Electric Power Usage Research Paper Example | Topics and Well Written Essays - 500 words

Electric Power Usage - Research Paper Example The table depicts the energy consumption in a week; this will eventually be translated into a year. Since energy is billed in Kwts per hour, the energy consumption of this household in the last one month, which is consistent with the billing policy that is sent every month, the total power consumption is 750-Kilo watts/hour in this household. Assuming that the trend is uniform and the average of the power consumption in the one month is used to reflect the annual consumption then this will be 9000-Kilo watts/hour in a year. This wattage expressed in duration per second will be; 9000Kwts * 3600 (second in 1 hour) =32400000 joules/ sec. (32.4 Mega joules per second). In relation to the information above it can be appreciated that the energy consumption per household is quite high and apart from electricity, it is hard to sustain the energy demand more so using other non-renewable energy sources like coal. It is therefore vivid that the amount of coal required to produce the stated energy can be calculated. It is known that the energy released by coal can be calculated in Kilowatts per hour for a defined mass of the coal compound (Stoyke, 2007). This is 6.67Kwts/hr/kg; this cannot be efficiently transferred to usable power since the thermodynamic efficiency of coal to transfer the energy is about 30%. This is about -2.0 Kwts/hr/Kg. thus the energy that is efficiently transferred is 4.7 Kwts/hr/Kg (Meier, 2006). To sustain an annual energy demand in a household, a total of about 1915 Kilograms of coal is required. In regard of the above table of power consumption, the top five energy consumers in a household comprise of cloth washers, microwave ovens, driers, refrigerator, and dishwashers. This is not the only energy consumption in a household, there are other energy consumptions that do not take place within the household though at

