Software as a Service Goes Mainstream Assignment

Software as a Service Goes Mainstream - Assignment Example For all of these reasons, the organisations are coming up with different strategies and solutions in order to manage the business effectively and efficiently. One of the biggest changes or innovations which has been implemented by different organisations is of the different software for improving the business operations, like Customer Relationship Management (CRM) and Enterprise Resource Plan (ERP) system (Holsapple & Sena, 2005). These software and Management Information Systems (MIS) allow the organisations to integrate the all components of the value chain and provide the customers with high value at the end of the process (O’Leary, 2004). There are different companies and organisations in the market which are providing the solutions of software and Management Information Systems (MIS) (Oz, 2009). However, a recent development in this regard is the new Software as a service (SAAS) model introduced by the salesforce.com (Laudon & Laudon, 2010). In this case study analysis an attempt has been made in order to explore and analyse the new software as a service (SAAS) model of salesforce.com. Along with this, the case study analysis presents different advantages and disadvantages associated with this new business model for software providers. Different challenges being faced by the management of salesforce.com in the process of providing this innovative service has been discussed along with the strategies and methods used by the management to overcome them. The report also outlines the different factors which should be kept in consideration while going for this new model and innovative service. Along with this the report also defines the businesses and organisations which can reap additional benefits by switching to the new software as a service (SAAS) model offered by the salesforce.com ADVANTAGES AND DISADVANTAGES OF THE SOFTWARE – AS – A – SERVICE MODEL: Salesforce.com has come up with a completely different model for providing diff erent software solutions to the customers. This new and innovative model is known as the Software as a service model (SAAS). The Customer Relationship Management (CRM) services are provided by the company through online in the form of ‘software as a service’ (SAAS). This is totally oppose to the traditional concepts of the software solutions being provided by different companies in the industry, as customers are required to purchase those software and install them on the respective computer or machines. The software solutions provided by the traditional software solutions providers require a whole set of different hardware, operating system, servers for maintaining database, application servers for installation, and several other additional accessories (Laudon & Laudon, 2010). Another advantage of the Software as a service model (SAAS) of the salesforce.com is that it has been priced comparatively low than the other software solutions. Apart from this the installation o f the normal or traditional software includes the additional cost of the licensing along with the regular maintenance cost. Along with this the installation of this new model of software only requires 0 to 3 months time period and there is no need of additional staff or consultants. On one hand the software is priced appropriately and on the other hand the organisations can avoid all additional hassle and cost associated with the installation of the software. The software is managed through a website online, which is regularly updated.

Linguistics and their realationship to Teaching Essay Example for Free

Linguistics and their realationship to Teaching Essay Abstract This paper is an attempt to analyze the relationship between linguistics and language teaching. Linguistics is a science and teaching while technical is also an art yet they are closely related to each other in the case of language teaching. The foreign language teachers need to include selection, grading and presentation as their main steps. Linguistics plays an important role in the whole process of teaching by helping to facilitate a teachers understanding of the workings and systems of the language they teach. Applied Linguistics is really about the melding of these 2 actions. The Relationship between Linguistics and Language Teaching. Linguistics is defined as the scientific study of language. Linguistics is then divided into several branches which study different accepts of its use. Descriptive linguistics, historical and comparative linguistics, which it is based on methodology. Synchronic and Diachronic linguistics, which it is based on the aspect of changes over time. Phonetics, phonology, morphology, syntax and semantics, which is based on a language as a system. Sociolinguistics this is related to or combined with the disciplines of linguistics and sociology. Its interest is in the relationship between language and society. It works to explains why people Use different speech in different social contexts. It’s area of study is the social functions of language to convey social meaning. The social relationships in a community, and the way people signal aspects of their social identity through their language (Jenet Holmes, 2001). Sociolinguistics also is concerned with the interaction of language and settings. (Carol M. Eastman, 1975; 113). The other expert defines it as the study that is concerned with investigating the relationship between language and society with the goal of a better  understanding of the structure of language and of how languages function in communication ( Ronald Wardhaugh, 1986 : 12) Psycholinguistics relates to the combined disciplines of psychology and linguistics. Psychology is defined as the systematic study of human experience and behavior or as the science that studies the behavior of men and other animals. Knight and Hilgert in Abu Ahmadi,(1992). It covers language development. (Lim Kiat Boey). The other definition of psycholinguistics is that it is the study of human language-to-language comprehension, language production, and language acquisition (E. M. Hatch). The research done on the relationship between linguistic theory and language teaching can be traced back to the late 19th century. Its relationship has been discussed and debated for many years and researched extensively. Since this time different research proposed by different scholars has been disputable and found to be largely inconclusive. In the 1960s it was decided that there needed to be a reassessment. The conclusion that was formed went in two two main directions of thought with differing points of view. One viewpoint was that linguistics is not as relevant as it was first thought to be, and its importance was overrated. Such linguists as Lamendella (1969) and Johnson (1967) expressed their disagreement to regard linguistics as the basis of a strategy of learning. Lamendella (1969) thought that it was a mistake to look to transformational grammar or any other theory of linguistic description to provide the theoretical basis for second language pedagogy. What is needed in the field of language teaching are not applied linguists but rather applied psychologists. The other point of view was to recognize that the general contribution of linguistics was important. This came though with a proviso that teaching language was not to be bound to only follow one theory alone. The idea being that different linguistic theories can offer different perspectives on language, and they can all be treated as equivalent resources useful for teaching. Levenson (1979 ) once said, ‘no one school of linguistic analysis has a monopoly of truth in the description of the phenomena of speech†¦traditional school grammar, TG grammar, †¦all these and more can be shown to have