a problem in written expression would see peer revision and editing in a totally different light.   Not only would the embarrassment frustrate the student, but the time constraints could be a horrible blow.   The only way that the writing process timeline could work with this student would be if the due dates were revised for that student. After closely analyzing the website Kim’s Korner for Teacher Talk, the conclusion is that the website is a positive one and the information presented would be of great benefit for most teachers.   However, the students with learning disabilities in written expression should be taken into account.   If the teacher forgets about these students and does not make major adjustments to the writing process timeline, these students will be doomed for failure.

Wednesday, February 19, 2020

The Impact of Globalization on Strategic Management Term Paper

The Impact of Globalization on Strategic Management - Term Paper Example Since suppliers may not be relatively reliable in other areas where the producing firm is not available, there comes a time when globalization is the only option. Due to growth of both local and international markets, analysts sought to address and bring about strategic management and globalization of firms in view of attaining maximum customer satisfaction. Business Globalization Globalization of businesses is growing rapidly, leading to emergence of a new field of study called global strategic management. Whereas revolution of events over the past few years has a clear picture showing the impacts of global strategic management that includes the collapse of communism, the evolution of information, and Europe unification, the challenge of reaching the goals of complete realization of goals of global strategic management remains. Challenges remain due to slow adaptation of some business in different societies. However, as globalization of businesses stretches to different corners of t he world, many companies with great strategic management are living witnesses of the many benefits globalization can bring. Due to strategic management, globalized countries have been able to encounter and integrate business in a different culture with different local problems as well values that erupt in a different part of the world (Ramamurti & Hashai, 2011). Managers have come together and sought the different series of moves to use in different environment in order to win maximum clientele participation in the promotion of the company’s products. Importance of Globalization Globalization has brought about new insights of emerging systems of strategic management in diverse parts of the globe. This is witnessing the creation of force that characterizes integration of markets across the globe. Global strategic management has led to dissemination of advanced technology that is unifying the globe despite fear and relentlessness of modern technology. The need to have a great m ode of information technology across the globe is the driving force behind dissemination of technology that has brought the current global transition (Hitt, 2010). The world owes theses concerted efforts to managers who came with this great idea of diversifying business through information and technology. Due to globalization of strategic management, it is possible to diffuse information technology. As a result, a government is able to foster joint research and project development in other countries, corporations are able to sell sophisticated products in other nations, and individuals are able to exchange ideas and knowhow necessary for globalization (Hitt, 2010). With the help of strategic management, developed countries are uniting with the less developed nations across the globe to integrate or fuse technology towards modernization and advancements. Since technology requires strategized plans, globalization is making it possible for strategy managers to introduce technology in d ifferent and, subsequently, remote corners of the globe and making sure people use it accordingly. Globalization is acting as a foundation for construction of companies around the globe because of technology that is turning the world to a coherent business community (Ramamurti & Hashai, 2011). Therefore, globalization of technology is resulting in an enormous need for strategic management. Through globalization, strategic managers are now able to

Tuesday, February 4, 2020

MANAGEMENT AND LEADERSHIP Research Paper Example | Topics and Well Written Essays - 1750 words

MANAGEMENT AND LEADERSHIP - Research Paper Example Immelt had big shoes to fill but he has carved a niche for himself through his leadership skills and today is one most influential business leaders in the world. Immelt before becoming the CEO of GE had held numerous leadership positions in the company. He had served as Vice President and General Manager for different business division of the company. This paper is aimed at understanding and analyzing the leadership, management and motivational skills of Immelt and how he has used it to take GE to new heights. In the process, the different businesses of the company will be described along with the three major challenges Immelt has overcome in running the company since he has became the CEO. His various leadership skills and strategies can be understood while analysing the challenges. Also the impact that Immelt has had on the world through his vision, business and through other areas will be discussed. When Immelt took over as the CEO he wanted to bring about a cultural revolution in the company. In a company that was process-oriented and hard-driving, he wanted to infuse creativity, bold thinking and hunger for growth into its culture. Also it is to be noted that Immelt took over just a few days before the 9/11 attack, which means that the economic situation in which Immelt started his stint was not an ideal one. It was a great challenge to Immelt to sustain and continue the growth of the company in an era of slow-growth domestic economy, greater global competition and lesser tolerance among investors. In order to achieve his vision of reinventing GE Immelt overcame the following challenges: In order to change the organizational culture that would focus on innovation and creativity, there needed to be a change in thinking. There was very little that Immelt could do single handed to completely change the company and transform his workforce. Majority of the workforce in the company