Social Contract Theory of John Locke Essay Example for Free

Social Contract Theory of John Locke Essay Given the honored and extensive authority that the social contract theory upholds, the supposition still endures various assessments. The view that people’s ethical and political responsibilities are reliant upon a contract between them to structure a society is also precisely linked with current ethical and political theory. John Locke (b. 1632, d. 1704), a prominent truth-seeker among other professions of the 17th and early 18th centuries, is primarily recognized for the creation of his influential social contract theory. Censors dispute that most people are raised within an existing society and not presented with opportunity to opt a social contract; therefore, Locke’s social contract theory is considered invalid. Locke’s refute to the censors alleged that a keen understanding of how social contracts transpire must occur prior to the advancement of individuals in the social order. This paper will entail the social contract theory of John Locke and how the values identified are consistent with the criminal justice system (Uzgalis, 2007,  ¶11). The State of Nature. The social contract theory commences with the idea of a state of nature; the central idea that criminal justice systems are not in existence. The breakdown of effects result in the lack of protection provided; the inability to instill safety measures; and the neglect of civil rights pertaining to property and to individualized refuge. Public order is in disarray resulting in people relying on self-help methods to resolve differences of opinion. The individuality of existence within a state of nature is one of the primary areas under discussion that differences occur among social contract philosophers. Unlike Thomas Hobbes, John Locke’s colleague in philosophy, whom references a state of nature as a battle of everyone in opposition to one another, Locke references state of nature, not as a circumstance of warfare, but nevertheless a problem. Locke theorizes that a community not possessing access to a normal arbitrator would signify that each person would mediate individual cases. This style of adjudication would create recurrent heated discussions being settled by personal brutality. Despite the different thinking techniques of Locke and Hobbes, the agreement exists that the state of nature would generate a sadistic and apprehensive atmosphere (Reese, 2001,  ¶11-12). The State of Nature is a condition of ideal and inclusive autonomy to manage life in the best method one deems necessary, according to Locke. To add clarity, Locke’s proposal was not to include the freedom to do whatever one desires despite the consequences. Although the State of Nature presents a status that municipal influence and government does not discipline individuals for illegal indiscretions, doctrines remain in subsistence. Furthermore, the State of Nature assumes equivalency to others and is equally skilled to make determinations ensured by, what Locke claims, the foundation of decency; the Law of Nature. Locke’s viewpoint is that the Law of Nature was provided to mankind by God with the instructions not to cause injury to one another in regard to physical condition, independence, existence, and property. In Locke’s words, â€Å"Moral good and evil is only the conformity or disagreement of our voluntary actions to some law, whereby good or evil is drawn on us, from the will and power of the law-maker† (Laslett, 1967, p.18). Locke refutes Hobbes theory by making claim that because God owns every living creature, and every human being is considered equivalent, people are not at liberty to eradicate what belongs to God. The State of Nature works as a set of guidelines allowing people to pursue unreservedly happiness by following personal areas of interest and creating personal diplomacy (2001,  ¶3-4). In this observation the decree is established on God’s determination but strangely, the theory is not consistent with Locke’s assertion pertaining to the Law of Nature. Locke elaborates that because the State of Nature is reasonably passive; people are entitled to seek this happiness free from hindrance. Although the hypothesis is to some extent contradicting, Locke’s theory does add simplicity to the reasoning of why an unbiased criminal justice system is detrimental to society. Two Treaties on Government Locke surmised in the Two Treaties on Government, 1686, originally people agreed to a governmental social contract to ensure safeguarding of property rights and security from aggression. In lieu of defense, community members presented authorization to the government for verification that community members wished to be presided over. Locke made public the claim that any government official can justifiably be replaced if he or she neglects duties or takes advantage of the position. Locke’s view of righteousness is germane to the debate of the United States Criminal Justice System because initiators depended upon Locke’s words of wisdom to direct the assembly of an organization of self-governing supremacy. Undeniably, numerous pieces of the United States Declaration of Independence duplicate portions of Locke’s Second Treatise precisely. For example, citizens are gifted â€Å"with certain unalienable rights . . . governments come about to secure the rights and to gain just powers from the consent of the governed† (Laslett, 1967, p. 61). Locke’s statement pertaining to how disparaging the government can become and the entitlement the community members obtain is also noted in the Declaration of Independence. Locke’s dispute resulted as the starting point for structuring an admired government in addition to a validation for rebellion. Political convictions formerly sustained the proposal of community members providing government requirements. The concept of an innovative social contract in which the government subsisted to provide requirements of the administration created a novel reflection that upheld Lock’s thoughts, â€Å"a person surrendered to the authority of the state only the amount of freedom necessary to ensure protection of the rights of other citizens† (1967, p. 3-7). The fresh proposal concerning contractual association of the government to community members was a creation of an inventive, rising middleclass (1967, p. 15). Conclusion Based on the preceding theories of the highly regarded John Locke, the values identified within the State of Nature are noticeably consistent with the values of existing day criminal justice system. Although challenging, without the basis of Locke’s hypothesis on social contract, the criminal justice system would lack genuineness and compassion creating an unreceptive environment. Locke’s theory makes current the immeasurable array of associations and connections interlinking people. Social contract theory is undeniably a part of the criminal justice system at present and in the projected future. Locke’s theory, along with other reputable premises, will forever compel the reflection upon the nature of people and the connection to one another. Reference Laslett, P. (December 1967). Two treaties of government and the revolution of 1688. Locke: Two Treatises of Government. Cambridge Texts in the History of Political Thought. (ISBN- 13 : 9780521069038 | ISBN- 10: 0521069033). Reese, R. (September 2001). Social justice theory. Journal of Ethics and Justice. Uzgalis, W. (2007). Historical background and locke’s life. Stanford Encyclopedia of Philosophy.

