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Wednesday, July 31, 2019

Assessment Of Learning Essay

Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often  contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. TEACHERS’ ROLES IN ASSESSMENT OF LEARNING Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide †¢ a rationale for undertaking a particular assessment of learning at a particular  point in time †¢ clear descriptions of the intended learning †¢ processes that make it possible for students to demonstrate their competence and skill †¢ a range of alternative mechanisms for assessing the same outcomes †¢ public and defensible reference points for making judgements Rethinking Classroom Assessment with Purpose in Mind †¢ 55. The purpose of assessment that typically comes at the end of a course or unit of instruction is to determine the extent to which the instructional goals have been achieved and for grading or certification of student achievement. (Linn and Gronlund, Measurement and Assessment in Teaching ) Reflection: Think about an example of assessment of learning in your own teaching and try to develop it further as you read this chapter. 56 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 †¢ transparent approaches to interpretation †¢ descriptions of the assessment process †¢ strategies for recourse in the event of disagreement about the decisions. With the help of their teachers, students can look forward to assessment of learning tasks as occasions to show their competence, as well as the depth and breadth of their learning. PLANNING ASSESSMENT OF LEARNING The purpose of assessment of learning is to measure, certify, and report the level  of students’ learning, so that reasonable decisions can be made about students. There are many potential users of the information:†¢ teachers (who can use the information to communicate with parents about their children’s proficiency and progress) †¢ parents and students (who can use the results for making educational and vocational decisions) †¢ potential employers and post-secondary institutions (who can use the information to make decisions about hiring or acceptance) †¢ principals, district or divisional administrators, and teachers (who can use the information to review and revise programming). Assessment of learning requires the collection and interpretation of information about students’ accomplishments in important curricular areas, in ways that represent the nature and complexity of the intended learning. Because genuine learning for understanding is much more than just recognition or recall of facts or algorithms, assessment of learning tasks need to enable students to show the complexity of their understanding. Students need to be able to apply key concepts, knowledge, skills, and attitudes in ways that are authentic and consistent with current thinking in the knowledge domain. What am I  assessing? Why am I assessing? Rethinking Classroom Assessment with Purpose in Mind †¢ 57 Assessment of Learning In assessment of learning, the methods chosen need to address the intended curriculum outcomes and the continuum of learning that is required to reach the outcomes. The methods must allow all students to show their understanding and produce sufficient information to support credible and defensible statements about the nature and quality of their learning, so that others can use the results in appropriate ways. Assessment of learning methods include not only tests and examinations, but  also a rich variety of products and demonstrations of learning—portfolios, exhibitions, performances, presentations, simulations, multimedia projects, and a variety of other written, oral, and visual methods (see Fig. 2. 2, Assessment Tool Kit, page 17). What assessment method should I use? Graduation Portfolios Graduation portfolios are a requirement for graduation from British Columbia and Yukon Senior Years schools. These portfolios comprise collections (electronic or printed) of evidence of students’ accomplishments at school, home, and in the community, including demonstrations of  their competence in skills that are not measured in examinations. Worth four credits toward graduation, the portfolios begin in Grade 10 and are completed by the end of Grade 12. The following are some goals of graduation portfolios: †¢ Students will adopt an active and reflective role in planning, managing, and assessing their learning. †¢ Students will demonstrate learning that complements intellectual development and course-based learning. †¢ Students will plan for successful transitions beyond Grade 12. Graduation portfolios are prepared at the school level and are based on specific Ministry criteria and standards. Students use the criteria and standards as guides for planning, collecting, and presenting their evidence, and for self-assessing. Teachers use the criteria and standards to assess student evidence and assign marks. There are three major components of a graduation portfolio: 1. Portfolio Core (30 percent of the mark). Students must complete requirements in the following six portfolio organizers: arts and design (respond to an art, performance, or design work); community involvement and responsibility (participate co-operatively and respectfully in a  service activity); education and career planning (complete a graduation transition plan); Employability skills (complete 30 hours of work or volunteer experience); information technology (use information technology skills); personal health (complete 80 hours of moderate to intense physical activity). 