Case Analysis on Jobs Essay Example | Topics and Well Written Essays - 750 words

Case Analysis on Jobs - Essay Example A systematic body of knowledge on the design of jobs is a result of the Industrial revolution and the rise of large-scale economic enterprises. Job in simple can be defined as 'a grouping of tasks, responsibilities and duties'. Companies rely of job analysis to enrich the job experience, so that the worker is in a position to give his/ her optimum to the company. Jobs are classified based on the types of requisite qualifications, expertise and experience and accordingly people are selected for each job. The process of reclassifying, enlargement, specification of jobs is an evolutionary process within an organisation and continues with newer inputs to the industry and job profile. Job analysis therefore provides details of the tasks and activities to be carried out on a particular job together with required human skills and motivations to the human resource. Adequate working ambience and other motivators then act towards maximizing the productivity and satisfaction. Job design and wor k organization function towards complementing each other's roles. Employees are placed in different positions in the hierarchy depending upon the levels of responsibility entrusted to them. The working is regularly evaluated by the seniors and accordingly there are higher responsibilities for deserving ones. The process of job evaluation is a prerequisite to effective recr... Step-2: Determining the process of job analysis. A suitable technique of job analysis is defined for carrying out the task. For this adequate support is required from different quarters like the HR professionals, managers, executives etc. This process is a time consuming process and requires patience and an eye for observation. Preparations are made for a thorough analysis of the job with the help of questionnaires, interviews, observation and the reports about the job gathered over time. Step-3: Data collection: Data is collected with the help of questionnaires, surveys, observations and other reliable reports. Step-4: Data Compilation: The data collected in step-3 happens to be in raw form and requires grouping in different segments, tabulation etc. so that conclusions can be drawn out with comparisons and analysis. Step-5: Verifying job description and job satisfaction. This process is required to take care of any loose ends that could have been left during the data collection process. Under this process the documents are sent to the participants for reviews for ascertaining the accuracy. Step-6: After the participants review the document and give a seal of approval the jobs are provided specifications with the approval of middle level supervisors and senior management. Step-7: Maintaining the Job specifications for future reference: The jobs thus specified and described are to be documented and maintained for references in future so that whenever a need is felt to undertake such an exercise again, these documents are available for

Persin development Essay Example for Free

Persin development Essay Silkysteps early years forum planning ideas for play Welcome to Silkysteps Early Years Forum Early Years Discussion Forums Training, Qualifications CPD Level 3 Diploma NVQ SCH 32 2. 3 Describe how own values belief systems and experiences affect practice User Name Remember Me? Password Register FAQ Members List Calendar Arcade Level 3 Diploma NVQ Level 3 : NVQ Childrens Care, Learning and Development and Diploma for the Children and Young Peoples Workforce. Please DO NOT COPY and PASTE information from this forum and then submit the work as your own. Plagiarism risks you failing the course and the development of your professional knowledge. Go to Page Page 1 of 2 1 2 Thread Tools Display Modes #1 10-16-2010, 08:02 PM easylife Acorn ~~Putting down roots ~~ Join Date: Mar 2010 Posts: 11 SCH 32 2. 3 Describe how own values belief systems and experiences affect practice Hi, I really would like to thank every one here in this site. Without posting any question last year for my NVQ Level 2 that I passed I really benefit from all of your posted answers. I have now started my Level 3 Diploma for the Children and Young Peoples Workforce and we have 21 units this year I am in unit 052 is any one here doing the same course? Just need some help with 2. 3 : Describe how own values, belief systems and experiences my effect working practice? Manythanks easylife View Public Profile Find all posts by easylife #2 10-16-2010, 10:11 PM Ruthierhyme Administrator Join Date: Nov 2005 Posts: 5,959 Hi a warm welcome to the site xx You need to look at what you value, what beliefs you personally have and the experiences that you have that may or maynot affect the way you work. How would you describe your outlook on life? Negative? do you feel things will go badly Optimistic? maybe youre open to a range of possible outcomes Are you positively focussed? do you find it easy to be keen, motivated, eager to plan, witness and take part. The collins handbook lays out guidance for this assessment criteria by category .. Family background: the make-up of your immediate and extended family and their impact; whether you were an only child or were there many children; sibling rivalry; a mix of genders; the history of your family; whether there was a harsh discipline or permissive attitude. Environment: the house/flat/caravan you grew up in and its location, within town or rural setting, within a cetain geographical area, or a different country. Finances: whether you were wealthy or struggled to have your basic needs met. Education: the ethos of your school; whether single or mixed sex; boarding or day school; inspirational teachers; success academiucally; whether you were bullied; whether you developed special interests. Religious or spiritual beleif system including if you embraced or rejected this. Moral influences: values passed onto you as being of central importance to the way you live your life. Pg 54 Everyone is influenced and shaped by their unique experience of life. It can be hard to separate personal and professional responses when youre asked to perform both simultaneously throughout each working day. For the ability to maintain objectivity or be unaffected by personal bias maybe look at your personal views, beliefs, feelings about aspects that you might find relate to daily practice. Would it help to evaluate examine them by refelcting on your feelings? .. eg. if you were asked to write a sentence using your positive/indifferent/negative thoughts on each of the following, what would that single sentence be/ what would it sum up? childrens rights? a good idea or bad idea? human rights? ECM and positive outcomes? partnership and working together as an internal and external team? male / female roles who stays home to care for children, who goes out to work, who uses different tools, who drives different vehicles, who takes which managerial position human appearance skin colour, eye colour, hair, height, weight, family size/number smacking, time-out, other methods for behavioural management homosexuality: same sex union, same sex parents transgender transvestism labels disability sensory impairement hearing, sight, smell, touch, taste infection control risk individual faiths prayer, worship, marriage:religions local community worldwide networks country based culture language, accent, dress, food, music, art, festivals, weather age does age change capability? pregnancy and age welfare, safeguarding, protecting adults, children, animals academia, training and opportnities to gain knowledge lifestyles and lifestyle choices - multicultural lifestyle - veganism, vegetarianism - activism - celebrity - products, brands - homes a house, flat, caravan, boat, tent - traditions, celebrations, annual occurances, observances discrimination how do you react when others discriminate against others, against you. How do you know when youve discriminated against others or found youve contradicted yourself. healthy eating substance use smoking, drugs, alchol mental health sexual health Consider the role that youre charged with, the title description of your job and the responsibilities involved that mean you implement ways for children to achieve positive outcomes during their time with you and as an underpinning expectation for their forevers. Which of the above do you feel you can whole heartedly support, enjoying all the opportunities available that would promote learning about it. Which do you accept are an individuals own choice, whilst not your personal choice you respect their rights/right to be safe, express themselves Which do you struggle to understand, challenges your thinking, causes you to feel defensive or makes you feel a need to justify or re-examine your reasoning. How supportive could you be to someone with views and beliefs that conflict with your own. How do you think your views, beliefs impact on your practice? Are you able to separate personal and professional responses? Are you able to see what difference exists between personal and professional practice objectivity? Are you able to overcome strength of personal feeling to safeguard the children in your care and work in partnership with parents and colleagues? For ideas on methods of relective practice ie. thinking, writing, discussion, enacting or role play this thread may help

AVON Case Analysis Essay -- Business Management Studies Essays

AVON Case Analysis Organizational Mission Avon wants to provide everyone with high quality and innovative health and beauty products as well as financial opportunities through sales representatives that are easily obtainable, in many ways, in every part of the world. Avon hopes by bringing these products to everyone everywhere through global markets the company can improve the quality of life for anyone around the world. Corporate Objectives Corporate objectives bring structure to a company’s operations so it will sustain growth, achieve its mission/vision and set the outcome and target for the company to achieve. Corporate objectives include financial and strategic objectives. Financial Objectives: Growth in Sales: In 2001 the success of the Goodbye to Breast Cancer lipstick campaign, inventory clearance programs, and the increase of active representatives acquired through the successful implementation of the Sales Leadership program resulted in revenues growing 5% from $5,682 million in 2000 to $5,958 million in 2001. The growth in sales was due to the 9% increase in units because of the success of the programs implemented that are mentioned above. Avon plans to increase sales annually by continuing to recruit Leadership Representatives around the world, utilizing the Internet to help these Representatives sell Avon products more efficiently, and extending the Avon brand to new products and possibly new channels. (3) Bigger profit margins: Lower sales in Latin America than expected and additional strategic spending on consumer marketing initiatives caused the slight decrease in profits for the 2001 year. The drop may have been a lot worse if it was not offset by considerable margin improve... ... 3/20/02 Vol 239 P. B12A 12. Direct Marketing, Garden City â€Å"Avon to Target Teens† November 2001Anonymous, Volume 64 Issue 7 p. 22 13. Investor Relation Business â€Å"Avon Ups Johansen† Editorial Staff, January 28, 2002, p.1 14. Brandweek, â€Å"Avon Calls on Upscale Women for Becoming† by Christine Bittar, August 13 2001, p.6 15. Quarterly Report (SEC for 10Q) 16. â€Å"Unbecoming† by Moreno, Katarzyna, Forbes, June 10, 2002 Vol. 169 Issue 13 17. Business and Company Resource Center â€Å"Cosmetics, Household, and Personal Care Products US outlook† Lewis May 2, 2002 18. â€Å"Alliance Formation with Direct Selling Companies: Avon and Mattel†, Lawrence B. Chonko, Journal of Personal Selling and Sales Management, Winter 99’ Vol.19 Issue 1 pg 51. 19. â€Å"Most admired Soap and Cosmetic Companies, 2002†. Fortuen, March 4, 2002. pg. 77