Monday, January 27, 2020

Introduction To Polyurethane Foam Engineering Essay

Introduction To Polyurethane Foam Engineering Essay Polyurethanes are broad class of materials used widely in many applications. Polyurethanes are also written as PUR. Polyurethanes also called as urethanes are characterized by urethane linkage -NH- C (=O) O . This linkage is formed due to the reaction of isocyanate group with hydroxyl group as shown in the following equation. [2] Equation 1.1 Equation showing the reaction of urethane linkage in polyurethanes. [2] Polyurethanes are discovered by Otto Von Bayer co workers in 1937. [3] The characteristic structure of urethanes is given as: And they can be considered as esters or amide esters of carbonic acid. [3] The polyurethanes are also sometimes called as urethanes only and they are also called as isocyanate polymers. They are synthesized by the reaction of polyfunctional hydroxyl compounds with polyfunctional isocyanates. [3] The structure of polyurethane formed from di hydroxyl compound and di isocyanate is given as: Polyurethane is widely used in various fields such as making of plastics, cushions, foams, rubber goods, synthetic leathers and fibres. The total annual production of urethanes in the world is estimated to be 8 million tons per year and is increasing 4-5 % yearly. [4] Polyurethane is a versatile polymer having unique chemistry with excellent mechanical and optical properties and have good solvent resistance. [5] Polyurethanes are materials with many applications but major applications are in furniture industry, foam industry, building construction and shoe industry and also polyurethanes can be used in medicinal and agricultural applications. [6] Polyurethanes have large number of applications and uses in different areas due to their versatility but most important application of polyurethane which has covered almost 29% of the total market of polyurethane is polyurethane foam. [7] 1.2 Polyurethane Foam The major application of polyurethane is polyurethane foams which are extensively used in many applications. They are referred as PUR foams and they are prepared by the reaction of addition, condensation or cyclotrimerization. [2] Following table shows the type of reaction in the foaming system and the resulting foam property present in the foam produced by that respective reaction. Foam Reaction Foam Property Polyurethane Poly addition Flexible and rigid Polyisocyanurate Poly cyclo trimerization Rigid Polyamide Poly condensation Flexible and rigid Polyimide Poly condensation Semi rigid and rigid Polyurea Poly addition Flexible and rigid Poly Carbodiimide Poly condensation Semi rigid Poly Oxazolidone Ring opening Poly addition Rigid and semi rigid Table 1.1 Table showing different types of foam based on their synthesis reaction [2] Mainly PUR foams are classified into two types which is flexible and rigid foam and then flexible and rigid foam are classified into various sub types depending upon the different type of applications in which they are used. Polyurethane structure consist of a polyol and polyisocyanate component we can say that polyols are the building blocks and isocyanates are jointing agents. So polyurethane foam chemistry is called as building block chemistry. All kinds of polyurethane foams are prepared with the proper choice of polyol and isocyanate component with respect to chemical structure, equivalent weight and functionality. [2] Following table shows the classification of PU foam with respect to polyol component and functionality. Polyol Rigid foam Semi rigid foam Flexible foam OH No. 350-560 100-200 5.6-7.0 OH Equivalent No. 160-100 560-280 10,000-80 Functionality 3.0-8.0 3.0-3.5 2.0-3.1 Table 1.2 Classification of polyurethane foam w.r.t polyol and functionality [2] 1.3 Foam Preparation Technology Polyurethane foams are prepared by mixing isocynate component in polyol having catalyst, fillers, additives, surfactants and other chemicals in it. No heating is required at room temperature. [2] 1.3.1 Foaming Systems Foaming systems are classified into three types based on the type of chemicals used in the synthesis process. These types are: One step One shot system Quasi Pre polymer system Full Pre Polymer system One step system and Quasi system are mostly used in foaming industries now in which one step process is used majorly while pre polymer system was used only in the early times of urethane industry. [2] 1.3.1.1 One step one shot System In one step system Component A and Component B are taken separately. Component A contains only polyisocyanate component while component B contains polyol, surfactant, blowing agent and catalyst. Both components are mixed which led to the formation of foam. 1.3.1.2 Quasi Pre polymer System In this system in component A polyisocyanate component is taken with polyol and in component B rest of the ingredients are taken with polyol which includes catalyst, blowing agent etc. Mixing forms a foaming product. 