2. Portfolio Choice (50 percent of the mark). Students expand on the above areas, choosing additional evidence of their achievements. 3. Portfolio Presentation (20 percent of the mark). Students celebrate their learning and reflect at the end of the portfolio process. ( Portfolio Assessment and Focus Areas: A Program Guide) 58 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. Assessment of learning is designed to be summative, and to produce defensible and accurate descriptions of student competence in relation to defined outcomes and, occasionally, in relation to other students’ assessment results. Certification of students’ proficiency should be based on a rigorous, reliable, valid, and equitable process of assessment and evaluation. Reliability  Reliability in assessment of learning depends on how accurate, consistent, fair, and free from bias and distortion the assessment is. Teachers might ask themselves: †¢ Do I have enough information about the learning of this particular student to make a definitive statement? †¢ Was the information collected in a way that gives all students an equal chance to show their learning? †¢ Would another teacher arrive at the same conclusion? †¢ Would I make the same decision if I considered this information at another time or in another way? Reference Points Typically, the reference points for assessment of learning are the learning  outcomes as identified in the curriculum that make up the course of study. Assessment tasks include measures of these learning outcomes, and a student’s performance is interpreted and reported in relation to these learning outcomes. In some situations where selection decisions need to be made for limited positions (e. g. , university entrance, scholarships, employment opportunities), assessment of learning results are used to rank students. In such norm-referenced situations, what is being measured needs to be clear, and the way it is being measured needs to be transparent to anyone who might use the assessment  results. Validity Because assessment of learning results in statements about students’ proficiency in wide areas of study, assessment of learning tasks must reflect the key knowledge, concepts, skills, and dispositions set out in the curriculum, and the statements and inferences that emerge must be upheld by the evidence collected. How can I ensure quality in this assessment process? Rethinking Classroom Assessment with Purpose in Mind †¢ 59 Assessment of Learning Record-Keeping Whichever approaches teachers choose for assessment of learning, it is their records that provide details about the quality of the measurement. Detailed records of the various components of the assessment of learning are essential, with a description of what each component measures, with what accuracy and against what criteria and reference points, and should include supporting evidence related to the outcomes as justification. When teachers keep records that are detailed and descriptive, they are in an excellent position to provide meaningful reports to parents and others. Merely a symbolic representation of a student’s accomplishments (e. g. , a letter grade or percentage) is inadequate. Reports to parents and others should identify the  intended learning that the report covers, the assessment methods used to gather the supporting information, and the criteria used to make the judgement. Feedback to Students Because assessment of learning comes most often at the end of a unit or learning cycle, feedback to students has a less obvious effect on student learning than assessment for learning and assessment as learning. Nevertheless, students do Ho w can I use the information from this assessment? Guidelines for Grading 1. Use curriculum learning outcomes or some clustering of these (e. g. , strands) as the basis for grading. 2.  Make sure that the meaning of grades comes from clear descriptions of curriculum outcomes and standards. If students achieve the outcome, they get the grade. (NO bell curves! ) 3. Base grades only on individual achievement of the targeted learning outcomes. Report effort, participation, and attitude, for example, separately, unless they are a stated curriculum outcome. Any penalties (e. g. , for late work, absences), if used, should not distort achievement or motivation. 4. Sample student performance using a variety of methods. Do not include all assessments in grades. Provide ongoing feedback on formative  performance using words, rubrics, or checklists, not grades. 5. Keep records in pencil so they can be updated easily to take into consideration more recent achievement. Provide second-chance assessment opportunities (or more). Students should receive the highest, most consistent mark, not an average mark for multiple opportunities. 