Major Equipment Design - Centrifuges In The Pre-treatment Section Of

Major Equipment Design - Centrifuges In The Pre-treatment Section Of Major Equipment Design - Centrifuges In The Pre-treatment Section Of PHB Production â€" Assignment Example > Type of Major Equipment Designed: Centrifuges in the Pre-treatment Section of PHB ProductionExecutive SummaryIn this project, a decanter centrifuge for PHB, a biodegradable polymer is designed for the pretreatment process of PHB production. It is intended to be used in the separation of PHB from cell residues that are used in the bio-production of the material. The centrifuge is designed with an inflow rate of 0.77m3/hr. of PHB at a speed of 6000 RPM and a maximum g-force of 10000g. Given these design parameters, the diameter of the bowl is determined as 0.5m and the length as 4.0 m. This particular centrifuge works by conveying the solid-filled sediment towards one end of the drum by a shaft rotating at a relative speed to that of the bowl, and the clarified liquid is conveyed towards the opposite end. As a measure to minimize the cost of the equipment, a single centrifuge is used to separate the solids from the liquid in three passes to ensure clarity of the liquid and maximum r ecovery of the solid part. Careful selection of materials has been done to design the components of the machine, taking care of strength, toughness, resistance to corrosion, thermal and pressure resistance among other considerations. In addition, there is an instrumentation and control part of the design that will enable optimum control of process parameters to ensure a smooth production process through the production period if the design is implemented. 1.0 Literature Review and Assessment of Alternatives1.1 General InformationThere are various methods used in the recovery of PHB from bacterial cell matter. These include vacuum filtration, ultrafiltration, microfiltration, candle filtration, press filtration, flotation, and centrifugation. Several of these recovery processes have been investigated in order to come up with the most economic method to isolate and purify PHB. It is used in the separation of cells and particulate materials after the fermentation stage. Centrifugation is the most ideal method that is normally used to separate PHB from the medium (Harker, et al. , 2013). Following this, PHB extraction and purification can be achieved using a number of ways. The most existing methods for the recovery of PHB involve using organic solvents, such as chloroform and acetone, and use of a hypochlorite, such as sodium hypochlorite. Centrifuges use a centrifugal force generated by high speed rotations to separate solid suspensions from liquids. In the processing of PHB, centrifuges are used to recover and clarify the biomaterial from a mixture of PHB and cell matter (Pohorecki, et al. , 2010). Centrifuges can either be sedimentation units or filtration units. In a sedimentation centrifugal unit, separation of substances relies on the difference in their densities. As the slurry is fed into the spinning centrifuge, an annulus is formed next to the bowl wall and the liquid is picked up by a skimmer (Van Wegen, et al. , 1998). The solid material is the rem oved from the centrifuge quite often to enable a continuous separation process. Filtration centrifuges, on the other hand, filter the material by use of a rotating basket with a filter medium and a centrifugal rotational force expels the liquid via the filter (Tarleton Wakeman, 2011). A large scale centrifugation equipment is made of disk-stack and decanter centrifuges. The disk-stack centrifuges run at higher speeds and remove lighter biomass material. When coagulant agents are available, the decanter centrifuge improves in performance. Centrifugation does not need filter aid, which counts as one of its most significant advantages against the rotary vacuum filtration. To recover the PHB biomaterial, the paste obtained is normally washed and returned to the centrifuge for another pass.

Obsessive Compulsive Disorder A Type Of Severe Anxiety...

Obsessive-Compulsive disorder is a type of severe anxiety disorder that impacts an individual’s entire life and way of functioning. Obsessions are considered intrusive and recurrent thoughts or impulses that cannot be removed through reasoning. Compulsions are the repetitive and ritualistic behaviors and actions that associate with the obsessions. These compulsions are to be performed according to specific rules or methods and are thought to prevent or reduce stress and feared situations. Both compulsions and obsessions cause disabling levels of anxiety. The individual affected is often able to recognize the behavior as excessive and irrational, but is unable to control or stop the behaviors without intervention. Like most mental illnesses, this disorder is not exclusive to affecting individuals of a certain age group, race or socioeconomic status. According to the National Institute of Mental Health, OCD affects about 2.2 million American adults and about one-third of adults with the disorder developed symptoms as children. Unfortunately, there are several obstacles and misunderstandings that have lead the majority to think that this disorder is rarely found in children or adolescents. There is a stigma about mental health and seeking proper treatment as well as misdiagnosis. Children that present with OCD symptoms may be diagnosed with conduct disorder, ADHD, or depression. Even then it depends on the parents or caretakers ability to recognize the problem and theShow MoreRelatedObsessive Compulsive Disorder Essay1232 Words   |  5 PagesObsessive compulsive disorder (OCD) is an anxiety disorder characterized by intrusive thoughts that produce uneasiness, apprehension, fear, or worry. The acts of those who have OCD may appear paranoid and potentially psychotic. However, OCD sufferers generally recognize their obsessions and compulsions as irrational and may become further distressed by this realization. Obsessive–compulsive disorder affects c hildren and adolescents, as well as adults. Roughly one third to one half of adults withRead MoreEssay about Speech Outline on Ocd799 Words   |  4 PagesInformative Speech Outline Obsessive Compulsive Disorder I. Attention Getter A. Show Obsessive Compulsive Disorder clip from you tube. http://www.youtube.com/watch?feature=player_embeddedv=sZYRVwjv1ws II. Background A. 1 out of every 100 adults suffers from Obsessive-Compulsive Disorder, and even more are affected by its symptoms. B. 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Anxiety can persist in situations where there is no need to be anxious over. Although cigarettes may have the symptoms of reducing anxiety levels, cigarettes end up causing more harm than good and should