Essay --

In today’s society, no individual is free from discrimination. Discrimination can be defined as looking down on an individual or group because of sex, race, nationality or certain personality characters. Race, gender, disability, sex, age, religion, national origin, color, and marital status are the main features work place discrimination. It can also happen with regards to the terms and conditions of work for example salary, work hours, paid leave, promotions, work security and industrial health and safety. Workplace discrimination can be seen in all ranks of job and is it extremely expensive to businesses. Most corporations do not support this act because it is considered to be damaging and promotes disparities. According to (craig 2007), billions of dollars goes wasted annually because of work place discrimination or harassment. Work place discrimination can happen based on some features which are fairly different from workers performance. The damaging effect of this conduc t can be high as it decreases job performance, productivity and exposes the organization to costly lawsuit. However, businesses that places more importance on equal opportunities in the work place are tactically competitive than those that are discriminative. According (Craig, R 2007), businesses that are said to be discriminative are in a competitive disadvantages because discrimination disregard all eligible workers who are skillful of contributing to the overall purpose of the business. Appropriate ethics policies related to nondiscrimination issues There are a large number of well-established policies associated to work place discrimination. These policies prohibit any form of discriminatory practices. Businesses are obliged to obey where policies against... ...resented. Implementation steps for these policies All corporations requesting to build a workplace atmosphere in which discriminatory conduct are not accepted can take several steps towards the reaching of this objective. Policies of all organisations should clearly stipulate rules against all forms of discrimination. Equal opportunity statement must be clearly stated and should protect any employee who raises concerns of discrimination. The prevention of discrimination conduct must be part of the service contract of all workers. The prevention of discrimination conduct must be incorporated in the service agreement. Corporations must educate its employees on the importance of all forms of discrimination and frequently prompt them about the consequences of it. There should also be numerous avenues in which complaints about discrimination can be addressed or handled.

Adventures of Huck Finn

American society during the time when the book was written. The protagonist, Houck, goes through a significant development and changes his views about life different from what the society has taught him. Throughout the story, characterization of the society and how it works, progress In Husk's relationship with Jim, and explanation why Houck respects certain individuals and why he is critical of some are evident.The picture of Southern society that can be derived from the book is a society that sacks an effective government and full of violence. In chapter five, a Judge releases an order to give Husk's custody to his father despite the father's history of neglect and abuse. This makes public officials' wisdom and morality questionable. In chapter eighteen of the book, it is revealed that there is a feud going on between the Grandiose and Sheepherders that has been going on for years and that multiple lives have been lost. In chapter twenty-two of the book, a mob charges to Shrubbery' s a house to lynch him for shooting a drunken man.It shows that there is a myriad of lenience but also a lack of rightful laws. People could execute someone accused of crimes without legal due process. This Is the kind of society Houck grew up In. The knowledge Houck gained from the society creates a conflict with the progress of his relationship with Jim. When Jim realizes that Houck is just pulling a trick on him saying that their separation due to a heavy fog is Just a dream, Jims feelings are hurt and Houck feels bad and apologizes. This is when Houck becomes aware that Jim cares about him and he cares about him too.Although when they think that they are close o Cairo, Husks conscience bothers him because he is actually letting Jim free which the society has taught him to be a wrong doing. Houck almost tells on Jim but decides to disregard morality. Their friendship grows stronger through series of events and eventually Houck decides that he would rather go to hell If It means f ollowing his gut and not the society cruel principles. Husk's relationship with Jim changes from weak to strong and makes him change his views about life particularly sense of morality.Houck respects Tom Sawyer and Jim while he Is critical of the duke and the pippin. Houck utters in chapter thirty-four that if he had Tom Sawyers head, he would not trade it off for anything. In addition, in most of his adventures he thinks what Tom Sawyer would do. In regards to Jim, the more Houck finds out about Jim, like how much he cares about his family especially his children, the more he finds out how great of a person Jim is and the greater the admiration he has for him. On the other hand, the people that pretend to be the duke and the dauphin are the ones Houck dislikes and disapproves.This is evident when Houck gets the $6,000 in gold that he duke and dauphin scammed from Mary Jane and her sisters and tries to give it back. In chapter twenty-four, the duke and the dauphin make Houck â€Å" ashamed of the human race†. Houck looks up to people who mean no harm to others. The book contains a myriad of lessons and questions about different aspects of life. It also Informs the readers of what the American society used to be like, one of It being the noble goodness of a person derives from the purity of their ancestry. To be looked up to and liked. The book undoubtedly has some though-provoking subjects.

roosevlet-hoover DBQ essays

roosevlet-hoover DBQ essays The Treaty of Versailles, which was a peace treaty that called for the end of World War 1, was defeated in the Senate by an unknown alliance of two forces. The two forces were President Wilsons all or nothing attitude and the strong opponents of the William Borah , one of the irreconcilables, brings out a clear weakness in the Covenant of the League of Nations in his speech to the Senate. The weakness is that will any country really feel comfortable, or approve of, another countrys government dealing with their domestic affairs and concerns, especially if they have an army to support whatever they decide. He also brings up a point that no one would approve of a tribunal, with 41 other nations in it, to settle a problem that might arise between members of the nation because what one nation sees a vital, another nation may see as wasteful, which might just lead to another World War. The League as he describes it is contradictorial in all that it is to accomplish and it cant work like that because it has no authority to back up its own judgment. This goes against Wilsons idea of the League because he helped create it and it is a very important and big step to him in creating a worldwide government. The Treaty as portrayed in The New Republic is useless, which is a strong reason it shouldnt be passed. It wasnt useless in the sense that it would officially end the war, but in a sense that it would not moralize nationalism. The moralization of nationalism could be achieved by ending the separation of classes and ambitions that could only be enjoyed by some, not all, people in the country. According to the journalist the Treaty doesnt make even a bland attempt to solve these problems, and that it, in fact, promotes and heightens those differences of opinion between the nations. In a general speech given by Wilson, he provides that Article X, w...

Free Essays on Charles Ponzi

The Life and Times of Charles Ponzi Charles Ponzi was one of the greatest con artist to ever come to the United States. He arrived on a boat that came from Italy. The majority of people don’t exactly know who Charles Ponzi was but they surely have heard of the â€Å"Ponzi Plan†, and even those who haven’t heard of that know about its modern version, the â€Å"make money fast† schemes that were popular at one time on the internet before they were replaced by better scams (Goebel). He was a notorious liar, so nobody knows for sure how is life really went. He was born in Parma, Italy, in 1882, and immigrated to the United States in 1903. He would later claim that he had been a student at a university in Italy and decided to immigrate when he ran out of money. Other people say that he was constantly in trouble and his family kicked him out by shipping him across the Atlantic (Goebel). When he arrived in the U.S he had big ambitions. He stood only 5 feet and 2 inches, but had an incredible amount of self -confidence, and from what I’ve read; he had the line of talk that could sell bubble gum at a lockjaw ward. The only problem was that he was too cocky. His ambitions were larger than his actual talent. He had some money on the voyage over here, but due to his excessive greed, he lost it all in a few card games on the boat (Goebel). He was still undiscouraged. He learned how to speak English, and got a job as a dishwasher in a restaurant. He was going to do whatever it took to get some cash. Eventually he worked his way up to waiter. But once again, his greed got him in trouble and he was fired from the restaurant. This didn’t really faze Ponzi much. In 1907, he moved to Montreal, Canada, and became an assistant teller in a bank. Among his talents, was his talent with numbers and he found out that the bank was in some financial troubles because of bad real-estate loans. He schemed to take over the bank, but was caught forging ... Free Essays on Charles Ponzi Free Essays on Charles Ponzi The Life and Times of Charles Ponzi Charles Ponzi was one of the greatest con artist to ever come to the United States. He arrived on a boat that came from Italy. The majority of people don’t exactly know who Charles Ponzi was but they surely have heard of the â€Å"Ponzi Plan†, and even those who haven’t heard of that know about its modern version, the â€Å"make money fast† schemes that were popular at one time on the internet before they were replaced by better scams (Goebel). He was a notorious liar, so nobody knows for sure how is life really went. He was born in Parma, Italy, in 1882, and immigrated to the United States in 1903. He would later claim that he had been a student at a university in Italy and decided to immigrate when he ran out of money. Other people say that he was constantly in trouble and his family kicked him out by shipping him across the Atlantic (Goebel). When he arrived in the U.S he had big ambitions. He stood only 5 feet and 2 inches, but had an incredible amount of self -confidence, and from what I’ve read; he had the line of talk that could sell bubble gum at a lockjaw ward. The only problem was that he was too cocky. His ambitions were larger than his actual talent. He had some money on the voyage over here, but due to his excessive greed, he lost it all in a few card games on the boat (Goebel). He was still undiscouraged. He learned how to speak English, and got a job as a dishwasher in a restaurant. He was going to do whatever it took to get some cash. Eventually he worked his way up to waiter. But once again, his greed got him in trouble and he was fired from the restaurant. This didn’t really faze Ponzi much. In 1907, he moved to Montreal, Canada, and became an assistant teller in a bank. Among his talents, was his talent with numbers and he found out that the bank was in some financial troubles because of bad real-estate loans. He schemed to take over the bank, but was caught forging ...