6. Crunch numbers carefully, if at all. Consider using the median, mode, or statistical measures other than the mean. Weight components within the final grade to ensure that the intended importance is given to each learning outcome. 7. Make sure that each assessment meets quality standards (e.g. , there should be clear targets, clear purpose, appropriate target-method match, appropriate sampling, and absence of bias and distortion) and is properly recorded and maintained (e. g. , in portfolios, at conferences, on tracking sheets). 8. Discuss and involve students in grading at the beginning and throughout the teaching and learning process. (Adapted from O’Connor, How to Grade for Learning ) Resource: Marzano, Transforming Classroom Grading 60 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 rely on their marks and on teachers’ comments as indicators of their level of  success, and to make decisions about their future learning endeavours. Differentiating Learning In assessment of learning, differentiation occurs in the assessment itself. It would make little sense to ask a near-sighted person to demonstrate driving proficiency without glasses. When the driver uses glasses, it is possible for the examiner to get an accurate picture of the driver’s ability, and to certify him or her as proficient. In much the same way, differentiation in assessment of learning requires that the necessary accommodations be in place that allow students to make the particular learning visible. Multiple forms of assessment offer multiple pathways for making student learning transparent to the teacher. A particular curriculum outcome requirement, such as an understanding of the social studies notion of conflict, for example, might be demonstrated through visual, oral, dramatic, or written representations. As long as writing were not an explicit component of the outcome, students who have difficulties with written language, for example, would then have the same opportunity to demonstrate their learning as other students. Although assessment of learning does not always lead teachers to differentiate  instruction or resources, it has a profound effect on the placement and promotion of students and, consequently, on the nature and differentiation of the future instruction and programming that students receive. Therefore, assessment results need to be accurate and detailed enough to allow for wise recommendations. Reporting There are many possible approaches to reporting student proficiency. Reporting assessment of learning needs to be appropriate for the audiences for whom it is intended, and should provide all of the information necessary for them to make reasoned decisions. Regardless of the form of the reporting,  however, it should be honest, fair, and provide sufficient detail and contextual information so that it can be clearly understood. Traditional reporting, which relies only on a student’s average score, provides little information about that student’s skill development or knowledge. One alternate mechanism, which recognizes many forms of success and provides a profile of a student’s level of performance on an emergent-proficient continuum, is the parent- student-teacher conference. This forum provides parents with a great deal of information, and reinforces students’ responsibility for their learning. The Communication System Continuum: From Symbols to Conversations (O’Connor, How to Grade for Learning ) Grades Report cards (grades and brief comments) Infrequent informal communications Parent-teacher interviews Report cards with expanded comments Frequent informal communication Student-involved conferencing Student-led conferencing Reflection: What forms do your reports of student proficiency take? How do these differ according to audience? Rethinking Classroom Assessment with Purpose in Mind †¢ 61 Assessment of Learning An Example of Assessment of Learning. Elijah was interested in assessing student mastery of both the modern and the traditional skills required for survival in the Nunavut environment where he teaches. The overarching theme of survival is taught in the early grades and culminates at the senior level in a course delivered in Inuktitut. Students learn how to take care of themselves and others, and how to adapt what they know to the situation at hand. Survival requires not only skills and knowledge, but also a concept the Inuit people call qumiutit, or the ability in an emergency situation to pull out of stored memory information that will enable a person to cope, not panic. Traditionally, this was learned in a holistic manner, grounded in Inuit traditional guiding principles that were nurtured and developed from birth, and taught and reinforced in daily living. Throughout the term, Elijah took his students to an outdoor area to practise on-the-land survival activities, using both traditional and modern methods. He always took with him a knowledgeable Elder who could give the students the information they needed to store away in case of emergency. The students watched demonstrations of a skill a number of times. Each student then practised on his or her own, as Elijah and the Elder observed and assisted. Elijah knew that students need to have a high level of expertise in the survival skills appropriate for the northern natural environment. Elijah assessed each student on each survival skill (e. g. , making fire the traditional way, tying the knots required for the qamutik cross-pieces on a sled). What am I assessing? I am assessing each student’s performance of traditional and modern survival skills. Why am I assessing? I want to know which survival skills each s tudent has mastered and their readiness to s urvive in the natural environment. 