The Population Of The United States - 1537 Words

As the population of the United States continues to become more diverse, healthcare providers should eï ¬â‚¬ectively communicate with each patient regardless of their culture, nationality, religion or socioeconomic status. Nurses and other providers should be delivering patient centered care that is culturally competent. â€Å"Culture also includes the integrated pattern of thoughts, communications, actions, customs, beliefs, values, and institutions associated, wholly or partially, with racial, ethnic, or linguistic groups, as well as with religious, spiritual, biological, geographical, or sociological characteristics† (Lamb, 2014, p. 132). Nurses are caring for a culturally diverse population, so considering the role of culture, language, and†¦show more content†¦In order to stay culturally competent, nurses need to continually reframe their cultural perceptions, so a bias does not develop against a certain patient population. The homeless are frequently looked do wn upon and their need for urgent medical care is minimized. This is especially apparent when the homeless present to the Emergency Department (ED) seeking care for a medical or social issue. The homeless population is often misunderstood and stigmatized because they are more likely to seek care in the emergency room, rather than in a primary care doctor’s office. The medical staff in the emergency room may minimize the needs of the patient, discharge them prematurely, perceive their need is socially oriented or not determine what is really wrong with them. Stereotyping the homeless as being an alcoholic, chronically mentally ill, drug seeking, frequent flyers and in need of social services limits the health care services provided to the patient. By Limiting their access to care, the ED staff and providers may overlook an acute need which puts the health and safety of these patients in jeopardy. Furthermore, homeless people have social issues that supersede their need to seek care for their chronic conditions. As a result, homeless individuals will often use the emergency room for routine matters instead of going to a primary care office. Homeless individuals are three times more likely to use the ED than the non-homeless which may be a contributing factor for

City of Ember Book Reveiw Free Essays

I have never really been underground, but author Jeanne DuPrau made me feel as if I had been there during the dark, long, blackouts. Ember was the only city or place anyone knew of. No one knew what was beyond the city; out in the darkness. We will write a custom essay sample on City of Ember Book Reveiw or any similar topic only for you Order Now The power and light of the city came from electricity generated by the river running underneath Ember and sudden blackouts occurred as nobody at all knew when to expect them. Every night at nine o’clock the power was turned off and did not come back until the next morning.The darkness was complete during the night. This is a story of when a young girl named Lina Mayfleet finds a way out of the unknown, hidden world that she lives and her journey out of the dreadful dying city, Ember. Lina is the reason I love this book, because you can really relate to her emotions and opinions. Even though there is a narrator telling the story and not Lina, not only does Lina’s voice make me see the fear of her city dying, but she makes me feel it. â€Å"There was no flicker this time, just sudden, complete darkness. This quote is an example of how the author allows Lina’s voice to create a lively setting of what is happening. The author, Jeanne DuPrau made a stunning debut, with refreshingly clear writing and fascinating original characters. In fact, DuPrau has been a teacher, editor, and writer of nonfiction. Surprisingly, this book was her first novel she had ever written. A boy named Doon Harrow is a good friend of Lina’s and helps her unveil the mystery of Ember. Together they decipher the Instructions for the way out of their horrible city.The secrets of Ember and the mystery for the way out are just a few reasons you want to keep turning the page to find out what happens in this fictional novel The City of Ember. Everyone is full of secrets and you never know who has what knowledge about this mysterious sub-terrestrial city. In Addition, other characters like Clary the greenhouse chief, Lina’s baby sister Poppy, and grandmother support Lina and Doon on their expedition. Ultimately, they put all the pieces together and finally got an answer. In the dark and gloomy world of Ember, Lina endures every aspect of the city to escape the dreary consequences of what is to come. â€Å"Come back lights she pleaded. Please come back. † A quote by the narrator describing what Lina and probably every other person in Ember would be saying in their minds during the completely unexpected blackouts. Accordingly, in a few weeks or so the power would run out for ever and the people would be trapped in the darkness. But if you want to know particularly what happens to Lina and Doon and what they discover as the follow the Instructions, in The City of Ember, you will have to read the book. How to cite City of Ember Book Reveiw, Papers

Granger Movement free essay sample

Examines history of agricultural movement founded after Civil War. Origins, economics, politics, leadership, purpose, philosophy, court cases and decline. The Granger Movement The Granger Movement was a popular uprising among the American agricultral communities in the years following the Civil War. It was an organization modeled after the Masonic Lodge, offering farmers a chance to organize against monopolies and build up unity among themselves. Of the many recurrent elements of world history, agrarian discontent has been one of the most pervasive and has had a broad effect on the destinies of numerous political empires. Two such examples are the English Peasants? Revolt in 1381 and the Peasants? War in Germany in 1524-25. These revolts stemmed from a belief of the rural citizenry that they were being economically exploited by the ruling classes. The citizens did not necessarily believe that they were impoverished, only that they were being exploited. In the case..

