Mix Design Procedure And Principles Engineering Essay

Mix Design Procedure And Principles Engineering Essay 1. Introduction In the following coursework we are going to take look at the steps that must be taken into account for performing a concrete mix design. When we talk about mix design, we are going to deal with two categories of property requirements: one category specific for fresh concrete (fresh properties of concrete); and another category specific for hardened concrete (Neville 1995). The aim of this coursework is also to analyze the properties of the freshly formed concrete due to the design performed, and not of the hardened concrete. As outlined in Lecture 2, the two types of property categories are not independent from one another, more likely they are directly linked, and failure in compliance with fresh properties will lead to poor concrete quality in hardened state. Basically, concrete mix design is performed by a careful selection of quantities for concrete ingredients with the aim at producing cost effective concrete having a minimum set of properties such as: workability, compressive strength and durability (Neville 1995). For the purpose of this coursework, we are going to design concretes which will contain mixes of classic ingredients like ordinary Portland cement as a bonding material and, either 100% Gravel or 100% Recycled Aggregates, as a filler material. Also, we are going to design mixes by replacing a part of the Portland cement with cementitious materials such as Silica Fume (10% SF) or Fly Ash (30% FA) and the reason of using these fine materials is that they will limit the amount of energy consumed in the mixing process, which ordinary Portland cement is not capable of doing. Having 4 types of concrete mixes, we are going to deal with different properties between these mixes, each set of concrete properties being governed by the properties of the materials used. For example, recycled aggregate presents an increase in porosity compared with gravel, so it is no surprise that concretes with recycled aggregates will demand more water content than ordinary, natural aggregates. Eventually the workability will be affected by the higher water demand (Dhir et al. 1998). Also, as comparison between the effects on concrete determined by SF or FA we must state that concretes with FA will experience a decrease in water demand, reduced bleeding and good cohesiveness, while concrete with SF will bring an increase in water quantity. Because they were 4 different types of mixes to be designed and tested in the lab, 4 groups, each designing their own mix, were created. Our group had the task of performing the mix design for the 10% SF mix and this was done according to BS 1881: Part 125: 1983 Testing concrete Methods for mixing and sampling fresh concrete in the laboratory. Silica fume has certain characteristics that make the handling, when we make the mixing of components, to be a difficult task. This is due to the small particle size and high fineness of the silica fume, so slurry is going to be prepared, by combining silica fume with water, when performing the mixing and also we should make sure that the slurry will be fully dispersed into the mix. By having a high fineness, the SF particles will demand a large surface to be covered with water, bringing an increase in water demand as stated above. Mixes having silica fume as ingredient will give us high performance concretes., and the presence of SF in the mix design process will not only affect the quantities of the mix proportions to be used as ingredients of concrete, but also will lead to an improvement in the fresh properties of the concrete like: high cohesiveness, little to none bleeding, suitable for pumping (Neville et al. 1995). In the lab, after we performed the mix, we made some tests in order to have quality control over the product: Slump Test, according to BS EN 12350-2:2000 Testing fresh concrete Part 2: Slump test, to determine the workability of the concrete and the Plastic Density Test, according to BS 12350-6, 2000 Testing concrete Method for determination of density of compacted fresh concrete, to determine the actual plastic density of the concrete. 2. Mix Design Procedure and worksheets. 2.1. Procedure principles. It should be stated that this method is not an exact method of quantity assessment mainly, because of the variability of the parameters affecting the constituents of this procedure. Trial mixes are made with the purpose of guessing which combinations of ingredients will be suitable for the desired concrete properties and we can modify these mixes to correspond to our requirements (Neville 1995). 2.2. Description for performing concrete mix design. Mix design follows several steps according to BRE Report 331, in which the flow chart of steps takes into consideration all parameters of the mix constituents and also shows us how they are linked together. The results of the computation are going to be written on a Concrete Mix Design Form. For performing this procedure a number of initial specifications must be given, specifications which include: Cement type 52.5 N; Aggregate type Gravel; Maximum aggregate size 20 mm; Fine aggregate grading 44%; Aggregate relative densities 2600 kg/m3; 10% Silica Fume 0.45, 0.6 and 0.75 w/c, 180l/m ³ water content, Slump of 30-60 mm (achieving S3 with SP) The stages which govern this procedure, as specified in BRE Report 331 are: Stage 1 water/cement ratio Stage 2 water content Stage 3 cement content Stage 4 total aggregate content Stage 5 fine aggregate proportion Stage 6 trial mixing Having the 3 free-water cement ratios, the slump and the maximum size of the aggregates given, we can skip the first stage and the amount of water needed can easily be determined. As we can see, 3 mixes will be prepared for which we can determine the amount of bonding material needed if the quantity of water is known. In this total amount of bonding material, 10% is Silica Fume, while 90% is ordinary Portland cement. In stage 4 we shall determine the total quantity of aggregate present in the mix. Because we have the grading of the fine aggregate, we can determine the quantity of the coarse aggregates by subtracting from the total quantity of aggregate the fine aggregate quantity. From the total quantity of coarse aggregate we know that 1/3 is for 10 mm Gravel and 2/3 for 20 mm Gravel. After we have determined all the mix proportions, we have to make specimens from the resulted concrete mix, specimens which will be subjected to different tests and conditions in order to determine the suitability of hardened concrete. These concrete specimens result from trial mixes for which batch weights are computed for a batch size of 0.02 m3. One aspect hasnt been discussed so far: the use of admixtures in the concrete mix design. Admixtures are regarded as secondary ingredients of concrete, and not in the same class of importance like water or cement. There are different types of admixtures, depending on their effect on concrete, and, also their use is regarded from an economical and an increase in concrete quality point of view. For the purpose of our assignment, the admixture type which we are going to use is Superplasticizer (Glenium 51) and the British standard that regulates and controls their use is BS 5075: Part 3: 1985. Superplasticizers are water reducing admixtures, and their effect on concrete is related to an improvement in fresh properties, mainly an increase in workability. 4. Batch quantities allowing for absorption. 4.1. Porosity, Absorption and their link. Porosity and absorption are aspects concerning the aggregates, so the following discussion will take into account the way in which the presence of pores will affect the concrete. There are 2 types of pores: internal and external pores, which vary in size- the external pores, can even be seen sometimes with the naked eye. Because of its viscosity, cement paste cannot fully cover the pores of the aggregates, but water is able to do that, which eventually will lead in an increase of water demand (Neville 1995). It might seem that because its only related to aggregate, porosity and absorption will not affect concrete, but lets not forget that the weight of aggregates represents approximately 75% of the weight of concrete. Also, by doing the mixing of concrete in the lab, the moisture content of the aggregates decreases, so an adjustment for absorption of aggregates must be done: we fully dry the aggregates in an oven, after which we put the aggregates in water, for 24 hours. An increase in weight occurs, meaning that all the pores are fully saturated (Neville 1995). The absorption is expressed as a ratio between the moisture content increase observed in the dried aggregates to the mass of the dried aggregates. The following absorption values for aggregates are used for our designed concretes: Gravel 5/20 1.0% Sand 0/5 0.5% RA 5/10 3% RA 10/20 4% 4.2. Adjustments for absorption. The adjustments for absorption, determined in accordance with BS 812: Part 2, are performed on the aggregate types which are going to be used in the mixture. The aggregates which we are going to use for the 10% SF mix concrete are: sand 0/5 and gravel 5/20. The method allows computing the additional quantity of water required for absorption by the following formula: Material batch weight (kg) x absorption value (%) = additional water required Having found the additional water quantity, the adjustment for absorption of aggregates can be performed by: Aggregate batch weight (kg) absorbed water (kg) = adjusted aggregate batch weight 5. Mixing procedure and tests carried out in Lab 1. 5.1. Mixing procedure. Relevant Standards: BS 1881: Part 125: 1983 Testing concrete methods for mixing and sampling fresh concrete in the laboratory. The mixing procedure is the combining of all concrete ingredients, with the purpose so that the aggregates surface is covered by cement paste, and it follows 2 steps: a) Sample preparation; b) mixing. At the previous topic, the adjustment of aggregates for absorption was explained. Its one of the requirements for the sample preparation step, and was the last one that needed to be carried out before the proper mixing of all concrete ingredients can be performed. When discussing about sample preparation, we also must take into account that we should produce at least 10% more quantity of concrete than the required quantity for the tests that have to be done; Follows a series of tasks: initially, the aggregates should be added in the following order: coarse aggregate, fine aggregate, sand after which we mix for 30 seconds. 1/2 of the water quantity must be added next, mix for another minute, after which we thoroughly mix by hand. Water absorption by the aggregates takes place when we leave covered the mixer for 8 minutes. Silica fume is mixed with water for 1 minute before adding it to the mix, after which we add the cement and mix it for 1 minute. We clean the paddles; we add the remaining water and superplasticizer and mix for other 4-5 minutes, after which we ensure homogeneity by mixing the sample by hand. 5.2. Tests carried out in Lab 1. Before starting the discussion about what tests must be done, we should note that all these tests on fresh concrete should be carried out within 15 minutes of mixing. Two tests will be done: slump test and plastic density. After the tests are carried out, we must put the used concrete in the mixer and mix for other 30 seconds. The Slump test has the aim of analysis of the workability of the fresh concrete, and it regulated by BS EN 12350-2:2000 Testing fresh concrete Part 2: slump test standard. When performing this test we must have some basic equipment: a slump cone with foot rests and a metal rod (16 mm diameter, 600 mm long). First, we must moisten the slump cone, after which we pour the concrete in the cone, while it is hold firmly into position. The pouring of the concrete must be done in 3 equal layers which are tamped 25 times with the steel road. The excess of concrete at the top and around the slump cone is removed, after which the cone is removed, inverted and placed next to the slumped concrete in order to enable us to measure the vertical distance from the top of the cone to the highest point of the slumped concrete. The measured vertical distance has to be reported for the nearest 5 mm, and shows us the nature of the slump that we deal with: true, collapse and shear slump. Fig. 5.2: True, shear and collapse slump (Neville et al. 1987) If the shear or collapse of the sample concrete occurs, we must perform the slump test once again. Plastic Density is determined on a compacted concrete sample in the lab, and is regulated by BS 12350-6, 2000 Testing concrete Method for determination of density of compacted fresh concrete standard. When performing this test we must have some basic equipment: 10 liter steel container (200 mm internal diameter, 320 mm internal height, and 4 mm wall thickness), vibrating table and 300 mm steel rule. The test is carried out as follows: we measure the mass of the empty container after which we measure the mass of the container filled with 10 liter of water. The concrete is poured in the empty container, in six equal layers which will be compacted on the vibrating table and the excess concrete at the top will be removed. We record the mass of the container with the concrete in it; we return the concrete to the mixer and clean the equipment. The computation can now be performed with the following formula: Plastic density, D = m / V Where, m = mass of concrete in container (To the nearest 10 g) V = volume of container = mass of water in container (from calibration) /1000. During the mix design we have found a plastic density for each water-cement ratio. Having found that plastic density, the new lab computed plastic density must not differ by more than  ±20 kg/m ³ then the actual plastic density (mix design). 7. Yield: corrected mix proportions and differences between design/plastic and volumetric method. Because in the mix design we have taken into account only those parameters that have a major impact on concrete characteristics, and we disregarded those that have a minor role, some errors might occur during the mix design. Such errors might include: faulty maneuvering of concrete ingredients, errors in performing the mixing procedure. These errors are visible when the total weight of the concrete ingredients is different than the lab computed wet concrete density (plastic density). Having computed in the lab the actual plastic density of the mix, we can make corrections to the mix proportion weights so that some of the residual errors might be able to be corrected. One of the ways by which this can be done is adjusting for yield. Yield is the ratio between the actual density and the total density, and the adjustment is performed by multiplying this ratio with the weight of each constituent, giving us corrected mix proportions. As an example we shall perform the correction of the mix proportions for the 0.45 w/c ratio mix: During the mix design we have found that the wet density of concrete (plastic density) is 2380 kg/m3. Cement+10% SF 360+40 kg/m ³ Water 180 kg/m ³ Sand 650 kg/m ³ 10mm Agg 385 kg/m ³ 20mm Agg 770 kg/m ³ TOTAL DENSITY 2385 kg/m ³ ACTUAL PLASTIC DENSITY 2410 kg/m ³ (tested in labs) The correction is done with the following formula: Corrected = (Actual density/ Total Density) x each constituent = 2410/2385=1.0105 Cement+10% SF (365+40) kg/m ³ Water 180 kg/m ³ Sand 655 kg/m ³ 10mm Agg 390 kg/m ³ 20mm Agg 780 kg/m ³ CORRECTED DENSITY 2410 kg/m ³ Another method by which we can adjust the mix proportions is the volumetric method. The main feature of this method is that, when performing the adjustment, we will take into consideration the particle density of each constituent taking part in the mix design. We shall also make an example for the volumetric method of correction of mix proportions. Cement 360 kg/m ³ / 3150 kg/m ³ = 0.114 SF 40 kg/m ³ / 2000 kg/m ³ = 0.02 Water 180 kg/m ³ / 1000 kg/m ³ = 0.18 Sand 650 kg/m ³ / 2600 kg/m ³ = 0.25 10mm Agg 385 kg/m ³ / 2600 kg/m ³ = 0.148 20mm Agg 770 kg/m ³ / 2600 kg/m ³ = 0.296 ACTUAL 1.008 THEORETICAL 1.0000 The correction formula: Correction factor = (Theoretical/Actual) x each constituent = 0.992 Cement 355 kg/m ³ / 3150 kg/m ³ = 0.1133 SF 40 kg/m ³ / 2000 kg/m ³ = 0.020 Water 180 kg/m ³ / 1000 kg/m ³ = 0.180 Sand 645 kg/m ³ / 2600 kg/m ³ = 0.2474 10mm Agg 380 kg/m ³ / 2600 kg/m ³ = 0.1461 20mm Agg 765 kg/m ³ / 2600 kg/m ³ = 0.2932 ACTUAL 1.0000 THEORETICAL 1.0000 The main difference between the two methods which we have shown is that the yield method requires computing the lab plastic density, and comparing it to the plastic density taken into account in the design phase of the mix, while for the volumetric method is not necessary to make that extra effort in order to make the adjustment. As far as to which method is more appropriate to be used, from a first look at our example, we can consider that the volumetric method is more appropriate, at least from an economic point of view, because the adjustments made gave us smaller weights of materials than the adjustment for yield weights. But my opinion is that the plastic density method is much more appropriate to be used, because its more reliable, and you have a superior certainty about the elimination of the errors that appear in the mixing phase and also a better control of quality of the concrete. 8. Comments on fresh properties. The discussion about the fresh properties of concrete might seem to be not as important as the hardened concrete properties from a structural point of view, but as we have previously noted, there is a direct link between the two types of properties: for example the strength of hardened concrete is greatly improved when a sufficient compaction of the fresh concrete was established (Neville 1995).The objective of this discussion is to see the degree by which different concrete components affect the fresh properties of concrete, and we shall do this by comparing the mixes presenting silica fume, fly ash and recycled aggregate with the ordinary Portland cement mix (100% Gravel). The influence of aggregate type: by comparing the fresh properties of the 100% Gravel mix and 100% RA mix. Due to the fact RA have a higher porosity, a larger amount of water is needed in the mix which will eventually affect the workability of the fresh concrete. Because we have considered an absorption value for RA which was too high (RA density was larger than 2400kg/m3), the RA mix presented collapse slump, thus poor workability, also a slight bleeding, and segregation of the concrete constituents is present, leading to a poor cohesiveness. In the 30% FA and 10% SF mixes we have used as aggregate, gravel, so the influence of aggregate type on fresh concrete is the same in all 3 mixes, the only differences occur from the influence of other parameters. The cement type that we have used was either ordinary Portland cement (CEM I 52.5 N) or composite Portland cement, by combining the Portland cement with a cementitious material like silica fume or fly ash. As we can see from the comparison of the composite Portland cement mixes with those having only Portland cement, the 30% FA mix presents no bleeding or segregation of materials, a good cohesiveness and finishability. Fly ash reduces the amount of water to be used in the mix, having a similar effect as a superplasticizer, so at larger water cement ratios we have collapsed slump, poor cohesiveness, and a slight bleeding and segregation is present but the compactibility and finishability is still good, making it suitable for pumping . That is not the case with silica fume. Silica fume increases the water demand, and generally the mixes with silica fume present good cohesiveness, no bleeding and segregation, true slump giving us a good workability. The usage of both silica fume and sup erplasticizers has a good effect on concrete. The amount of fine material is directly linked to the cost of both silica fume and fly ash. The cost of production is quite large, so the use of silica fume and fly ash is no longer a cheap, viable solution for Portland cement replacement. As far as their consequences on fresh properties, for the 100% Gravel mix, at lower water-cement ratios we deal with a stiff mix, having less finishability and compactibility than when the amount of Portland cement is decreased, while the cohesiveness, lack of bleeding and segregation is kept the same on all mixes. We could use higher amounts of SF and FA but after a certain amount they cease to have any effect on the fresh properties of concrete. The water-cement ratio is one of the main factors affecting the concrete fresh properties, simply because water and cement are two of the main constituents of concrete. In the 100% RA mix, because of the use of RA, it was necessary to have a higher amount of water than in the other 3 mixes, which in return gave us a poor cohesiveness, a collapsible slump resulting in a poor workability. Also some segregation and bleeding was observed, which was not present in the other mixes. As a general rule, when the w/c ratio is decreased, the ratio between the other concrete constituents is kept constant, so the workability increases (Neville 1995). The SP amount required for workability. Superplasticizers greatly affect the slump of a mix. For the 100% Gravel mix we used approximately 0.12% amount of superplasticizers for all w/c ratios, which gave us a true slump. When we look at the 30% FA and 10% SF mix we can see that we have increased the amount to about 0.31% which gave us a collapse in slump when we used FA, so too much SP, and a true slump for SF, because SF works much better with SP compared to FA. 9. Conclusions This coursework has to be looked at as being divided in two parts: a part about the concrete mix design and establishing all the mix proportions of the concrete constituents and another part relating to the fresh properties of the resulted concrete. During this coursework we have successfully designed 4 types of concrete, and as a result the fresh properties of the 4 concretes were individually established and assessed. The mix of concrete ingredients, the determination of slump and the computation of plastic density were all done in the lab according to the relevant standard governing each task. The designed concrete types were: 100% Gravel, 100% RA, 30% FA and 10% SF. By assessing the concrete fresh properties we have seen which mixes had problems and were not suitable for using on site, but excluding some problems found (a high amount of superplasticizer than the one needed in the 30% FA), in general the mixes presented good workability without segregation or bleeding, were suitable for pumping so they could be used on site, in real conditions.

double standards and church and state :: essays research papers

Double standards are when there are a set of rules for one set of people and another set of rules for another set of people. How dose this pretain to the seperation of church and state do you ask? Relgion in school is my answer. We as students are not supposed to preach our religion in school. But along with that there is also a section within each of our text books that is all about religion. Teachers tell us that those are only classics and we have no reason to complain. Then they expect and incourage us to discuss about the a religiose storys within our text books. This act makes many students religios or not uncomfortable. I know this because I have asked several students how they felt about the issue. One student had told me how he had to go through a discussion an atheist student had brought up about his thoughts and beleifs on religion. This made the student i asked very uncomfortable and angery at the fact that the atheist student was preaching , as my friend felt, against my friends religion to his class. This act of discussing, as the teachers put it, made this sertain student very angery at the fact that the teacher can sit there and let the student preach against someones beliefs. Knowing that many people, not only the student I spoke to, believed in what the atheist was aposeing. So my friend was not the only one angery at that discussion and not showing it, but many were. This issue of discussion also gose other ways. For example, say a Jewish student was assigned ,along with the rest of the class, a religious short story on a Christian belief. When he returns to the school and the teacher starts a discussion on the story. The teacher explains the back ground of the religion and gets into great detail . To this Jewish student this sound alot like preching the Chrisian beliefs to the class. There could also be a different student in the class that had the same problem and he or she just happens to be a Buddist, Muslim, Mormand, ect. This explaining of the Christian religion could sound like preching to anyone with a different religous back ground. Anyone that can make a student quit reciteing the Pledge of Allegiance every day just because of the statement, "One nation under God".

Cyberspace and War Essay

Reading the highly interesting essay entitled â€Å"Navigating the Cyberspaces of Virtual War† presents to us the reasons why movies like The Terminator movie series are no longer works of fiction as written by an over active imagination. The reality is that science and computer technology have reached that point in the evolution of the systems that both the real and imagined reality of everyday lives, problems, and in this case, world wars, can now seamlessly interact and allow human beings to become active participants in the situations without really posing any physical dangers to the themselves. We have to admit that violence is an inborn characteristic of humans regardless of age, gender, and capability. But, man is afraid of the real repercussions stemming from any act of violence. Nobody in his right mind would put his own life on the line if he can find a way around it. This is the problem that presented itself to the public the day that man found a way to involve themselves in virtual war games. It is true that soldiers must be well trained and versed in handling their weapons and be so familiar with their combat zone that they can patrol the area blindfolded. For the military, the applications of virtual war is endless and a fantastic training tool that limit’s the number of casualties in the field. The problem is that the virtual war games were commercialized and sold to the public for home entertainment. The end result of the virtual gaming world was the desensitizing of mankind. Virtual Reality turned into an actual reality for some wherein nobody ever actually got hurt or died. It redefined violence for the participants and made it seem alright to blow each other up because â€Å"It’s just a game†. However, the developers of such games neglected to consider the psychological effect of the game on an ordinary person. A soldier would eventually have to deal with the reality of his virtual training and deal with actual loss of lives from both friendly and enemy fire. For the common man who merely plays the game and does not need to experience the actual loss, it instead gives him a thrill that sometimes pushes him to emulate the game in a real life setting. Early on, I mentioned that the Terminator movie series has now turned into a reality. This is a truth that can be seen because of the way cyberspace and war have turned battles into situations fought by remote control from the comfort of the soldier’s home base using highly intelligent computer systems that are capable of deciding upon what kind of weapons to use depending upon what their sensors data transmits to the onboard computer. But, what if the onboard computer develops a problem that causes the machine to turn upon its remote operators? What if Artificial Intelligence turns into Real Computer Intelligence? Are we prepared for such repercussions? Our computer developers and scientists have turned computers into almost fully independent machines that can function and decide its own actions in times of war. Good for the soldier because he won’t have to risk his life on the battlefront. Bad news for the rest of us because cyberspace is filled with computer hackers who would love to be able to gain the bragging rights to being that one person who took down a whole satellite system or took virtual / cyberspace enabled control of a real online defense system thereby gaining control of the military fighting machines for his own whims. Cyborgs are not that far off in development either. A perfect fighting machine, no feelings or logic, just a follower designed to eliminate the enemy as per preloaded mission objectives. The question is, how prepared are we to unleash such forces into reality? What safeguards are in place within cyberspace to protect us from the potential disasters cyber wars and technological advancements in cyberspace could bring upon mankind? The internet, online war gaming, television, and newspapers all present us with the realities of war while we are still far removed from the actual situation. I believe that if the world is to know any sort of peace, such virtual technologies should be limited to only military applications and not be allowed for commercial purposes. There is no need to feed the violent tendencies of man. Instead, a separate virtual reality should be developed for the common folk where we can practice solving political tensions through discussion and treaties instead. Leave the virtual fighting to those who are trained to really handle such situations. Cyberspace and war do not have to become any sort of reality for mankind simply because all it will bring about is our own self destruction in both virtual and actual reality.

Suicide the Third Leading Causes of Death among Teens in...

With being a teenager life has not yet started yet, why end it? Almost half a generation of teenagers is decreasing as time goes by which is attributed to suicide. Lets put an end to teenage suicide starting with ways to detect and prevent it. The lack of prevention to help reduce the rate of teen suicide that the community deficient in is why more students and schools are coming together to help spread awareness within communities and around the world. Suicide has become a big issue in todays generation, especially for teens. Suicide is now known as the third leading cause of death among youth all around the world between 10 and 19 years of age. In the article, Preventing youth suicide-tips for parents and educators, the author states, â€Å"Teens are more prone to suicide because of the many difficult risks they may face today†, such as many teens face bullying in their schools, self-esteem problems, family dysfunction, drug addictions or it can be the simple fact that they are not mentally stable or have a mental illness like depression. However, suicide is preventable. Many teens who may be contemplating suicide frequently give signs, or approach in a different behavior. Some