their own particular relevance to the language teaching situation. By1960 the United States, reached its peak of the influence of structural linguistics upon language Teaching. Structural linguistics stressed the importance of language as a system and investigates the place that linguistic units such as sounds, words and sentences have within this system. This then associated with behaviorism provided the principal theoretical basis of the audio lingual theory. This then influenced language teaching materials, techniques and the teachers educations. Behaviorism led to theories, which explained how an external event, causes a change in the behavior, without any kind of mental interaction. It also stressed the importance of repetition and practice in learning a second language, this I think is a vital factor in learning a foreign language. If we look at the audio-lingual method, it emphasizes: (1) The teaching of speaking and listening before reading and writing; (2) The use of dialogues and drills; (3) The avoidance of the use of the mother tongue in the classroom. Audio-lingual method regards speaking and listening as the basic skills, this is in line with today’s English teaching situation. The Mentalist Approach In the 1960s Chomsky formulated the mentalist approach. The hypothesis was considered that human behavior is much more complex than animal behavior. Chomsky, felt that we are born with a Language Acquisition Device (LAD), which enables a child to make a hypotheses about the structures of a language in general, and also the structure of the language being learned more importantly. By the end of the sixties’, there were new developments in teaching language starting to occur. The TG theory had a big impact resulting in a change in teaching methods. It was opposed to the empiricist theory, that is, teaching audio linguistics, linguistically structuralism and psychologically behaviorism. TG theory. 1 It stresses mental activity. 2 It postulates that all human beings have an innate ability to learn a language. 3 That it is an inborn instinctual ability and not practice that made human beings obtain the rules of a language and understand and can produce countless numbers of sentences. The Natural Method was successfully used in various language schools in the USA and Europe in the late 19th and the early 20th century. In the post-World War I decades, the direct method was adopted into English language teaching (ELT) this laid a solid intellectual and practical foundation for developing ELT as an autonomous profession. Some linguists, like Diller (1970), openly declared his preference for the cognitive position; while others, like Chastain (1976) and Rivers (1981:25-27) held that the two theories were complementary and served different types of learners or teachers or represented different phases of the language learning process. Applied Linguists brought about the situational approach and the notional/functional method. It is based on a broader framework for the description of language use called communicative competence proposed by Hymes, This brought about the communicative approach to language teaching came into being. In 1970s, a group of scholars including Oller (1970) and Widdowson (1978), were linguists but at also closely in touch with teaching practice. They gave language teaching and language pedagogy the linguistic direction they regarded as necessary. Since they were in touch with language teaching practice and linguistic so had a two-way view of the problem, they placed emphasis on real language and its communication and use. To take Oller’s interest in pragmatics as an example. Oller (1970:507) claimed that pragmatics has implications for language teaching; it defines the goal of teaching a language as prompting the students not merely to manipulate meaningless sound sequences, but to send and receive messages in the language. The students in China start English when they are in primary school. In the past, more attention was paid to the grammar, the result was very disappointing: Now the emphases is on speaking and listening. The audio-lingual method is now used in the classroom. In China, more people need to learn English in order to have the ability to communicate with foreigners. In this case, speaking and listening is much more important than being able to read and write. They are not expected to have a high level of English and their aim is simple, they need to communicate with a foreigner so they can understand their words and express themselves well. This is based on simple daily conversation. A market sale and business or being able to work in the tourism industries. Basic conversation and understanding can be very helpful in everyday conversation exchanges. The Audio-lingual method stressed the repetition and it theorizes that a language is learnt through the formation of habits. To speak English fluently, without constant practice, is impossible. So in our English teaching, we must help our students speak and listen well. Expressing ourselves properly is not always an easy thing, especially if it’s an emotionally charged topic. Even an English major may sometimes find it problematic to express exactly what they mean so it is understood by the other person in a way that is understood by all. When I go to Cambodia I find the generally that the population though not taught English in school has good English conversation capacity. They may not read or write but I feel if they had the opportunity to learn now they have grasped the basic language that they would with more ease. There is a need for them to talk and sell to foreigners so they have had a need and incentive to learn and the fact that their using it every day also helps. Though there are of course talented students I find in Thailand the communication level is not good as a lot of emphases is but on reading, writing and grammar, that many times, is not really understood or comprehended. Thai students learn form primary but they do not always have a reason to speak out of the classroom. One lesson a week in speaking and 3 of grammar I find makes the students scared to use the language. I teach with Thailand teachers and due to a some general pronunciation problems the students are confused about the sounds of the words and how to string them together. Confidence helps a lot just talking even if it is wrong. I always attempt to inspire confidence as I feel it is very important for speech. In my opinion, linguistics and language teaching relationship is a dual one. There are some theories of linguistics that can be applied to language teaching, i. e.  linguistics guides in development of language teaching theory. On the other hand, a language teaching theory expresses or implies answers to questions about the nature of language. It is necessary for a language teacher has some knowledge about, the systems of languages. A teacher should understand how the language works and expresses meaning and the structures that are used in the language being taught. A teacher needs to know how to make the phonic sounds and the mechanics to produce these sounds. This helps with pronunciation problems that students will encounter. By studying linguistics a teacher will have a deeper insight into the nature of language and the language the student speaks as theyre first language. If we agree that the use of a language is a matter of habits and practice, then a teacher needs to implant the habit of using it for communication until it becomes second nature. Conclusion Linguistic theory is continually developing and teaching theories are constantly changing as is the language itself. This alone demands a permanent study of languages and the relationships between linguistic theory and language teaching methods. There are many techniques and theories but no one