Identifying Personal Development And Learning Styles Personal Development Essay

Identifying Personal Development And Learning Styles Personal Development Essay It is obvious that as a practicing first-line manager, your own success is more likely if you use your talents (strengths) to their full extent to exploit the opportunities that present themselves to you. Also, its important to understand your weaknesses so that you can manage them out of your daily work activities and thereby also eliminate any threats which may affect your potential to progress. SWOT (Strengths, Weaknesses, Opportunities, Threats) Analysis (Stanford Research Institute 1960-1970) is a useful technique to identify and analyse, in a proactive manner, these four areas. Not only that, but it also provides a good framework for reviewing your own personal development needs and enables you to work on your personal strengths and abilities to distinguish yourself from your peers and hence forward your career My own personal SWOT analysis has been appended to this assignment (see Appendix A). Own Learning Style(s) Identified Honey and Mumford (HM) use the terms activist, reflector, theorist and pragmatist to represent the four key learning styles (or preferences). These correspond to stages in the learning cycle and are based on earlier work by David Kolb (and indeed are used interchangeably by some authors with the terms in the Kolb model). Both models are particularly interesting from the perspective that they offer a way to understand peoples different learning styles but also explain a cycle of experimental learning which can be applied to everyone. The four HM key stages and styles are typically presented at north, east, south and west on a four-stage cyclical flow diagram. This actually expresses a four stage cycle of learning in which having an immediate or concrete experience provides a basis for reviewing/reflecting on the experience. These reflections are assimilated into conclusions from the experience producing implications for action which enables the planning for the next step, i.e. the creation of a new experience. In theory, the learner should visit all four points of the diagram i.e. a cycle of experiencing, reflecting, thinking and acting. They, and their relationship with Kolbs learning styles, are explained in the Table A below: Table A -Comparison of HM Learning stages/styles with Kolb learning style Kolbs Learning Style HM Learning Style/Stage Preferred learning opportunity Personality characteristics of learning style Accomodating Having an Experience/Activists Practical, hands on Here and now; seek challenge and immediate experience; Bored by implementation Diverging Reviewing the experience/ Reflectors Gather information, consider and analyse Stands back; Thoughtful; listens before speaking Assimilating Concluding from the Experience/ Theorists Logical approach, gathers facts to form theories Rational, objective, dismisses subjectivity Converging Planning the next steps /Pragmatists Seeks new concepts, problem solving Likes quick decisions, bored with long discussions Most people naturally prefer a certain single different learning style. Various factors can influence this and Kolb defined 3 stages of a persons development and suggests that the integration of the four different learning styles improves as a person progresses through the development stages. I have completed an HM Learning Style Questionnaire and my preferred learning styles are Theorist and Pragmatist. This means that I have a preference for a concise and logical approach to learning. For me, ideas and concepts are more interesting than people. I do require a good, clear explanation; however, one slight difference to this learning style is that I like to see that the theory can work in a practical situation as well. I enjoy technically related tasks such as gathering and understanding wide-ranging information and trying to organise it in a logical format. In a formal learning situation, my preferences are reading and lectures and having time to consider things. I like to solve problems and make decisions by finding answers to questions. This was not particularly surprising because my job role as an Assurance Specialist involved in auditing actually demands a logical style of approach to deliver work effectively. Furthermore, problem solving is also a key skill for me in advising teams on how to resolve issues with their management processes. Analyse Learning and Development Options and Identify Barriers and Support mechanisms Two learning/development options one for self, one for organisation My personal SWOT analysis identified two development options as follows: To improve my soft skills such as assertiveness, communication and the effectiveness of my decision making. This would help in meeting the needs of the organisation and of the needs of my immediate team. To gain a better understanding of how Environmental Management is applied by Network Rail at a Project level. This would help me to gain an insight as to how I could apply some of the information I learnt on my Institute of Environmental Management (IEMA) course in a practical scenario. I have added both of these onto a Personal Development Plan, which is attached as Appendix C to this assignment. In terms of development opportunity (1), I could make use of the many e-learning tools available via the Network Rail Intranet site as well as obtaining support from my line manager to check my progress as well as him giving me tasks which will help to develop my soft-skills. I could monitor the success of this personal development through regular (once a month) one-to-ones with my line-manager and via my 6-monthly performance reviews. Listening and learning from what has worked well for him in the past would align itself well with the pragmatic approach I prefer to learning. With respect to my own personal development opportunity (2), there is a course offered through Network Rail about Environmental Management within Projects. I have booked a place on this course and intend to follow it up by conducting audits on Environmental Management across Infrastructure Projects as part of the 2010-11 National Core Audit Programme. In this way, I shall be able to speak to Environmental Specialists who apply Environmental Management techniques as part of their daily activities an gain a deeper understanding of what is involved. Identify Barriers to learning and how to overcome them Some potential barriers which could prevent or slow down my progress are time-constraints, distractions and issues with the suitability of e-Learning to my own learning style. These barriers could be overcome by planning a time-out for learning within my weekly schedule and ensuring that I commit to not allowing any work activities to interfere with it. Im unsure as to whether e-learning will complement my learning style because the courses do not present practical situations to apply what has been learnt. However, perhaps regular feedback sessions and suitable tasks set by my line-manager may serve to complement the e-learning courses. Considering the Environmental Management training I have identified, after completing the course, I will need to liaise with the staff drawing up the National Core Audit Programme so that I can be included for the Environmental Section of at least 2 of the audits across the Investment Projects portfolio. The auditing aspect will require me to make careful preparation before visiting the Programme so that I have a full awareness of how they are managing the Environment. This could involve looking at their Environmental Management Plan in detail and compiling a series of relevant questions before I make the visit. Both the training and my IEMA qualification should enable me to do this and carry out the audit effectively. Support mechanisms for self-development I would look to support from my