Jm Coetzee Essay Example

Jm Coetzee Essay Residence at the time of the award: South Africa Prize motivation: who in innumerable guises portrays the surprising involvement of the outsider Language: English Biographical John Maxwell Coetzee was born in Cape Town, South Africa, on 9 February 1940, the elder of two children. His mother was a primary school teacher. His father was trained as an attorney, but practiced as such only intermittently; during the years 1941–45 he served with the South African forces in North Africa and Italy. Though Coetzees parents were not of British descent, the language spoken at home was English. Coetzee received his primary schooling in Cape Town and in the nearby town of Worcester. For his secondary education he attended a school in Cape Town run by a Catholic order, the Marist Brothers. He matriculated in 1956. Coetzee entered the University of Cape Town in 1957, and in 1960 and 1961 graduated successively with honours degrees in English and mathematics. He spent the years 1962–65 in England, working as a computer programmer while doing research for a thesis on the English novelist Ford Madox Ford. In 1963 he married Philippa Jubber (1939–1991). They had two children, Nicolas (1966–1989) and Gisela (b. 1968). In 1965 Coetzee entered the graduate school of the University of Texas at Austin, and in 1968 graduated with a PhD in English, linguistics, and Germanic languages. His doctoral dissertation was on the early fiction of Samuel Beckett. For three years (1968–71) Coetzee was assistant professor of English at the State University of New York in Buffalo. After an application for permanent residence in the United States was denied, he returned to South Africa. We will write a custom essay sample on Jm Coetzee specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Jm Coetzee specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Jm Coetzee specifically for you FOR ONLY $16.38 $13.9/page Hire Writer From 1972 until 2000 he held a series of positions at the University of Cape Town, the last of them as Distinguished Professor of Literature. Between 1984 and 2003 he also taught frequently in the United States: at the State University of New York, Johns Hopkins University, Harvard University, Stanford University, and the University of Chicago, where for six years he was a member of the Committee on Social Thought. Coetzee began writing fiction in 1969. His first book, Dusklands, was published in South Africa in 1974. In the Heart of the Country (1977) won South Africas then principal literary award, the CNA Prize, and was published in Britain and the USA. Waiting for the Barbarians (1980) received international notice. His reputation was confirmed by Life amp; Times of Michael K (1983), which won Britains Booker Prize. It was followed by Foe (1986), Age of Iron (1990), The Master of Petersburg (1994), and Disgrace (1999), which again won the Booker Prize. Coetzee also wrote two fictionalized memoirs, Boyhood (1997) and Youth (2002). The Lives of Animals (1999) is a fictionalized lecture, later absorbed into Elizabeth Costello (2003). White Writing (1988) is a set of essays on South African literature and culture. Doubling the Point (1992) consists of essays and interviews with David Attwell. Giving Offense (1996) is a study of literary censorship. Stranger Shores (2001) collects his later literary essays. Coetzee has also been active as a translator of Dutch and Afrikaans literature. In 2002 Coetzee emigrated to Australia. He lives with his partner Dorothy Driver in Adelaide, South Australia, where he holds an honorary position at the University of Adelaide. Excerpts from Disgrace Excerpts selected by Lars Rydquist, head librarian, Nobel Library of the Swedish Academy. (Pages 111-112 and 183-184) As gently as he can, he offers his question again. Lucy, my dearest, why dont you want to tell? It was a crime. There is no shame in being the object of a crime. You did not choose to be the object. You are an innocent party. Sitting across the table from him, Lucy draws a deep breath, gathers herself, then breathes out again and shakes her head. Can I guess? he says. Are you trying to remind me of something? Am I trying to remind you of what? Of what women undergo at the hands of men. Nothing could be further from my thoughts. This has nothing to do with you, David. You want to know why I have not laid a particular charge with the police. I will tell you, as long as you agree not to raise the subject agai n. The reason is that, as far as I am concerned, what happened to me is a purely private matter. In another time, in another place it might be held to be a public matter. But in this place, at this time, it is not. It is my business, mine alone. This place being what? This place being South Africa. I dont agree. I dont agree with what you are doing. Do you think that by meekly accepting what happened to you, you can set yourself apart from farmers like Ettinger? Do you think what happened here was an exam: if you come through, you get a diploma and safe conduct into the future, or a sign to paint on the door-lintel that will make the plague pass you by? That is not how vengeance works, Lucy. Vengeance is like a fire. The more it devours, the hungrier it gets. Stop it, David! I dont want to hear this talk of plagues and fires. I am not just trying to save my skin. If that is what you think, you miss the point entirely. Then help me. Is it some form of private salvation you are trying to work out? Do you hope you can expiate the crimes of the past by suffering in the present? No. You keep misreading me. Guilt and salvation are abstractions. I dont act in terms of abstractions. Until you make an effort to see that, I cant help you. He wants to respond, but she cuts