1.3.1.3 Full Pre polymer System In full prepolymer system in component A poly isocyantae component is taken and polyol is also added in it while in component B polyol is not added while the rest of chemicals like blowing agents, surfactants and catalyst are taken. Components A B are mixed and foam is formed. These foaming systems show only two component system however in industrial processes there are modifications. For example in slabstock process three or four streams are employed carrying different reactants. [2] 1.3.2 Foaming Processes Mainly three types of foaming processes are used, which are cup foaming, box foaming and machine foaming. Machine foaming is further classified into various foaming processes. [2] 1.3.2.1 Cup Foaming This foaming process is also known as hand mixing. This method is mostly used for lab scale synthesis of foaming products. In this process mixing is done in paper or plastic cups thats why called as cup foaming. In cup foaming poly isocyanate component is taken in a cup and rest of the reactants are also taken in a separate cup which includes polyols, catalysts etc. Then both the components are mixed using electric balance or by hand mixing and a foaming material is formed in the shape of a cup. This is the simple and cheap foaming process thats why used widely on lab scale. 1.3.2.2 Box Foaming Box foaming is better than cup foaming to obtain sufficient amount of samples for evaluating foam properties for machine foaming. The sizes of the box range from 15x15x15 cm and 30x30x30 cm. The inside of the box is lined with craft paper. The procedure is almost similar to that of cup foaming and mixing is done through electric drill equipped with mixer. Immediately after mixing system is poured into the box and allowed to rise to obtain foam. Foam is cured at room temperature after some time. [2] This method is also used largely on lab scale to produce foam. 1.3.2.3 Machine Foaming In machine foaming variety of machine processes are available which are one by one described as under. [2] 1.3.2.3.1 Large Box Foaming It is a discontinuous process used to produce small foam blocks with smaller volumes. The size can be 1x1x2 meters. Due to exothermic conditions small modification is required in the process as compared to the box foaming process. 1.3.2.3.2 Slabstock Foaming Slabstock foam is made by the continuous pouring of foamable liquids on a moving conveyer. A cut-off segment of the continuously produced foam loaf is called a block or bun [2]. In the case of polyether-based flexible urethane foam, a slabstock foam size can be about 1 meter high and 2 meters wide, with a foam density of 1.6 to 2.0 pound/ft3. The cross section is rectangular with a crown-shaped top surface. The higher the crown, the less the yield of available foam. Two techniques canto used to reduce the crown. One method is to pull vertical sides of rising foam. Another technique is to compress the top of crown surface. Equipment for doing this is commercially available. [2] 1.3.2.3.3 Pour-in-Place Foaming This process includes pouring of foaming ingredients into a void space to form an integral part of the foam and substrates. Products which use this process are household refrigerators and deep freezers. 1.3.2.3.4 Sandwich Foaming and Molding Sandwich foaming is used to produce sandwich panels from foam cores. It can be produced continuously using conveyers or discontinuously using jigs. Surfaces material can be craft paper in it. Molding is used to produce shaped foam products such as car seats and furniture. Reactants are placed in mold cavity and cured in the mold. After curing molded foam is removed. [2] 1.3.2.3.5 Spraying and frothing Spraying is a unique process used for urethane and iso cyanurate foams .It creates insulation layers not only on flat surfaces like roofs but also on non flat surfaces such as spherical tanks and pipes and building structures such as frames. Frothing process in urethane systems is similar to that of shaving cream. There are different types of frothing processes which are conventional frothing processes, chemical frothing and thermal frothing etc. Frothing process usage depends upon the reactants and conditions and which type of foaming product is required. [2] 1.4 Types of Polyurethane foams Major classes of polyurethane foams are flexible and rigid foam further these two types are more classified according to their extensive applications. 1.4.1 Flexible Polyurethane foam Flexible polyurethane foams are synthesized by slabstock process or by molding process and they are also classified further on the basis of technique used for their synthesis. They are also classified on the basis of polyol in polyether and polyester foams. Slabstock foams include conventional polyether foam, high-resilience (HR) foam, visco-elastic foam, super-soft foam, energy-absorbing (EA) foam, semi flexible foam, and flexible polyester foam. Molded foams are classified in two classes: hot molded foam and cold molded foam. [2] All classes of flexible foams are explained one by one as follows . 1.4.1.1 Slab stock foam The contionous piece of foam by the continuous pouring of foaming ingredients on a continuously moving conveyer is called slab stock foam. A cut off segment of slab stock foam is called as bun foam. Slab stock process is widely used in industry in production of flexible polyurethane foam. [2] In slab stock foam process inclined conveyer is used from the beginning of urethane industry. Following figure shows the production line of contionuous slab stock machine. Figure1.1 Continuous slabstock machine [2] The cross section of slabstock foams produced by the inclined conveyer process is not exactly rectangular and has crown shape. A crown-shaped cross section of foam bun results in a lower yield of fabricated foams. Accordingly, some improved processes to obtain rectangular cross sections have been proposed. One step process is widely used in these foaming systems. All ingredients are pumped into the mixing head through several streams and are poured from the mixing head onto the moving conveyer. From the standpoint of viscosity and metering accuracy, some ingredients are preblended. These blends include a blend of water and amine catalyst, a blend of tin catalyst and polyol, and a blend of physical blowing agent and polyol. The reaction temperatures in core foam usually reach about 160 to 170Â °C. The exothermic heat is mainly a function of the water-isocyanate reaction. The reaction temperatures are affected by the isocyanate index, water level, and catalyst concentration.[2] Poly ether slab-stock foam is important in slab-stock flexible PU foams and it is produced by this slab-stock process widely in industries. 1.4.1.2 Molded Flexible foams Molded flexible foams are used for making shaped products such as automotive seats, child seats, head restraints, vibration damping for automobiles, arm rests, furniture cushions and mattresses. The density distribution of molded foams is composed of high density skin foam and low density core foam. In the molding process mixed foaming ingredients are poured through a mixing head into a preheated mold made of aluminum, steel, or epoxy resin. The mixed ingredients flow and expand in the mold, and then the molded foams are kept at the required curing temperature for a limited time, which is followed by de-molding.[2] Molded flexible foams are further classified into hot molded and cold molded flexible polyurethane foams. 1.4.1.2.1 Hot Molded flexible foams Hot molded foam is produced using conventional polyether polyol with TDI 80/20. In 1961 hot-molded urethane foam mattresses was commercialized that provided better sleeping comfort than slabstock foam mattresses and greater durability. Because of the relatively higher cost, however, the molded mattress was not competitive with slabstock foam mattresses, and production was discontinued. [2] 1.4.1.2.2 Cold Molded flexible foams Cold molded flexible foam is prepared at very low mold temperatures of 60 to 70 Â °C with mold retention time of 10 minutes and then cured in a separate oven or at room temperature. In this type mostly isocyante components used are blends of TDI MDI and polyol used is polymer or graft polyol. Dual hardness automotive seats are made by this process using graft polyols. [2] 1.4.1.2.3 High Resilience HR foams HR foams have higher resiliency than conventional flexible foams. These foams are prepared by cold molded process. The formulation principle is to