62 †¢ Rethinking Classroom Assessment with Purpose in Mind. Chapter 5 Elijah knew that the best way to determine if students have mastered the skills is to have them perform them. When students believed they were ready, Elijah created an opportunity for them to demonstrate the mastered skill to a group of Elders, who then (individually, then in consensus) determined if the performance was satisfactory. A student’s competence in a survival skill is often demonstrated by an end product. For example, competence in knot tying is demonstrated by a knot that serves its purpose, and competence in fire building is demonstrated by a fire that is robust. As the Elders judged each student’s performance of the skills, Elijah recorded the results. He shared the information with each student and his or her parents in a final report, as shown here. Ho w can I use the informatio n from this assessment? Now that I know which skills each of the students has mastered, I can report this information to the s tudents and their parents. I can use this information to identify a learning path for each s tudent. How can I ensure quality in this assessment process? Ensuring quality with this approach involves clear criteria: either the student performs the skill s uccessfully or does not. I need to provide adequate opportunities for the s tudent to demonstrate the skills under various conditions and at various times. What assessment method should I use? I need an approach in which students can demonstrate the traditional survival skills that they learned. The method I choose should also allow me to identify which skills they did not master. Rethinking Classroom Assessment with Purpose in Mind †¢ 63 Assessment of Learning Shelters: †¢ emergency shelters †¢ igloo building4 †¢ qamaq5 †¢ tents Transportation needs: †¢ making the knots required for the qamutik cross pieces on a sled †¢ building a kayak/umiak. †¢ fixing a snowmobile (spark plugs, repairing track, drive belt) †¢ keeping a boat seaworthy Navigational issues: †¢ reading the land †¢ reading the sky †¢ understanding seasonal variations †¢ reading inuksuit †¢ using GPS †¢ map reading Preparation for land travel: †¢ packing a qamutiq (sled) †¢ load, balance †¢ necessities: snow knife, rope, food, water, heat source †¢ letting others know where you are going †¢ necessary tools, supplies, snowmobile parts, fuel †¢ using communication devices Food sources: †¢ plants and their nutritional properties †¢ hunting, skinning, and cutting up seal, caribou, etc. †¢ kinds of food to take on the land,  and their nutritional properties ____________________ 4. Expertise in igloo building includes understanding of types of snow, the shape and fit of blocks, and the use of a snow- knife. 5. A qamaq is a rounded house, built of scrap wood or bones, and covered with skins, cardboard, or canvas. Report on Survival Skills Student: _______________________________________________ Date: _______________________ Traditional Survival Skills Modern Survival Skills Adaptability to the Seasons Attitude Success Next Steps 1) Skills Building a fire / means of keeping warm: †¢ fuel sources †¢ getting a spark †¢ propane heaters, stoves †¢ clothing. 2) Relationship to the Seasons Assessing conditions / recognizing danger signs: †¢ seasonal changes †¢ land changes †¢ water changes †¢ wind changes †¢ weather changes Climatic changes: †¢ weather changes and how this affects the land and water †¢ knowledge of animals and their characteristics and behaviours 3) Attitudinal Influences (Having the right attitude to learn) †¢ respect for the environment (cleaning up a campsite upon leaving, dealing with the remains of an animal, not over-hunting/fishing) †¢ respect for Elders and their knowledge †¢ ability to learn from Elders 64 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5. Elijah’s report identified which of the students had mastered the specified skills required to survive in the Nunavut environment. It outlined other areas (such as adaptability to the seasons and attitudinal influences) about which peers, parents, and family members would need to provide input before a comprehensive assessment could be made. The assessment also identified those students not yet ready to survive in the natural environment. But the Elders did not stop working with the students who did not reach mastery. Elders see learning as an individual path in which skills, knowledge, and attitudes are acquired along the way. If a particular skill was beyond the capability of a student, the Elders identified other areas where that person could contribute to the common good of the community, and was accepted for the gifts he or she brought to the group. In this way, the Elders helped Elijah differentiate the learning path for