him short. David, we agreed. I dont want to go on with this conversation. Never yet have they been so far and so bitterly apart. He is shaken. /- -/ Working as swiftly as he can, holding tight to Teresa, he tries to sketch out the opening pages of a libretto. Get the words down on paper, he tells himself. Once that is done it will all be easier. Then there will be time to search through the masters through Gluck, for instance lifting melodies, perhaps who knows? lifting ideas too. But by steps, as he begins to live his days more fully with Teresa and the dead Byron, it becomes clear that purloined songs will not be good enough, that the two will demand a music of their own. And, astonishingly, in dribs and drabs, the music comes. Sometimes the contour of a phrase occurs to him before he has a hint of what the words themselves will be; sometimes the words call forth the cadence; sometimes th e shade of a melody, having hovered for days on the edge of hearing, unfolds and blessedly reveals itself. As the action begins to unwind, furthermore, it calls up of its own accord modulations and transitions that he feels in his blood even when he has not the musical resources to realize them. At the piano he sets to work piecing together and writing down the beginnings of a score. But there is something about the sound of the piano that hinders him: too rounded, too physical, too rich. From the attic, from a crate full of old books and toys of Lucys, he recovers the odd little seven-stringed banjo that he bought for her on the streets of KwaMashu when she was a child. With the aid of the banjo he begins to notate the music that Teresa, now mournful, now angry, will sing to her dead lover, and that pale-voiced Byron will sing back to her from the land of the shades. The deeper he follows the Contessa into her underworld, singing her words for her or humming her vocal line, the more inseparable from her, to his surprise, becomes the silly plink-plonk of the toy banjo. The lush arias he had dreamed of giving her he quietly abandons; from there it is but a short step to putting the instrument into her hands. Instead of stalking the stage, Teresa now sits staring out over the marshes toward the gates of hell, cradling the mandolin on which she accompanies herself in her lyric flights; while to one side a discreet trio in knee-breeches (cello, flute, bassoon) fill in the entractes or comment sparingly between stanzas. References 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Argentina: Nearly Half of Argentines Demand End to Privatization. (2002, July 11). Asia Africa Intelligence Wire. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Argentina: Ten Years of Privatization Made a Crisis Worse. (2003, June 24). Interpress Service. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Baker, Dean, and Mark Weisbrot. (2002, April 16). The Role of Social Security Privatization in Argentinas Economic Crisis. Center for Economic and Policy Research. Retrieved from http://www.cepr.net/publications/argentina_2002_04.htm. (23 February 2007). 4.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Cavallo, Domingo F. (1997). Lessons from Argentinas Privatization Experience. Journal of International Affairs, Vol. 50. 5.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Chisari, Omar, Antonio Estache, and Carlos Romero. Winners and Losers from Utility Privatization in Argentina: Lessons from a General Equilibrium Model.   World Bank. Retrieved from http://www.worldbank.org/html/dec/Publications/Workpapers/WPS1800series/wps1824/wps1824.pdf. (23 February 2007). 6.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Confronting the Social and Labor Challenges of Privatization: Multinational Enterprises in Telecommunications in the 1990s. International Labor Organization. Working Paper. Retrieved from http://www.ilo.org/public/english/employment/multi/download/wp90.pdf. (23 February 2007). 7.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Davis, Neal C. (1997, October 22). Electricity Reform Abroad and U.S. Investment: A Historical Perspective for Argentine Privatization Efforts. Retrieved from http://www.eia.doe.gov/emeu/pgem/electric/ch411.html. (23 February 2007). 8.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Galiani, Sebastian, Paul Gertler, and Ernesto Schargrodsky. (2002, June 30). Water for Life: The Impact of Privatization of Water Services on Child Mortality. Working Paper. Retrieved from http://faculty.haas.berkeley.edu/gertler/working_papers/Water%20for%20Life%20June30.pdf. (23 February 2007). 9.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hacher, Sebastian. (2004, February 26). Argentina Water Privatization Scheme Runs Dry. Global Policy Forum. Retrieved from http://www.globalpolicy.org/. (23 February 2007). 10.  Ã‚  Ã‚  Ã‚  Ã‚   Health Care Privatization in Argentina. (2001). National Center for Policy Analysis. Idea House. Retrieved from http://www.ncpa.org/. (23 February 2007). 11.  Ã‚  Ã‚  Ã‚  Ã‚   Multinational water companies desperate to get out of Argentina. (2005, December 18). Catholic New Times. 12.  Ã‚  Ã‚  Ã‚  Ã‚   National Framework for Globalization. International Labor Organization. Retrieved from http://www.ilo.org/. (23 February 2007). 13.  Ã‚  Ã‚  Ã‚  Ã‚   Privatization Link. Multilateral Investment Guarantee Agency: World Bank Group. Retrieved from http://www.fdi.net/index.cfm. (23 February 2007). 14.  Ã‚  Ã‚  Ã‚  Ã‚   Saba, Roberto Pablo, and Luigi Manzetti. (1997). Privatization in Argentina: The implications for corruption. Crime, Law, and Social Change, 25. 15.  