The Complete Guide to AP US Government FRQs

The Complete Guide to AP US Government FRQs SAT / ACT Prep Online Guides and Tips Free-response questions on the AP US Government exam are more straightforward than those on some other AP tests, but they can still be tough if you're not ready for them. In this guide, I'll lay out a step-by-step method for answering AP Government FRQs, go through a real example, and tell you where you can find additional practice resources. AP Government Free-Response Section Format The free-response section has four questions total, each of which is worth an equal percentage of your score.You’ll have an hour and 40 minutes to answer these questions, which means you should spend no more than 20-25 minutes on each of them.Each question is typically worth between 5-7 raw points, and the free-response section as a whole makes up 50 percent of your score.All the free-response questions have pretty much the same format, so it's one of the simpler AP free-response sections overall. Free-response questions on this exam will ask you to integrate your knowledge of the various content areas covered by the course.This includes analyzing political events in the US, discussing examples, and demonstrating your understanding of general principles of US government and politics.You'll also be asked to examine data from charts, define key terms, and explain the roles that different parts of our government play in the political system. AP Government FRQs: Step-By-Step Solution Process This section provides a step-by-step process for answering any question on the AP US Government exam.Here’s a sample question that I’ll reference throughoutso that you can see how these steps might work in practice: Step 1: Read the Introduction to the Question Most questions on this test will have an introductory sentence or two before they break down into parts that you need to answer.This will give you background information and a general sense of what to expect in the rest of the question.Some questions are accompanied by images or charts (as we will see in the example section).If that’s the case, you should also take a second here to review the graphics and make sure you understand what they’re showing. If you want, you can read the intros to all the questions before choosing where to begin. It may help to build your confidence and improve your efficiency to start with a question that’s easier for you.In the sample question, you would note from the introduction that the question is going to be dealing with the role of political parties in US government.The intro also tells us that political parties have recently gained influence in Congress while losing influence in the actual election process. Step 2: Identify (and Underline, If You Want) the Command Verb For each part of each question, you’re given specific instructions on the type of answer that is expected.These instructions include verbs like â€Å"identify†, â€Å"explain†, â€Å"describe†, â€Å"define†, and â€Å"compare.† It’s important to be aware of exactly what the question is asking you to do so that you can earn full points.These command verbs are the first words you should zero in on as you read.If you think it will help keep you focused, you can even underline them as you go through the question. In part a of the sample question, the command verb is â€Å"describe.†This indicates that you need to do more than just state an important function of political parties; you need to expand on exactly what it is.In parts c and d, the command verb changes to â€Å"explain†, which means you’ll need to include even more elaboration in your answer on how certain factors have affected party politics. Step 3: Address All the Potential Points After finding the command verb in the part of the question you’re answering, take note of how many examples or descriptions you need to provide.Each of them will almost always correspond to a point in your raw score for the question.Be careful to answer the question thoroughly but directly, addressing all of these points in a way that will make it easy for graders to assess your response.You don’t need to write an essay for these free-response questions. Just go straight for the answer to avoid ambiguity. For part a of the sample question, you’re asked to describe two important functions of political parties, which means that part a is almost certainly worth two points.You need to make sure you provide two distinct functions and make it easy for the grader to award points foryour answer.If you go through the rest of the question, it looks like there are five raw points available in total:two for part a, one for part b, two for part c, and one for part d.Write your answer carefully so you can scoop up all of them! Step 4: Reread Your Answer Finally, reread what you wrote to ensure that it makes sense and addresses the question completely.Did you give the correct number of descriptions/examples/identifications? Does your answer directly respond to what the question is asking overall?If you’re satisfied, move onto the next part of the question and return to step 2! AP Government FRQ Example Now, I’ll go through the answers to a real AP Government free-response question from the 2013 exam to show you what your responses should look like: First, let’s consider the chart and the introductory sentence for this question.It looks like we’re comparing the distribution of judicial appointments by gender and ethnicity for two different presidents. For part a, you are asked to describe one way in which the judicial appointments of Obama and Bush were similar.You might say that in both cases more than half of the appointees were white, with Obama at 59 percent and Bush at 82 percent white.You could also say that the percentage of Hispanic nominees was similar for each president or that in both cases Asian American nominees were the rarest of all the ethnic groups.You would earn one point for this part of the question if you included either of those responses. For part b, you are asked to describe two differences between the presidents in their judicial appointments.One difference you might point out is that a significantly larger percentage of Obama’s nominees were women - almost half compared to Bush’s mere 22 percent.A second difference is that Obama appointed a greater percentage of candidates from racial minorities. For example, 22 percent of his appointees were African American as compared to Bush’s 7 percent.You could earn two points for part b, one for each difference between the two sets of nominees. Part c asks you to explain how party affiliation impacts judiciary nominations.You might say that the President often chooses nominees with similar views who will adhere to his policy preferences.This typically means people who belong to the same political party as the President.You could also say that the President tends to choose nominees who will make his party’s electoral base happy and lead to victories in future elections.Part c was worth one point. Finally, part d asks you to describe what a President can do to increase the likelihood that his federal court nominees will be confirmed.Possible answers to part d include: Consulting with the Senate/using senatorial courtesy Selecting a moderate candidate in the first place Properly vetting candidates and choosing people who are highly qualified You would earn one point for this part of the question if you described any one of these methods.Notice that this question was worth a total of five raw points, which is probably the lowest raw point value you’ll see on any of the AP US Government free-response questions.However, a lower raw point value doesn’t mean it’s worth any less in your final scaled score; each free-response question is equally important on this test. Even people who make extremely important decisions, like federal judges, are appointed partially based on their political favorability. How to Practice AP US Government Free-Response Questions There are several resources that you can use to hone your skills in answering AP Government FRQs. Official College Board Resources The College Board site hosts free-response questions from previous tests that you can use for practice.Questions that come from tests administered between 2004 and 2015 are accompanied by scoring guidelines, so you can check your answers and tally up how many points you would have earned.These are the best sample free-response questions you can get because you know for sure that they accurately represent what you’ll see on the real test.The questions from 2002 and 2003 don’t have scoring guidelines, so be aware that you won’t be able to check the official answers if you choose to use them. Review Books Review books can also be good resources for free response practice although they tend to vary in quality.The Princeton Review book for AP Gov includes five full practice tests, so there should be plenty of free response questions that you can use to practice your skills.The Barron’s review book also has a couple of practice tests and extra free response questions that may be useful for practice. If you don’t want to buy the book, you can also takeBarron’s free online practice test for AP Gov, which includes free-response questions and scoring guidelines.If you use these free-response questions for practice, just be sure to intersperse them with official questions from the College Board so that you maintain an accurate sense of what to expect on the real test. Review books can be great resources for free-response and multiple-choice practice questions and for test-taking strategies that you may not have discovered on your own. Conclusion The four free-response questions on the AP US Government exam can be approached methodically to earn the maximum number of points. Read the introduction to the question first so you can get your bearings. Then, for each of the separate parts, identify the command verb, address all aspects of the question, and double check your answer for missing pieces and careless errors. I'd suggest practicing at least a few free response questions before heading into the exam. The best resource to use is the College Board website, which has an archive of past questions accompanied by answer guidelines. These questions are pretty simple compared to the free-response questions on other AP tests once you get the hang of them! What's Next Not sure where to begin in studying for the test as a whole? Read our five-step plan that will help you prepare to take on any AP test. If you're missing some of your notes that you need to study for AP Gov, check out this article with links to all the content you need to know for the test. Do you have a target score in mind for this exam? Learn more about what it takes to earn a 5 on an AP test and whether you should aim for one yourself. 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:

World Relief jurnal Essay Example | Topics and Well Written Essays - 750 words

World Relief jurnal - Essay Example Its activity is centered on the material and spiritual support of children refugees and immigrants. World Relief is helping over 4 million people a year and its staff of volunteers is nearly 100,000 (World Relief Website). Career opportunities, offered by World Relief are available at a lot of locations, including the benefit of package of employment status, such as insurance of life and heath, retirement programs and so on. Employment services work collaborate adult refugees in order to help them to find full-time work and provide resources and education to remain employment in their workplace. World Relief is like an intermediator between clients and employers, so one can quickly find employment and become useful for community. Personnel of World Relief are caring about their clients staffing needs and interview them during the process of advocating for placement and job search. World Relief`s aim is to place refugees at work during three months after their arrival. They provide a review of education and work backgrounds and skills to determine tailored plan of service. The organization is trying to build long-term relationships with employers, which leads to the zero cost in job searching of the refugee. In the area of medicine World Relief includes five programs that provide medical equipment and supplies throughout the world for the people with low-income at little cost or in free way. These programs are: Local Shipping Program  (It provides such items as dressings, nutritional supplements. It may give blankets, hygiene and school kits for homeless and the poor. World Medical Relief gives medical support and equipment to local clinics other non-profit health organizations) In 2008 feeding centers of World Relief organization provided people with nourishing food. Thousands of children aged before 5 and their mothers were given corn soya blend and plumpynut (World Relief Website). Others

Literature discussion on Benjamin Franklin, Thomas Paine and Thomas Essay

Literature discussion on Benjamin Franklin, Thomas Paine and Thomas Jefferson - Essay Example His belief that theory should be tested chiefly by experience - not logic - also reflects the belief of his age that reason should be tested pragmatically. His works reflect the growing awareness of America as a country with values and interests distinct from those of England. In the later eighteenth century, ethnic and religious traditions were shed and in their place a national identity based on shared ideas was embraced. This was seen by many progressive intellectuals as ways to free the individual from the constricting hand of the repressive past. Franklin's writings were influential in this regard. Writing in the first person is a technique that Thomas Paine effectively used as a writer. With it, he was able to spread his views. Paine was considered a radical pamphleteer as he had anticipated and helped stir up the American Revolution through his powerful writings. For example, it was common sense to support the colonies in their fight with England and to this effect he put out a small pamphlet, Common Sense. The purpose was to effect a powerful change in the minds of many men, and won, at a critical time, a number of American colonists over to the cause of independence. Yes, Paine is forthright in his writings. He wrote of human conditions that meant little to anyone in those years.