each of his students. SUMMARY OF PLANNING ASSESSMENT OF LEARNING Assessment for Learning Assessment as Learning Assessment of Learning Why Assess? To enable teachers to determine next steps in advancing student learning to guide and provide opportunities for each student to monitor and critically reflect on his or her learning, and  identify next steps Assess What? each student’s progress and learning needs in relation to the curricular outcomes each student’s thinking about his or her learning, what strategies he or she uses to support or challenge that learning, and the mechanisms he or she uses to adjust and advance his or her learning. What Methods? a range of methods in different modes that make students’ skills and understanding visible a range of methods in different modes that elicit students’ learning and metacognitive processes Ensuring Quality †¢ accuracy and consistency of observations and interpretations of student learning  Ã¢â‚¬ ¢ clear, detailed learning expectations †¢ accurate, detailed notes for descriptive feedback to each student †¢ accuracy and consistency of student’s self-reflection, self-monitoring, and self-adjustment. †¢ engagement of the student in considering and challenging his or her thinking †¢ students record their own learning Using the Information †¢ provide each student with accurate descriptive feedback to further his or her learning †¢ differentiate instruction by continually checking where each student is in relation to the curricular outcomes †¢ provide parents or guardians with descriptive feedback about student  learning and ideas for support. †¢ provide each student with accurate descriptive feedback that will help him or her develop independent learning habits †¢ have each student focus on the task and his or her learning (not on getting the right answer) †¢ provide each student with ideas for adjusting, rethinking, and articulating his or her learning †¢ provide the conditions for the teacher and student to discuss alternatives †¢ students report about their learning Rethinking Classroom Assessment with Purpose in Mind. †¢ 65 Assessment of Learning to certify or inform parents or others of student’s proficiency in  relation to curriculum learning outcomes the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes a range of methods in different modes that assess both product and process †¢ accuracy, consistency, and fairness of judgements based on high-quality information †¢ clear, detailed learning expectations †¢ fair and accurate summative reporting †¢ indicate each student’s level of learning †¢ provide the foundation for discussions on placement or promotion †¢ report fair, accurate, and detailed information that can be used to decide the next steps in a student’s learning.   

Tuesday, July 30, 2019

Artificial Birth Control Essay

Artificial birth control methods have been used for thousands of years. The hieroglyphics of ancient Egyptians show a figure of an Egyptian male wearing a device around the penis to help prevent pregnancy during intercourse. And there are other cultures which use condoms made of linen or animal intestines. Until now, historians and researchers are still debating on whether the condoms are for ritual purposes or not. â€Å"Artificial Birth Control† is most commonly heard in relation to religious teachings on family planning. Many sectors especially religion encourage the use of natural family planning as opposed to artificial birth control because they believe that using artificial contraception is opposite to God’s will. But there are also non-religious people who preferred not to use artificial birth control for personal, ethical or medical reasons. Artificial birth control can be defined as any product, procedure or practice that uses artificial or unnatural means to prevent pregnancy. Barrier methods such as condoms, Intra uterine Devices (copper), diaphragms, cervical cap, and sponge, hormonal methods such as the pill, IUDs (hormonal), and emergency contraception. There are also injections, spermicides, and surgical sterilization procedures such as tubal ligation and vasectomy which are all considered to be artificial birth control methods. This paper includes the different types and examples of artificial birth control and their advantages and disadvantages. Condoms A condom is a device made of fine rubber (latex). It avoids unwanted pregnancies and sexually transmitted diseases (STDs), including AIDS and HIV. The use of condoms is one of the easiest, most reliable and effective methods. But one should take few precautionary measures before using it; they must ensure that it is not torn or ruptured and that they are using it before the expiry date. For a male condom, the man covers his penis with a condom during sexual intercourse in order to prevent the sperm from entering the vagina. A female condom is also made if fine rubber (latex) that when used it must be entirely aligned to vagina. The two types of female condom are the FC or FC2 female condom and the VA w.o.w. Condom Feminine. The FC female condom is a 17 cm (6.5 inches) in length. There is a flexible ring at each end. At the closed end of the sheath, the flexible ring is inserted into the vagina to anchor the condom in place. While at the open end, the ring stays outside the vulva at the entrance to the vagina. The VA w.o.w. Condom Feminine when not stretched is around 9 cm (3.5 inches) – though it is very elastic. It has a rounded triangular frame at the open end and a sponge inside the closed end, which helps to hold the condom inside the vagina. Condoms are easily obtained, cheap, very effective, it protects against sexually transmitted disease, and it possibly reduces risk of cervical cancer. But it interrupts the foreplay, it reduces sensitivity for both or either partner, it requires great care, and it sometimes causes allergy. Intra uterine Devices (IUD) – Copper IUD is a birth control device made of soft plastic and has the shape of the English letter T and is placed in the uterus. It is a long-term method that prevents pregnancy for 3-5 years. Copper is wound on the lower part and on the tip of the T are the two threads. With the help of the threads, women can check if it is inserted properly. Copper T does not create any problems during copulation and it can be used immediately after childbirth. But unlike condoms, it does not protect the user from AIDS and other sexually transmitted diseases. Diaphragm Diaphragm is a thin rubber dome with an elastic and flexible rim. It is inserted into the vagina and fits over the cervix that is hold in place by vaginal muscles. The diaphragm holds spermicide in place over the cervix; spermicide kills sperm and prevents fertilization. Diaphragms are 86-94% effective as birth control. It is cheap, the female partner is the one that takes the responsibility, there is no interruption during intercourse, there is no loss of sensation for either partner, it reduces of bacteria related STDs, couples may feel less inhibited when the woman is menstruating, and pre – malignancy and cervical malignancy are reduced. But it is uncomfortable to insert and remove from vagina, it requires a doctor to fit and check it, it requires preparation, some male partners are aware of the cap and may not like it, there is no protection against viral conditions such as herpes simplex or HIV, it sometimes cause allergy, and it cannot be fitted before first intercourse, if there is a vaginal septum or utero-vaginal prolapsed. Cervical Cap Cervical cap is a device inserted into the vagina that fits over the cervix to blocked the sperm from entering the uterus and prevents fertilization. After intercourse, it should be left in place for 8 hours. Cervical covers are 84-91% effective at preventing pregnancy for women who have never given birth and 68-74% effective for women who have given birth. Cervical cap can be inserted many hours before sexual intercourse, it is easy to carry around, it is comfortable to use, it does not alter menstrual cycle and affect future fertility, and it may help the user to better know her body. But cervical cap does not protect against HIV or AIDS, it requires a fitting in a clinic, it is difficult to insert or remove, it can be dislodged during sexual intercourse, and there can be possible allergic reactions. Birth Control Sponge The birth control sponge is made of plastic foam that contains spermicide. It is soft, round, and about two (2) inches in diameter. It has a nylon loop attached to the bottom for removal and it is inserted deep into the vagina before sexual intercourse. The sponge avoids pregnancy by keeping sperm from joining with an egg. The sponge may cover the cervix and blocks the sperm from entering the uterus or it can continuously release a spermicide that keeps the sperm from moving. The birth control sponge can be carried in pocket or purse, it can’t be felt by either partner, it has no effect on a woman’s natural hormones, it does not interrupt sex play, and it can be used during breastfeeding. But it may be difficult for some women to insert or remove the sponge, it may cause vaginal irritation, and it may make sex too messy or too dry because sponge requires too much liquid. Contraceptive Pills Most hormonal birth control methods contain the hormones estrogen and progestin, although some contain progestin only. Hormonal contraceptive pills work by preventing females from ovulating or releasing eggs from their ovaries each month, and by thinning the lining of the uterus to keep a pregnancy from implanting. Without an egg to be fertilized by sperm, pregnancy cannot occur. Contraceptive pill is a very effective birth control but there are also side effects like significant mood swings and decreased libido. Intra uterine Devices (IUD) – Hormonal Hormonal uterine devices sometimes called Intra Uterine Systems were first introduced in 1990. It releases levonorgestrel, a progestogen, and may be used for five years. Hormonal Intra Uterine Devices do not increase bleeding as inert and copper-containing IUDs do. Rather, they reduce menstrual bleeding or prevent menstruation altogether, and can be used as a treatment for menorrhagia (heavy periods). The use of Intra Uterine Systems results in much lower systemic progestogen levels than other very-low-dose progestogen-only hormonal contraceptives; they might possibly have some of the same side effects like loss of libido, possible cervical cancer, vaginal infection, anxiety and nervousness, and pain in lower abdominals. Emergency Contraception The emergency contraception is also known as the morning-after pill. It is a safe and effective way to prevent pregnancy after unprotected intercourse. It can be started up to five days or 120 hours after unprotected intercourse. The hormone in the morning-after pill prevents pregnancy by thickening a woman’s cervical mucus and by thinning the lining of the uterus. The mucus blocks sperm and keeps it from joining with an egg which could prevent pregnancy by keeping a fertilized egg from attaching to the uterus. Injections Injections are 99% effective that is scheduled every 3 months. Depo-Provera ®, one of the two types that are now available, contains progesterone that is similar to what the body produces. It prevents release of the egg from the ovary and causes changes in cervical mucus and the lining of the uterus. The second one is the Lunelle ® which contains two hormones like the pill, so it has the same side effects as the pill. Spermicides Spermicides can come in different form like cream, gel, foam, film, and suppositories. Most spermicides contain nonoxynol-9 which is a chemical that kills sperm. Spermicides immobilize and kill the sperm before they are able to swim into the uterus. To be effective, the spermicide must be placed deep in the vagina, close to the cervix. Creams, gels, and foams are squirted into the vagina using an applicator. But spermicides are more effective when used with another method of birth control, such as a condom or diaphragm. Spermicides are only effective for an hour, not all women can use it and some have an allergic reaction to the substances. Sterilization Sterilization is a form of birth control and all the procedures are meant to be permanent. For females (Tubal Ligation), a minor operation that blocks a woman’s fallopian tubes, the tubes that carry the egg to the uterus; female sterilization works by blocking the egg from reaching sperm. For males (Vasectomy), requires minor surgery on the scrotum to cut the vasa deferentia, the tubes that carry sperm. This operation keeps sperm from mixing into the semen when men ejaculate. Without sperm, fertilization of an egg cannot occur and pregnancy is prevented. Sterilization provides permanent birth control, allows sexual spontaneity, requires no daily attention, does not affect pleasure, and it is also not messy. But it does not protect against sexually transmitted infections, including HIV/AIDS, it is not immediately effective, it requires minor surgery in a clinic and a possible regret if the couple wish to have one or more child. References: http://www.avert.org/female-condom.htm http://en.wikipedia.org/wiki/Intrauterine_device http://www.tarahaat.com/health_ABC.aspx http://www.livestrong.com/article/201512-types-of-artificial-methods-for-family-planning/ http://www.modernmom.com/article/what-is-the-meaning-of-artificial-birth-control http://www.ehow.com/facts_5004780_what-meaning-artificial-birth-control.html http://www.fwhc.org/birth-control/diaphram.htm

Monday, July 29, 2019

Faculty of Business Environment and Society Essay - 5

Faculty of Business Environment and Society - Essay Example Understanding different cultures play a role in ensuring that the managers understand the dynamics of managing a business in a different environment with different organisational culture (Adamou, 2014). On the other hand, language barrier is another factor that international managers need to consider when operating beyond international borders. Developing an extensive knowledge of different foreign languages is important for international managers in terms of improving communications when working with different teams in different regions globally. Understanding foreign languages is necessary for international managers in terms of ensuring projects are completed on time. Communication between managers and project teams is critical in ensuring that work is done in an efficient and proper manner. In addition, acquisition other languages help international managers to accommodate the needs of workers and that of the locals. In a globalised business environment, multinational companies are found in different regions across the globe. Consequently, establishing a multinational company in a foreign land requires international managers to establish a cordial relationship with the locals an d including their governments. In essence, understanding the needs of the locals and how their governments operates assist international managers to come up with strategies suitable for operating in different business environments across the world (Adamou, 2014). The demanding role of international managers requires adaptability, flexibility, open-mindedness, making friends and acquisition of foreign languages to operate efficiently in a globalised business arena. International managers need to be more adaptable in terms of ensuring that they move the international organisations they manage in the right direction. The global business environment today is competitive with many international organisations competing for

Sunday, July 28, 2019