line-manager and team members through the use of formal (1-2-1s) and ad-hoc reviews of my progress. Regular teleconferences or face-to-face meetings with members of the cohort who attended the same Leading and Managing Teams course could also be set up, where we could discuss our own personal progress and problems. These may prove to be extremely beneficial from a learning perspective for all concerned. I would also like to involve the Investment Projects Environment Manager and Environmental Specialists from the Programmes from the perspective of them being there to provide expert advice on technical questions. Two other support mechanisms which suit my learning style are testing and feedback. I am most comfortable with regularly testing my new skill sets as demonstrated with the Environmental training taking what I have learnt and applying it to actual situations in the workplace and obtaining feedback on what I did well and what I should look to improve on next time. This would provide me with the assurance that, not only do the techniques work, but also that I am progressing in the right direction. It would be an invaluable confidence builder both in my abilities and that the learning plan is delivering the desired results. Monitor and Evaluate Self-development One method to monitor and evaluate self-development I would monitor and review my learning using a learning log. This could be used to plan learning activities as milestones on the way to achieving the completed development activity and as a reference to check that milestones are being completed on time (through one-to-ones with the line manager). The log allows the user to focus in on the particular learning areas which are important to him, and to visualise the progress being made. For me, this would apply to areas such as assertiveness, communication skills and Environmental knowledge, for example. The log will allow others, such as team members and the line manager to understand what it is that an individual is trying to achieve and provide assistance and feedback where it is required. In addition, the learning log is a good tool for recording feedback, enabling the noting down of what went well and what could be improved with each learning activity as well as how the approach can be changed next time. Eventually, it should indicate for me, whether soft skills are still a learning area of me or whether I have shown, through practical demonstration, that I have mastered them. An example of a real learning log (extract) is attached as Appendix B to this assignment. For feedback to be effective, the Action Impact Do/Develop/Different model should be applied That is, the person giving the feedback should provide examples of what was done, its impact on the situation, and what should be done differently next time. This would allow the recipient to consider a different approach and modify his behaviour accordingly This is particular relevant to the skills I am trying to develop. Appendix A Personal SWOT Analysis Weaknesses I have a strong compulsive need to do things quickly especially when my to do list is long. Sometimes this has compromised my decision making ability. My need to keep the customer happy can sometimes lead to me acquiescing to his needs rather than defending my own position. I have a tendency to over-analyse what has happened in certain situations (even after I have prepared really well for them) when events have moved on and I can no longer do anything about them. I get a little nervous about presenting to members of the team and to customers. This can mean that these types of Presentation do not engage the audience as much as Id like. Strengths I have good analytical skills. I enjoy looking through data to determine conclusions and action planning to improve the current situation. I am very conscientious and deliver all work to the very best of my ability. I pride myself in organising my work so that it is always delivered on time. I go out of my way to satisfy or delight the customer. I am completely committed to the success of the team that I work for and creating a good impression of what we do to our customers/stakeholders. I have worked in Assurance/Quality related roles for over 20 years and have experience in most aspects of these functions. My job means a lot to me, I take it very seriously. Threats Potential future reorganisations meaning redundancy. Assurance becomes no longer a priority for the company. Perceptions and criticisms by customers and own team. 2012 move to Milton Keynes and the feasibility of commuting there on a daily basis. My current need for a lot of support from my line manager could be perceived that I no longer feel comfortable in taking decisions without someones help. Opportunities We are currently developing a customer feedback questionnaire which we will get our main stakeholders to complete. The output from this should help us to determine the areas we need to improve on going forward We have a lessons-learnt process and are always looking to improve the auditing process. That I take the knowledge Ive accumulated from the Leading and Managing Teams course and consistently look back on it and apply it to my day job. That I continue to work with my main customers to build a reputation with them so we are clear about what we expect from each other and that this leads to a positive working relationship which delivers results. Appendix B Learning Log (extract only) Date From Date to Activity What went well? What didnt go well? What you will do differently next time Nov. 09 Dec. 09 E-Learning Course Assertiveness The course was completed and all of the intermediate assessments passed There was no interaction element to the course how do you know it works in practice? This needs to be incorporated into 1-2-1 meetings to get feedback from line-management on how I am progressing/if this is still a development area for me. 23/11/09 23/11/09 Opening Meeting CrossRail audit All of the points on the agenda were covered Organisation was poor jumped from one topic to the next and then back again in a haphazard fashion Improve preparation plan out exactly which points to cover and at which times 12/01/10 12/01/10 Closing Meeting CrossRail audit Far more relaxed, bought the correct key people to the meeting deflected difficult questions to them at the right time Nothing to report do it the same next time. Carry this lesson forward for the 2010-11 National Core Audit Plan (NCAP). 15/02/2010 15/02/2010 One-day training session Environmental Management on Projects A good internal training session about how to apply the requirements of the Network Rail Environmental Management Handbook (Guide to Railway Projects Delivery Manual 04) on Projects Additional time to built into the course to go through some of the worked-examples in further detail. This knowledge needs to be applied in future as part of the 2010-11 NCAP audit of Environmental Management. Opportunity to be sought to take part in this section of the audit. Appendix C PERSONAL DEVELOPMENT PLAN Preferred Learning Style/s Pragmatist/Theorist What do I want or need to develop? What actions / development will I do to achieve this? How will success be determined? Target dates for review and completion 1.My soft skills; e.g. Assertiveness, Listening, Coaching abilities E-Learning. Mentoring from my Line Manager. Experiences in my role. 1-2-1s; performance review meetings; improved confidence April 2010 (end of year review) 2. Understand Environmental Management on Network Rail Projects Network Rail course Environmental Management within Network Rail assisting National Core Audit Programme with Environmental auditing aspects. I will be able to carry out effective Environmental Audits of Network Rail Programme/Projects as determined both by Environmental Specialists on the Programmes and by the Investment Project Environment Manager. October 2010 and April 2011