Ã‚  Ã‚  Ã‚  Ã‚   Valente, Marcela. (2006). De-Privatisation Purely Pragmatic, Say Observers. Inter Press Service News Agency. Retrieved from http://ipsnews.net/headlines.asp. (23 February 2007). Jm Coetzee Essay Example Jm Coetzee Paper Residence at the time of the award: South Africa Prize motivation: who in innumerable guises portrays the surprising involvement of the outsider Language: English Biographical John Maxwell Coetzee was born in Cape Town, South Africa, on 9 February 1940, the elder of two children. His mother was a primary school teacher. His father was trained as an attorney, but practiced as such only intermittently; during the years 1941–45 he served with the South African forces in North Africa and Italy. Though Coetzees parents were not of British descent, the language spoken at home was English. Coetzee received his primary schooling in Cape Town and in the nearby town of Worcester. For his secondary education he attended a school in Cape Town run by a Catholic order, the Marist Brothers. He matriculated in 1956. Coetzee entered the University of Cape Town in 1957, and in 1960 and 1961 graduated successively with honours degrees in English and mathematics. He spent the years 1962–65 in England, working as a computer programmer while doing research for a thesis on the English novelist Ford Madox Ford. In 1963 he married Philippa Jubber (1939–1991). They had two children, Nicolas (1966–1989) and Gisela (b. 1968). In 1965 Coetzee entered the graduate school of the University of Texas at Austin, and in 1968 graduated with a PhD in English, linguistics, and Germanic languages. His doctoral dissertation was on the early fiction of Samuel Beckett. For three years (1968–71) Coetzee was assistant professor of English at the State University of New York in Buffalo. After an application for permanent residence in the United States was denied, he returned to South Africa. We will write a custom essay sample on Jm Coetzee specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Jm Coetzee specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Jm Coetzee specifically for you FOR ONLY $16.38 $13.9/page Hire Writer From 1972 until 2000 he held a series of positions at the University of Cape Town, the last of them as Distinguished Professor of Literature. Between 1984 and 2003 he also taught frequently in the United States: at the State University of New York, Johns Hopkins University, Harvard University, Stanford University, and the University of Chicago, where for six years he was a member of the Committee on Social Thought. Coetzee began writing fiction in 1969. His first book, Dusklands, was published in South Africa in 1974. In the Heart of the Country (1977) won South Africas then principal literary award, the CNA Prize, and was published in Britain and the USA. Waiting for the Barbarians (1980) received international notice. His reputation was confirmed by Life amp; Times of Michael K (1983), which won Britains Booker Prize. It was followed by Foe (1986), Age of Iron (1990), The Master of Petersburg (1994), and Disgrace (1999), which again won the Booker Prize. Coetzee also wrote two fictionalized memoirs, Boyhood (1997) and Youth (2002). The Lives of Animals (1999) is a fictionalized lecture, later absorbed into Elizabeth Costello (2003). White Writing (1988) is a set of essays on South African literature and culture. Doubling the Point (1992) consists of essays and interviews with David Attwell. Giving Offense (1996) is a study of literary censorship. Stranger Shores (2001) collects his later literary essays. Coetzee has also been active as a translator of Dutch and Afrikaans literature. In 2002 Coetzee emigrated to Australia. He lives with his partner Dorothy Driver in Adelaide, South Australia, where he holds an honorary position at the University of Adelaide. Excerpts from Disgrace Excerpts selected by Lars Rydquist, head librarian, Nobel Library of the Swedish Academy. (Pages 111-112 and 183-184) As gently as he can, he offers his question again. Lucy, my dearest, why dont you want to tell? It was a crime. There is no shame in being the object of a crime. You did not choose to be the object. You are an innocent party. Sitting across the table from him, Lucy draws a deep breath, gathers herself, then breathes out again and shakes her head. Can I guess? he says. Are you trying to remind me of something? Am I trying to remind you of what? Of what women undergo at the hands of men. Nothing could be further from my thoughts. This has nothing to do with you, David. You want to know why I have not laid a particular charge with the police. I will tell you, as long as you agree not to raise the subject agai n. The reason is that, as far as I am concerned, what happened to me is a purely private matter. In another time, in another place it might be held to be a public matter. But in this place, at this time, it is not. It is my business, mine alone. This place being what? This place being South Africa. I dont agree. I dont agree with what you are doing. Do you think that by meekly accepting what happened to you, you can set yourself apart from farmers like Ettinger? Do you think what happened here was an exam: if you come through, you get a diploma and safe conduct into the future, or a sign to paint on the door-lintel that will make the plague pass you by? That is not how vengeance works, Lucy. Vengeance is like a fire. The more it devours, the hungrier it gets. Stop it, David! I dont want to hear this talk of plagues and fires. I am not just trying to save my skin. If that is what you think, you miss the point entirely. Then help me. Is it some form of private salvation you are trying to work out? Do you hope you can expiate the crimes of the past by suffering in the present? No. You keep misreading me. Guilt and salvation are abstractions. I dont act in terms of abstractions. Until you make an effort to see that, I cant help you. He wants to respond, but she cuts