reduce intermolecular interactions such as hydrogen bonding of urethane linkages, irregular structures of polymeric molecule, and so on. High Molecular weight polyether polyols are used in the formulation of these foams. Polyisocyante components used are blends of TDI MDI with the weight ratio of 80/20. Also polymeric MDI alone can be used. HR foms are widely used in furniture and automotive applications. [2] 1.4.1.2.4 Visco-elastic foam Visco-elastic VE foams are characterized by slow recovery after compression. The foam is also called low-resiliency foam, slow-recovery foam, ergonomic foam, better-riding comfort foam, and temperature-sensitive foam. VE foams are used by NASA in early 1960 but they are highlighted commercially only in the recent years. VE foams are synthesized using polyol blend of high and low molecule weight polyols with TDI or MDI, and they can also be produced using blend of MDI TDI with polyether polyol. TDI-based VE foams are soft to the touch and have very low resilience and slow recovery. MDI-based foams are easier to process and can be produced in a wider range of isocyanate indexes. However, physical strengths of MDI-based foams are lower, resilience is higher, and compression set is better than TDI-based foams. The VE foam market includes seat cushions for people who spend a long time sitting such as truck drivers, office workers, and airline pilots, as well as for NASAs space shuttle seats, wheelchair seats, and so on; sporting goods that require energy absorption such as gym mats, helmet linings, leg guards for ice hockey, ski boots, and ice skates. [2] Our main product is VE foam and it is further explained in the later chapters. 1.4.1.2.5 Super soft slab-stock foam This foam can be prepared by using a high molecular weight polyether triol with TDI 80/20. Blowing agent can be water alone or some physical blowing agent can be used with water. It is a low density foam. Major market of super soft foam is high quality back cushions for sofas. This foam also have low cross linking density. [2] 1.4.1.2.6 Semi flexible slab-stock foam These foams have high open cells, high load bearing and high energy absorbing characteristics. These foams are used in large number of automotive applications such as bumper cores, interior knee bolsters, side impact absorbing door panels, and headliners under the automotive roof. Due to energy absorbing characteristics this foam may be called as Energy absorbing EA foam. [2] 1.4.1.2.7 Reticulated foam It is 100% open cell structure foam with no cell membranes. Removal of cell membranes for polyether foam is possible when membranes are dissolved with an alkaline solution. Reticulated foam find its applications in various mats, filters and pads.[2] Mostly the foam used in floor mats is this type of foam and it is mostly used in making mats and filters because it is completely open celled foam. 1.4.1.2.8 Integral skin flexible foam Integral skin foam is also called self skin foam. It consists of high density skin foam and low density core foam that is sandwich structure. The mold temperature for integral skin foam is carefully controlled at 40 to 70 Â °C. Water can be used as a blowing agent but it produces thin skins. Integral skin foam is prepared by open mold process or by reaction injection molding. [2] 1.4.1.2.9 Micro-cellular Elastomers These are also called foamed urethane elastomers. The density is in the range of about 320 to 960 kg/m3. Micro-cellular foams are prepared by using aliphatic polyester diols with poly tetra methylene ether glycol (PTMEG). The poly isocyanate component used is TDI pre-polymer and liquid MDI. Also chain extenders and cross linkers are used. Water is used as a blowing agent. These elastomeric foams are used for various shock absorbing elements in vehicle suspensions, precision machines, shoe soles and sports shoes etc. [2] 1.4.1.2.10 Shoe Sole foam The advantages of polyurethane foam in shoe soles include high abrasion resistance, high flexibility, low density, high cushioning, and solvent resistance. In addition, the direct molding of the sole with the upper part of shoe makes it possible to increase production efficiency and lower production costs. Casual shoes are produced using polyether-based foam systems. Some sports shoes such as tennis shoes are produced by polyester foam systems, because polyester-based foam has higher abrasion resistance, tensile strength, and elongation at break in comparison with polyether-based foams. [2]