Position Paper Essay Example | Topics and Well Written Essays - 750 words

Position Paper - Essay Example There are a number of causes to such a feeling for example family problems, loss of a loved one, losing faith in your ideal person, underestimating boss or colleagues, neglecting society, or merely moving away from your house. I’m narrating this story according to my experience as a victim of this undesired eradicator ‘Alienation’. Out of many reasons as philosophers suggest, I was suffering from the neglecting attitude of my colleagues at work place from the time I joined in. Being a student, I took a part time job to cover my expenses. Not being part of the permanent staff, I was mostly excluded from conversations and group discussions. Not having anyone to talk to for the entire day frustrated me regardless of my purpose of joining the workplace which was merely to gain work experience and make a little money for myself. I started wondering why such discrimination? What is the actual reason for their unresponsiveness? I never thought I would do this, but I started questioning my purpose of life. I used to ask myself often, who am I? Why am I here? Who am I supposed to be? I couldn’t discuss this with anyone as I, myself was unsure as to what was happening to me. I lost focus from both, my studies as well as work when one of my teachers realized the despair I was going through. He was the one who figured out that I was suffering from the syndrome of alienation. I was made to leave the job and start community work for the time being. According to Amitai Etzioni, a sociology professor from George Washington University, one such social solution of getting rid of the feeling of alienation is the idea of communitarianism (Etzioni, 1990). Along with the community service, I started to study few subjects like art and culture to keep my mind occupied. Soon I became so fond of it, I started to bring my thoughts and ideas on the paper. My interest grew towards the subjects of humanities and I thought of taking it up as my

Government Essay Example | Topics and Well Written Essays - 500 words - 3

Government - Essay Example In contrast, unitary governance system is characteristic of power centralization. Instead of having independent states or provinces, as it is the case in the United States, a unitary system functions based on subnational units. Critical to note is that these subnational units are subject to the influence of the central government. In this respect, the central authority governs local governments under the unitary system. Great Britain and France are good examples of governments that practice the unitary system. While national and state governments share power under federalism, the central government decentralizes or delegates power to subnational units under the unitary form of government (Lansford 44). Political cultures that adopt federalism are those that believe in more than one body of legislation. These cultures lack parliamentary systems, and instead rely on bicameral constitutional provisions for legislation formulation and implementation. In contrast, most unitary governments are unicameral. In order to share and subsequently regulate power, legislation at the state or province level is either approved or rejected by the head of the national government. Most importantly, both state and national governments work together in social, economic, or political matters. Religious beliefs and practices vary from one region to another. In the United States, religious freedom is constitutionally provided for. In other words, the constitution makes it clear religion and state are two different entities. What this means is that the government, through congress, cannot interfere with an individual’s choice, belief, or practice of religion. The constitutional provisions made in the First Amendment accord protection to the religious freedoms of the American people. The free exercise clause prohibits congress from interfering with religious beliefs or practices of the American people (Horwitz 63). On

Discuss 3 beliefs of hinduism Essay Example | Topics and Well Written Essays - 250 words

Discuss 3 beliefs of hinduism - Essay Example The Hindus believe in one supreme power. The supreme power is called Brahman and it inspires life. Hindu deity is not limited to Brahman only. Many gods and goddesses exist in Hinduism and are responsible for different aspects of Brahman. An important element with Hindu deity is that there is a trinity. Brahman, Vishnu, and Shiva are godheads that make up the trinity. Dvaita provides that the Supreme Being have a nature of soul and matter. Samsara is the Hinduism belief in the continuous cycle of life. Hindus believe that life repeats itself in a cycle of birth, death, and rebirth. According to this belief, the soul (atman) goes through many lives across different species. The ultimate end of this continuous life cycle is moksha, a state of freedom and salvation united with God. Finally, in Hinduism, an individual’s destiny depends on their karma, the law of causality that stipulates that actions draw proportional

Government Essay Example | Topics and Well Written Essays - 500 words - 3

Government - Essay Example In contrast, unitary governance system is characteristic of power centralization. Instead of having independent states or provinces, as it is the case in the United States, a unitary system functions based on subnational units. Critical to note is that these subnational units are subject to the influence of the central government. In this respect, the central authority governs local governments under the unitary system. Great Britain and France are good examples of governments that practice the unitary system. While national and state governments share power under federalism, the central government decentralizes or delegates power to subnational units under the unitary form of government (Lansford 44). Political cultures that adopt federalism are those that believe in more than one body of legislation. These cultures lack parliamentary systems, and instead rely on bicameral constitutional provisions for legislation formulation and implementation. In contrast, most unitary governments are unicameral. In order to share and subsequently regulate power, legislation at the state or province level is either approved or rejected by the head of the national government. Most importantly, both state and national governments work together in social, economic, or political matters. Religious beliefs and practices vary from one region to another. In the United States, religious freedom is constitutionally provided for. In other words, the constitution makes it clear religion and state are two different entities. What this means is that the government, through congress, cannot interfere with an individual’s choice, belief, or practice of religion. The constitutional provisions made in the First Amendment accord protection to the religious freedoms of the American people. The free exercise clause prohibits congress from interfering with religious beliefs or practices of the American people (Horwitz 63). On

Executive Summary about Global Marketing Research Paper

Executive Summary about Global Marketing - Research Paper Example These are followed by explaining the reasons for venturing to employees, and selecting an executive officer for the foreign market. This foreign executive officer controls the risk such as economic and political disruptions, language and communication, difference in culture and religion and the business culture (Gillespie et al. 47). Under this extended network of the global economy, the need to have a permanent store or plant and offices is not requisite. This is because the marketing executive at the foreign location can actively engage the locals through the websites. Those executives at the headquarters may also choose to build a global business portfolio, which implements efficient global strategies. Therefore, strategic global marketing must consider all the risks, solutions and any other available alternatives. Strategic global marketing needs to take into account of the whole company group’s, environmental piles and resident people’s contentment (Gillespie et al . 75). Globalization, in some aspects, is described as a myth because most business activities, by large companies, take place in regional blocks (Gillespie et al. 38). The rival multinational enterprises from the regional blocs compete, for regional market shares, to consolidate their economic efficiency. These results to the top executives being compelled to design regional based strategic plans and not only the global plans. Marketing strategies should be regional in scope and not global or uniform to be responsive to local consumers. Global trade also depends on the statutes and provisions of the World Trade Organization. The executive both at the headquarters and the foreign market should make appropriate considerations and obtain certification from the world trade organization (Gillespie et al. 27). Another international organization that can be consulted for grants is the World Bank. These can offer loans and grants for the business expansion to foreign