The Examination of the Residential School System in Canada Essay

Education is an essential aspect in our ever-changing societies. It is used as a means of transmitting concepts, knowledge, and values, often to younger generations (Ravelli & Webber, 2010). Education and schooling differ in all societies, varying based on the methods of teaching of different cultural groups. For instance, Canadian Aboriginal people were taught based on the needs of their individual families and class. This greatly differed from the European system of education, which stressed adequate involvement with all of society. Though the Aboriginal manner of education was efficient and effective, the Europeans wanted to bring a change to their previous practices. As seen in the film, Education As We See It, European missionaries established a form of formal education for Aboriginal children, which was to be governed at residential schools. However, this tradition did not last long due to rising conflicts. European missionaries believed Aboriginal children were in need of assistance to become more civilized, and wanted them to be integrated into their European culture (Ravelli & Webber, 2010). Once sent to residential schools, the children were prevented from seeing and speaking to their families, aside from very short periods during the year. They were also subject to harsh treatment, and on some occasions, physical and sexual abuse. Residential schools were later deemed immoral, and unethical, and are completely non-existent today. Nonetheless, sociologists still study the effects and methods used by residential schools, often through common theoretical perspectives and basic sociological concepts. One theoretical perspective that can be associated with residential schools is the conflict theory. In the eyes of confli... ...d. Through an understanding of theoretical perspectives, and basic sociological concepts, the residential school system can be understood. The conflict theory correctly describes the residential education system, and it presents an accurate understanding of the destruction of Aboriginal culture. Socialization, culture, social inequality, and modern social theories all further explain the residential school system, and the effects it has on both the Europeans and the Aboriginals. Recognized now as a mistake, the use and removal of residential schools will forever be noted as a changing point in the struggle faced by the Aboriginal people of Canada. References: Ravelli, B., & Webber, M. (2010). Exploring Sociology: A Canadian Perspective. Toronto: Pearson. Geraldine, B. (Director). (1993). Education As We See It [Documentary]. National Film Board of Canada.