concept or technique can take in the Different needs student may have and the differing ways people learn. This is a science in its self. There can be many differences in understanding between the L1 and L2 language from different cultural understandings and different sounds that may be new to the learner. There are many ways a culture will express its self along with idiosyncrasies and local knowledge of the everyday life in the culture. They say when you understand humor you start to know a language. If one could take every student as an individual and teach them the best way they learnt one would be assured of good results. Knowing the basic individual attributes the child had can enable to teacher to create classes designed for their individual needs. This is a luxury that tutors can give their students but in the classroom one dose not have so much control. A practical framework designed to suit the most students and the context that is the most appropriate. The Relationship of Linguistic Materials for the Second Language Teacher. Because of political, economic and also technical changes, English has become widely taught as an official business language worldwide, also as a second language to immigrants in English-speaking countries to gain entry and work, and as a foreign language in many non-English-speaking countries. This is also largely due to the computer so there is a universal language for coding and business. There are many theories on different ways to teach and different scholarly thoughts on the best process. I feel that this depends on the type of English you are teaching. Since there are many different needs a student may have. In China the emphases is on communication with foreigners on a daily basis like selling them something in a market or doing business. In other countries such as Thailand the emphases is put on Grammar and writing and reading and only a small part into communication. So while there are still many theories on the best way to teach I feel in my knowledge so far that it is best to learn as many ways as possible and how they work in the different environments. Applied Linguistics is really about the melding of these two actions but not the scope of this essay. One of the most fantastic Linguistic help I think the corpus is one of the best ways to get relevant vocabulary for your students. This is helpful for Syllabus and curriculum planning and for all areas of language teaching. References Chastain, K. (1976). Developing Second-Language Skills: Theory to Practice. Chicago: Rand McNally. Diller, K. C. (1970). ‘Linguistic theories of language acquisition’ in Hester 1970:1-32. Johnson, M. (1967). Definitions and models in curriculum theory. Educational Theory, 17:127-40. Lamendella, J. T. (1969). On the irrelevance of transformational grammar to second language pedagogy. Language Learning, 19:255-70. Levenson, E. A. (1979). Second language lexical acquisition: issues and problems. Interlanguage Studies Bulletin, 4:147-60. Oller, J. W. (1970). Transformational theory and pragmatics. Modern Language Journal, 54:504-507. Rivers, W. M. (1981). Teaching Foreign-Language Skills. Second edition. Chicago and London: University of Chicago Press. Widdowson, H. G.. (1978). Teaching Language as Communication. Oxford: Oxford University Press. .? Zeki Hamawand, Z. Morphology in English: Word formation in cognitive grammar. continuum. Publishing. ( Zeki Hamawand, Z. (2011).

Employee Relations Essay Example for Free

Employee Relations Essay Employee relations are one of human resources aspect which is mainly concerned with maintaining a cohesive relationship between the employer and the employee in workplace so as to have high morale and motivation amongst employees for satisfactory productivity in workplace. Discussions between the employer and the employee usually concentrate on issues of payment, work environment, disputes, grievances, health and safety, hours of work and production targets. Human nature can be simple, yet very complex thus an understanding and appreciation of this is an important factor for effective employee relations in workplace. For this to be achieved there has to be well defined rules and regulations pertaining as to how employees are to perform their duties, address personal issues, bargaining procedures, handle and resolve conflicts etc. each country has its own laws pertaining employment but there are also international laws that stipulates how legal rights and restrictions on working force and their organizations. The main objective of employee relations is to protect the interests, rights and privileges of the employees. This provides information relating to policies and procedures of performing duties and facilitates the resolution of problems and complains through investigation and mediation. There exist two main levels of communication where employees can air their views. Individual relationship allows employee to relate directly with the employer while collective relationship involves organizations or trade onions and the individual employer. When a dispute arises in any workplace, conciliation, mediation and arbitration are used to resolve disputes depending on the nature of the dispute. Individual disputes usually involves the employee directly with the employer while collective disputes occurs when a common disillusionments among the employees arise and representatives of the employees in form of trade unions are used to air the grievances to the employer. Representatives are legalizes groups who are concerned with employees rights and advocates for fair recognition in workplace. The common situation in most countries is that employment laws have been more effective in resolving individual disputes than collective disputes. This is evident since most of trade unions are finding it difficult to handle disputes in workplace especially in private sector where individual employment rights has expanded and there is change from bargaining based relation system towards more individualized and legalistic rights based system. Cases of strikes in workplaces have declined recently and individuals are pursuing employment grievances in the court. There has been shift to more individualized forms of negotiation at organization level with decline of wider bargaining arrangements has weakened the capacity of trade unions to perform their role as a collective negotiators. Theories and Practices in Workplace Employment laws arose due to the needs of workers of better conditions and rights to organize so that their issues and grievances could be heard and resolved amicably. This led to formation of administrative body to address the legal rights and restrictions between the working people and the organizations. They mediate relationship between employees, employer and the trade unions. There are laws which stipulate relationship between the trade unions and the employer and the relationship between the individuals and the employer. Collective employment laws are a tripartite relationship between the employer, employees and the trade unions for collective bargaining, provision of benefits and industrial action. Individual employment laws deals with people rights at work place. There are two theories relating to employment developed after Second World War namely: Dunlop Theory: it was based on labour relations systems. He realized workers representations as part of factors contributing to economic growth with two key aspects of the society as whole i. e. the interests of employee sand value of social justice. Theory also realized that unions can succeed only if essentially contribute to good management. They have functioned by making deals which are in long term interests of management as well as employees; in part they force management to act in its own interests. The employees’ responses are usually neglected and there is need for organizations to provide more security and more employee services. This would require policies of regulation and protection where employees are able to make more choices about jobs, personal development of skills and interests through sequences of jobs rather than letting single company to mould and shape an individual. Employees’ participation in defining the nature of work and decisions that affects it. This needs rapid responses where companies have found that top-down control is far too slow and inward looking for today circumstances. There is more acceptance of diversity to open up new opportunities and also lower the power of entrenched resistors. This situation will require an effective system of representation to balance differing interests what is needed is a system to deal with decentralized, flexible management to integrate semi- professional and knowledgeable employees to generate full support. Unitary and pluralism theories: For pluralist decision maker views an employee is a permanently external to the enterprise, as part of action situation while unitarist decision maker views an employee as internal to the enterprise, inherent part of the enterprise actor. The pluralist position implies that workers and the enterprise are in a position to make demands on each other to which is obliged to respond as long as these demands are in some kind of balance. The relationship between workers and managers is founded on agreement about this balance and not on any agreement about the inherent rightness or effectiveness of the demands themselves. The unitarist position assumes that every member of the enterprise, workers and the managers is a willing participant in social action such as the enterprise is defined by a common set of aims and values central to which is the goal of achieving the greatest possible success for collective prosperity. An enterprise established on the principles of moral superiority of craft work and on importance of a worker seeing a product through to completion thus unitarist approach implies that the employment relationship as the primary means of organizing enterprise involves the agreement that in the context of the enterprise, certain rights duties. For industrial approach, unitarism seems to offer two advantages. First is the prospect of an absolute maximization of effectiveness and second is the relationship which exists within the enterprise are of normative substance. Workers and managers are able to look upon each other as fellows rather than opponents forced into an uneasy and purely alliance. In managerial unitarism, the employment relationship is not just legitimate but authoritative, employee accepts that the direction of a manager embody the most effective possible means of realising the aims and values of the enterprise as a whole and since manager subscribes to this basic normative consensus, then compliance with those directions is not just a legal but a moral duty. Thus managerial right to worker compliance arise from normative consensus professional and competence of the manager. From pluralism, manager can be competent but consensus does not exist thus there is no automatic managerial right to worker compliance. The key to resolving the difference between unitarism and pluralism in employment relations is dialogue i. e. a discussive process by which a group of people attempts to reach consensus on both objective and normative aspects of the action situation. Well conducted dialogue will result in agreement on the aims, values and goals of the organization, division of labour which will best contribute the realization of goals. Pluralist collective bargaining is purely procedural and hence non-dialogical. Managerial unitarism is also non dialogical because agreement to managerial strategies, plans and instructions of the enterprise is assumed rather than secured. Management is conceived as a technical matter. Thus an alternative dialogical and non- dialogical employment relations systems needs to be developed. Trade unions which are committed and enthusiastic about issues of the employees without curtailing the managerial rights to decide what they see as necessary reform in employer- employee’s relations. The workplace setup is based on adequate understanding of employer- employee relationship. This requires the knowledge of relevant conditions on the intra-group level and also on the inter-group conditions that might tempt each group to take a certain type social orientation. The consequences of different combinations of justice and injustice for the individual are specified for the intensity of conflict between two parties. Individual disputes usually involves am employee and the employer regarding a personal issues which is be discussed between them while collective disputes affect the general interests of group of workers and deals with enforcement or interpretation of statutory regulation, collective bargaining agreement.

Exploring The Chemistry Of Adhesives Chemistry Essay

Exploring The Chemistry Of Adhesives Chemistry Essay An adhesive is a substance that sticks to the surface of an object such that two surfaces become bonded. A typical home improvement store carries many different adhesives for many different applications..The interaction of molecules is known as intermolecular bonding, or secondary bonding. Primary bonding, also known as intramolecular bonding, is the interaction of atoms within a molecule and includes covalent and polar covalent bonding. Secondary bonding includes dipole-dipole bonding (the interaction of molecules that have a permanent net dipole moment) and hydrogen bonding (an interaction that occurs when a hydrogen atom is bonded to an N, O, or F atom in a molecule). Adhesives cure when the small resin molecules join together to form extremely large molecules known as polymers. For example, one of Some adhesives, such as this wood adhesive, are used only with specific substrates because of the cure time needed to allow for good bonding. The simplest polymer is polyethylene. The mer (basic building block of the polymer) is ethylene, H2 C=CH2. The addition of an initiator (R) causes the formation of the radical RCH2 CH2 . A radical is a species that has an unpaired electron and is very reactive because it seeks the source of electrons. This radical will attach the ethylene mer (the double bond in ethylene is rich in electrons) to start a chain reaction that continues until very large polymer molecules form. This and other forms of polymerization processes are the basis for the formulation of polymers. This process is known as curing when dealing with adhesives. Two criteria must be met in order for a molecule to possess a permanent net dipole moment: (1) an unequal sharing of electrons within the molecule such that one or more intramolecular bonds has a partial positive end and a partial negative end, and (2) a geometry such that the vector sum of the individual dipole moments does not equal zero. The ability of an atom within a molecule to attract electrons is known as electronegativity, a concept proposed by Linus Pauling who established a table of relative electronegativities. In Paulings table, fluorine is the most electronegative element and is given the value of 4.0. The greater the difference in electronegativity between two atoms within a molecule, the larger is the dipole moment in that bond. Because the bond between two atoms having unequal electronegativities has a partial positive end and a partial negative end, it is said to be a polar bond. If the geometry of the molecule is such that the vector sum of all of the dipole moments does not equal zero, then the molecule is polar. The electronegativities for carbon and oxygen are 2.5 and 3.5, respectively; therefore, the carbon-oxygen