him short. David, we agreed. I dont want to go on with this conversation. Never yet have they been so far and so bitterly apart. He is shaken. /- -/ Working as swiftly as he can, holding tight to Teresa, he tries to sketch out the opening pages of a libretto. Get the words down on paper, he tells himself. Once that is done it will all be easier. Then there will be time to search through the masters through Gluck, for instance lifting melodies, perhaps who knows? lifting ideas too. But by steps, as he begins to live his days more fully with Teresa and the dead Byron, it becomes clear that purloined songs will not be good enough, that the two will demand a music of their own. And, astonishingly, in dribs and drabs, the music comes. Sometimes the contour of a phrase occurs to him before he has a hint of what the words themselves will be; sometimes the words call forth the cadence; sometimes th e shade of a melody, having hovered for days on the edge of hearing, unfolds and blessedly reveals itself. As the action begins to unwind, furthermore, it calls up of its own accord modulations and transitions that he feels in his blood even when he has not the musical resources to realize them. At the piano he sets to work piecing together and writing down the beginnings of a score. But there is something about the sound of the piano that hinders him: too rounded, too physical, too rich. From the attic, from a crate full of old books and toys of Lucys, he recovers the odd little seven-stringed banjo that he bought for her on the streets of KwaMashu when she was a child. With the aid of the banjo he begins to notate the music that Teresa, now mournful, now angry, will sing to her dead lover, and that pale-voiced Byron will sing back to her from the land of the shades. The deeper he follows the Contessa into her underworld, singing her words for her or humming her vocal line, the more inseparable from her, to his surprise, becomes the silly plink-plonk of the toy banjo. The lush arias he had dreamed of giving her he quietly abandons; from there it is but a short step to putting the instrument into her hands. Instead of stalking the stage, Teresa now sits staring out over the marshes toward the gates of hell, cradling the mandolin on which she accompanies herself in her lyric flights; while to one side a discreet trio in knee-breeches (cello, flute, bassoon) fill in the entractes or comment sparingly between stanzas. References 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Argentina: Nearly Half of Argentines Demand End to Privatization. (2002, July 11). Asia Africa Intelligence Wire. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Argentina: Ten Years of Privatization Made a Crisis Worse. (2003, June 24). Interpress Service. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Baker, Dean, and Mark Weisbrot. (2002, April 16). The Role of Social Security Privatization in Argentinas Economic Crisis. Center for Economic and Policy Research. Retrieved from http://www.cepr.net/publications/argentina_2002_04.htm. (23 February 2007). 4.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Cavallo, Domingo F. (1997). Lessons from Argentinas Privatization Experience. Journal of International Affairs, Vol. 50. 5.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Chisari, Omar, Antonio Estache, and Carlos Romero. Winners and Losers from Utility Privatization in Argentina: Lessons from a General Equilibrium Model.   World Bank. Retrieved from http://www.worldbank.org/html/dec/Publications/Workpapers/WPS1800series/wps1824/wps1824.pdf. (23 February 2007). 6.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Confronting the Social and Labor Challenges of Privatization: Multinational Enterprises in Telecommunications in the 1990s. International Labor Organization. Working Paper. Retrieved from http://www.ilo.org/public/english/employment/multi/download/wp90.pdf. (23 February 2007). 7.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Davis, Neal C. (1997, October 22). Electricity Reform Abroad and U.S. Investment: A Historical Perspective for Argentine Privatization Efforts. Retrieved from http://www.eia.doe.gov/emeu/pgem/electric/ch411.html. (23 February 2007). 8.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Galiani, Sebastian, Paul Gertler, and Ernesto Schargrodsky. (2002, June 30). Water for Life: The Impact of Privatization of Water Services on Child Mortality. Working Paper. Retrieved from http://faculty.haas.berkeley.edu/gertler/working_papers/Water%20for%20Life%20June30.pdf. (23 February 2007). 9.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hacher, Sebastian. (2004, February 26). Argentina Water Privatization Scheme Runs Dry. Global Policy Forum. Retrieved from http://www.globalpolicy.org/. (23 February 2007). 10.  Ã‚  Ã‚  Ã‚  Ã‚   Health Care Privatization in Argentina. (2001). National Center for Policy Analysis. Idea House. Retrieved from http://www.ncpa.org/. (23 February 2007). 11.  Ã‚  Ã‚  Ã‚  Ã‚   Multinational water companies desperate to get out of Argentina. (2005, December 18). Catholic New Times. 12.  Ã‚  Ã‚  Ã‚  Ã‚   National Framework for Globalization. International Labor Organization. Retrieved from http://www.ilo.org/. (23 February 2007). 13.  Ã‚  Ã‚  Ã‚  Ã‚   Privatization Link. Multilateral Investment Guarantee Agency: World Bank Group. Retrieved from http://www.fdi.net/index.cfm. (23 February 2007). 14.  Ã‚  Ã‚  Ã‚  Ã‚   Saba, Roberto Pablo, and Luigi Manzetti. (1997). Privatization in Argentina: The implications for corruption. Crime, Law, and Social Change, 25. 15.  Ã‚  Ã‚  Ã‚  Ã‚   Valente, Marcela. (2006). De-Privatisation Purely Pragmatic, Say Observers. Inter Press Service News Agency. Retrieved from http://ipsnews.net/headlines.asp. (23 February 2007).