Magna Carta for Students Essay Example for Free

Magna Carta for Students Essay EXPLANATORY NOTE One of the biggest foundations of a progressive nation is an educated population. Development in the different areas of knowledge such a science and technology, business, medicine, social science and others have brought about drastic advancement in our present society. In an increasingly demanding and dynamic global economy, competitiveness, more than an advantage, is a must. As expressed in the Philippine Constitution, education is one of the priorities of the State. Aside from the basic needs such as food, shelter and clothing, it is one of the primary necessities that the State should provide for its constituents. While the private sector is an active participant in the promotion of education at present, the governrnent should still lead in ensuring its quality and accessibility. It should be recognized that the full development of the students is not dependent merely on books and lectures. Aside from providing them with an environment conductive to learning, it is the duty of the State to ensure the quality of education that goes beyond the corners of the classroom; for indeed the true lessons in life are gained in the real world. However, the present formal educational system has, in one way or another, deprived the students of the chance to develop their full potential. This Magna Carta for Students intends to equalize the chance of the students to admission in school and to avail of competent and quality education. It seeks to provide measures to ensure that the students are able to exercise their rights to organize, right to participate in policy-making, right to academic freedom, and right to free expression and information. For these reasons, the passage of this bill is earnestly sought. Senator FIFTEENTH CONGRESS OF THE REPUBLIC OF THE PHILIPPINES First Regular Session ) ) ) HI SENATE Senate Bill No. JUl. -8 A9 :(). :i 911 INTRODUCED BY SEN. JINGGOY EJERCITO ESTRADA AN ACT PROVIDING FOR THE ESTABLISHMENT OF THE MAGNA CARTA OF STUDENTS Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: SECTION 1. Students. Title. This Act shall be known as the Magna Carta of CHAPTER I GENERAL PRINCIPLES SEC. 2. Declaration of Policy. It is hereby declared to be the policy of the State to promote and protect the rights of students to enable them to participate actively and effectively in the democratic processes of effective progressive and developmental changes in society. SEC. 3. Guiding Principles. This Act declares the following as basic guiding principles: (a) The formal educational system being the principal institutional mechanism for imparting knowledge and developing skills is given priority attention and support by the govemment. Education is a right and not a mere privilege. It is therefore the responsibility of the State to provide quality education accessible at all curriculum levels. Student organizations enhance democratic processes on the campus. Membership and active which promote and protect students rights and welfare and\or contribute to national development shall be guaranteed by the State and school authorities. Student organizations shall not be subject to rules and regulations that unduly hamper their activities and are prejudicial to their objectives and interests, provided such objectives, activities and interests are with the schools mission. Student councils\governments being the most representative of the studentry and the highest expression of student power on campus shall be consulted in the formulation of school policies directly affecting students. (b) (c) (d) (e) (f) . (g) Student publication shall serve as a principal, medium for free and responsible expression, dissemination of information, and interaction, among the different sectors of the academic community . With their democratic rights guaranteed, students can serve as a potent and cogent force in the countrys social transformation. SEC. 4. Definition of Terms. As used in this Act, the following terms shall mean: (a) Student any person enrolled in school in post secondary, tertiary, graduate and post graduate levels, including vocational and technical education. School any private, public or government-run and funded academic educational institution offering any or all courses in the above-mentioned levels. School campus the totality of all contiguous or proximate buildings, grounds and other facilities designed by the school as areas or facilities for the use of its students. Governing Board the highest policy making body of the school such as: Board of Directors, Trustees or Regents. Student Council/Government the body representing the whole student population in one school or school campus whose officers are annually elected at large by the whole student population pursuant to its constitution and by-laws, if any. Council of Leaders the body composed of the heads of various stUdent organizations chaired by the President/Chairman of the Student Council. Tuition Fee The fee representing direct costs of instructions, training and other related activities, and the use of school facilities. The term other school fees refers to fees which cover other necessary costs supportive of instruction, including but not limited to medical and dental, athletic, library, laboratory, and Citizen Army Training (CAT) or Citizen Military Training (CMT) fees. CHAPTER II RIGHT TO ADMISSION AND QUALITY EDUCATION SEC. 5. Admission. . (a) No student shall be denied admission to any school on account of his/her physical handicap, socio-economic status, political or religious beliefs, or shall pregnant students and certified reformed drug abusers be discriminated against. A student shall have the right to freely choose his/her field of study subject to existing curricula and the instituti. ons admissions policies and to continue his/her course up to graduation except in case of academic deficiency, inability to meet program requirement, or violation of disciplinary regulations which do not infringe upon the exercise of students rights. (b) (c) (d) (e) (f) (g) (b) SEC. 6. Rights to Competent Instruction and Relevant Quality Education. Every student shall have the right to competent instruction and quality education to relevant to his/her personal and cultural development and  that of the nation, and commensurate to the school fees paid, and for state institutions, public subsidies granted. Students shall have the right to make a written evaluation of the performance of their teachers toward the end of the school term. SEC. 7. Right to Adequate Student Services and Academic Facilities. It shall be the responsibility of the school administration to provide the students with adequate student services and academic facilities commensurate to the school fees paid, and for SCUs, public subsidies granted. CHAPTER III RIGHT TO ORGANIZE SEC. 8. Right to Organize among Themselves. Unity and collective effort being fundamental to the realization of common goal and the promotion and protection of common interest, the State recognizes the right of student to organize among themselves . . The rights of student to form, assist, or join any campus organization, alliance or federation, not contrary to the school mission, for their physical, intellectual, moral, cultural, spiritual and political interest shall not be abridged. SEC. 9. Student Council/Government. The State shall ensure the democratic and autonomous existence of student councils/governments. Pursuant thereto, there shall be one student council/government for each school campus, which shall be given recognition by the school, colleges and universities concerned. It shall have its own. set of officers elected in annual popular elections. Every student council/government shall have the right to determine its policies and program on student activities subject to this duly ratified charter or constitution, school rules and regulation, and state policy. SEC. 10. Recognition of and Granting of privileges to Student Organizations. No unreasonable requirements shall be imposed on student organizations seeking recognition. The guidelines concerning recognition shall be formulated by the Student Affairs Office in consultation with the student council. The process for seeking recognition shall begin upon the submission to the Student Affairs Office by the organization concerned on its (1) concept paper and constitution; and (2) a formal letter addressed to the Student Affairs stating that the organizations intent to be recognized. Recognition will be granted by the Students affairs Office upon compliance with the guidelines. There shall be no discrimination in the assignment of school facilities and granting of other privileges to student organizations. Excessive charges for the use of school facilities shall be prohibited. Whenever possible the school administration shall allow stud~nt organizations to use school facilities free of charge. SEC. 11. Coordination of Student Organizations Activities. All on and off campus activities of student organization shall be coordinated by the student council/government in consultation with the Student affairs office. The Committee on Elections (COMELEC) constituted to conduct the election of the officers of the student council/government shall be composed solely of bona fide student of the school. The conduct of the student council election shall be held in coordination with the Student Affairs Office. SEC. 12. Prohibition against the Use of Force and Exaction and Excessive. All campus organization shall be prohibited from using force in initiation and from exacting excessive fees from their members, as well as in their other students activities. CHAPTER IV RIGHT TO PARTICIPATE IN POLICY MAKING SEC. 13. Representation in policy-making process. The student shall be represented in policy-making bodies (other than the governing board) which directly affect their welfare, especially in curriculum review, student discipline and academic standards. The representatives shall be designed by the student council. SEC. 14. Student Initiative and Referendum. The student council/government through a majority vote of all the members of the student body shall have the right to initiate the formulation, modification or rejection of a school policy affecting the students. The proposition for the formulation, modification or rejection of a school policy affecting the students shall be submitted to and approved by a majority of votes casts by all bona fide students of the school in an areas shall be excluded from the power of students on initiative or referendum: (a) admission; (b) curriculum; gc) faculty recruitment and tenure; (d) rules on student conduct and discipline; (e) tuition fees; and (f) scholastic rules (e. g.academic credits and retention and graduation of students). CHAPTER V RIGHT TO FREE EXPRESSION AND INFORMATION AND RIGHT TO ACADEMIC FREEDOM , SEC. 15. Right to be Informed. The right of the student to be given information upon request on matters directly affecting their welfare shall be recog ·nized. SEC. 16. Freedom of Expression. Subject to existing laws and school rules and regulations, students shall have the right to freely express their view and opinions. SEC. 17. Academic Freedom. Students academic freedom shall subject to school rules and regulations and the exercise by the school and members of the faculty of their respective academic freedom, consist of, but is not limited to, the following rights: (a) To conduct research in connection with academic work, and to freely discuss and publish their findings and recommendations; (b) To conduct inquiry in curricular and extracurricular activities within the campus and in appropriate circumstances; (c) To choose a field of study for research and to pursue the quest for truth; to express their opinion on any subject of public or general concern which directly or indirectly affects the students of the educational system; (d) To invite off-campus speakers or resource persons to student sponsored assemblies, fora, symposia, and other activities of similar nature; (e) To express contrary interpretation or dissenting opinions inside and outside the classroom; (f) To participate in the drafting of a new curriculum and in the review or revision of the old; and (g) To participate in the drafting and/or revising of the student handbook which shall include the school rules and regulations, a copy of which shall be furnished the students upon admission to the school. , CHAPTER VI . RIGHT TO DUE PROCESS IN DISCIPLINARY PROCEEDINGS . SEC. 18. Right to Due Process. (a) (b) A student subject tot disciplinary proceedings shall have the right to defend himself/herself, to be heard and to present evidence on his/her behalf before an impartial body. There shall be a Student Disciplinary Board to be composed of two (2) representatives form the school administration, one (1) faculty member, and two (2) students to conduct investigations into and decide on cases student violation of disciplinary standards. The blacklisting, expulsion, suspension and other such disciplinary sanctions that may be taken against a student shall not be valid unless the following rights have been observed: (1) the right to be informed in writing of the nature and cause of the accusations against his/her; (2) the right to confront witnesses against him/her and to have full access to the evidence on the case; (3) the right to defend himself/herself and to be defended by a represented or counsel of his/her choice, adequate time being given for the preparation of a defense; (4) the right to a hearing before the student Disciplinary Board; (5) the right against self incrimination; and (6) the right to appeal adverse decisions of the Student Disciplinary Board to the governing board and ultimately to the appropriate education agencies. (c) The decision in any disciplinary proceeding must be rendered in the basis of relevant and sUbstantial evidence presented at the hearing, or at least contained in the record and disclosed to the student affected. The deciding body must act on its own independent consideration of the facts of the case. The body should, in all controversial questions, render its decision in such a manner that the issues involved, and the reasons for any decision made are clear to the student. (d) Disciplinary sanctions shall be corrective rather publish on a periodic basis acts which are deem violate or school rules and regulations and the corresponding disciplinary sanctions do not violate the rights guaranteed herein and under the Constitution. CHAPTER VII OTHER RIGHTS SEC. 19. Right Against Unreasonable Searches and Seizures. Every student shall be free from any form of unreasonable search and seizure. Except for the following instances no search or seizure of a student shall be deemed valid: (a) (b) (c) (d) (e) Searches made at the point of ingress and egress by authorized personnel of the school. Searches and seizures of illegal article or articles falling in the plain view of duly authorized personnel; Searches and seizures of articles that are illegal, discovered inadvertently by duly authorized personnel; Searches made when the student is about to commit, is committing or has just committed a crime or a serious infraction of the schools rules and regulations; Searches made with a valid search warrant. Articles seized in violation of the here above mentioned provided rights shall not be used as evidence against the student in any disciplinary action that may be brought against him/her. SEC. 20. Access to School Records and Issuance of Official Certificates. Subject to the provision of the following section, every student shall have access to her/him own school record, the confidentiality of which the school shall  ·maintain. He/she shall have the right to be issued official certificates, diplomas, transcript of records, grades, transfer credentials and other similar documents within thirty (30) days from the filing of request and accomplishment of all pertinent requirements. SEC. 21. Unpaid Tuition Fees and Examination. No student shall be prohibited from taking a periodic or final examination because of unpaid tuition and other fees under the established terms of payment prescribed by the school concemed and approved by the appropriate education agency. Students with delinquent fees permitted to take an examination shall nevertheless be subject to the right of the school concerned to withhold the release or issuance of such students school records or of the documents mentioned in the preceding section or to deny such students admission at the next succeeding term or year until the prior delinquencies are fully paid.