bond is a polar bond. A carbon dioxide molecule has two carbon-oxygen bonds; however, its geometry is such that the vector sum of the two dipole moments equals zero, and thus carbon dioxide is a nonpolar molecule. The electronegativity of hydrogen is 2.1, thus a hydrogen-oxygen bond would be polar. A water molecule has two hydrogen-oxygen bonds. The geometry of a water molecule (the H-O-H bond angle is 104.5 °) is nonsymmetrical, hence the vector sum of the dipole moments is not equal to zero and water is a polar molecule. Polar molecules will attract other polar molecules because of their net dipole moments. Water molecules, however, have an additional attraction for one another, based on hydrogen bonding. This attraction is so strong that, although water is a small molecule and small molecules tend to be gases, water is a liquid at room temperature. This aspect of the chemistry of water demonstrates that hydrogen bonding is a relatively strong force that can hold molecules together. Two surfaces there must be several types of interaction between the adhesive and both substrates. The first type of interaction is that the adhesive must wet the substrate, that the adhesive must spread itself out into a film that covers the substrate surface. In order for this to happen, the adhesive must have a low enough viscosity so that it will flow. Viscosity is the resistance of a liquid to flow. Water has a low viscosity whereas honey has a high viscosity. Because viscosity is temperature dependent, the application of a cold adhesive to a substrate, or the application of an adhesive to a cold substrate, may result in poor wetting. Another factor that affects wetting is the relative strengths of cohesive forces, and those of adhesive forces. If the cohesive forces among adhesive molecules are weaker than the adhesive forces between the adhesive molecules and the substrate surface, then the adhesive molecules will spread out over the substrate and wet its surface. An adhesive t hat has a relatively low viscosity and is able to wet the substrate surface will flow into any tiny cracks or pores on the substrate surface. Mechanical bonding is one of several ways that an adhesive bonds substrates. All surfaces, except those that are highly polished, have pores. If the adhesive flows into these pores and then polymerizes, a mechanical bond is formed. The interactions of adhesive molecules with substrates are so critical, it makes sense that some adhesives would be more appropriate for a specific substrate than others. Adhesives are designed for specific applications. For example, adhesives known as super glues (cyanoacrylates) are useful around the home in the bonding of common substrates (e.g., dishes, toys, etc.), which can take place in a matter of seconds. Cyanocrylates tend to be brittle thus they are vulnerable to impact and dramatic changes in temperature. To reduce these shortcomings, small amounts of finely ground rubber has been used as filler. The rubber introduces flexibility thus reducing brittleness. In addition, cyanocrylates are attacked by polar solvents. Polar solvents will weaken cured cyanocrylate bonds over time. Therefore, applications involving water, alcohols, or other polar solvents should be avoided. Cyanoacrylates are not appropriate for the bonding of the steel parts of an automobile, because of the environments that the car will be exposed to. Those environments include such things as rain, variations in temperature, exposure to solvents (such as gasoline, oil, and windshield washer solution), ozone, acid rain, salt spray, and ultraviolet light from the Sun. Another example of a special adhesive would be the one used to attach a new rearview mirror in an automobile. Because the cured adhesive in this case will be exposed to wide variations in temperature and to an extremely large amount of ultraviolet light from the Sun for prolonged periods of time, an adhesive formulated specifically for these conditions should be used. Finally, the strength and permanence of the bond formed between adhesive and substrate must be considered when one is selecting an adhesive. Most of the time it is desirable to have maximum strength and permanence; the very common Post-it note, however, is a counterexample. Its adhesive is neither strong nor permanent. Lists of some common types of adhesives and their uses. Because of the different possible substrates and combinations of substrates, and because adhesives are subject to such a range of environmental conditions, it is no wonder that there are so many types of adhesives on the market. However, if one has some knowledge of how adhesives bond to substrates and the types of substrates being bonded, the task of selecting adhesives will not be overwhelming. TYPES OF ADHESIVE NATURAL ADHESIVE Animal glue Casein glue Blood albumen glue Starch and dextrin Natural gums SYNTHETIC ADHESIVE Contact cements Structural adhesives Hot-melt adhesives Pressure-sensitive adhesives Ultraviolet-cured adhesives NATURAL ADHESIVE: Natural adhesives are primarily of animal or vegetable origin. Though the demand for natural products has declined since the mid-20th century, certain of them continue to be used with wood and paper products, particularly in corrugated board, envelopes, bottle labels, book bindings, cartons, furniture, and laminated film and foils. In addition, owing to various environmental regulations, natural adhesives derived from renewable resources are receiving renewed attention. ANIMAL GLUE The term animal glue usually is confined to glues prepared from mammalian collagen, the principal protein constituent of skin, bone, and muscle. When treated with acids, alkalies, or hot water, the normally insoluble collagen slowly becomes soluble. If the original protein is pure and the conversion process is mild, the high-molecular-weight product is called gelatin and may be used for food or photographic products. The lower-molecular-weight material produced by more vigorous processing is normally less pure and darker in colour and is called animal glue. CASEIN GLUE This product is made by dissolving casein, a protein obtained from milk, in an aqueous alkaline solvent. The degree and type of alkali influences product behaviour. In wood bonding, casein glues generally are superior to true animal glues in moisture resistance and aging characteristics. Casein also is used to improve the adhering characteristics of paints and coatings. BLOOD ALBUMEN GLUE Glue of this type is made from serum albumen, a blood component obtainable from either fresh animal blood or dried soluble blood powder to which water has been added. Addition of alkali to albumen-water mixtures improves adhesive properties. A considerable quantity of glue products from blood is used in the plywood industry. STARCH AND DEXTRIN Starch and dextrin are extracted from corn, wheat, potatoes, or rice. They constitute the principal types of vegetable adhesives, which are soluble or dispersible in water and are obtained from plant sources throughout the world. Starch and dextrin glues are used in corrugated board and packaging and as a wallpaper adhesive. NATURAL GUMS Substances known as natural gums, which are extracted from their natural sources, also are used as adhesives. Agar, a marine-plant colloid is extracted by hot water and subsequently frozen for purification. Algin is obtained by digesting seaweed in alkali and precipitating either the calcium salt or alginic acid. Gum arabic is harvested from acacia trees that are artificially wounded to cause the gum to exude. Another exudate is natural rubber latex, which is harvested from Hevea trees. Most gums are used chiefly in water-remoistenable products. SYNTHETIC ADHESIVE:- Although natural adhesives are less expensive to produce, most important adhesives are synthetic. Adhesives based on synthetic resins and rubbers excel in versatility and performance. Synthetics can be produced in a constant supply and at constantly uniform properties. In addition, they can be modified in many ways and are often combined to obtain the best characteristics for a particular application. The polymers used in synthetic adhesives fall into two general categories-thermoplastics and thermosets. Thermoplastics provide strong, durable adhesion at normal temperatures, and they can be softened for application by heating without undergoing degradation. Thermoplastic resins employed in adhesives include nitrocellulose, polyvinyl acetate, vinyl acetate-ethylene copolymer, polyethylene, polypropylene, polyamides, polyesters, acrylics, and cyanoacrylics. CONTACT ADHESIVE Contact adhesives or cements are usually based on solvent solutions of neoprene. They are so named because they are usually applied to both surfaces to be bonded. Following evaporation of the solvent, the two surfaces may be joined to form a strong bond with high resistance to shearing forces. Contact cements are used extensively in the assembly of automotive parts, furniture, leather goods, and decorative laminates. They are effective in the bonding of plastics. STRUCTURAL ADHESIVE Structural adhesives are adhesives that generally exhibit good load-carrying capability, long-term durability, and resistance to heat, solvents, and fatigue. Ninety-five percent of all structural adhesives employed in original equipment manufacture fall into six structural-adhesive families: (1) epoxies, which exhibit high strength and good temperature and solvent resistance, (2) polyurethanes, which are flexible, have good peeling characteristics, and are resistant to shock and fatigue, (3) acrylics, a versatile adhesive family that bonds to oily parts, cures quickly, and has good overall properties, (4) anaerobics, or surface-activated acrylics, which are good for bonding threaded metal parts and cylindrical shapes, (5) cyanoacrylates, which bond quickly to plastic and rubber but have limited temperature and moisture resistance, and (6) silicones, which are flexible, weather well out-of-doors, and provide good sealing properties. Each of these families can be modified to provide ad hesives that have a range of physical and mechanical properties, cure systems, and application techniques. HOT-MELT ADHESIVE Hot-melt adhesives are employed in many nonstructural applications. Based on thermoplastic resins, which melt at elevated temperatures without degrading, these adhesives are applied as hot liquids to the adherend. Commonly used polymers include polyamides, polyesters, ethylene-vinyl acetate, polyurethanes, and a variety of block copolymers and elastomers such as butyl rubber, ethylene-propylene copolymer, and styrene-butadiene rubber. PRESSURE SENSETIVE ADHESIVE Pressure-sensitive adhesives, or PSAs, represent a large industrial and commercial market in the form of adhesive tapes and films directed toward packaging, mounting and fastening, masking, and electrical and surgical applications. PSAs are capable of holding adherends together when the surfaces are mated under briefly applied pressure at room temperature TYPES OF ADHESIVES Adhesive Type Sources/Properties Common Uses Animal glue Obtained from animal byproducts such as bones, blood, and hooves Binding of abrasives in sandpaper and other grinding materials Casein Main protein in milk Labels on beer bottles that do not come off in ice water, yet are recyclable Starch From corn and maize Corrugated cardboard bonding Natural rubber Not sticky enoughby itself but is used as an additive in other adhesives Self-adhesive envelopes and other pressure-sensitive adhesives; adhesives that bond to substrates on contact (like tapes) Butyl rubber/isobutylene It is elastomeric-it stretches Additive for hot-melt adhesives, window sealants, and pressure-sensitive adhesives Amino resins Water-soluble adhesives Bonding of layers in plywood and the bonding of particles in particle board Polyurethane A flexible adhesive Bonding soles to the bodies of shoes; also used in food packaging Polyvinyl acetate Common whiteglue Book bindings and labels Polyolefin/ethylene copolymer No solvents involved Hot melts Acrylates or anaerobic adhesives Cure when air is removed Adhesive used to keep nuts tight on bolts, such as those within ATMs and heavy machinery Silicone Both an adhesive and a sealant and only common adhesive that is based on silicon rather than carbon Bathtub and shower sealants; also many car applications, such as oil pans and head gaskets Uses of Adhesives:- The exact combination of reasons will vary from case to case, but advantages should be sought in the following areas:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Increased production speed. In comparison with other fabrication methods, adhesive assembly is essentially fast. Even if curing is required, this can often be accommodated off line, or combined with other processing stages such as paint curing.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Wider material selection. In contrast to welding, adhesives allow a wide freedom of choice during material specification. It is possible to mix and match material combinations to suit product function and save production costs in ways which have been impossible in the past. Traditional materials may be combined with new metal alloys, plastics, composites and ceramics to give distinct product advantages. Absorbing the full potential of this new freedom is perhaps one of the biggest challenges in finding significant market opportunities.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Design for manufacture. Adhesive assembly offers significant cost savings if material costs can be reduced and production operations can be simplified. There is sample evidence that this can be the case if the design and manufacturing functions co-operate to design or redesign the product with manufacturing in mind. New approaches can be taken to the manufacture of sub components, and castings may be combined with extrusions, sheet components and parts produced in a variety of other ways.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Better production sequences. Traditional assembly methods such as welding impose fairly rigid sequences during production, and frequently demand intermediate processing to remove contamination or rectify distortion. Bottlenecks can be removed, unnecessary operations can be eliminated, and work in progress can be reduced.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Low capital costs. Many adhesive operations involve manual application and the use of adhesive packages which have built in applicators. Even when mechanised or automated application is justified for high volume work, the equipment is usually lighter than would be used for welding.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Low production costs. This is a source of significant confusion Costs per tube of some adhesives may be high, but this should not be confused with all in production costs or cost per product. Cost comparisons should be based on the costs of the whole joining process, including plant, preparation and other pre-assembly costs, production and rectification expenses. All in cost assessments of this type provide a basis for accurate comparisons, and adhesive assembly may often give significant benefits. Advantages of Using Adhesives  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dissimilar materials can be joined.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The bond is continuous.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Stronger and stiffer structures can be designed.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  On loading there is a more uniform stress distribution (Figure 2).  