AP World History Review 5-Step Study Plan

AP World History Review 5-Step Study Plan SAT / ACT Prep Online Guides and Tips It's difficult to know where to start when studyingfor the AP World History test. The few months you have to study for the class are dwarfed by the thousands of years of history covered by the curriculum. The good news is that the AP exammainly asks you to look at long-term trends rather than minute details, so it's not as daunting to review for as you might think. In this guide, I'll give a brief overview of the test content, lay out a template for a successfulAP World Historyreview plan, and provide some essential study strategies for making the most of your prep time. What’s on the AP World History Exam? The AP World History Exam covers five themes that stretch across six historical periods.For links to notes that go through all the content, you can visit my article that deals specifically with AP world history notes. The Themes Are: Theme 1: Interaction Between Humans and the Environment Theme 2: Development and Interaction of Cultures Theme 3: State-Building, Expansion, and Conflict Theme 4: Creation, Expansion, and Interaction of Economic Systems Theme 5: Development and Transformation of Social Structures The Historical Periods Are: Period 1: Technological and Environmental Transformations, Before c. 600 B.C.E. Big Geography and the Peopling of the Earth The Neolithic Revolution and Early Agricultural Societies The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies Period 2: Organization and Reorganization of Human Societies, 600 B.C.E. - 600 C.E. The Development and Codification of Religious and Cultural Traditions The Development of States and Empires Emergence of Transregional Networks of Communication and Exchange Period 3: Regional and Transregional Interactions, 600 - 1450 Expansion and Intensification of Communication and Exchange Networks Continuity and Innovation of State Forms and Their Interactions Increased Economic Productive Capacity and Its Consequences Period 4: Global Interactions, 1450 - 1750 Globalizing Networks of Communication and Exchange New Forms of Social Organization and Modes of Production State Consolidation and Imperial Expansion Period 5: Industrialization and Global Integration, 1750 - 1900 Industrialization and Global Capitalism Imperialism and Nation-State Formation Nationalism, Revolution, and Reform Global Migration Period 6: Accelerating Global Change and Realignments, 1900 - Present Science and the Environment Global Conflicts and Their Consequences New Conceptualizations of Global Economy, Society, and Culture Here’s a chart that shows how much each historical period will show up on the multiple-choice portion of the exam: Historical Period Percentage of Multiple Choice Questions Before 600 B.C.E. 5 600 B.C. - 600 C.E. 15 600 - 1450 20 1450 - 1750 20 1750 - 1900 20 1900 - Present 20 Note that eighty percent of the multiple-choice section will ask about events in world history that occurred after 600 C.E. There’s a lot of information packed in here. How can you actually start reviewing for the AP test? In the next section, I’ll give you some advice on how to create a study plan that will get you the best score possible! This represents your progression towards a 5 as you go through the review plan. Hopefully, you'll end up less arrogant than the dude on the tallest pillar, though. He needs to tone down the attitude. AP World History Review Plan Here's a step-by-step review plan for the AP World History exam that will get you on the right track with your studying. Step 1: Take and Score a Diagnostic Test The first step in your review should be taking a full practice test to see where you’re scoring on the AP scale.Based on your scores, you can set a goal for yourself and make study plans that fit with the amount of work you need to do to improve.When you take this test, you should adhere to the time guidelines set by the real exam: 55 minutes for the 55 multiple-choice questions 50 minutes for the four short-answer questions 55 minutes for the document based question 35 minutes for the long essay questions It’s a challenge to write this fast, so you should get used to it as soon as possible.Also, circle any multiple-choice questions where you weren’t entirely sure of the answer. Even if you get them right, you should still review the content. If you find you’re in the lower range for a certain AP score, you should continue to work on your skills even if you’re satisfied with that score.The curve tends to get tougher over time, so the calculator givesa slightly inflated score estimate. Step 2: Analyze Your Mistakes After you take and score your test, go through your mistakes and detect any issues you had with the material.Categorize your mistakes by era so that you can get a better idea of what you need to study.Note any patterns that occurred. Were you especially rusty in one geographic area? Did questions dealing with particular themes give you the most trouble?Take this step very seriously because it will get you on the right track with your studying going forward! Step 3: Study Relevant Content Areas Now that you’ve gone through your mistakes, it’s time to dive back into your notes and review whatever you forgot.Work your way through all the gaps in your memory that manifested themselves on the test.Make sure that you’re absorbing the information and not just reading it over.Follow the tips in the previous section on looking for larger themes, and check in with yourself after each section of notes to make sure what you learned didn’t fall out of your brain immediately. Step 4: Essay Dress Rehearsal The next step before taking another practice test is to do a little essay rehearsal.I'll reemphasize the importance of practicing essay writing skills in the upcoming strategy section, butI also think they warrant their own step in the study process. Just