Chassis Strength Is Important Aspect Engineering Essay

Chassis Strength Is Important Aspect Engineering Essay Chassis strength is important aspect that needs to be considered in the study of a road vehicle design. Chassis or frames are the main structure for road vehicle design. Since the strength of chassis can be effected on stability and safety of vehicle. Because most of load are fully distribute along the chassis. Its will be have some critical point due to section that have more load over the beam section especially driver weight. This chapter introduce about the analysis of members under axial loading, beams, and frames. Structural members and machine components are generally subject to a push-pull, bending or twisting type of loading. Beams play significant roles in many engineering application, including building, bridges, automobiles and airplane structures. Beams are commonly subjected to transverse loading, which is a type of loading that creates bending in the beam. The definition of beam is a cross-sectional dimension of structural member that are relatively smaller than its length. A beam subjected to a distributed load is shown in figure 1.1. formulation to generate finite element models. However, the axial loading is defined as a linear element for the structure. For example in this section is employed to introduce the basic ideas of one dimensional element and shape function. Steel columns are commonly used to support loads from various floors of structural. The loading from the floors causes vertical displacements of various points along the column. Nowadays, with the high level of CAD to design, added with a computational technique in simulation and greater understanding in finite element analysis will help engineers to produce a more efficient in chassis building which is have lighten weight but have sufficient strength. This method also can improve of car from any factor such as twisting or actually have some deformation to the chassis. Analysis of strength chassis of car is the best answer to solve this problem. A  ¿Ã‚ ½UiTM Shell Eco-Sprint ¿Ã‚ ½ car which will participate in Shell Eco Marathon Asia 2012 was selected in this study to investigate about their chassis strength and each critical point that have for every chassis section. This project will focus on the Finite Element Analysis (FEA) analysis as a method to analyze the strength characteristic of the car design with different of chassis types. After that, the obtained result will be compared each other to choose which are the best strength chassis. The competition is split into two classes. The Prototype class focuses on maximum efficiency, while passenger comfort takes a back seat. The Urban Concept class encourages more practical designs. Cars enter one of seven categories to run on conventional petrol and diesel, biofuels, fuel made from natural gas (GTL), hydrogen, solar or electricity. Over several days, teams make as many attempts as possible to travel the furthest on the equivalent of one litre of fuel. Cars drive a fixed number of laps around the circuit at a set speed. Organisers calculate their energy efficiency and name a winner in each class and for each energy source. The scopes of safety, teamwork, design, and technical innovation will be including in mark for this competition. The competition inspires the engineers of the future to turn their vision of sustainable mobility into reality, if only for a few days. It also sparks passionate debate about what could one day be possible for cars on the road. 1.3 Problem statement When Formula 1 began in early 1950 ¿Ã‚ ½s, most of Europe racing teams used basic space frame chassis(Figure 1.2),that formed from the comprised of a series beams to be the complete shape of the car and consist of the engine, suspension, driver, and other vehicle sub-system. One of the main advantages of using the space frame design is its easy and logical construction process, of which can be performed by student with intermediate knowledge and experience using basic welding and metal working equipment. For the UITM Shell Eco-Sprint car, we choose space frame chassis as our type chassis design. The chassis must have the best possible strength to minimize deformation to vehicle and consequently make the chassis more safety from any dangerous. And also prevent from any crack happen to the chassis. In early stage, the chassis is designed with a lot of weakness in terms of strength of materials. This is because the load applied to the chassis is different from many directions. As example the driver load, tires holder, engine load. The entire factor will effect to the chassis strength and can make some deformation for any critical point. This project  ¿Ã‚ ½UiTM Shell Eco-Sprint ¿Ã‚ ½ will be started with design and modeling the car chassis using CAD software (SOLIDWORKS 2010). This research will focuses on 3D analysis. After the design is completed, it will be go through with Finite Element Analysis (FEA) modelling and mesh optimization. The strain, stress and deformation of the chassis will be investigated and analyzed by using application in Solidwork software. The strain, stress and deformation of the chassis also will be investigated and analyzed by using application in Abaqus software. Besides that, there have two drawing with different construction. The drawing is modelling by using Solidworks software. First, the beam of chassis constructed with the tube hollow without any modification to the beam surface. For the second, the beam of chassis was constructed with the same tube hollow but has some modification with horizontal holes along the beam structure as in figure 1.3. This two sample analysis will analyzed by using ABAQUS software and compared which one less deformation or the hole can make much critical strength or can increase the deformation of the chassis.The parametric study for this project is thickness and holes diameter of hollow tube. 1.3 Objective of research To ensure the successfulness of this research, the objective must be achieved. The objective of this research is as follow: 1) To reduce weight and making components more compact. 2) To improve the strength and rigidity characteristics. 3) To obtain the light weight chassis but have sufficient strength. 2.0 Introduction Finite Element Analysis (FEA) consists of a computer model of a design or material that is analyzed purposely to get a specific result. It is widely applied in a new product design, and existing product. A company is able to verify a proposed design will be able to perform to the clients specifications prior to manufacturing or construction [1]. Modifying an existing product or structure is utilized to qualify the product or structure for a new service condition. In case of structural failure, FEA may be used to help determine the design modifications to meet the new condition [1]. Nowadays, many of industry have analyzed by using 2D modelling and 3D modelling. While 2-D modelling conserves simplicity and allows the analysis to be run on a relatively normal computer, it tends to yield less accurate results [1]. 3-D modelling, however, produces more accurate results while sacrificing the ability to run on all but the fastest computers effectively [1]. Inside each of these modelling schemes, the programmer can insert various functions to make the system perform linearly or non-linearly. Linear systems are far less complex and generally do not take into account plastic deformation while non-linear systems do account for plastic deformation, and many also are capable of testing a material all the way to fracture [1]. 2.1 How does Finite Element Analysis work. Finite Element Analysis (FEA) is one of the most common examples of engineering analysis and one of most commonly used and powerful feature of the CAD software. It can be applied in structural and FEA usually used in problems where analytical solution not easily obtained. To carry out the analysis of the object by using FEA, the object is dividing into finite number of small elements of shapes like rectangular or triangular. FEA used as a complex system of points called nodes which make a grid called a mesh [1]. This mesh is programmed to contain the material and structural properties which define how the structure will react to certain loading conditions. Nodes are assigned at a certain density throughout the material depending on the anticipated stress levels of a particular area [1]. Regions which will receive large amounts of stress usually have a higher node density than those which experience little or no stress. Points of interest may consist of fracture point of previously tested material, fillets, corners, complex detail, and high stress areas [1]. The mesh acts like a spider web in that from each node, there extends a mesh element to each of the adjacent nodes. This web of vectors is what carries the material properties to the object, creating many elements [1]. The figure 2.1 below show the sample of meshing step 2.2 Advantages of Finite Element Analysis The Finite Element Analysis is very important for every design. A new design may be modelled to determine its real world behaviour under a multiplicity of load category; hence it can be adjusted earlier to the design of drawings. There have many of advantages by using Finite Element Analysis. Firstly, it is very important tools for stress and strain analysis because it provides accurate information. Once a detailed CAD model has been developed, FEA can analyze the design in detail, saving time and money by reducing the number of prototypes required [2]. Then, this method can help to modify an existing product which is experiencing a field problem, or is simply being improved, can be analyzed to speed an engineering change and reduce its cost [2]. That is the case of study where some analysis are run in the computer to see how the occurrence of a stress concentrator affects the behaviour of the elements. If the concentration is high, the element can be modified with ease and the subjected to analysis again, and depending on the result, a decision has to be taken to see if it needs more changes. The combination of the software with other types of software is a very useful tool because the programme of the finite element analysis allows the designer to import models from other CAD software to another FEA software. FEA also can be performed on increasingly affordable computer workstations and personal computers, and professional assistance is available [2]. The Finite Element Analysis (FEA) has been widely implemented by automotive companies and is now used by design engineers as a design tool during the product development process. Some of modern FEA packages consist of detailed components such as thermal, electromagnetic, and structural working environments. In a structural simulation, FEA helps tremendously in producing stiffness and strength visualizations and also in minimizing weight, materials, and costs [3]. FEA allows detailed visualization of where structures bend or twist, and indicates the distribution of stresses and displacements [3]. FEA software provides a wide range of simulation options for controlling the complexity of both modelling and analysis of a system [3]. In the same way, the accuracy level and associated computational time requirements can be managed all together to most engineering applications. FEA allows entire designs to be constructed, refined, and optimized before the design is manufactured [3]. This powerful design tool has significantly improved both the standard of engineering designs and the methodology of the design process in many industrial applications [3]. The introduction of FEA has significantly decreased the time to take products from concept to the production line. It is primarily through improved initial prototype designs using FEA that testing and development have been accelerated. In summary, benefits of FEA include increased accuracy, enhanced design and better insight into critical design parameters, virtual prototyping, fewer hardware prototypes, a faster and less expensive design cycle, increased productivity, and increased revenue [3]. The definition of stress is a force exerted when one body or body part presses on, pulls on, pushes against, or tends to compress or twist another body or body part [4]. A normal stress, s as defined as: Where dF is a differential normal force acting on a differential area dA. It can summarized that normal stress is s = P/A, where P is the resultant force on area A. 2.4.2 Stress Von Misses The stress von misses known as yield criterion suggests that the yielding of materials begins when the second deviatoric stress invariant reaches a critical value [5]. Simple equations relate the tensile yield stress, shear yield stress and compressive yield stress to a material property. Von Misses stress is determined from the stress state as: 2.4.3 Strain Strain is a measure of intensity of deformation, which is an importance variable in the development of formulas used in the design against deformation failures [6]. The change in structure shape can be described by the displacements of point on the structure. The strain, e as define as: Where, ?L represents the deformation of the line and Lo the original value. 2.4.4 Tensile properties Tensile properties illustrate the reaction from material to forces that applied in tension. A tensile test is a basic mechanical test where a carefully prepared specimen is loaded in a very controlled manner while measuring the applied load and the elongation of the specimen over some distance. Tensile tests are used to determine the modulus of elasticity, elastic limit, elongation, proportional limit, reduction area, tensile strength, yield point, yield strength and other tensile properties [7]. 2.4.5 Elastic-plastic behavior Elastic region is the region of the stress-strain curve in which the material returns to the undeformed state when applied forces are removed. The plastic region is the region in which the material deforms permanently. Yield point is the points separating the elastic from the plastic region [7]. The elastic behavior, plastic behavior and yield point can be described from stress  ¿Ã‚ ½ strain curve. The stress at yield point is called yield stress. The permanent strain when stresses are zero is called plastic strain. The stress strain curve describing an elastic  ¿Ã‚ ½ plastic behavior for a ductile material is show in Figure 2.2. 2.4.6 Young ¿Ã‚ ½s modulus Young ¿Ã‚ ½s modulus, E can be defined as the ratio of the uniaxial stress over the uniaxial strain in the range of stress in which Hooke ¿Ã‚ ½s Law holds [6]. It is used to measure the stiffness of an isotropic elastic material. It also called as the modulus of elasticity, elastic modulus or tensile modulus. It can be represents the gradient of the straight line in a stress-strain curve. Since the calculation of Youngs modulus, E is equal to tensile stress dividing by tensile strain: E = the Youngs modulus (modulus of elasticity) (N/m ¿Ã‚ ½). F = the force applied to the object, (N). A0 = the original cross-sectional area through the force applied, (m ¿Ã‚ ½). ?L = the amount by which the length of the object changes, (m). L0 = the original length of the object, (m). 2.5 Material Selection The alluminium alloy (6063 t5) was selected in chassis shell eco challenge. Because the characteristic of alluminium simply enough to produce high quality chassis. In addition, Aluminium is remarkable for the metals low density and for its ability to resist corrosion due to the phenomenon of passivation. Structural components made from aluminium and its alloys are vital to the automotive industry and are important in other areas of transportation and structural materials. The most useful compounds of aluminium, at least on a weight basis, are the oxides and sulphates.  ¿Ã‚ ½Aluminum may be the majority of plentiful steel within the Earth ¿Ã‚ ½s brown crust area, and also the 3rd the majority of plentiful component, following air as well as silicon. This is the reason 8% through pounds from the Earth ¿Ã‚ ½s strong area. Because of simple avaibality, higher power in order to pounds percentage, simple machinability, long lasting, ductile as well as malleability aluminum may be the most favored non-ferrous steel within 2005 had been 31.9 million tonnes ¿Ã‚ ½ [3]. 2.5.1 Advantages of Aluminium Aluminium is very light metal with a specific weight of 2.7 gm/cm3, about a third that of steel. For example the use of aluminium in vehicles reduces dead- weight and energy consumption while increasing load capacity. Its strength can be adapted to the application required by modifying the composition of its alloys. The application of light weight, strong and long lasting aluminium alloy is shown in figure 2.3 and 2.4 [4]. actually creates the protecting oxide layer and is highly corrosion resistant. It is especially helpful for application where protection and conservation are necessary needed. The application of highly corrosion resistance aluminium alloy is shown in figure 1.3 and 2.5. [4]. Combining of aluminium and alloy will increased the strength and stiffness properties of aluminium compared to conventional metals and alloys. From the figure below can conclude that material aluminium have middle range of stiffness. In aspect of safety, the stress of chassis by using alluminium alloy in the high level safety. Alluminium alloy also can reduce the cost to build a racing car chassis. So far Alluminium alloy is the best material for the construction of vehicle chassis for Shell Eco-Marathon competition because many of benefits those have in combination of aluminium and alloys. The properties of alluminium alloy shown as in table 2.6 below. 3.0 Preparation for Finite Element Analysis (chassis) Finite Element Analysis (FEA) is designed to help an engineer to understand the physical events that occur on the chassis or beam of the vehicle within designated objects. These events are related to the action and interaction of phenomena such as deformation, distorsion, crack and deflection due to the chassis. Because of the capabilities of the FEA software, FEA software now is very popular among the design engineer to help them in reduces cost because the actual simulation can be done before the design is modelled especially in automotive and aeronautic industry. In this project, the purpose of FEA simulation was to simulate the chassis car vehicle model similarity to the real situation. In other side, FEA is used to study strength of the chassis vehicle, to obtain the deformation of the beam section and can get the critical point due to load that applied to the chassis. The strain, reaction and element force also can get by doing the FEA method. The Finite Element Analysis was simulated by using software SOLIDWORKS 2010. In order to create the 3-D drawing for this simulation, SOLIDWORKS 2010 is used to draw the chassis due to complicated shaped and smooth surface. Then continue to make the simulation and analysis towards the completed drawing. To carry out the 3-D analysis, the work was divided into following procedure: 1. Define type of study. 2. Create material defination. 3. Assign material properties. 4. Assign fixed geometry. 5. Apply the external loads. 6. Create mesh for the subject. 7. Process Analysis result. The sequences of simulation process are shown 3.1 Create Model of UiTM Shell Eco-Sprint Chassis by Using CAD Software The selection of the 3-D drawing for  ¿Ã‚ ½Uitm Shell Eco-Sprint ¿Ã‚ ½ car software is due to the capabilities and user friendly factor of the software. In the development of the 3-D drawing for  ¿Ã‚ ½Uitm Shell Eco-sprint ¿Ã‚ ½ car is done by using SOLIDWORKS 2010 software. The figures 3.2, 3.3 and 3.4 below show the isometric view, top view and side view of the  ¿Ã‚ ½Shell Eco-Sprint ¿Ã‚ ½ chassis. 3.2 Analysis using SOLIDWORKS 2010 Software 3.2.1 Step in the Finite Element Analysis There are seven important steps in the finite Element Analysis: i. Define type of study. This research focused on static study. Whenever a load to be put on the entire body, the body deforms and also the impact associated with lots is actually sent through the entire body. The actual exterior lots stimulate inner causes as well as responses in order to make your body right into a condition associated with balance [9]. The main subjects that calculated in static analysis are stress, strain, displacement and reaction forces from the loads that applied on chassis. The static stady is showing in figure 3.5. ii. Create material defination. Before running the analysis, the material of chassis must be defined. This is very important step because there have much of material optional that can be choosing. Every material has different value of properties depend on analysis type. For example the static analysis stady is required a specific modulus elasticity value. Figure 3.6 below show how to create material defination iii. Assign material properties. The material that selected in this analysis is Aluminium Alloys 6063-T5. There have the specific value for elestic modulus, poissons ratio, density and yield strength that will be use for the analysis. The material properties show in figure 3.7 below. iv. Assign fixed geometry. After the material was selected, the chassis will be set up the fixed point. The fixed point usually located at tyre holder. There have four fixed points to be set up in this analysis. Two points located by the side of front chassis and balance located at the back chassis as in figure 3.8. v. Apply the external loads. The main objective of the analysis is to observe the deformation of chassis. The deformation of chassis is caused by the force that applied toward the chassis. So, there have three external loads that involve in this analysis. The loads are illustrated as in figure 3.9 and figure 3.10. Load Criteria Force(N) vi. Create mesh for the subject. Then, the program subdivides the model into small pieces of simple shapes connected at common points. This step called meshing process and the figure 3.11 below illustrate how to create mesh type. After all procedure has done, the analysis will run to get the result of analysis. The results can be visualized after the analysis was completed. Those results of analysis consist of displacement, stress, strain, and factor of safety. 3.3 Analysis using ABAQUS 6.10 Software ABAQUS software can be a user-friendly non-linear specific aspect program code as it could manage the particular modeling treatments directly into web template modules. Each and every element includes related tools to perform a certain process. This analysis focused to determine the maximum load and deflection of the beam section due to the load applied. There have 8 modules that must be following in finite element analysis by using Abaqus software: i. Parts module ii. Property module iii. Assembly module iv. Step module v. Interaction Module vi. Load module vii. Mesh module viii. Load module 3.3.1 Parts module For the simulation analysis process, the model of beam will be simulated by using ABAQUS software. In order to run the simulation, the model will be imported into Geometry for model preparation. The 3-D model of tube hollow is constructing by using Solidwork2010 and converts to IGES file to be import into Abaqus 6.10. The figure 3.12 below show the part that imported will be in shell. The scale of import part will multiply it length by 0.001 because all dimensions in Abaqus are using in meter. The other parts that will involve in this analysis are two support span and the hammer that will contribute as force movement on the beam. Those parts were defined as discrete rigid geometry in 3-D modeling space in Abaqus workbench. The material that has chosen on this chassis is aluminium alloy 6063 (T5). The material properties of aluminium alloy for general or mechanical (plastic and elastic) were filled up in this step as in figure 3.13 below. Those properties that must be filled up are: I. Density II. Young ¿Ã‚ ½s modulus III. Poisson ¿Ã‚ ½s ratio IV. Yield stress V. Plastic stress be change to other value as in figure 3.14 below. Then the assign section will apply into the beam to locate the material properties and the thickness value. In this module, the references point that locates at tools menu must be created to all parts except the beam. Figure 3.13: Material manager step. For the section manager step, the beam parts will set as homogeneous type. This is very important step where the value of shell thickness will ditermine and can 3.2.3 Assembly module All parts that created before will assemble together in this module. The instance parts will create and the position of parts will adjust using coordinates and translation command. There must have surface contact between parts and beam as shown in figure 3.15 below. 3.2.4 Step module This analysis focused on dynamic and explicit procedure. The time period will set at 0.03s as in figure 3.16 below. The incrementation and mass scalling will be in default setting. There have history output request to be create for this analysis. First output will set up for the whole model and the output variable selection is energy as in figure 3.17 Then, the history output request for hammer only was set as second output. The rotations scope as in figure 3.18 below. The translational will define hammer movement by make x, y and z axis as references. output variables for the support part. Those outputs are reaction force and moment as in figure 3.19 below. The direction of the reaction will refer in x, y and z axis. 3.2.5 Interaction module General contact (explicit) was selected to analysis the contact behavior of the beam as in figure 3.20. Then the contact property will create as a friction. The tangentional behavior and friction formulation with type penalty was selected to characterize the contacts between the beams and hammer during analysis. The friction coefficient was set at 0.25 as in figure 3.21 to avoid sliding of the structure. 3.2.6 Load module The boundry condition is using to create a movement for every part. For the hammer, the displacement will set by 0.07m only in y-direction. The negative sign show the movement will in opposite of axis direction depend on the assembly model. The smooth step was selected for amplitude of movement as in figure 3.22. Besides, there have no movement for two support and was in fixed condition. So, the point for displacement and rotation remain zero for every direction and angle. 3.2.7 Mesh module Meshing step is the program that subdivides the model into small pieces of simple shapes connected at common points. The sizes of mesh are depending on seed size. For this analysis, the seed size of beam was set to 0.005m. Next, the element type is explicit and the structure technique was selected as technique of mesh control. Then, the step will go trough by select the instance region to be meshing as in figure 3.23. After procedure in Geometry and Meshing was complete, the model now ready to simulate in Setup software in order to solve the appropriate problem and visualization the result. The step involves in Setup software is to define the properties, the physical condition, and the visualization scene. 3.4 Experimentals Preparation This subtopic will introduce about the procedure preparation for tensile test and flexural test experiment. These two experiments are related with the analysis that have done by using CAD software. And the result of the experiment is used to make a comparison between the simulation results in Finite Element Analysis. The tensile test is probably the simplest and most widely used test to characterize the mechanical properties of a material. The setup for the test as described in this tutorial and as performed in the laboratory is based upon standards established by the American Society for Testing and Material (ASTM). The main purpose of tensile test experiment is to get stress and strain of material. From there, the graph of stress against strain will be constructing and can obtain the stress-strain curve. The young ¿Ã‚ ½s modulus directly defined by calculating the slope of the stress-strain curve. Than the experimental value of the young ¿Ã‚ ½s modulus can be compare to the analysis value that use in finite element analysis. 3.4.1 Material testing (Tensile Test) For the analysis beam, there will have a comparison between results of physical testing (tensile test) and FEA modelling result of the beam chassis. These steps are made in order to reduce any possible error due to analysis that have constructed. From the Abaqus software there has material input to define young ¿Ã‚ ½s Modulus. To prove the values of theses material properties as provided by the manufactures would hopefully reduce the error between modelled result and tested result for the chassis performance. So the young ¿Ã‚ ½s Modulus of alluminium alloy (6063 T5) can be calculated directly by doing tensile test experiment. The properties that measured from this experiment are ultimate tensile strength, maximum elongation and reduction in area. Beside that, those properties also can calculate possion ¿Ã‚ ½s ratio and yield strength of the materials. The figure 3.24 below show the schematic diagram of tensile test. 3.4.1.1 Sample preparation There have 5 samples that will contribute with tensile test experiment. The entire samples have same dimension and thickness. Because the only way to obtain the percise value is get the average result of the samples. All of the samples that will run trough this experiment are already in dog bone profile as shown in figure 3.25. 3.4.1.2 Method of Tensile Test Experiment. Firstly, the speciemens file is created and all the parameters were set-up before start the experiment. The speed that set in this tensile test experiment is 5mm/min. So the speciemens start to install in lower grip and leave upper grip open. Then close the upper grip until the speciemens perfectly grip with the upper and lower clamps as in figure 3.26. Then the experiment can be started by press  ¿Ã‚ ½start ¿Ã‚ ½ button until the test proceed through elastic range until yielding is clearly present on the scope. The main ojective of flexural testing is to determine parameters such as bend strength, yield strength in bending and elastic modulus. Regarding with the project, the flexural experiment is use to investigate response of metal when subjected to bending. Bending as well as flexure measurement can be widespread throughout along with brittle resources as their multifunction behaviors are generally linear including concretes, stones, woodlands, pockets, cups along with ceramics. Other designs involving brittle resources including powdered ingredients metallurgy highly processed mining harvests along with resources tend to be screened underneath a new transverse flexure. Bend over examination can be for that reason well suited for assessing energy involving brittle resources wherever model involving tensile examination response to a similar product can be tough on account of smashing involving specimens all-around specimen gripping. 3.4.2.1 Sample prep