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Local stress concentrations are avoided.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Porous materials can be bonded.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Adhesives prevent catalytic corrosion.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Adhesives seal and join in one process.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  No finishing costs.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Improved fatigue resistance.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Vibration damping.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Reduced weight and part count.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Large areas can be bonded.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Small areas can be bonded accurately.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fast or slow curing systems available.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Easy to combine with other fastening methods.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Easily automated/mechanised. Figure 2.  Stress distributions in a riveted joint and an adhesively bonded joint. Note areas of high stress concentration in the riveted joint. All these advantages may be translated into economic advantages: improved design, easier assembly, lighter weight (inertia overcome at lower energy expenditure) and longer life in service. Limitations of Using Adhesives  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Not as strong as metals.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Increasing the service temperature decreases the bond strength.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Short term handle ability is poor.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Bonded structures are usually difficult to dismantle for in service repair.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Need to prepare the surface.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Environmental resistance depends on the integrity of the adhesive.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Need to ensure wetting.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Un-familiar process controls.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Health and safety responsibility. Manufacture of Adhesive CONSTRUCTION CHEMICALS:- Nelion Exports has recently forayed into the supplies of construction chemicals from one of the most reputed company with global acquaintance. The products under this category include applications for Waterproofing, Repairing, Grouting, Gunniting, Bonding, Plastering, Flooring, Curing, Concreting Expansion joints.   Of the 188 products developed, to name a few, the exclusive range of products include Sacrifical Anodes, Heat Insulating Coating, Fire Retardants, Anti Freezing Admixtures, Antiwashout Admixtures, Corrosion Inhibitors, PU Coatings, Hydrophilic Sealants, Auto Suction Crack Fillers, Aqua Reactive Leakage Sealing Liquid, Vapour barrier coating for the it industry, Cemetetious Floor Hardner.   Tailor made construction chemicals are developed bearing in mind the application desired.   CYNOCRYLATE ADHESIVE POLYFIX  ® Cyanocrylate Adhesive are single component instant curing solvent free adhesives. They are quick and easy to apply and do not require any mixing or heating before the use. In order to achieve higher performance, only application of contact pressure is required. The Cyanocrylate Adhesive delivers best performance when applied as a thin film between two surfaces. TILE ADHESIVE The tile adhesive is mainly comprised of cement making it ideal for the fixing of tiles on the external floor and internal walls. Also well suited for fixing most of the natural stones, the ceramic tile adhesive is available in HDPE packets containing 20 kg of tile adhesive. These should be used within 30 minutes after being mixed with water so as for better result. MALTO DEXTRIN Our optimum quality of Malto Dextrin is formulated in the hydrolysis of starch. This intermediate of starch and glucose, is hydrolyzed by Bacterial alpha Amylase and further conversation to get the desired DE which ranges 4 to 30. This can be further refined by means of clarification, carbon treatment and ion exchange followed by spray drying to a moisture level of 3% to 5%. LIQUID SEALANT This single component system is available in packings of different sizes such as 50gm, 100gm, 200gm and 500gm. These V-TITE Strong Liquid Sealants are totally non toxic and are resistant to corrosion and water. These sealants prevent corrosion of the surface and increase the life of the material. They provide strong adhesion to the surface and can also work on alloys and uneven surfaces.   MALTODEXTRIN Maltodextrin is a starch hydrolysis product ranging up to 20 DE. The main characteristic of this carbohydrate is that it provides body to a food product without appreciably increasing the sweetness while retaining the calorific value. Another characteristic of Maltodextrin subject to medical confirmation is that this carbohydrate is more easily digested and more easily tolerated by the diabetic persons. It is aloes used as base in preparation of food products such as health drinking, soups Milk shakes etc.   YELLOW DEXTRIN POWDER We present to our clients, quality assured yellow dextrin powder that is widely applicable in the production of adhesives, emulsions, firecrackers and other industrial supply products. Their inherent quality of being easily soluble in water and their binding qualities makes them extremely popular for the aforementioned. Yellow dextrine provided by us possesses the following features: à ¢Ã¢â€š ¬Ã‚ ¢ Low viscosity à ¢Ã¢â€š ¬Ã‚ ¢ Fast drying à ¢Ã¢â€š ¬Ã‚ ¢ It is converted form of the treated starches à ¢Ã¢â€š ¬Ã‚ ¢ Completely soluble in cold water PASTING GUM The range of pasting gum manufactured by us is widely catered in many industries fir various purposes. It enhances an enhanced penetration for deeper fiber tearing bonds which have the least stack cure time. These are also known to increase the dry strength measured as per the pin adhesion test, edge crush test and box crush test. If the gum is dried within the expected time it leads to great speeds and higher production output. . CRUSHER BACKING COMPOUNDS We offer a wide range of crusher backing compounds that are 100% solid epoxy compound, used for backing wear liners in cone and gyratory crushers. These are highly compressive and impact strength in nature that facilitates heavy duty crushing. In addition, our range of crusher backing compound is in great demand because of following features. COLD VULCANISING ADHESIVE Our cold vulcanizing adhesives are manufactured based on the latest German Know how and using imported raw materials. These adhesives are used in jointing conveyor belts and bonding rubber to metal surfaces. They are available in fire retardant and heat resistant grades also.   HIGHLY EFFECTIVE TILE ADHESIVE POWDER Conpro TA-1 is a polymer modified cement based dry power. This construction chemical is mixed with water to make workable mortar which is highly suitable for fixing of Tiles over cementitious surfaces. SILICONE ADHESIVE Pressure sensitive adhesives: Dow Corning Q2-7406 Adhesives (Silicone Adhesive) Features: à ¢Ã¢â€š ¬Ã‚ ¢ Excellent high-temperature properties à ¢Ã¢â€š ¬Ã‚ ¢ Adhesion to 288 °C (550 °F) à ¢Ã¢â€š ¬Ã‚ ¢ Food-contact capability Composition: à ¢Ã¢â€š ¬Ã‚ ¢ Polydimethylsiloxane gum resin dispersion; high-viscosity liquid   Applications: à ¢Ã¢â€š ¬Ã‚ ¢ General purpose adhesive   à ¢Ã¢â€š ¬Ã‚ ¢ Splicing plating tapes   Typical Properties: Specification Writers: These values are not intended for use in preparing specifications. Please contact your local Dow Corning sales representative prior to writing specifications on this product.

Use of Language in Out of Africa by Grace Nichols :: essays research papers

This poem takes us on a journey of Grace Nichols life, from her ancestry in Africa to her migration from the Caribbean to England. Language features such as extended metaphor’s and repetition of phrases help to keep this journey flowing. The first language feature we come across is the repetition of the words ‘out of’ and ‘into’. The phrases being repeated help to link past and present. The first stanza repeats ‘Out of†¦Ã¢â‚¬â„¢ This talks about Grace’s ancestry, i.e. coming out of before her time. The second and third stanza ‘Into†¦Ã¢â‚¬â„¢ is about her life and her past. Grace lived in the Caribbean and moved to England so the ‘into’ refers to her life experiences. Personification is used widely throughout the poem, an example of this is the personification of the word mother. ‘ Out of Africa of the suckling.’ The word mother is not specifically mentioned in the line but sucking refers to the relationship between mother and child. The second reference to mother is a personification of the earth, ‘Out of Africa of the first rains, the first mother. This personification is symbolic and has references to the past, the first rains being those rains of a long time ago. The personification of the ‘trampled autumn tongues,’ can be taken on two levels. (It is also an extended metaphor!) Trampled autumn tongues could be taken literally i.e. leaves being trampled on or metaphorically. The leaves could be reference to the tongues of the slaves (slaves tongues would be cut off if they were caught speaking between each other in their native tongue.) The structure of the poem is also interesting, there are three stanzas’, the first and second stanza are equal in length but the third is slightly longer. The third stanza is the longest because that is where she is living now and has been the longest. The narrative voice in the poem is the voice of the African people. The tone is sarcastic and hast a hint of mocking to it, with parts such as ‘ baleful tourist glair’ and ‘ happy Creole so-called mentality.’ These lines show the ignorance of the white tourists that come to the Caribbean expecting everyone else (Caribbean people) to be happy just because they are on holiday. This is a white persons stereotype of the Caribbean and so the tourists are labeled as having a baleful glair.

Misconceptions of Emily Brontes Wuthering Heights :: Wuthering Heights Essays

Wuthering Heights Misconceptions  Ã‚   Victorian reviewers of Emily Bronte’s classic Wuthering Heights found it to be far too harsh and dreary for their tastes.   One author, writing for the Atlas, compared Wuthering Heights to Jane Eyre saying that, â€Å"Wuthering Heights casts a gloom over the mind that is not easily dispelled† (WH 300) while Jane Eyre manages to provide some cathartic element that offers its reader a release.  Ã‚   The same author criticizes it for its lack of realistic elements saying that a â€Å"few glimpses of sunshine would have increased the reality of the picture and given strength rather than weakness to the whole† (WH 300).   Upon further comparison the author says of Jane Eyre it â€Å"lacks the power and originality of Wuthering Heights, [though] it is infinitely more agreeable† ending saying Ellis Bell (pseudonym of Emily Bronte) is an author with colossal promise (WH 300).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Some literary critics of the time preferred to ride the fence on this controversial book.   An essay published in Douglas Jerrold’s Weekly Newspaper stated it was a â€Å"strange book – baffling all regular criticism† (WH 302).  Ã‚   While not committing to actual criticisms of either story or author the writer alludes to the disturbing themes of the   piece and closes his article by saying, â€Å"We strongly recommend all our readers to who love novelty to get this story† (WH 302).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Other critics are more than willing to attack both the work and Ellis Bell.   A writer for the Examiner stated, shortly after the publication of the book, â€Å"it is wild, confused, disjointed, and improbable, and the people who make up the drama†¦are savages ruder than those who lived before the days of Homer† (WH 303).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Charlotte Bronte attempts to, in her forward to the 1850 publication of Wuthering Heights and Agnes Grey, address misconceptions about her sisters, their pseudonyms, and Emily’s infamous book.   Charlotte claims that a grievous error was done to her sister when critics attempted to claim that the same hand that penned Jane Eyre was responsible for Wuthering Heights.

Techniques Used in Peter Porters Your Attention Please :: essays research papers

A poem written by Peter Porter is called â€Å"Your Attention Please†. Phrases like â€Å"Death is the least we have to fear† and â€Å"A nuclear rocket strike of at least one thousand megatons†, certainly got my attention. This poem is written in the form of a radio announcement, warning of a large nuclear attack aimed at all our major cities. It covers a serious subject and yet the tone used is used in a casual way. Many techniques are used which make this poem very effective. A rather strong feeling used throughout the whole poem is that it is satirising the government. It does so by using bureaucratic language that people often relate to officials and being organised. I felt that this acted as a disguise for the horrifying truth of the events happening. The voice had a sense of authority over me, made me feel that I should obey the advice given in commands. The poet uses this to get his opinions across discreetly using a satirising tone and allowing the reader to work it out for themselves. Words and phrases are used that intimidate you like, â€Å"To comply with the shelter Requirements published in the Civil Defence Code†, it would seem that in the time it took to say that the announcer could have moved on and stopped wasting time. We often relate this to a grander more pompous way of speaking. It makes you think almost like this attack was planned. You also feel intimidated by the use of precise times and exact measurements - such as - à ¢â‚¬Å"This announcement will take two and a quarter minutes to make†. This is also typical of a government speech, again wasting time with information you did not really need to know. Another meaning of this poem is possibly to prepare you for a nuclear attack and make you think of what you would do in this situation. This aspect of a war like this is shocking, however, it is obvious that the poet finds it ridiculous. This idea is familiar as it still works today as this threat is still existent. The idea of this happening to you and your family is genuinely chilling. This poem does contain a certain amount of poetic effect but if you were a listener it wouldn’t be obvious. Nevertheless there is a certain structure which is kept to through the poem.