Saturday, January 18, 2020

Murder and Angry Hamlet Essay

I would say, emotionally â€Å"Yes† but physically â€Å"No†. No matter what, revenge is wrong, as is murder. There is nothing wrong with having a grudge. The angry Hamlet decided to seek revenge for the murder of his father and accomplished this goal. In the play, revenge is killing his uncle, Claudius, who killed Hamlet’s father by pouring poison into his ear, while he was sleeping. I completely understand how Hamlet feels about what Claudius has done to his father. Hamlet has every right to be mad, but he does not have any right to kill Claudius. If my mother were killed by someone, I would resent the person who killed her and want to seek revenge, but I could not bring myself to kill the murderer. I know my mother would not wish me to kill someone, even though that person is a murderer, because she does not want me to be a murderer. I do not even remotely believe that she will show up as a ghost, either. In addition to how my mother feels about the action of killing someone, I could not personally be able to live with murdering someone on my conscience for the rest of my life. Hamlet’s father showed up and delivered a message by saying, â€Å"Revenge his foul and most unnatural murder. †(, v, 25) However, he did not specifically ask Hamlet to kill Claudius. No matter how hurt or angered Hamlet is, I do not think that Hamlet had to kill Claudius. Although I do not like the idea of revenge, I believe there was a different way to accomplish his revenge other than killing Claudius. Claudius was a murderer whom Hamlet had a grudge against. However, in reality, Hamlet does same thing what Claudius has done; murder someone. As Claudius is blamed, Hamlet should be blamed as well, as a murderer. Hamlet brought himself down to the same level as his uncle, the murderer of his father. Often times, it is the person who retaliates that is seen as the true culprit or the bad guy. I believe that revenge will only generate more revenge. According to the presentation of Brigitte, the movie â€Å"Mean Girls† describes the concept of revenge. Cady seeks revenge of Regina, who betrayed her. Cady accomplishes her revenge, but as she becomes more involved in the revenge game, she accomplishes her personal goals, while risking her friends along the way. In the end, the two girls will not get along together. I believe that there are two reasons why they cannot be good friends. Firstly, they are both immature. Secondly, the revenge of Cady generates the madness inside of Regina to an even more intense level, so that she cannot ever forgive Cady for what she has done. What is the purpose of revenge? Letting the person know that he/she is wrong? I can accomplish more by sitting and talking to the person who has offended or hurt me. After the death of Hamlet’s father, Hamlet takes it upon himself to seek revenge. Becoming aware of his plans for revenge, Claudius sends Hamlet to England in an attempt to have him killed, saying that he will not be able to relax until Hamlet is gone, forever. â€Å"Do it, England,/ For like the hectic in my blood he rages,/ And thou must cure me. Till I know ‘tis done, / Howe’er my haps, my joys were ne’er begun (IV. iii, lines 61-64). † The initial murder of Hamlet’s father creates a cycle of revenge and murder, that won’t stop until people are injured or killed. Because Claudius was fearful of Hamlet knowing the truth about his father’s murder, he attempted to have Hamlet killed. This in turn, led to angering Hamlet even more, eventually causing Claudius’s death. I believe that revenge in itself is wrong. Revenge will not make things better. Forgiving is harder, but the feelings that come after forgiving someone are better than the feelings you may get after revenge. My mother always tells me, â€Å"Don’t do anything that you wouldn’t want others to do to you. †

Friday, January 10, 2020

How Does My Interpersonal Communication Shield Impact My Everyday Communication Skills Essay

Being able to participate and take part in this project was very interesting. It gave me a chance to look at how others view me, how I view myself, and what influences me to be the person that I am. I’ve always been a nice and hardworking person. I love to help people, and I try to stay very positive even when situations present themselves to seem impossible. My family and friends along with my boyfriend all help influence the attitude that I have towards life. I’m a very open person in social situations, but I can also be very guarded about my personal life. I’ve always had a pretty decent self-esteem. I try not to allow others the satisfaction of forcing me to come out of my comfort zone and ruin my self-esteem. I try to stay out of situations that may make me feel bad about myself. I believe that my interpersonal communication shield impacts my everyday communication skills. From the nurturing people that surround me on a daily basis to influence me to stay positive and always be myself, to my defense against destructive cultural beliefs that help me stay encouraged to always be positive. I am most definitely impacted by my shield. There are also many things that I don’t know about myself, such as particular body language. I do many things that I don’t notice but someone else may notice subconsciously. This is in my hidden self these could be negative or positive. But I do know that they are reflections of how I really feel at times. In my private life I can be like a wall, I’m extremely guarded about my feelings and my business. I can easily self-disclose to my family and close friends as well as my boyfriend, although it is a lot harder for me to self-disclose with strangers and distant friends and associates. I can be a loner at times but I use my self- affirming statements to stay positive and keep my head up when I can’t rely on others to influence my attitude. They have always been a good resource when I feel by myself and need some positivity.