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Stepping Outside Traditional Boundaries In Football, Fast Cars, and Cheerleading: Adolescent Gender Norms, 1978-1989, Suitor and Reavis found that adolescents did not change drastically in their views about gender roles from the late 1970s to the late 1980s. The differences they did find were an increase in girls’ reports of sports involvement as a social advancement tool, and a larger increase in boys’ reports of sports as a way for girls to gain status. They also found that, by the late 1980s, more boys noted high sexual activity, a stereotypically masculine characteristic, as a social advancement tool for girls, while girls did not report any stereotypically feminine activities as a way for boys to gain status. Girls, therefore, were more accepted into masculine arenas, but boys did not stray into feminine arenas. The implications of the study are that boys have remained locked into traditional masculine roles. While girls have advanced socially through entering masculine roles, boys have not advanced soci ally through entering traditionally feminine roles.   Ã‚  Ã‚  Ã‚  Ã‚  In the late 1970s, the general trend was that adolescents felt that participation in sports was did not increase girls’ status as much as other activities. Suitor and Reavis found that 33.6 of the students who graduated between 1978 and 1982 reported that sports was one way in which girls advanced in status, while 90% said sports was a way boys advanced in status. Physical attractiveness was the number one way in which girls were said to gain prestige. Through the late 1980s, these trends continued. Similarly, rowdy behavior was seen as a masculine advancement tool, but never mentioned as a feminine tool. This brings into question the ways in which kids learn that boys are aggressive and supposed to pursue sports, whereas girls are not. Children learn gender roles early on in life, as their parents reward and punish certain behaviors that are biologically based and promote gender intensification. For example, girls are complimented for having their hair done nicely in ribbons or headbands, while boys are complimented for playing well and being competitive in a soccer game. While boys are biologically more aggressive than girls, this aggression and roughness is enhanced and encouraged through socialization. Nature and nurture are both at work in early gender development, as characteristics that are by nature masculine or feminine are coded with social behaviors and are overly engrained in children’s heads. As children spend more time with peers, they reinforce these rules with each other, by teaching each other and interacting in the roles that have been defined for them.

Comparing Poe’s Fall of the House of Usher and Taylor’s Venus, Cupid, F

Edgar Allan Poe’s The Fall of the House of Usher and Peter Taylor’s Venus, Cupid, Folly and Time Various authors develop their stories using gothic themes and characterizations of this type to lay the foundation for their desired reader response. Although Edgar Allan Poe’s â€Å"The Fall of the House of Usher† and Peter Taylor’s â€Å"Venus, Cupid, Folly and Time† are two completely different narratives, both of these stories share a commonality of gothic text representations. The stories take slightly different paths, with Poe’s signifying traditional gothic literature and Taylor approaching his story in a more contemporary manner. Gothic texts are typically characterized by a horrifying and haunting mood, in a world of isolation and despair. Most stories also include some type of supernatural events and/or superstitious aspects. Specifically, vampires, villains, heroes and heroines, and mysterious architecture are standard in a gothic text. Depending upon the author, a gothic text can also take on violent and grotesque attributes. As an overall outlook, â€Å"gothic literature is an outlet for the ancient fears of humanity in an age of reason† (Sacred-Texts). Following closely to this type of literature, Edgar Allan Poe uses a gloomy setting, isolation, and supernatural occurrences throughout â€Å"The Fall of the House of Usher†. From the onset of the story, it is apparent that Poe is employing a gothic theme upon his work. The narrator’s portrayal of the home of his longtime friend, Roderick Usher was as follows, â€Å"I looked upon the scene before me – upon the bleak walls – upon the vacant eye-like windows – upon a few rank sedges – and upon a few white trunks of decayed trees† (Poe, 75). T... ... Poe’s â€Å"The Fall of the House of Usher†, they both can be classified collectively under gothic literature. In other words, although these stories exhibit two completely different plots, it has been found that they have matching frameworks. Works Cited Bronzino, Agnolo. Venus, Cupid, Folly and Time. 27 Mar. 2003 arthp/bio/b/bronzino/biograph.html>. Oates, Joyce Carol. â€Å"Realism of Distance, Realism of Immediacy [Review of The Collected Stories]. Critical Essays on Peter Taylor. Ed. Hubert H. McAlexander. New York: G. K. Hall & Company, 1993. Sacred-Texts: Gothic. 3 Apr 2003 . Taylor, Peter. â€Å"Venus, Cupid, Folly and Time†. The Literature of the American South: A Norton Anthology. Ed. William L. Andrews. New York: W. W. Norton & Company, 1998. PID 8308 1 Marlow Engl. 12 Sect. 24