knowing the information won’t guarantee you a high essay score if you write too slowly or aren’t prepared to connect specific examples with trends and themes.Take a look back at your first test, and note the strengths and weaknesses of your essays.Try to write new essays (or essay outlines) that improve on your original essays and would score higher based on the AP guidelines. Step 5: Take Another Practice Test Finally, take another practice test to see whether all that studying paid off!If you find that you’re happy with your new score, you can take a break and just do a few light review sessions before the test. If you’re still unsatisfied, you can repeat the study process again using the results of this test. If you find that you haven’t improved from the first test, you need to reexamine your study methods and your analysis of incorrect answers.You may have been distracted during part of the process or read through your notes too quickly without understanding them on a deeper level. Attention to detailis key if you want to see big improvements! Here’s an estimate of the timeline for these five steps: Step 1: 3.5 hours Step 2: 1 hour Step 3: 2 hours Step 4: 2 hours Step 5: 3.5 hours That’s a total of around 12 hours for one cycle ofthis process.It’s well worth your time to go through it at least once if you’re dedicated to earning a great score! Twelve hours is but a blink of an eye compared to the whole of human history! Try not to think about that too much. AP World History Review Tips and Strategies These are three of the most important strategies to keep in your back pocket as you review. Check out this article to findadditional study tips for AP World History! Strategy #1: Don’t Try to Memorize Everything The main thing you should know about AP World History, before you start reviewing, is that you’re not expected to memorize tons of specific dates or the names of every ruler of every empire in history.Don’t fill up valuable space in your memory with minute details that most likely won't come up on the test. You should have a good idea of how major events have progressed chronologically in each region throughout history, but there’s no need to get into the nitty gritty of less prominent names and places.Study the same way you might read Lord of the Rings (I assume you’ve done this if you’re truly a nerd):Skim over the insane names of minor characters and places that are peripheral to the main storyline, but hold onto key details that will allow you to make logical sense of the plot as you progress through the book. Strategy #2: Look for the Themes A strong understanding of the five themes and the ability to connect them to events throughout history is the key to doing well on this test.As you study content, think back to how the themes might play into the reasons for shifts in political dynamics, cultural developments, or other trends.This can help you to come up with supporting examples to use in your free-response essays.The essays will ask you to explain changes over time and compare different societies.The course themes are great jumping-off points for your essays that will help you explain how events are connected and why societies have adopted different values or political systems. Strategy #3: Practice Essay-Writing Skills I want to doubly emphasize the fact that the free-response section is your most challenging obstacle to a high score on AP World History. Twoessays in an hour and a half is no easy task, even for the best writers!That’s why it’s critical to practice plenty of essays before you sit down to take the real test. If you’re short on time, you don’t have to practice full essays. However, you should at least write a thesis and then outline how you would support it with specific examples.For the DBQ, which many students find to be the most challenging question on the test, look at questions from past exams, and think about how you would weave together your analysis of all the documents.Here’s some more information on the DBQ and what you need to include in your answer to get a high score. Just be thankful that you don't have to read the original documents. Most of these things are so illegible that I wouldn't be surprised if we were completely wrong about certain parts of our history. Conclusion Reviewing for AP World History doesn't have to be a super stressful experience. Despite the fact that the exam covers a huge amount of content, it's also pretty forgiving if you happen to forget some of the minor historical players. Themes and long-term trends are the focus of both the course and the exam. To recap, this is the process I recommend for conducting your review: Step 1: Take and Score a Diagnostic Test Step 2: Analyze Your Mistakes Step 3: Study Relevant Content Areas Step 4: Essay Dress Rehearsal Step 5: Take Another Practice Test As you go through these steps, some strategies to keep in mind are: #1: Don't Try to Memorize Every Little Detail #2: Look for the Themes #3: Practice Essay Writing Skills Regularly As you do more practice and start to get used to the format and content of the test, you'll see that a 5 is definitely within reach if you put in a strong effort! What's Next? If you're taking AP World History as an underclassman, you're probably still planning out the rest of your high school schedule. Read this article for advice on which AP classes you should takebased on your school's offerings and your goals for college. Are you bummed that your high school doesn't offer an AP class that you're interested in taking? Learn more about AP self-studying so you can decide whether it'sthe right choice for you. You may end up taking SAT Subject Tests in addition to AP tests if you're applying to very competitive colleges. Check out this article for the inside scoop on which type of test is more important for college applications. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: