Chance of Success for E-Commerce Essay Example | Topics and Well Written Essays - 3500 words

Possibility of Success for E-Commerce - Essay Example Around the globe, photography has become a developing enthusiasm among people. With the expansion of telephones with cameras in them, the quantity of pictures that a normal individual takes for each day can be anyplace between 20 to 50 pictures. These novice picture takers likewise prefer to share their photographs with others yet don't have a very remarkable stage for this. The point of â€Å"eGallery.com† is to allow these people to show their photos and get perceived among others for their brightness. The intended interest group shifts from is up and coming youthful craftsmen to other sharp beginner picture takers who simply want to demonstrate their ability to the world. So, individuals all around the globe will have the option to utilize this stage with enlisted usernames. The site will offer three unique sorts of enrollments, novice accounts, fundamental expert records and first class proficient records. By offering restricted access to the novice accounts, we anticipate that most clients should move up to one of the expert records to access more client transfer space and boundless transfers. The beginner record and fundamental expert records will likewise have limitations on the measures of the photos transferred. To counter these limitations, the tip top proficient record will be without limitation with boundless photo sizes and extra room. Additionally, an additional online photograph proofreader application will be accessible just to the first class proficient clients. This will target people who are keen on showing their work or people who acknowledge proficient photography and are keen on purchasing photos that intrigue to them. Google, Bing and Facebook promotions will be utilized to convey the site name to the focused on individuals. The components that the site will use to have a powerful methodology for the site showcasing are 4Ps for example value, advancement, spot, and items. There will be solid online rivalry from sites that have just been available in the market for comparable purposes, for example, â€Å"deviantart.com†. â€Å"deviantart.com† as of now centers around giving its craft items to the general population by buying them on the web. (Divider Art at deviantART.com). To handle our opposition, the site of eGallery.com will give a simple stage to utilize and furthermore give online photograph altering applications. The site will likewise give its fundamental expert and tip top proficient records with liberated from cost promoting of their photos. A SWOT examination has been led to show signs of improvement point of view of the opposition and to dissect the site and its rival methodologies. The SWOT examination has been given in this report. To work our center procedures, we would have the bank which would manage all the online exchanges of clients and purchasers. Then again, we would get a corporate record with â€Å"box.net† to counter the mass online stockpiling of all the photograp hs in question. â€Å"box.net† has been a pioneer in the field of giving proficient online answers for organizations which require capacity. (Straightforward Online Collaboration: Online File Storage). These will be our essential two specialists in the center to assist us with working our site once it is ready for action. A venture of generally $7000 will likewise be engaged with the set-up of the site. This will likewise include an installment of $500 dollars each time the site should be refreshed to meet new prerequisites.

Explanatory Synethisis Essay Example | Topics and Well Written Essays - 1000 words

Illustrative Synethisis - Essay Example In this way, class imbalance doesn't just influence arrangement of fundamental needs, however is a disgrace that delineates the general public and ties people to static cases, which decides their personal satisfaction. Individuals in the lower salary class in the general public face overwhelming errand attempting to find the rest in the social versatility elements and are at some point compelled to linger behind their companions in higher classes. Locke recommends that a kid conceived in a lower social class has a drawback in meeting their fundamental needs, yet in addition in discovering better schools and enough learning time to quicken their learning procedure contrasted with their companions in higher social classes. The Economist (2005) in the article, Middle of the Class focuses on that American instruction at the optional school level is affected by nearby property charges, which recommends those living in high class territory have more duties to furnish their schools with a b igger number of assets than in center and low class territories. To aggravate it as the article clarifies, the expanding of school expenses at state universities that used to help kids from poor families exacerbated things for individuals like Locke. Training is the way in to a superior future and the jobs and obligations in a general public are pegged fair and square and standard of instruction in schools. Subsequently, kids from wealthier families will get the top cream employments because of the elevated expectation of training got, leaving the poor youngsters with lower rank occupations dependent on the low standard of instruction got. This makes it hard for those in the lower social statuses to accomplish the necessary social portability in finding their friends in professions later in live, which expands social delineation levels. To overcome this issue, Yglasius (2012) proposes a framework that guarantees all the more subsidizing in early instruction to even out the rich and poor people. The inspiration in this framework is to help the burdened poor understudies in going to the best schools, which would launch them to all the more likely openings for work like their wealthier companions. Social disparities in the American culture can be somewhat crossed over by furnishing the less enriched with government managed savings projects, for example, Medicaid, which encourages all to approach solid living in spite of their classes. Yglasius perceives the job that government disability projects, for example, Medicaid have played in the general public, however he mourns that these projects have experienced the impacts of the downturn and their viability has altogether declined (Yglasius, 2012). As it were, Matt proposes programs that urge pooling of assets to guarantee both the higher and lower class residents have comparative nature of administrations, however there must be legitimate administration of such projects to understand this fantasy. In â€Å"Middle of the Class,† the article suggests improvement of strategies that may reduce social disparity, for example, financing instruction for poor kids, however the article prescribes that Americans need to acknowledge there is a developing issue of social imbalance in the nation. This proposes it is just through pooling of assets that everybody would be helped along and not through the overabundances of American private enterprise that expands imbalance in the general public by expanding

Blog Archive The Master Resource List for GMAT Reading Comprehension, Part 3

Blog Archive The Master Resource List for GMAT Reading Comprehension, Part 3 With regard to the GMAT, raw intellectual horsepower helps, but it is not everything.  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. Part 1  of this series covered how to read Reading Comprehension (RC),  and  Part 2 introduced the first two major question types: Main Idea and Specific Detail. Start with those posts and then continue with this post. Inference In this section, we are going to talk about two big things: how to handle Inference questions and how to analyze RC problems in general (you can then use these techniques on any question type). Inference questions ask about specific details in the passage, but they add a twist: we have to  deduce  something that must be true, given certain facts from the passage. For example, if I tell you that my favorite type of book to read is biography, what could you deduce? Watch out for the trap: do  not  use your “real world” conclusion-drawing skills. In the real world, you might conclude that I like reading books in general or perhaps that I am interested in history or maybe that I am  a nerd. (Really?  Biographies  are my favorite?) These things do not have to be true, though. What  has  to be true? I do not like fiction as much as I like biographies. I have read at least one book in a nonbiography category (otherwise, I would not be able to tell that I  prefer  biographies, which implies a comparison). What is the difference? GMAT deductions are usually things that would cause us to say “Duh!” in the real world. “My  favorite category of book is biography.” “Oh, so you must not like fiction as much as you like biographies.” “Uh… well, yeah, that’s what ‘favorite’ means. I don’t like anything else better.” A GMAT deduction should feel like a “duh” deductionâ€"something totally boring that must be true, given the information in the passage. Why Questions Specific questions can come in one other (not as common) flavor: the  Why  question. Why questions are sort of a cross between Specific Detail and Inference questions: you need to review some specific information in the passage, but the answer to the question is not literally right in the passage. You have to figure out the most reasonable explanation for  why  the author chose to include a particular piece of information. Timing As I mentioned earlier, we really do  not  have much time to read RC passages. Aim for approximately two to two and a half minutes on shorter passages and closer to three minutes for longer ones. Of course, you cannot possibly read everything closely and carefully in such a short time frameâ€"but that is not your goal! The goal is to get the big picture on that first read-through. Aim to answer main idea questions in roughly one minute. You can spend up to two minutes on the more specific questions. In particular, if you run across an Except question, expect to spend pretty close to two minutes; Except questions nearly always take a while. As always, be aware of your overall time. If you find that you are running behind, skip one question entirely; do not try to save 30 seconds each on a bunch of questions. Also, if RC is your weakest verbal area, and you also struggle with speed, consider guessing immediately on one question per passage and spreading your time over the remaining questions. Great, I Have Mastered RC! Let us test that theory, shall we? Your next step is to implement all these techniques on your next practice test while also managing your timing well. Good luck! Share ThisTweet GMAT Blog Archive The Master Resource List for GMAT Reading Comprehension, Part 3 With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. Part 1  of this series covered how to read Reading Comprehension (RC),  and  Part 2  introduced the first two major question types: Main Idea and Specific Detail. Start with those posts and then continue with this post. Inference In this section, we are going to talk about two big things: how to handle inference questions and how to analyze RC problems in general (you can then use these techniques on any question type). Inference questions ask about specific details in the passage, but they add a twist: we have to  deduce  something that must be true, given certain facts from the passage. For example, if I tell you that my favorite type of book to read is biography, what could you deduce? Watch out for the trap: do  not  use your “real world” conclusion-drawing skills. In the real world, you might conclude that I like reading books in general or perhaps that I am interested in history or maybe that I am  a nerd. (Really?  Biographies  are my favorite?) These things do not have to be true, though. What  has  to be true? I do not like fiction as much as I like biographies. I have read at least one book in a nonbiography category (otherwise, I would not be able to tell that I  prefer  biographies,  which implies a comparison). What is the difference? GMAT deductions are usually things that would cause us to say “Duh!” in the real world. “My  favorite category of book is biography.” “Oh, so you must not like fiction as much as you like biographies.” “Uh… well, yeah, that’s what ‘favorite’ means. I don’t like anything else better.” A GMAT deduction should feel like a “duh” deductionâ€"something totally boring that must be true, given the information in the passage. Here,  try out an Inference question. That article also explains how to analyze your work and the problem itself. Did you miss something in the passage? Why? How can you pick it up next time? Did you fall for a trap answer? Which one? How did they set the trap, and how can you avoid it next time? And so on. Why Questions Specific questions can come in one other (not as common) flavor: the  Why  question. These are sort of a cross between Specific Detail and Inference questions: you need to review some specific information in the passage, but the answer to the question is not literally right in the passage. You have to figure out the most reasonable explanation for  why  the author chose to include a particular piece of information. Test out  this Why question  to see what I mean. Timing As I mentioned earlier, we really do  not  have much time to read RC passages. Aim for approximately two to two and a half minutes on shorter passages and closer to three minutes for longer ones. Of course, you cannot possibly read everything closely and carefully in such a short time frameâ€"but that is not your goal! Our goal is to get the big picture on that first read-through. Aim to answer main idea questions in roughly one minute. You can spend up to two minutes on the more specific questions. In particular, if you run across an Except question, expect to spend pretty close to two minutes; Except questions nearly always take a while. As always, be aware of your overall time. If you find that you are running behind, skip one question entirely; do not try to save 30 seconds each on a bunch of questions. Also, if RC is your weakest verbal area, and you also struggle with speed, consider guessing immediately on one question per passage and spreading your time over the remaining questions. Great, I Have Mastered RC! Let us test that theory, shall we? Your next step is to implement all these techniques on your next practice test while also managing your timing well. Good luck! Share ThisTweet GMAT Blog Archive The Master Resource List for GMAT Reading Comprehension, Part 3 With regard to the GMAT, raw intellectual horsepower helps, but it is not everything.  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. Part 1  of this series covered how to read Reading Comprehension (RC),  and  Part 2  introduced the first two major question types: Main Idea and Specific Detail. Start with those posts and then continue with this post. Inference In this section, we are going to talk about two big things: how to handle Inference questions and how to analyze RC problems in general (you can then use these techniques on any question type). Inference questions ask about specific details in the passage, but they add a twist: we have to  deduce  something that must be true, given certain facts from the passage. For example, if I tell you that my favorite type of book to read is biography, what could you deduce? Watch out for the trap: do  not  use your “real world” conclusion-drawing skills. In the real world, you might conclude that I like reading books in general or perhaps that I am interested in history or maybe that I am  a nerd. (Really?  Biographies  are my favorite?) These things do not have to be true, though. What  has  to be true? I do not like fiction as much as I like biographies. I have read at least one book in a nonbiography category (otherwise, I would not be able to tell that I  prefer  biographies,  which implies a comparison). What is the difference? GMAT deductions are usually things that would cause us to say “Duh!” in the real world. “My  favorite category of book is biography.” “Oh, so you must not like fiction as much as you like biographies.” “Uh… well, yeah, that’s what ‘favorite’ means. I don’t like anything else better.” A GMAT deduction should feel like a “duh” deductionâ€"something totally boring that must be true, given the information in the passage. Why Questions Specific questions can come in one other (not as common) flavor: the  Why  question. Why questions are sort of a cross between Specific Detail and Inference questions: you need to review some specific information in the passage, but the answer to the question is not literally right in the passage. You have to figure out the most reasonable explanation for  why  the author chose to include a particular piece of information. Test out  this Why question  to see what I mean. Timing As I mentioned earlier, we really do  not  have much time to read RC passages. Aim for approximately two to two and a half minutes on shorter passages and closer to three minutes for longer ones. Of course, you cannot possibly read everything closely and carefully in such a short time frameâ€"but that is not your goal! The goal is to get the big picture on that first read-through. Aim to answer main idea questions in roughly one minute. You can spend up to two minutes on the more specific questions. In particular, if you run across an Except question, expect to spend pretty close to two minutes; Except questions nearly always take a while. As always, be aware of your overall time. If you find that you are running behind, skip one question entirely; do not try to save 30 seconds each on a bunch of questions. Also, if RC is your weakest verbal area, and you also struggle with speed, consider guessing immediately on one question per passage and spreading your time over the remaining questions. Great, I Have Mastered RC! Let us test that theory, shall we? Your next step is to implement all these techniques on your next practice test while also managing your timing well. Good luck! Share ThisTweet GMAT

Scandal in Bohemia, Gender Roles Essay - 893 Words

Scandal in Bohemia, Gender Roles In A Scandal in Bohemia, by Arthur Conan Doyle, society places women at an inferior level pushing them to the background therefore never allowing us, the reader, to know them, except for Irene Adler who shows the gender shift of the time period by becoming the main character in Sherlock Holmes investigation and the story. A Scandal in Bohemia speaks about the famous detective Sherlock Holmes and his adventure in retrieving a damaging photograph for a king from his ex-mistress. In the society Watson describes, the role of women is of little to no importance except for emphasis that focused on the Kings mistress Irene Adler. In this society, women were the nurtures and the protectors of the children†¦show more content†¦Rather than surrendering to the trickery of Sherlock Holmes, Irene Adler outsmarts him using his own tricks and makes her escape right under his nose. The narrowly defined roles of women were evident for the only means to discuss women in this story is through their relations with men. No woman, not even Irene Adler, has her own story. After all in the end, even Irene Adler runs away with a man. Out of the five female characters mentioned or referred to in this story, only one is given a name and a personality. This lack of female representation shows how dominant males were in the society of the story and in the society of the real world. Irene Adler exemplified the massive shifts in gender roles that were occurring during this time in many ways other than becoming the main character in the story along with being feared of having too much power by the men. Throughout the story there were many hidden examples of how Irene Adler was the main character of how the roles of gender were changing drastically in the period of this story. Adler is the character of changing gender roles which is revealed through a division of female physiology and male psychology. The king remarks that â€Å"she had the face of the most beautiful women and the mind of the most resolute men†. She also freely crosses gender barriers by wearing men’s clothing, confessing that â€Å"male costume is nothing new to me. I often take advantage of the freedom which it gives.† Adler’s activeShow MoreRelatedThe Role of Women in Doyle ´s A Scandal in Bohemia Essay897 Words   |  4 PagesDoyles A Scandal in Bohemia follows th e story of the famous detective Sherlock Holmes on his adventures to retrieve a disgraceful photograph of Irene Adler and the King of Bohemia. The king, now engaged to a different woman, is fearful that Adler may use the photo as blackmail. In A Scandal in Bohemia, the apparent role of women is minuscule. The only female emphasis is on one woman, who is the object of Holmes detective inquiries. In A Scandal in Bohemia, society places women at a subordinateRead MoreSocial Scandals in the Mystery Genre1538 Words   |  7 Pagessolved, a detective or someone who is playing as the detective, and, in most cases, murder. But in the short story â€Å"A Scandal in Bohemia,† by Sir Arthur Conan Doyle, a social scandal is a part of the theme, which is also seen in â€Å"Witness for the Prosecution,† by Agatha Christie and â€Å"Amber Gate,† by Walter Mosley. Just as a murder or a crime disrupts an aspect of society, a social scandal functions the same way. Normally, what we view as the â€Å"private life† and â€Å"public life† is kept separately becauseRead MoreThe Struggle Of Women By The Sherlock Holmes Stories By Sir Arthur Conan Doyle Essay1672 Words   |  7 Pagessociety, because they do not have the presence of a male figure guiding them in their everyday lives. In the stories, the issues caused by these women are redundantly resolved by marrying a man. This implies an unacceptable prejudice towards the female gender. Firstly, in the stories, single women who are alone appear to be problematic due to the lack of men in their everyday lives. Mary Morstan is isolated, and must be saved by men, whereas Irene Adler is presented as being a scandalous woman who mustRead MoreStatus Quo Of Sherlock And The Gang1383 Words   |  6 Pageshow they are written besides for the occasional exception. The easily flustered gender in distress scenario is repeated in many of the adventures. If he strays from that it is for a purpose. Typically, intensifying the story. Doyle illustrates the segregation of the three classes of people, the upper, middle, and lowest classes of society, in his â€Å"Adventures of Sherlock Holmes†. Plus, the sub-genre of Female gender roles in the Victorian times as well. Irene Adler is an exception to that making herRead More The Typical Detective Genre Portrayed in Sherlock Holmes Literature1735 Words   |  7 Pagesbut is still popular today; his Sherlock Homes stories were perhaps his most successful, in which he combines realistic situations of murders and scandals with the improbable situation of such a successful detective. Victorian London was an exceptionally dangerous place to live. Prostitution, opium dens and murders were inescapable. A womens role within the household was very much dependent on her class and her husband, purely due to the fact was that herr husband was the breadwinner. TheyRead MoreThe Social Class Structure Of Victorian England Essay1817 Words   |  8 Pageschallenge the issues of social inequality and gender roles, rather than to conclusively solve them. I believe that Doyle’s Sherlock Holmes is the embodiment of critique of class and gender roles, criticizing the status quo by introducing multiple villains that don’t mesh with the stereotypical â€Å"criminal class†, by depicting those of the upper class as irrational, silly and mean-spirited; while at same time, Doyle was headlining women in a gender role that put them out of the normal subservient standardRead MoreSusan Glaspell’s One-Act Play, Trifles: Men Vs Women1190 Words   |  5 Pagesoften anthologized work of early 20th century American literature is Susan Glaspell’s one-act play â€Å"Trifles.† Some see it as an example of early feminist drama, others the idea of the way small towns deal with issue s like murder, still others the gender differences in both the interpretation and analysis of facts surrounding a mysterious crime. In general, the play is based on the murder of a Mr. Wright, and the title of the play comes from the critique from the men of the town, who berate the womenRead MoreLanguage and the Destiny of Man12402 Words   |  50 Pagesthat the phrase had negative connotations only in some definite cases. I will focus in the beginning on a fact that must give us pause: the bizarre interpretation of Descartes’ writings continues to this day, at times with the purpose of creating scandal. It is a fascinating, even seductive spectacle at times. However, it manages to obscure two instances of interpretative dialogue, intentio operis and intentio auctoris, to borrow Umberto Eco’s established terminology. 2. The Fauvism of certain interpretations

The Ways Of Assessment Are Important For Teachers Of First...

This chapter discusses the ways in which teachers can assess writing in the classroom. Assessment for young students can be a turn-off. Especially when it comes to writing, students in elementary school are just beginning to write and if the students are not assessed in the right way then they could be turned off completely. This is why the three ways of assessment are extremely important for teachers of first and second graders. Although it is even more important to get a feel for the class and determine which method of assessment is the most beneficial to the class as a whole. I think this way because even though each student responds differently to teaching methods, it is important to make sure that the class is being treated equally. It would not be fair for the teacher to assess one student using the observing method, which I see as an easy assessment, and then another student be assessed based on the final product. The process and the product are completely separate parts of th e writing process and both aspects show different levels of the students’ understanding. After reading about each type of assessment, I believe that process assessment, and at times the product assessment. As we have discussed in class, the process of writing in elementary school is extremely important because it is setting the stage for years to come. Based on my experiences in school, I was always so focused on what grade I was going to get on my paper base on how well I followed the rubric.Show MoreRelatedI Have Collected Artifacts For The Association For Middle Level Education Standards Essay909 Words   |  4 Pagesan expectation for middle school teachers to be mindful that their middle school students are continuously experiencing social and cognitive changes that should be addressed thoughtfully, just as much as their academic needs. The first artifact I included was a sample of student work where the students were asked to fill out a survey to verify and understand their learning styles. This artifact was introduced with some history and with an emphasis on how important it is for students to know and understandRead MoreLiteracy Observation Report Sample1260 Words   |  6 Pagescompleted half my observation and assessment time with a 3rd grade classroom and completed a 3rd grader assessment. I am happy to say though that I did get approximately 8-10 hours of â€Å"unofficial† observation time in a third/fourth grade classroom. I think part of the misunderstanding is that SFAS looks at K-2 as primary and 3-5 as intermediate. Due to this misunderstanding, this paper will include an assessment from a 1st grader, a 3rd grader, and an additional assessment of a 4th grade student. Read MoreCommon Core: No Child Left Behind Essay1745 Words   |  7 PagesThroughout the history of education, several â€Å"fads† have made their way in and out of the schools. From whole language to phonics to No Child Left Behind, educators have modified their practices to fit with new curriculum and government mandates. Many teachers describe the Common Core State Standards (CCSS) as â€Å"just another fad.† However, I believe that this is not the case. After diving into the CCSS, I have become a full supporter. The Rigor/Relevance Framework integrated into the standards meansRead MoreProblems Faced By Algebra And The State Test1396 Words   |  6 Pagesthem to solve problems† (Georgia Department of Education, 2014). However, the ninth-graders have shown difficulties mastering this concept in the past three consecutive end of course tests. To illustrate this point, in 2013, only 37 percent of ninth-graders met or exceeded this standard. The mastering of this standard is imperative to enhance students’ success in algebra and the state test. Therefore, algebra teachers must completely revolutionize their teaching strategies to ensure students to masteryRead MoreThe No Chiuld Left Behind Act Essay1636 Words   |  7 Pagesalso required a change in our approach to instruction and assessment. This was the lever in my mind that this could help close the achievement gap. However this new initiative also brings uncertainty and apprehension for many teachers. When I began my first year as principal at Jean Parker in 2012-13 academic year, I realized that change might be challenging for many in not only adopting a new set of standards but also shifting their way of teaching. Many of the teaching staff relied heavily onRead MoreElementary Students Learn About Their Community s Government And Leaders Essay1124 Words   |  5 PagesRationale: †¢ It is important for students to understand their role as a citizen of the United States. By looking at their local community, students will be more engaged in learning about how they fit into their local democracy. †¢ My long-term goal is for students to not only know what roles different leaders play in a democracy, but for them to understand how they can effect change. This introductory lesson will get this process started and will allow the class to brainstorm effective ways to create changeRead MoreExample Of A Case Study Current Achievement Data1700 Words   |  7 PagesCurrent Achievement Data For this curricular gap analysis I will be using data from the second grade classes in this case study school. There are two classes of second grade students with 40 total students. I feel that this is a pivotal year in learning to differentiate between just decoding words and actual reading. If there is a gap that can be filled in their reading journey, this is an important year to fill it so they can continue on to the higher grades without struggling to still learnRead MorePlanning For A Successful Organization1363 Words   |  6 Pagessuccess, and a clear end date for when that measurement will take place. An example of a SMART goal within a team of kindergarten teachers would be: 85% of Kindergarteners will be able to read 85% of the â€Å"no excuse† words by May 2014, as measured by the sight word assessment. This SMART goal is specific to Kindergarteners; measurable in that the no excuse sight word assessment will be used to test knowledge; attainable in that not all Kindergarteners are expected to know it but that at least 85% of themRead MoreThe United States Educational System1072 Words   |  5 PagesA good way to become and stay a valuable member of the United States is to get an education. While this is not named in the Constitution, it is an essential part in becoming an informed and productive US citizen. This is because education is not only one of the key components used to creating the United States; it is also what has been used for millenniums in order to build great and prosperous civilizations such as: The Roman Empire, The French Republic, Great Britain, The Kingdom of Spain, etcRead MoreEnglish Language Learners1162 Words   |  5 Pagesoutperform students with disabilities. In addition, data from the Florida Department of Education EdStats page shows not one student with a disability was proficient on the Algebra 1 End of Course Exam for the 2016-2017 school year. This is a very important data point because school data f or the 2017-2018 school year shows that 5 out of the 24 students, or 21%, of the students classified in the lowest 25% of Algebra 1 are students with disabilities (Performance Matters, 2017). These five students, one

John Locke’s Theory of Personal Identity Essay - 1692 Words

John Locke (1632-1704) said ‘To find wherein personal identity consists, we must consider what person stands for †¦Ã¢â‚¬â„¢ (Locke, in set book, p. 275). Therefore, to recapitulate Locke’s philosophy on personal identity it is necessary to clarify how he inimitably used the term ‘person’ and consequently other words, such as ‘substance’ and ‘man’, which he utilized to form his philosophical ideas. Furthermore, his work on personal identity inspired debate amongst many subsequent philosophers and motivated disagreement and as such, it is important to counter Locke’s views with opposing arguments. The primary way in which Locke argued and elucidated his ideas was through the thought experiment, which Locke carefully fashioned as an imaginary†¦show more content†¦37-8). Meaning that these basic ‘substances’ were devoid of consciousness; however, they occupy space with mass and weight and like the immat erial ‘substance’ is not complex enough to have a personal identity. A further sub-category of the term ‘substance’ is the divine or the God ‘substance’, of which Professor Paul Snowdon says that this is, ‘†¦ spread out everywhere, omnipresent, and sustaining lots of other properties that God supposedly has’ (Snowden, ‘Locke on persons’, audio recording, 2011). As Locke’s philosophies were developed and written during the 17th century, a time of political and religious transformation, that resulted in a civil war, God and his judgement on resurrection day were present in most people’s minds. Modern day philosophers such as Paul Snowdon (ibid) and Nigel Warburton (Warburton, 2011, p. 36) agree that this general mood of the population had an impact on Locke’s ideas and therefore his conclusions, thus, this Christian ethic was prevalent within Locke’s ideas. Moving on to more complex †˜substances’, such as plants and animals, Locke explained why this category, for him, did not include a consciousness or ‘self’. He wrote ‘†¦ a thinking intelligent being †¦ has reason and reflection and can consider itself as itself†¦Show MoreRelatedLocke And John Lockes Theory On Personal Identity860 Words   |  4 Pages Personal Identity or ‘Self’ has been a very important topic for philosophers for many years. Personal identity is how you describe or think of being which is derived from memories that have taken place over the years. John Locke was a philosopher who believed that your ‘Self’ or personal identity come from memory which is also referred to as consciousness in Locke’s writings. Locke believed that you are who you are, because your thoughts are yours alone no matter the vessel. However, in this paperRead MoreEssay on John Locke’s Theory of Personal Identity2228 Words   |  9 PagesTo understand Locke’s concept of personal identity it is necessary to understand what he means by identity and what he means specifically by personal identity. Locke states there are three substances that we have ideas of and that have identities. He defines idea in Essay concerning Human Understanding as â€Å"whatsoever is the object of the understanding when a man thinks† (Essay, chapter 1, section 8). That is to say that an idea, to Locke, is the basic unit of human thought. Identity is based offRead MoreEssay about Why Is Personal Identity Important in Lockes View?1596 Words   |  7 PagesIn his essay Of Identity and Diversity, Locke talks about the importance of personal identity. The title of his essay gives an idea of his view. Identity, according to Locke, is the memory and self consciousness, and diversity is the faculty to transfer memories across bodies and souls. In order to make his point more understandable, Locke defines man and person. Locke identifies a man as an animal of a certain form and a person as a thinking intelligent being. 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Morphine Sulphate for Central Nervous System- myassignmenthelp

Question: Discuss about theMorphine Sulphate for Central Nervous System. Answer: How Morphine Sulphate acts as an Analgesic Morphine which is normally derived from a range of plants and animals is an opiate type of pain medication used to relief severe to moderate pain. It is used in circumstances of acute or chronic pain as it has a direct impact on the central nervous system hence decreasing the pain. Morphine which is usually used when an expectant mother is undergoing pain, can be given orally (through the mouth), through an injection in to the skin, muscle or the area around the spinal cord as well as rectally. Its effects after induction can last from three to seven hours. When it is given via the mouth, the effects last for sixty minutes whereas if it is given intravenously, the effects last to about twenty minutes. Besides its positive attributes, morphine has a couple of side effects when used (Borracci, Cappellini Gaudio, 2013). For instance, it can lead to cases of low blood pressure, drowsiness, constipation, vomiting and withdrawal if used over a long period of time. It is always advisable f or breast feeding mothers not to use it as it can have adverse effects on the baby. Therefore, it is important to note that, morphine should not be used for the treatment of short- term pain after surgery unless the patient is already taking the medication before surgery especially in cases of C- section (Habib, Begum, Ali, Imtiaz Masood, 2017). Mechanism of Action Pain treatment has always been done by targeting the opioid receptors in the organisms system. These receptors include Mu, Kappa and delta and they form both hetero and homo-complexes, sending signals to the kinase cascades hence scaffolding various proteins. Opioids are effective analgesics and treat any pain related disorders. These opioid receptors are found in the nociceptive neural circuitry and in the central nervous system including structures in the brain that are related to emotions. Opioid receptors are activated and hence inhibit neurons which further pain transmission to the spinal cord. The opioid receptors also can modulate the calcium and potassium ions and this process is important as it inhibits tonic neural activities and most importantly they cause cellular hyper polarization (McCulloch, Sattar, Henderson, Lane Langner, 2017). The Mu receptors which are found in the brain stream and thalamus are normally activated hence bringing about pain relief (Bhatnagar, Devi Patel, 2014). The adverse effects can be constipation, depression and dependence. The activation of the kappa receptors which are found in the forebrain, limbic system and spinal cord also cause pain relief but its side effects include dependence and loss of breath. On the other hand, the delta receptors that are present in the digestive tract, spinal cord and brain can be activated to relief pain but side effects such as dependence and loss of breath can be experienced (McCulloch, Sattar, Henderson, Lane Langner, 2017). How Morphine sulphate causes constipation Constipation refers to bowel movements that are abnormally hard and are infrequent hence causing difficulty when one wants to pass stool has it is normally hard and very dry. This can further lead to bloating and abdominal pain. Firstly, the opioids have an impact on the gastrointestinal motilitys normal activities. It delays the transit, segmentation, it stimulates non-propulsive motility and sphincters due to effect on the enteric neurons. These opioids bring about absorption of fluids in the body, due to transit hence increased time for their absorption. They further stimulate the mucosal release sensory receptors hence facilitating further fluidal absorption. This eventually leads to constipation. How Morphine sulphate causes Nausea Nausea is a sensation on the upper stomach that causes discomfort, a feeling of sickness and an involuntary feeling of wanting to vomit. This effectpossesses both central and peripheral components. Opioids can stimulate vestibular apparatus which provide a direct input in the vomiting center which is channeled through cholinergic (AchM) and Histamine H1 pathways. Opioids minimize the release of gastrointestinal juices by reduce peristalsis and by increasing relaxation of the colon longitudinal muscles as well as contraction of the muscular muscles. This leads to nausea and vomiting because eventually the stool dries and hardens because of increased contraction of the circular muscles and lack of longitudinal activities hence cramping, and bowel distention. This nausea also occurs due to the impairment of gastrointestinal motility. How Morphine sulphate causes rash A rash normally is a change on the human skin that can be noticed as it causes changes in texture, appearance and color. There are cases whereby the patient undertaking the morphine sulphate medications undergoes allergic reactions. The patient thus gets an irritating feeling on the skin, itchiness and reddening of the skin besides getting a slight rash. The patient normally has no option but to continue to take the medicine in cases whereby it helps to reduce chronic pain. These allergic reactions can be assumed unless they pose a serious health threats. How Morphine sulphate causes cough suppression Cough is a common occurrence that normally needs medical attention because of the physical discomfort. In cases of chronic coughs, immediate medical attention is sort because they deliberate one both physically and mentally. Opioids have been used over the years and proved to be efficient pain relievers and ability to suppress coughs. Opiates help suppress cough if the patient takes the medication per prescription for a given period usually at least three months. Morphine sulphate thus reduces the severity of extreme cases of coughing (Habib, Begum, Ali, Imtiaz Masood, 2017). How Morphine sulphate causes euphoria Euphoria is a feeling or state that is associated with excitement and happiness. During this state a person experiences intense feelings of happiness and distress relief. Morphine can also bring about this feeling of euphoria and thus many substance abusers have used it in high dosages over time and are addicted to it. Opioids which can also offer the effect of euphoria if used over a long period without the presence of pain can lead to addiction (Zaheer, Rahman, Khan Parveen, 2016). The pharmacology of both heroine and morphine are identical except the fact that the two-acetyl group lead to higher lipid solubility. The heroin molecule enters the brain rapidly as it can cross the blood-brain barrier. Even though at the brain, the acetyl groups are removed to yield morphine, it causes the same effects of heroin. Heroine is a narcotic or hard drug that is normally used by drug abusers to give them the feeling of excitement but it is also thought to be the more rapidly acting form of e uphoria. Morphine thus has attributes that may lead to its misuses besides its basic use as a pain reliever (Borracci, Cappellini Gaudio, 2013). References Bhatnagar, S., Saraswathi Devi, Patel, K. R. (2014). Safety and efficacy of oral transmucosal fentanyl citrate compared to morphine sulphate immediate release tablet in management of breakthrough cancer pain.Indian journal of palliative care,20(3), 182. Borracci, T., Cappellini De Gaudio, A. R. (2013). Preoperative medication with oral morphine sulphate and postoperative pain.Minerva anestesiologica,79, 525-533. Habib, T., Begum, S., Ali, T., Imtiaz, M., Masood, S. (2017). Antinociceptive and Anti-inflammatory Effects of Combined Administration of a-Tocopherol and Morphine in Acetic Acid Induced Writhing Test.Anwer Khan Modern Medical College Journal,7(2), 20-24. McCulloch, R., Sattar, M., Henderson, E. M., Lane, M. E., Bluebond-Langner, M. (2017). Use of buccal morphine in the management of pain in children with life-limiting conditions: Results of a laboratory study.Palliative Medicine, 1(4), 50- 100 Mason, M., Snchez, J. H., Vuylsteke, A., Smith, I. (2017). Association between severity of untreated Sleep Apnoea and postoperative complications following major cardiac surgery: A prospective observational cohort study.Sleep Medicine. 89, 67- 78 Paul, A. K., Gueven, N., Dietis, N. (2017). Morphine dosing strategy plays a key role in the generation and duration of the produced antinociceptive tolerance.Neuropharmacology,121, 158-166. Vincent-Lambert, C., de Kock, J. M. (2015). Use of morphine sulphate by Australian paramedics for prehospital pain management.Pain Research and Management,20(3), 141-144. Zaheer, I., Rahman, S. Z., Khan, R. A., Parveen, M. (2016). An experimental study of ethanolic extract and methanolic fraction of Delphinium denudatum Wall in morphine withdrawal syndrome.JMR,2(3), 71-76.

Clean Well Lighted Place Essays - Pulp Magazines,

Clean Well Lighted Place A Clean, Well Lighted Place is a story of lights and shadows, of the coexistence of ''being'' and ''nothingness''. An old man sits outside the cafe, on the terrace, where all the tables are empty except then one he sits at. He hides himself in the shadow - the perfect hiding-place, a hide-out for a person who wants to remain invisible and unnoticed to the people he observes. They - the observed ones - do not even feel his presence, so close and tangible, although there are some who know all about him. ? The undisturbed and untroubled peace of night is his ''prime time''. He feels the difference then. To a deaf person silence of the night brings relief and consolation after the day full of ''noise''. That relief he encounters in the shadow, under the tree, the leafs of which protects him from the electric light, although he is one of these strange people who feel the strong need of light in the night. ? The ill-will and aversion of one of the waiters towards the old man and, on the other hand, the mercy and sympathy of the other is the picture how shadow and light interpenetrate each other, although they stand out for completely opposite values. The younger of these two has a wife waiting in bed for him, and is not very willing to stay in the cafe through the whole night, waiting until the last person pays the bill and goes home. That is why he is so upset with the old man, who - being already drunk - asks for another and another drink. The hour is what matters to him. He wants to go home, to "hide in the shadow" and to find some kind of peace of mind. In this way he seems to resemble the old man - they both avoid light, for both of them the shadow has got more to do with their lives than light. ? The older waiter appears to be the one who assumes a more friendly attitude towards those people who stay late at the cafe. His deep conviction that there are some who need a light for the night is so strong that it does not allow him to close up early enough because there may be some one who needs the cafe each night. And the fact that there are bodegas (basements) open all night does not influence his way of thinking. This is this cafe that is so attractive to people for it is clean and pleasant. And - what is probably more important - it is well lighted. All such a cafe needs is light. But he also mentions shadows of the leaves - the shapes created by light - by which he potentially means the place hidden in the shadow, a shelter for all those who need light in the night but observe it being covered by shadow. ? Light is "being" while shadow is "nothingness". Those who needs light are "alive" ones. Those living in the shadow lock themselves in "nothingness", their escape from the reality. An old man is a mixture of both. On one hand he stays "alive" late at night sitting in the place full of light but on the other he secludes himself in "nothingness" since he prefers sitting in the shadow, hidden, covered and theoretically absent. ? For the older waiter the reason for staying late at the cafe and the fact that he does not feel like sleeping, though it is almost dawn, is as simple as illness. At the end of the story he says to himself :``After all ( ...) it is probably only insomnia. Many must have it". The conclusion that as a matter of fact the whole story is about nothing but suffering from the particular disease.

Gun Control Essays (436 words) - Gun Politics, Firearms, Gun Control

Gun Control Essays (436 words) - Gun Politics, Firearms, Gun Control Gun Control Guns don't kill people; people kill people is more true than gun control advocates admit. Look at the number of murders committed each year without guns. Stabbing deaths occur as often as gun deaths in this area and elsewhere. Would those who favor gun control also call for knife control? Do you think persons intent on murder are not imaginative enough to kill without guns or knives? I recall the 1982 murder of a woman with a sledgehammer by her estranged husband at a nearby shopping center. Watch how quickly the art of poisoning returns should other weapons be outlawed. Prejudice Against Guns Face it: People who want government enforced gun control are prejudiced against guns and gun owners. Having already made up their minds that guns are inherently evil, they reject facts to the contrary. They forget that ordinary citizens own guns primarily for hunting, target shooting, and as collectibles, as well as for self-defense. Worse than being prejudiced, those wanting laws to control gun ownership are dangerous! For the doubtful possibility of saving some innocent lives, they would deny ordinary citizens their right to keep and bear arms. These are the same people who would use the force of government to deny you other human rights as well, which do not fit their ideas about society. That is anti-liberal! Guns for Self-Defense When it comes to self-defense, guns are important to some people, especially women, the poor, and the elderly. Consider how many rapes, muggings, and burglaries are prevented by a potential victim flashing a gun. Even so-called Saturday night specials will frighten criminals away. In fact, these cheap guns are the choice of poor people, who are most likely to be victimized and least able to afford expensive guns for self-defense. The show of any gun can be a deterrent to crime. A recent attempted robbery in a nearby town was foiled when the victim stabbed and shot one of his assailants, scaring off the other two. We can only guess what would have happened to the victim if defense with weapons were not possiblebut he would have been robbed for certain. A Protection from Government Those lobbying for laws to control guns assume the government police will always be benign. There are many formerly free countries that are now dictatorships where citizens made that mistake. Just imagine what government officials would do with records of gun ownership if our government became totalitarian. Not all that many years ago, a gun might have been the only thing that saved some blacks in this country. Even government police posed a danger to you if you were black and became uppity. How easy it is for those who would have the government control guns to forget!

Corporate governance Essay Example | Topics and Well Written Essays - 3750 words

Corporate governance - Essay Example ehalf of all shareholders of the Company and hence is responsible for every matter related to the firm that is the establishment of the firm itself and then providing every possible help so that it can achieve every business and organizational objectives and that too under continuous guidance with proper review and timely counseling. The set of purposes for which the board has been established are: To approve and monitor various critical business and the corresponding financial strategies of the company thereby assessing every major risks which the Company might face and the ways through which it can be mitigated. To oversee processes that have been designed to ensure that the Company; its employees etc are very much functioning under the law of the land as well as the applicable laws and regulations and the Companys conduct manual that is applicable equally at all places. The company’s power structure has been clearly defined along with the responsibilities of the head of the company is in between the functioning of the board and the executives withholding the responsibilities of the various businesses, departments and projects of the company. The decision making is a joint work with none of the individual having superior powers of decision. The appointment of new directors to the board is being done after a formal, rigorous and transparent procedure. The appointment is being achieved while depending on the information that board are being supplied on periodic basis that too in form of skills and qualification which is most suitable as well as appropriate so that the complete board including the new individual will get enabled to form a unit while discharging its duties. All directors over here receive induction on joining the board and are regularly updated to refresh their skills and knowledge. Corporate governance and the associated system is quite necessary for ensuring better performance of the whole corporate entity so that shareholders interest

Business and marketing Assignment Example | Topics and Well Written Essays - 1250 words

Business and marketing - Assignment Example The company has a strong record of delivering project solutions to different clients across the globe and it can work alongside the customers to identify the key challenges, then develop and implement effective project management plans that are designed to meet customer expectations. The other important site in dealing with project management is operated by Ants project Management Consultants available at accessed November 18, 2012. According to information obtained from the above mentioned website, the benefits of using this service include the following: â€Å"improved efficiency and increased profitability through better utilization of limited resources - enhanced planning, scheduling and cost control - leading to more consistent achievement of milestones, goals and objectives - better horizontal communications.† Ideally, this is what Projects4Technology is looking for. This plan is very important since it provides the framework upon which all work will be carried. This kind of work has to go stage by stage so as to ensure that all the necessary information has been incorporated in the project document. Basically, a virtual organisation is a network of independent organisations linked together by information technology (IT) and it does not operate from a fixed place since all work is done through the internet (Haag, Cummings & Dawkins, 2000). Besides the challenges that are likely to be encountered if the company adopts a virtual structure, it can be noted that the advantages of this structure outweigh the disadvantages. For instance, the company will save $450  000 each month for office rentals. The company will also save $200  000 of transport costs every month. This improves its viability since it will be in a position to lower its operational costs. The other advantage is that the internet is ubiquitous and it can be accessed from any place which

Thesis writing guide Essay Example for Free

Thesis writing guide Essay The Centre for Graduate Studies of Universiti Tun Hussein Onn Malaysia (UTHM) would like to extend its appreciation to the members of staff who contributed their efforts and ideas in the preparation of this fourth edition of the Thesis Writing Guide. This manuscript was updated based on the third edition published in 2006. The Centre would also like to thank all parties involved in the publication of the manuscript. iii TABLE OF CONTENTS PREFACE i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS iii LIST OF TABLES vii CHAPTER 1 THESIS STRUCTURE AND CONTENT 1 1. 1. Thesis definition 1 1. 2 Thesis structure 1 1. 3 Thesis status declaration 2 1. 4 Viva voce examination panel 3 1. 5 Title page 3 1. 6 Declaration page 3 1. 7 Dedication page (Optional) 3 1. 8 Acknowledgement page (Optional) 4 1. 9 Abstract 4 1. 10 Content page 4 1. 11 List of tables page 5 1. 12 List of figures page 5 1. 13 List of symbols and abbreviations page 5 1. 14 List of appendices page 5 1. 15 Text 6 1. 15. 1 References in the text 7 1. 15. 2 Tables in the text 7 iv 1. 15. 3 Figures in the text 8 1. 15. 4 Equation in the text 9 1. 16 References 9 1. 17 Appendices 10 1. 18 Vita 10 CHAPTER 2 SIZE AND FORMAT. 11 2. 1 Paper and size 11 2. 2 Margin 11 2. 3 Page numbering 11 2. 4 Numbering of chapters and sub-titles 12 2. 5 Typing 13 2. 6 Spacing and format 13 2. 7 Printing of documents 14 2. 8 Lettering and drawings 14 2. 9 Maximum number of pages 15 2. 10 Binding of thesis 15 2. 10. 1 Cover colour and letterings 15 2. 10. 2 Thesis cover 16 2. 10. 3 Thesis spine 16 2. 10. 4 Trimming 16 CHAPTER 3 FORMAT OF REFERENCES 17 3. 1 Introduction 17 3. 2 Author (Date) System 17 3. 2. 1 Writing cited information 19 3. 2. 2 Writing the reference list 21 3. 2. 3 Writing the names of authors 22 3. 2. 4 Referring different types of sources 23 v 3. 3 31 3. 3. 1 Citing references in the text 31 IEEE Format 31 3. 4. 1 Citing references in the text 3. 4 Referring to Electronic References 31 3. 4. 2 Writing Style in publishing of reference list 31 REFERENCES 36 APPENDIX 38 vi LIST OF TABLES 1. 1 Structure and content of thesis 1 CHAPTER 1 THESIS STRUCTURE AND CONTENT 1. 1 Definition The specific use of the word â€Å"thesis† in this guide refers to the academic writings submitted in fulfillment of the requirements for the award of the doctoral degree or the masters by research degree. The word â€Å"thesis† is also used in general to refer to the master’s project report and research dissertations, which are the documents submitted in partial fulfillment of the requirements for the award of the degree of masters by coursework or mixed-mode, as well as the undergraduate project reports. 1. 2 Structure A thesis is made up of several sections, arranged in the sequence shown in Table 1. 1. Table 1. 1: Sequence of contents NO. SECTION REQUIREMENT EXAMPLE (APPENDIX) REMARKS 1 Blank Page 2 Declaration of Thesis Status Required A1/ A2/ A3/A4 Unnumbered 3 Examiners’ Declaration Required B Unnumbered 2 Table 1. 1 (continued) NO. SECTION REQUIREMENT 4 Title Required EXAMPLE (APPENDIX) C1/ C2/ C3 5 Student’s Declaration Required D1 /D2 6 Dedication Optional E 7 Acknowledgements Optional F 8 Abstract Required 9 Contents Required G1a/ G1b/ G2a G2b H 10 List of Tables Required I 11 List of Figures Required J 12 Required K 13 List of Symbols and Abbreviations List of Appendices Required L 14 Text Required M 15 References Required P1/P2 16 Appendices Optional 17 Vita Required Q 1. 3 REMARKS Unnumbered but considered as (i) Lowercase Roman numeral (ii) Lowercase Roman numeral Lowercase Roman numeral Lowercase Roman numeral Lowercase Roman  numeral Lowercase Roman numeral Lowercase Roman numeral Lowercase Roman numeral Lowercase Roman numeral Arabic numeral starting with the page number Arabic numeral continued with text Arabic numeral continued with text Unnumbered Declaration of thesis status The status of a thesis must be declared by completing the Thesis Status Form as shown in APPENDICES A1-A4. If a thesis is to be classified as confidential or limited, a letter seeking this classification must be obtained from the organisations concerned and submitted to the Dean of the Centre for Graduate Studies, the Dean of the Faculty or related academic centres. The approval letter must state the reasons for and duration of the classification. The typical duration for this classification is three years. Where an author classifies a thesis as unlimited, the University shall assume that the thesis is non-confidential. Copies of the thesis can be made and used by Universiti Tun Hussein Onn Malaysia. 3 1. 4 Viva voce examination panel The names of the members of the viva voce examination panel shall be included as shown in APPENDIX B. This page is not applicable for the master’s project report or the undergraduate project report. 1. 5 Title. The title page must contain the following information in the following order: (i) Title of the thesis; (ii) Full name of the student; (iii) Statement on the purpose of the thesis submission; (iv) Name of the faculty or centre where the student is registered; (v) Name of the University; and (vi) The month and year the thesis was written and accepted. Theses for the Master’s degree by research and the Doctor of Philosophy degree must be approved by the Graduate Studies Committee (Jawatankuasa Pengajian Siswazah), whilst others must be approved by the relevant committee. (Please refer to APPENDICES C1-C3) 1. 6 Declaration The declaration page contains a statement declaring the originality of the thesis. It must be signed by the author. Please refer to APPENDICES D1-D2. 1. 7 Dedication (optional) The dedication message must be concise, must not exceed one paragraph and must not contain any numbers, graphs or figures. Please refer to APPENDIX E. 4 1. 8 Acknowledgements (optional) Acknowledgements must be written on a single page only. Its purpose is to record the author’s appreciation for individuals or organisations that provided their assistance either directly or indirectly in the preparation of the thesis. Please refer to APPENDIX F. 1. 9 Abstract The abstract is a short summary of the thesis. It should describe the rationale and objectives (problem statement), the methodology, as well as the findings and conclusion of the study undertaken. The abstract must not be longer than 250 words for a Master’s thesis or Master’s project report and not longer than 350 words for a Doctoral thesis written in two languages, Bahasa Melayu and English. For a thesis written in English, the abstract must be written in English first followed by its Malay translation on the next page. Do not include any literature review, unexplained abbreviations, limitations or suggestions for future research in the abstract. It must be written with a spacing of one and a half (1? ) lines. Please refer example abstract for engineering at APPENDIX G1a and APPENDIX G2a and example abstract for social science at APPENDIX G1b and APPENDIX G2b. 1. 10 Table of contents The table of contents must begin on a new page. The information is organised by chapter, topic and page number. Every chapter, topic and page number shown in the table of contents must correspond to the same chapter, topic and page number in the thesis. Sub-titles may be displayed up to three levels only. Please refer to APPENDIX H. 1. 11 List of tables This page contains a list of all tables presented in the thesis. Information such as table numbers, table captions and the corresponding page numbers where the tables 5 appear must be shown clearly in the list. The list must be ordered by chapter. Please refer to APPENDIX I. 1. 12 List of figures All illustrations included in the text such as maps, charts, drawings, graphs, pictures and photos are considered as ‘Figures’. The list of figures contains all the figure numbers, titles and the corresponding page numbers on which they appear. The list of figures must be ordered by chapter. Please refer to APPENDIX J. 1. 13 List of symbols and abbreviations This page lists down all the symbols, abbreviations, nomenclature and terminology used in the text. The order of writing them is as follows: Roman letter alphabetical order Greek letter alphabetical order Superscript alphabetical order Subscript alphabetical order Please refer to APPENDIX K. For further information on spelling and abbreviations, students are advised to refer to the latest edition of the Oxford Advanced Learner’s Dictionary published by Oxford University Press. 1. 14 List of appendices. This page lists down the appendices included with the thesis. Please refer to APPENDIX L. 1. 15 Text Text in the thesis must be organised in titled chapters. The titles must reflect the content of the chapter. Every chapter must begin on a new page. Chapters can be divided into sub-chapters with corresponding sub-titles. Titles and sub-titles must be 6 numbered. Please refer to APPENDIX O. There is no restriction on the total number of chapters in a thesis. Generally, a thesis will have the following basic structure. (a) Introduction This chapter describes the aim, objectives and scope of the research as well as the structure of the thesis. (b) Literature review The literature review is a critically written and comprehensive account of the published works on a topic by accredited scholars and researchers. It is directly related to the thesis, providing information on theories, models, materials and techniques used in the research. c) Methodology This important chapter explains in detail the samples, instruments, materials, procedures and data gathering methods used in the research. (d) Data analysis and results This chapter explains the data analysis techniques and results through written text, figures, tables, and/or other means. (e). Discussion and conclusions In this chapter, the writer discusses the results and research findings by comparing them with the previous research work mentioned in the literature review chapter. Conclusions are drawn based on the research findings and their implications. Future works are also discussed. Students who need to translate their theses are advised to refer to the latest edition of Gaya Dewan Bahasa dan Pedoman Translasi published by Dewan Bahasa dan Pustaka. 1. 15. 1 References in the text When an information or idea is taken from a source, the author of the source must be acknowledged in the text. References cited in the text must be written according to the style prescribed in CHAPTER 3: FORMAT OF REFERENCES. 7 1. 15. 2 Tables in the text All tables must be numbered using Arabic numerals. Table numbers must be linked to the chapter number. For example, the third table appearing in Chapter 4 is numbered, â€Å"Table 4. 3†. The caption for a table is placed 1. 5 lines above the table and written in Times New Roman font, size 12 without a period at the end and left justified with single line spacing between lines. The text in the table must be written using Times New Roman font, size 10 and single line spacing between lines. If a table extends beyond the end of a page, its continuation on the next page must, for example, be labeled, â€Å"Table 4. 3 (continued)†. As an example, please refer to Table 1. 1 on pages 12. If a table is taken from a particular source, the source must be stated at the end of the caption. Please refer to APPENDIX N. A table can only be presented after it is cited in the text. All tables that appear in the text must be listed in the list of tables as shown in APPENDIX I. 1. 15. 3 Figures in the text All figures must be of high quality and numbered using Arabic numerals. Figure numbers must be linked to the chapter number. For example, the third table/graph/chart/etc appearing Chapter 4 is numbered, â€Å"Figure 4. 3†. The caption for a figure is placed 1. 5 lines below the table/graph/chart/etc and written in font size 12 without a period at the end with single line spacing between lines. If a figure extends beyond the end of a page, its continuation on the next page must, for example, be labeled, â€Å"Figure 4. 3 (continued)†. If a figure is taken from a particular source, the source must be stated at the end of the caption. Please refer to APPENDIX N. A figure is best placed immediately after it is cited in the text. All figures that appear in the text must be listed in the list of figures as shown in APPENDIX J. Illustrations in diskettes, on slides or in other similar mediums must be placed inside a specially made pocket attached on the inside back cover of the thesis. Illustrations with large dimensions, such as plans and maps, must be reduced in size to fit into a single page. Illustrations must comply with the following conditions: 8 1. 15. 3. 1 Photographs Photographs used as illustration must be affixed in the text using high quality glue or other better techniques. 1. 15. 3. 2 Newspaper and other clippings. A clear and high quality photocopied version of the actual clipping must be used instead of the original. 1. 15. 3. 3 Maps and aerial photographs Maps and aerial photographs intended to be included in a thesis must have obtained prior written permission from the Ketua Pengarah Pemetaan Negara (Director General of National Mapping). Illustrations must be scanned and printed using a high resolution colour printer. 1. 15. 4 Mathematical equations Mathematical equations must be numbered using Arabic numerals. Equation numbers must be written at the end of the equation and linked to the chapter number. For example, the numbers (4. 3) and (4. 4) are given to the third and fourth equations respectively that appear in Chapter 4, as follows: y2= 32 + 3xy + C (4. 3) z = 106 + 9y5+84 + 7y6x5 + 6y5x4 + 54 + 4y4x3 + 3y3x2 + 2y2x + yx 1. 16 (4. 4) References References are the sources referred to when preparing a thesis and cited in the text of the thesis. Thesis writers are required to list down all cited materials in the list 9 of references (refer to APPENDIX P1 and APPENDIX P2). The list of references must be prepared according to the format prescribed in CHAPTER 3: FORMAT OF REFERENCES. 1. 17. Appendices (optional) The appendix section gives an author the opportunity to include materials that can provide additional information in the text to support the study. These materials include tables, charts, computer programmes and questionnaires. Here are some guidelines for the appendix. (a) Research data, tables, examples of questionnaires, maps, photos and other materials that are too long to be included in the text or are not directly required to comprehend the text can be included as appendices. Generally, tables and graphics that are more than two pages long should be put in the appendix section. (b) Appendices are labelled as APPENDIX A, APPENDIX B, etc depending on the type and quantity of the materials. Appendices can also be given specific titles. 1. 18 Vita Students must provide a one-page â€Å"Vita† of themselves to be placed at the end of the thesis after the appendices. This â€Å"Vita† page is unnumbered. See APPENDIX Q for an example of the â€Å"Vita† page. CHAPTER 2 SIZE AND FORMAT 2. 1 Paper quality and size Only high quality A4 size (210 mm x 297 mm) white simili paper, weighing 80 grams, may be used for the thesis. 2. 2 Margin The margins should be 4 cm from the left, 2. 5 cm from the top, 2. 5 cm from the right and 2. 5 cm from the bottom, on every page including the cover. 2. 3 Page numbering Number the pages according to the sequence given in Table 1. 1. The page number must be written at the top right corner, 1. 5 cm from the top and 2. 5 cm from the right, measured from the last digit of the page number. The page numbering system must conform to the following rules: (i) The preface of the thesis, starting from the title page, must be numbered using lower case Roman numerals (i, ii, iii and so on); the text pages and the rest of the thesis must be numbered using Arabic numerals (1, 2, 3, and so on). (ii). The first page of the thesis, the title page, is an unnumbered page ‘i’. (iii) The first page of Chapter 1 is unnumbered but is considered as page ‘1’. The same applies to the first page of all the following Chapters, where the first 12 page is unnumbered but taken into account for the purpose of numbering the subsequent pages. 2. 4 Numbering of chapters and sub-chapters Chapters and sub-chapters must be numbered using Arabic numerals. Chapters are numbered CHAPTER 1, CHAPTER 2, CHAPTER 3, and so on. Sub-chapters are nested, but its numbering is not indented, up to a maximum of 4 levels as in the example shown below: CHAPTER 2 First level (Chapter number) 2. 1 Level 2 (sub-title); 2. 1. 1 Level 3 (sub-sub-title); 2. 1. 1. 1 Level 4 (sub-sub-sub-title) If a chapter title or sub-title at any level exceeds a single line, the spacing between the lines must be the same as that of the text. Subsequent sub-chapters beyond the fourth nesting level must be numbered using alphabets. The distance between the title number and the title is one (1) cm irrespective of its nesting level (refer to APPENDIX R). 2. 5 Typing The thesis should be typed out on a computer in Times New Roman font, size 12, and using Microsoft Word version 6. 0 or later, except for tables and figures (refer to 1. 14. 2 and 1. 14. 3). Words in a language that is different from the language of the thesis must be typed in italics. The spacing between text lines should be 1. 5 lines. Text should be typed on one side of a paper only. Chapter titles should be typed with capital letters and centered between the left and right margins. Each chapter must begin on a new page. Chapters and subchapters should be titled. Titles should be typed in bold without underline. Only the first letter of the first word of a sub-title should be in uppercase. 13 2. 6 Spacing and format. Students must adhere to the following text spacing guidelines: (i) The spacing between the upper margin and a chapter number is 2. 5 cm. (ii) The spacing between the chapter number and the chapter title is 4 lines. (iii) The spacing between the chapter title and the first line of text is 2 lines. (iv) The spacing between a sub-title and the last line of the preceding text is 2 lines. (v) The spacing between a sub-title and the first line of the following text is 2 lines. (vi) There should be no spacing between paragraphs. (vii) Start a sub-title, including its numbering, from the left margin. (viii). Start the first line of text of the first paragraph below the sub-title without any indent, beginning from the left margin; the following paragraphs should be indented 1. 27 cm from the left margin. (ix) Do not start the first sentence of a new paragraph at the bottom of a page if the space available can only fit one line. (x) The text should be left justified except for the first line of the first paragraph in a section. (Refer to (viii) above). The author is responsible for removing any excess space between words. (xi) The spacing between the last line of text and a Table, Figure or Illustration should be 1 line. (xii) The spacing between a period (. ) and the first letter of the next sentence of the same paragraph is at least one (1) character. (xiii) 2. 7 The spacing after a comma (,) is at least one (1) character. Printing of documents Theses must be typed out using a computer and printed using a laser printer or a printer with an equivalent print quality. 14 2. 8 Letterings and drawings Letterings and drawings should be clear so that copies made will be of satisfactory quality without any loss of information. 2. 9 Maximum number of pages The maximum number of pages for a thesis is as follows: Undergraduate Project Report: should not exceed 100 pages Master’s Project Report and Thesis: should not exceed 200 pages Doctor of Philosophy Thesis: should not exceed 300 pages These limits do not include tables, diagrams and other illustrations except appendices. Students who intend to write a thesis that exceeds the given limit must obtain a written approval from the Dean of the Centre for Graduate Studies or the Dean of the Faculty (for undergraduate reports) by submitting an application through their supervisors. 2. 10 Binding All theses must be bound. A thesis must be temporarily bound (spiral binding) for the purpose of examination, and may only be hard-bound after obtaining the approval of the Graduate Studies Committee or other committee(s) for the related programme. 2. 10. 1 Cover colour and letterings For submission to the University, theses must be permanently bound with buckram covers and gold letterings using regular Times New Roman font, size 18. The colour codes for the cover are as follows: (i) Doctor of Philosophy Thesis: Black (585) (ii) Master’s Thesis: Moss Green (557) (iii) Undergraduate Project Report: New Blue (550) 15 2. 10. 2 Cover The thesis cover must be of A4 size (210mm x 297mm). The title, author’s name and the words ‘Universiti Tun Hussein Onn Malaysia’ must be written in capital letters on the front cover of the thesis, as shown in APPENDIX S. 2. 10. 3 Spine The abbreviated name of the University, â€Å"UTHM†, the author’s name, the month and the year the thesis is approved* and the level of study must be stated on the spine, as shown in APPENDIX T. *Date of status confirmation for undergraduate Project Report/Master’s Project Report/Master’s Thesis/Doctoral Thesis (Refer Appendix A1-A4) 2. 10. 4 Trimming. The thesis can only be trimmed by 2. 5 mm on each side of the A4 paper during binding. CHAPTER 3 FORMAT OF REFERENCES 3. 1 Introduction Sources that are referred to in a thesis, whether published or not, must be stated. The source of information must be acknowledged in the text as well as in the reference list. Proper acknowledgement is important because it will help others locate and verify the original sources. Furthermore, proper citation can avoid allegations of plagiarism. Acknowledgements in the text must be linked to the list of reference using the â€Å"Author (Date)† system or the â€Å"Number (IEEE) Format†. 3. 2 Author (Date) System The system is also known as the American Psychological Association (APA) system. 3. 2. 1 Citing references in the text A reference can be written in a sentence itself or at the end of a sentence. (a) In the Author (Date) style, the year of publication must be placed in brackets after the name of the author. For example; According to Mohamed (2005), a large proportion of scheduling problems in the various sectors, such as economic and engineering, can be classified with a class of problems known as constrained optimisation. (b). If a reference is not cited in the sentence itself, the author’s name and year of 17 publication must be written within brackets. For example; Therefore, research on effective solution methods for constraint optimisation has become the focus of current research (Mohamed, 2005). (c) If a source of reference is authored by two people, state both authors’ names. For example; Maintenance scheduling has been researched for a long time, for example in the generation of power by Kralj Petrevic (1995) (d) If a reference contains three authors, state all three names the first time it is referred to in the text. For the second and subsequent times it is mentioned, state only the first author’s name followed by â€Å"et al. † and year. For example; A study by Alias, Black Gray (2002) shows that engineering students have lower spatial visualisation ability than required. Since this ability is important in solving engineering problems, it needs to be improved among engineering students (Alias et al. , 2002). (e) For a reference with four or more authors, state only the name of the first author followed by â€Å"et al. † and year. (f). Use lowercase letters (a, b, c) to differentiate between two or more publications published in the same year by the same author. For example; An example of an application that uses a constraint programming language is ILOG Solver by Puget and Albert (1994a). In addition, Puget and Albert (1994b) also found that the use of object is widespread, especially within artificially intelligent programming. (g) Secondary sources may not be cited. Thesis authors must refer to the original reference source. An example of a secondary source is given below: Ali (in Abu, 2000) emphasised that . 3. 2. 2 Writing cited information There are three main ways to acknowledge the source of an idea or information cited in the text, namely (a) quotation, (b) paraphrasing and (c) summarising. examples that follow are based on the following excerpt: The 18 Biological time is not only scientifically important, but it also greatly affects the productivity and health of a nation. The cost to the nation’s health of working out of phase with our biological clocks is probably incalculable at present. In the short term, poor sleep, gastrointestinal problems, higher accident rate, and social problems are evident. (p. 1000) Source: Rajaratnam, S. (2001). Health in a 24-hr society. Lancet, 358, pp. 999 – 1005. 3. 2. 2. 1 Quotation Words of an author may be quoted exactly by the writer to support an argument. When a direct quotation from a source is taken, it should run into the text with double quotation marks if it is reasonably brief (three (3) or less sentences) with the end-of-sentence period in the normal place. (a) Emphasis on the writer To give emphasis to the writer, the author’s name is written at the beginning of the sentence. For example; Rajaratnam (2001) concluded that, â€Å"The cost to the nation’s health of working out of phase with our biological clocks is probably incalculable at present. † (p. 1000). Furthermore (b) Emphasis on the idea To emphasise the idea, the author’s name is written at the end of the sentence. For example; A lot of discussion has been made on the cost of working out of phase with our biological clocks. â€Å"The cost to the nation’s health of working out of phase with our biological clocks is probably incalculable at present† (Rajaratnam, 2001, p. 1000). Therefore, A quotation containing more than three sentences must be set off from the text as a paragraph on its own with 1 cm indent, placing the period at the end of the quoted text with no period after the reference citation page number. Single spacing should be used for block quotations. For example; According to a renowned scholar (Rajaratnam, 2001), Biological time is not only scientifically important, but it also greatly affects the productivity and health of a nation. The cost to the nation’s health of working out of phase with our biological clocks is probably incalculable at present. In the 19 short term, poor sleep, gastrointestinal problems, higher accident rate, and social problems are evident. (p. 1000) 3. 2. 2. 2 Paraphrasing The paraphrasing method is used to acknowledge information taken from the original author by rewording the original text without altering its meaning nor providing the writer’s own interpretation. For example; Rajaratnam (2001) argues that while the notion of biological time is of scientific importance, it is also economically and socially significant at a national level. He points to the health, productivity and social problems which may be attributed to individuals working â€Å"out of phase† with their internal clocks. 3. 2. 2. 3 Summarising The writer may summarise cited text in his/her own words to present the key points of an author’s arguments or ideas, without altering the meaning. For example; In his conclusion, Rajaratnam (2001) points to the possible economic and social costs incurred by a nation, when individuals work â€Å"out of phase† with their biological clocks. 3. 2. 3 Writing the reference list All sources of reference that are cited in the thesis must be listed at the end of the text under the title â€Å"REFERENCES†. Do not use the word â€Å"BIBLIOGRAPHY† because it indicates a list of all sources that was referred to including those not cited in the text. The reference list must be in alphabetical order. Two or more sources by one author must be listed in chronological order. For example a 2002 publication by Suradi must be listed before his 2007 publication. 20 3. 2. 4 Writing the names of authors. In general, an author’s surname (family name) or patronymic name (father’s name) is written first followed by the initials of his/her other names. This is a common system used in academic writing internationally. Examples of how to write an author’s name are as follows: (i) Name : Malik ibn Anas : Ibn Anas, M. Name : Tan Beng Keat : Tan, B. K. Name : Raymond Tan Beng Keat : Tan, R. B. K. Name : Srinivasan Venkataraman : Venkataraman, S. Name : S. N. Gupta : Gupta, S. N. Name : Pretam Singh Written as : Singh, P. Name : Yasunori Matsufuji Written as (x) : Al-Attas, S. M. N. Written : (ix) : Syed Muhammad Naquib Al-Attas. Written as (viii) Name Written as (vii) : Abdullah, M. N. Written as (vi) : Mohd Noor Abdullah Written as (v) Name Written as (iv) : Pavlovic, J. N. Written as (iii) : John Neville Pavlovic Written as (ii) Name : Matsufuji, Y. 3. 2. 5 References from different types of sources In thesis writing, references can be made to various types of sources. The following examples can be used as a guide in writing the different types of sources in the reference list. 21 3. 2. 5. 1 Books The major elements that must be included when an article is taken from a book are as follows: Author (Year). Title of book. Edition. Location: Publisher. An example of a reference by one author; Race, P. (2002). How to Get a Good Degree: Making the Most of Your Time at University. Buckingham: Open University Press. An example of a reference by two or three authors; Creme, P. Lea, M. R. (2003). Writing at University. 2nd ed. Maiden: Open University Press. Delamont, S. , Atkinson, P. Parry, O. (2004). Supervising the Doctorate: A Guide to Success. 2nd ed. Maidenhead: Society for Research into Higher Education Open University Press. For publications that have more than one author, the word â€Å"and† and â€Å"dan† is replaced by the symbol â€Å"†. If the book has an editor, the name of the editor must also be written. The general format is as follows: Editor (Ed. ) (Year). Title of book. Location: Publisher. As an example; Martin, A. M. (Ed. ) (1991). Peat as an Agent in Biological Degradation of Waste. London: Elsevier. The page numbers are required if the editor edits part of the book. As an example; Lees, R. H. (Ed. ) (1974). Chemical Nomenclature Usage. Chischester: Ellis Horwood. pp. 314-362. 3. 2. 5. 2 Articles from books The major elements that must be included when an article is taken from a book are as follows: Author (Year). Title of article. in Author. Title of book. Location: Publisher. Page numbers. For example; 22 Sarmani, S. (1987). Pencemaran Radioaktif. in Mohamad, A. B. (Ed. ). Perspektif Persekitaran. Petaling Jaya: Fajar Bakti. pp. 71 -87. 3. 2. 5. 3 Articles from journals The major elements that must be included when an article is taken from a journal are as follows: Author (Year). Title of article. Title of journal, vol. no. (issue no. ), page numbers. For example; Mikac, N. Branica, M. (1994). Complexation of trialkyllead with diethyldithiocarbonate. Electroanalysis, 6(2), pp. 37 – 43.

Does the Colour of a Liquid Effect How Fast it Cools? :: essays research papers

Does the Colour of a Liquid Effect How Fast it Cools? I am trying to find out if the colour of a liquid effects how quickly it cools down. Method: 1.  Ã‚  Ã‚  Ã‚  Ã‚  First I took five test tubes and filled each one with 5ml of black, blue, green, red and ‘clear’ colouring (for the ‘clear’ colouring I simply used water.) 2.  Ã‚  Ã‚  Ã‚  Ã‚  I then filled each of the test tubes with 25ml of boiling (of course whilst wearing safety goggles.) water and waited for the temperature to fall to 50 °C and then measured the temperature of the water, using thermometers, every 30 seconds for three minutes. 3.  Ã‚  Ã‚  Ã‚  Ã‚  I recorded our results and repeated the experiment to make the test fairer. Diagram: My diagram can be found in the plastic wallet this was handed in with. Equipment: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5 standard test tubes. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5 thermometers. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Four colour dyes, black, blue, green and red. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A stop watch. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A kettle. Prediction: I think that the colour of the liquid will effect how quickly it cools down because I know that dark matt surfaces are better at absorbing radiation. Therefore, according to my theory, the darker dyes such as the black, blue and green will cool slower than the lighter ones. Results: These are my average results for both sets of recordings put into tables: Green  Ã‚  Ã‚  Ã‚  Ã‚   Time  Ã‚  Ã‚  Ã‚  Ã‚  Temp ( °C) 0:00  Ã‚  Ã‚  Ã‚  Ã‚  50 0:30  Ã‚  Ã‚  Ã‚  Ã‚  49 1:00  Ã‚  Ã‚  Ã‚  Ã‚  48 1:30  Ã‚  Ã‚  Ã‚  Ã‚  47 2:00  Ã‚  Ã‚  Ã‚  Ã‚  47 2:30  Ã‚  Ã‚  Ã‚  Ã‚  46 Red:  Ã‚  Ã‚  Ã‚  Ã‚   Time  Ã‚  Ã‚  Ã‚  Ã‚  Temp ( °C) 0:00  Ã‚  Ã‚  Ã‚  Ã‚  50 0:30  Ã‚  Ã‚  Ã‚  Ã‚  45 1:00  Ã‚  Ã‚  Ã‚  Ã‚  43 1:30  Ã‚  Ã‚  Ã‚  Ã‚  42 2:00  Ã‚  Ã‚  Ã‚  Ã‚  41 2:30  Ã‚  Ã‚  Ã‚  Ã‚  40 Blue  Ã‚  Ã‚  Ã‚  Ã‚   Time  Ã‚  Ã‚  Ã‚  Ã‚  Temp ( °C) 0:00  Ã‚  Ã‚  Ã‚  Ã‚  50 0:30  Ã‚  Ã‚  Ã‚  Ã‚  47 1:00  Ã‚  Ã‚  Ã‚  Ã‚  44 1:30  Ã‚  Ã‚  Ã‚  Ã‚  42 2:00  Ã‚  Ã‚  Ã‚  Ã‚  41 2:30  Ã‚  Ã‚  Ã‚  Ã‚  40 Black  Ã‚  Ã‚  Ã‚  Ã‚   Time  Ã‚  Ã‚  Ã‚  Ã‚  Temp ( °C) 0:00  Ã‚  Ã‚  Ã‚  Ã‚  50 0:30  Ã‚  Ã‚  Ã‚  Ã‚  47 1:00  Ã‚  Ã‚  Ã‚  Ã‚  44 1:30  Ã‚  Ã‚  Ã‚  Ã‚  42 2:00  Ã‚  Ã‚  Ã‚  Ã‚  41 2:30  Ã‚  Ã‚  Ã‚  Ã‚  39 Clear  Ã‚  Ã‚  Ã‚  Ã‚   Time  Ã‚  Ã‚  Ã‚  Ã‚  Temp ( °C) 0:00  Ã‚  Ã‚  Ã‚  Ã‚  50 0:30  Ã‚  Ã‚  Ã‚  Ã‚  48 1:00  Ã‚  Ã‚  Ã‚  Ã‚  47 1:30  Ã‚  Ã‚  Ã‚  Ã‚  45 2:00  Ã‚  Ã‚  Ã‚  Ã‚  44 2:30  Ã‚  Ã‚  Ã‚  Ã‚  37 I then put these results into a graph which you can find in the plastic wallet this was handed in with. I then worked out the total temperature loss for each colour and put them into this table:   Ã‚  Ã‚  Ã‚  Ã‚  Red  Ã‚  Ã‚  Ã‚  Ã‚  Green  Ã‚  Ã‚  Ã‚  Ã‚  Blue  Ã‚  Ã‚  Ã‚  Ã‚  Black  Ã‚  Ã‚  Ã‚  Ã‚  Clear Total Temperature Loss in  °C  Ã‚  Ã‚  Ã‚  Ã‚  10  Ã‚  Ã‚  Ã‚  Ã‚  4  Ã‚  Ã‚  Ã‚  Ã‚  10  Ã‚  Ã‚  Ã‚  Ã‚  11  Ã‚  Ã‚  Ã‚  Ã‚  13 I then put the results into this bar chart: Conclusion: My results seem very strange and almost contradict my prediction. All the results seem quite similar, except the green dye, which, of course, could simply be an anomalous result. Therefore my conclusion is that the colour of a liquid makes no difference to how quickly it cools down. Evaluation: I understand that my experiment was not at all completely accurate. To be so I would need to do it in a controlled, stable environment, but this was not available to me.

Native Americans in the United States and Pocahontas Incident John

AMERICAN LITERATURE I Instructor: Dr. Le Thi Thanh Troy University – STU Campus The Pocahontas Incident John Smith Group members: Ho Truong Phuong Thao TranThi Hong Nhung Nguyen Van Huy Objectives: Understanding author's biography and his work Understanding Pocahontas's biography Answer three impotant questions about his work A. John Smith's biography John Smith (1580 – 1638) had have a heroic life since he was not only a English soldier but also became explorer and author.He contributed a part of his life to be the Captain of the first ship which made a landfall at Massachuselts in 1602 to explore New England. He was also memorized for the founder by setting up the English settement at James Town, Virginia. John Smith's life experienced many adventures when he was an adolescent in Europe. His life time had been through many coups such as fighting with the Turk, becoming a slave which was sold to Asia Minor, killing his captors†¦ At twenty-seven years old, hesailed to New Wold and explored the Chesapeake Bay, the shores of New England.He also got a friendly relationship with Native Americans. Moreover, he also was a famous writer and made some well-known books included A True Relation (1608), A Map of Virginia with a Description of the Country (1612), The General History of Virginia, New-England. The Pocahontas story appeared in the Summer Isles (1624). John Smith had been probably offer an important role to the first colonial writing in America. B. About the work: This work described the episode that John Smith had been saved by the princess Pocahontas since he was captured and in the hands of Indians.This account was narrated by â€Å"him† – the third person to told the audiences how the story happened. There were some detaited we should pay attention to this work: Who were the characters? John Smith, Powhatan, Pocahontas How many other Indian people were at the judiscation? more than two hundreds Where did the judiscation hap pen? Meronocomoco, Virginia How did it happen? Firstly, John Smith was brought to meet Powhatan and his courtiers. When he was prepared to be killed, Pocahontas had saved him by getting â€Å"his head in her arms† and laying â€Å"her own upon his† (p. 3). Two days after, John Smith was led to a great house and was going to be fired, Powhatan absolve him from death and â€Å"esteem him as his son†Ã¢â‚¬â€œ called â€Å"Nantaquoud† (p. 43) Why was he alive? Thanks to the Pocahontas's altruistic, he had been rescued. New words: bravery (n) s? l? ng l? y, s? an m? c sang tr? ng robe (n) ao choang train (n) doan tuy tung bedeck (v) trang hoang, trang di? m, trang tri babarous (a) da man, man r? contented (a) b? ng long disguised (a) tra hinh, c? i trang mat (n) t? m th? m, rem esteem (v) quy m? nC. Pocahontas's Biography: 1. What is the major in Pocahontas’s life? Matoaka was the beautiful and lively daughter of Powhatan, ruler of the land that the Engl ish named Virginia. â€Å"Pocahontas† was her childhood nickname, translated as â€Å"little wanton,† meaning she was playful and hard to control. When she was born, Powhatan sent her mother home to her own village, to raise Pocahontas. That was his custom. When she was about school age, Pocahontas left her mother to live in her father's capital, with her older brothers and sisters.As they grew up, Powhatan appointed some as chiefs of his other tribes. Pocahontas became her father's favorite, â€Å"the apple of his eye†. In this new account, his capture included the threat of his own death: â€Å"†¦ at the minute of my execution,† he wrote, â€Å"she [Pocahontas] hazarded the beating out of her own brains to save mine; and not only that, but so prevailed with her father, that I was safely conducted to Jamestown. â€Å"[Eight years later, in his Generall Historie, Smith expanded upon the story.Writing about himself in the third person, he explained that after he was captured and taken to the paramount chief, â€Å"two great stones were brought before Powhatan: then as many as could laid hands on him [Smith], dragged him to them, and thereon laid his head, and being ready with their clubs, to beat out his brains, Pocahontas the Kings dearest daughter, when no entreaty could prevailed, got his head in her arms, and laid her own upon his to save him from death .. When Smith returned, there were only 38 colonists left (out of 104).Pocahontas kept the colonists from starving to death that first winter, by visiting regularly with plenty of food. Pocahontas paid regular visits to her friend Captain John Smith, but in October 1609, she was told that Smith was dead. She stopped visiting after that. The following winter was known as the Starving Time. Actually, Smith wasn't dead; his leg was badly burned in a gunpowder explosion, and he had returned to England for medical treatment. The colonists thought the death story would work bett er with the Indians. Several years passed, with no sign of Pocahontas.Ralph Hamor heard that she had married one of Powhatan's chiefs, named Kocoum. Captain Argyle discovered that Pocahontas was staying with the Patowamekes, and captured her on June 4, 1613, intending to trade her for concessions from Powhatan. Powhatan only met enough of the demands to keep negotiations open. During her captivity, leading colonists worked to convert her to Christianity. One of those colonists, John Rolfe, fell in love with her, and she’s with him. Pocahontas was baptized as a Christian, and married John Rolfe in 1614. Her new name was Lady Rebecca Rolfe. She gave birth to a son, Thomas Rolfe.This marriage created the â€Å"Peace of Pocahontas†, six years of peace between the Jamestown colonists and Powhatan's tribes. Pocahontas' life ended on a high note, with a triumphal tour of England (arriving June 3, 1616) as a visiting princess. She visited many important people, including King James and Queen Anne. Sho also met John Smith and this caused a big shock for her as she thought he was dead. In England, her portrait was made and published. As she started home, smallpox – English disease took her life. She was buried in the church at Gravesend, England (Mar. 21, 1617) age 21 or so. (Her exact birth date is uncertain: roughly 1595. The meaning of Pocahontas’s life is that Pocahontas played a significant role in American history. As a compassionate little girl she saw to it that the colonists received food from the Indians, so that Jamestown would not suffer the fate of the â€Å"Lost Colony† on Roanoke Island. She is said to have intervened to save the lives of individual colonists. In 1616 John Smith wrote that Pocahontas was â€Å"the instrument to pursue these colonies from death, famine, and utter confusion. † And Pocahontas not only served as a representative of the Virginia Indians, but also as a vital link between the Native Amer icans and the Englishmen.Whatever her contributions, the romantic aspects of her life will stand out in Virginia history forever. Historic portrait of the real Pocahontas in London, age 21, dressed as the Christian lady she had become. Whatever her contributions, the romantic aspects of her life will no doubt stand out in Virginia history forever She died within months. This portrait hangs in the National Portrait Gallery of the Smithsonian, in Washington, D. C. This painting is a later copy of an engraving made during her London visit of 1616. It flatters and Europeanizes her more than does the original engraving, which failed to capture her celebrated allure. pic][pic] 2. Why did Pocahontas die? And what is her death's significances? According to Columbia Electronic Encyclopedia, 6th Edition; Pocahontas was killed by smallpox – an White people's disease in a ship which returned from England to her homeland.. She died on March 21,1617 and was burried at Gravesend. Her death was one of the case which represent for the cultural chiasma between Native American and White people. The death of Pocahontas and the subsequent death of her father led the relationship between the colonists and the natives become worse. D. Understanding John Smith's work: . What specific details of Indian life and Indian nature does the account reveal? Indian life which was decribed by John Smith was familiar with current audiences since they could easily find out many similar characteristics which concerned to Native American on television program, newspapers or history researches. The first thing we could conclude about the Red people was they lived a simple life which closely to the nature as they used almost things made from the environment such as using feathers â€Å"instead of a towel† to dry hand, wearing skinned robe with â€Å"all the tails hanging by† (p. 3). â€Å"Their head and shoulders painted red† and used â€Å"white down of birds† to h elp them more beautiful (p. 43). They seemed not have any idea about tresury metals like gold, diamond which White people were looking for. They only focused on their simple, traditional comunity by using primitive and ancient tools such as â€Å"robes, shoes, bows, arrows†Ã¢â‚¬ ¦ Moreover, Indian society was different from ours in some specific ways. Equality and justice was emphasized and took stock in each citizen no matter who they were, what their social status was.For example, in John Smith's work, although Powhatan was the chief King of Red people, he still made â€Å"his own robes, shoes, bows, arrows, pots; lant, hunt, or do any thing so well as the rest† (p. 43). In addition, democracy was the thing which could be revealed and complimented as well. For instance, when John Smith was captured, â€Å"a long consultation was held† between the King, courtiers and other people to make the final decision. Finally, their culture was special and colorful as the y often â€Å"disguised† and â€Å"bedecked† themselves with tail, â€Å"white down of bird† (p. 43)†¦Followed the account, the Indian nature was absolutely rich, wealthy and bounteous. It was also described through the Native people's appearence with red color on their head, â€Å"great chain of white beads about their neck†Ã¢â‚¬ ¦ (p. 43) How much confidence do you have in the truth of these details as related by Captain Smith? In our group's work, since we considered that John Smith's account was veracious and had many similarities to the reality not only in Indian culture which we easily found in television, newspapers, films but also in the detail that Pocahontas had saved his life.There were many researched told this story and proved that Pocahontas used to rescue him such as Pocahontas and Her World (1969) by G. S. Woodward or Columbia Electronic Encyclopedia, 6th Edition (2010). Thus, we concluded that there was about 90 percentage of John Sm ith's work is true and the rest part might be hyperbolized by his imagine and mannerism. 2. How do you account for the popularity of this story in American legend? The story of Pocahontas is very popular. Almost people in America and also around the world know this.So it really becomes the big inspiration for many people to institute their creation. For example: The very famous picture â€Å"The Baptism of Pocahontas† painted by John Gadsby Chapman in 1840. This explained the characters in the painting, and praised the Jamestown settlers for introducing Christianity to the â€Å"heathen savages. â€Å"[pic] In the 19th century, John Brougham produced a burlesque, Po-ca-hon-tas, or The Gentle Savage. It debuted in 1855 and became an instant hit. Po-ca-hon-tas remained a staple of theatre troupes and blackface minstrel companies for the next 30 years, typically as an afterpiece .Several films about Pocahontas have been made and two of the most famous film are Pocahontas (1995 ), It was produced by  Walt Disney Feature Animation [pic] The New World  (2005)  written and directed by  Terrence Malick [pic] The song â€Å"color of wind† is also mention about Pacahontas. Performed by Vanessa Lynn Williams who is the very famous singer and had won the miss American contest in 1984. [pic] 3. What typical American traits do you find in Captain John Smith? John Smith was an adventurer, discoverer, writer, and the best founding father of America.Captain John Smith risked his life, his reputation and property to establish a colony in America. He contributed a great deal to the creation and survival of the English Colony in America which is the birthplace of the United States. John Smith was a self-made man. He left his English homeland to seek a life of adventure with honor. His leadership quality during crisic was another American trait, optimistic and tolerance. Captain Smith did not have attention to revenge for his partners who was killed by Nativ e Americans. That means he got generosity in his heart. Moreover, he got along with Indian well.And he was also steptical when he was captured by Narive Americans. So John Smith’s characteristics look like the American people now. They are clever, self-made, friendly and especially they always like to find out a new change for their life Work Cited Hadas, Pamela White. â€Å"POCAHONTAS FROM HER NEW WORLD. † Kenyon Review 5. 2 (1983): 24-34. Academic Search Complete. EBSCO. Web. 3 Oct. 2011. P. L. Barbour, Pocahontas and Her World (1969); G. S. Woodward, Pocahontas (1969). PhD. Le, Thanh Thi, ed. â€Å"Pocahontas Incident. † American Literature. Ho Chi Minh: Education, 2007. 42-44. Print. â€Å"Pocahontas. Columbia Electronic Encyclopedia, 6th Edition (2010): 1. Academic Search Complete. EBSCO. Web. 3 Oct. 2011. Silver, Marc. â€Å"Pocahontas, for real. † U. S. News & World Report 118. 24 (1995): 61. Academic Search Complete. EBSCO. Web. 3 Oct. 2011. TRAT NER, MICHAEL. â€Å"TRANSLATING VALUES: MERCANTILISM AND THE MANY â€Å"BIOGRAPHIES† OF POCAHONTAS. † Biography: An Interdisciplinary Quarterly 32. 1 (2009): 128-136. Academic Search Complete. EBSCO. Web. 3 Oct. 2011. http://pocahontas. morenus. org/poca_pic. html http://www. preservationvirginia. org/rediscovery/page. php? page_id=26 http://pocahontas. morenus. org/index. html