Vidding and Copyright Infringement

Many people have become semi famous from others vidding content that they uploaded or appeared in. A few semi famous people, extra ordinary personalities, that come to mind are the Double Rainbow Guy, aka Yosemitebear, Sweet Brown, and Antoine. Without â€Å"vidding† these people would not have had any fame or acknowledgement whatsoever. There is a fine line between copyright infringement and vidding. One factor that I think plays an important role in differentiating the two is if a video is modified from its original version and an artistic twist is added.Art is intellectual property, and by adding your own property to it, makes it your own. The Double Rainbow video is a great example. This video was up on the YouTube sight for quite some time before being discovered by talk show host Jimmy Kimmel who posted a tweet with the YouTube link on his Twitter account. From there the video spread like wildfire and people were interviewing the maker of the, Paul Vasquez a Yosemite Par k resident. Three days later, a well-known auto tuner made a remix video with a song out of the double rainbow video.The song was made available on ITunes and the profits are split 50/50 with Paul Vasquez, who made the original video and the remix auto tuner, known by user name schmoyoho. When the person vidding the original pays royalties or splits profits, then I think this is not copyright infringement because they are paying their dues. If a person profits from using the original version in their new formatted version, then they should have to pay the original owner a portion, it is only fair. I think this is the fine line between self-expression, freedom of speech, and copyright infringement.If you are looking to profit from the content without consent than that is unethical. However, if you are adding your own perception of a television show or video just to express your point of view then this falls under freedom of speech. With social media more popular than ever, there are millions of people copying and sharing original tweets of Facebook posts. We are absolutely unable to monitor every person’s tweets and posts. With such a broad spectrum of what falls under copyright infringement and what falls under self-expression, we as adults have to be able to use judgment based on ethical reasoning.Lawrence Kohlberg categorized different stages of moral development. People have to use their morals and ethical reasoning to draw a line under the copyright laws. You know when you are stealing someone else’s ideas. The bottom line is that credit should be given where credit is due. References: http://knowyourmeme. com/memes/double-rainbow Lawrence, A. T. & Weber, J. (2011). Business and Society: Stakeholders, Ethics, Public Policy (13th ed. ). New York: McGraw-Hill/Irwin. ISBN: 978-0-07-813715-0

NUMBA 1 assignment Strategic Planning Essays - Strategic Management

NUMBA 1 assignment Strategic Planning Essays - Strategic Management The success or failure of a business is attributed to its strategy'. You are required to make a critical comparison between two companies in the same industry and compare and contrast their strategic choices which led to their differences as you would see today. Make a clear distinction between their standing as you perceive. In developing your analysis, explain the relevance of micro and macro environmental factors and how these companies responded to these factors. Make specific references to SWOT, PESTEL, Porter's 5 Forces as relevant to the companies you have chosen for this analysis. (1,250 - 1, 50 0 words) Business landscape is rapidly changing in many industries in Sri Lanka due to global trends and government priorities. These changes will require innovative strategic initiatives to be adopted by old established companies if they have to survive the onslaught of competition that will sweep the local environment over the next few years. Ide ntify a specific sector and discuss what long term and short term innovative strategic initiatives that could be adopted in order to survive such an onslaught of competition. (1,25 0 - 1, 500 words) You feel the Vision, Mission and Values are merely decorative statements. How will y ou make Vision, Mission and Values more effective to realize sustainability in an organisation's success? State examples from local or international companies. (1,000 - 1,250 words) Select 5 strategic planning tools and illustrate the usefulness of these tools in relation to practical examples. (1,000 - 1,250 words)

Reeking and Wreaking

Reeking and Wreaking Reeking and Wreaking Reeking and Wreaking By Maeve Maddox Here is a very small sampling taken from the web of the misuse of the verb reek: We had an extremely wet May and June this year in New York City which reeked havoc on many tomato gardens. SISTERS reeked havoc at Momma’s Christmas Dinner today Although this helped in some patients, it reeked havoc with others, resulting in law suits. that virus sure reeked havoc with your computer The deadly twister that reeked havoc in Tuscaloosa. Note that each error is an attempt to use the idiom to wreak havoc, meaning to cause destruction or devastation. It would be correct to say, A huge earthquake wreaked havoc on Japan, or A string of tornadoes wreaked havoc on Alabama. By itself, wreak means to give expression to; to vent. The word havoc, meaning devastation, derives from a French idiom, crier havoc, to cry (or shout) havoc!' The most familiar use of this word occurs in Antonys funeral speech in Julius Caesar: ANTONY: †¨Caesars spirit, ranging for revenge, †¨ With Ate by his side come hot from hell, †¨ Shall in these confines with a monarchs voice †¨Cry Havoc, and let slip the dogs of war; Shouting Havoc! was the signal to begin battle, the result of which would be destruction. The verb reek derives from two similarly pronounced words that were familiar in Old English times. One meant to emit smoke and the other meant to emit a strong smell. Today the verb reek may have either meaning: The reeking chimney annoyed the neighbors. After putting gas in the car my hands reeked of gasoline. The homes and clothing of smokers reek of burnt tobacco. His actions reek of self-love. Bottom line: Chimneys, cigars, and bad relationships reek. Hurricanes, earthquakes, ice storms, droughts, and war wreak destruction and devastation. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:15 Terms for Those Who Tell the FutureEnglish Grammar 101: Verb MoodTypes of Plots