of these signs may include, suicidal threats, prior suicidal behavior, self harm acts, or change in behavior. It is crucial that parents, educators, and friends or family members notice these signs before the teen makes an effort to conduct an irreve rsible act. Many schools are taking role in suicideShow MoreRelated Teenagers and Suicide Essay1190 Words   |  5 PagesThe third leading cause of death amongst teenagers: Suicide Did you know that suicide is currently the third leading cause of death among teenagers in the United States? (4). In 1992, more teenagers and young adults died from suicide than those who died from stroke, cancer, heart disease, AIDS, birth defects, pneumonia, influenza and chronic lung disease combined (4). Suicide is definitely a compelling problem amongst youth in the U.S today. It is estimated that 300 to 400 teen suicidesRead MoreSuicide Is The Third Leading Cause Of Death1191 Words   |  5 Pages Suicide is the Third Leading Cause of Death in Adolescence Connie Yonn West Coast University Suicide behavior arise in adolescence, a period when significant mood and disturb behavior preoccupied with death (Stoep, 2009). Teen suicide rates are disturbing and have been increasing in the current years base on statistic (Croft, 2016).  The increasing number of teen suicide have cause awareness and brought attention to observance in teen suicide (Croft, 2016). It is said to be the third leading causeRead MoreTeen Suicide Essay1679 Words   |  7 Pagesâ€Å"Suicide of any kind is an act in which a person takes his or her own life. FACT: Suicide is a prevalent cause of death among America’s youth today.Each and every day almost 1000 teenagers think about suicide and about 0.018% of them will be successful in committing it.† It is an ongoing problem that is often described as uncalled for immature and unnecessary. But having a deeper understanding and better knowledge are some key factors for preventing teenage suicide. This â€Å"problem† most likely st artRead MoreHypothesis Teen Suicide875 Words   |  4 PagesOver a time span of one year, 2003 to 2004, suicide amongst children, especially teens has risen drastically. Contemplating suicide at any age is horrible. When a teenage, who has the ability to make informed decisions and has all the potential in the world, considers committing suicide, this is a tragedy. The tragedy suicide is the third leading cause of death among young people ages 15-24. Suicide is the second leading cause of death among college students. This paper attempts to list theoriesRead MoreThe Problem Of Teen Suicide1609 Words   |  7 PagesTeen suicide is one of the largest problems facing America at the moment, and it will only become worse if the country does not come up with a solution. â€Å"According to the American Psychiatric Association, suicide is the third leading cause of death for young people between eleven and eighteen years of age (Teen Suicide).† American families can not keep losing sons and daughters to this entirely preventable epidemic. The largest issue with teen suicide is that Americans are using largely outdatedRead MoreThe Importance Of Suicide Prevention1498 Words   |  6 Pagesdefinition of suicide is the act of intentionally causing one’s own death. Suicides happen every day and the emotional impact such an act has on individuals, families, and communities is devastating and tragic. Unfortunately, suicide has become a much bigger social issue than society likes to admit. Many people seem to think of teenage years as their happiest years in life but what others do not know is that someone can be suffering from pain caused by an emotional or environmental issue. Suicide preventionRead MoreThe Epidemic of Teen Suicide in America Essay1156 Words   |  5 Pagesthousands of youth die in the United States, not by cancer, car accidents, and other diseases, but by their own hand. These people make the choice that they want to die and they take their own life. Suicide, the term given to the act of killing oneself, is the third leading cause of death among people that are 15 to 25 years of age. It is estimated that 500,000 teenagers try to kill themselves during the course of one year. During the adolescent years, normal teenagers experience strong feelingsRead MoreTeen Suicide Is The Third Leading Cause Death For High School Students1396 Words   |  6 PagesOver the years teen suicide has increased tremendously. According to Michael Jellinek, â€Å"the adolescent may feel they have no choice but to end their intense internal suffering or to solve a hopeless dilemma by ending it all†(Preventing Teen Suicide). According to the Center of Disease Prevention, â€Å"suicide is the third-leading cause of death for high school students after car accidents and homicides†(Bratsis). Everyday teens are faced with internal struggles and challenges that are difficult to copeRead MoreTeen Suicide Is A Complicated Tragedy1476 Words   |  6 Pages Teen Suicide Suicide is always a complicated tragedy that leaves people with many questions and few answers. When a teen commits suicide, everyone is affected, family members, friends, classmates, teachers, neighbors, and even outsiders. Teen suicide rates have had a major increase over the years. It has been proven to be the third leading cause of death for 15 to 24 year olds (APA â€Å"Teen Suicide is Preventable†). Society must provide reliable resources to help ensure that American societyRead MoreTeen Suicide1182 Words   |  5 Pagesit so soon? Suicide the most common way to get out of any hard situation that life throws at you. What exactly is the meaning of the word suicide? Well suicide is the act or an instance of taking ones own life voluntarily and intentionally especially by a person of years of discretion and of sound mind. Teens end their life so soon for number of reasons, like depression from a bad relationship, family problems, or even from being bullied in school. These types of problems cause frustration are