IKEA marketing concept Essay Example | Topics and Well Written Essays - 2000 words - 1

IKEA marketing concept - Essay Example The consumer lacks consideration, but the cost of production is considered. It is favorable for goods sold to highly sophisticated customers. (Hilstrich 2000 page 12). The benefits of value-based pricing are the ability to set prices that are likely to attract buyers because of the market consideration. The major challenge for this approach is the extensive need of advertisement to sell the brand name to customers for them to accept its benefits. The profit margin is also extremely low, and it is not easily accounted for entirely. It can also alienate some customers who purchase based on pricing. (Hilstrich 2000 page 24). Cost based pricing benefits ranges from the high profit margins by goal setting by the company. The greatest drawback is the high pricing that may exceed the consumer threshold, which leads to a struggle in the generation of enough volumes for the market. It also ignores the image of the product to consumers and thus lower profit per sale than would otherwise be realized. The IKEA Company uses the value based pricing strategy in the pricing of its products. This is the best pricing strategy that the company uses to provide the home products to its customers. A nonprofit oriented company provides the goods to the market at somehow consumer friendly prices. The company also enjoys a large market and is being exempted from taxation due to consumer consideration during pricing. During the company’s establishment, they used the penetrating pricing strategy by offering lower prices for their products in order to attract the market. This approach made them accrue a larger market around the world. Their production costs were also low because they used the prisoners as their source of labor. With time, they gained momentum in business but continued offering their products at lower prices. They were exempted from taxation due to this undertaking. They did not mostly use the skimming approach though they were a significant competitor in the market. To att ract other companies into the market, they used the skimming approach, which later lowers the prices due to increased supply in the market. The company’s aim is to provide the household products to the market at lower prices. They are exempted from taxation and the profits accrued are shared to the owner at a constant rate. Economic recession forces it to increase the prices as well as the other competitors increase their prices. The economy approach also gets used because the costs of marketing and product promotion are low. The price notations at different times of the year by using offers are common in the company. The power pricing consideration shows that the company determines its prices in relation to the price elasticity of demand. Therefore, an increase in the prices of its products does not decrease the demand of its products. The increase in prices is so low and thus it has a little effect on the demand. Question 2 – on distribution Hilstrich, 2000 states th at vertical marketing is a form of distribution from the producer to the wholesaler, then to the retailer and to the consumer with the aim of targeting a given industrial niche. This is carried out by related businesses that take part in the provision of a given specialized needs. Horizontal marketing is a form of distribution channel whereby many organizations, which are at the same level, join for capitalizing on

Saturday, July 27, 2019

Helicobacter pylori (Microbiology CS3) Case Study

Helicobacter pylori (Microbiology CS3) - Case Study Example It is also believed to be the etiologic agent for peptic ulcers, gastritis and other gastric disorders (Mobley, Mendz and Hazell, 2001). H. pylori produces several key enzymes that enable it to survive in the host. The enzyme, urease, catalyses the breakdown of urea, which is abundantly available in the stomach, into ammonia and bicarbonate (Helicobacter Foundation, 2006). The resulting ammonia surrounds the bacteria, proving a basic (low pH) environment that protects the bacteria from stomach acid. Another enzyme, superoxide dismutase, protects the bacteria from being killed by macrophages and polymorhonuclear leukocytes by breaking down the dismutase produced by them (Mobley, Mendz and Hazell, 2001). Catalase protects the bacteria from hydrogen peroxide produced by phagocytes (Mobley, Mendz and Hazell). According to the Centers for Disease Control and Prevention, H. pylori infection afflicts almost two-thirds of the entire population of the world (CDC, 2005). Developing countries have a higher incidence of H. pylori infection than developed countries (Mobley, Mendz and Hazell, 2001). The infection is more prevalent among lower socio-economic groups and in older adults (CDC, 2005). In the US, Hispanics and African Americans are found to be the most affected (CDC, 2005). The rate of acquisition of the infection differs greatly, both within and across countries (Mobley, Mendz and Hazell, 2001). The bacteria first adhere to the mucin in the epithelial cells of the gastric mucosa (Mobley, Mendz and Hazell, 2001). By altering the rheological properties of the mucus gel, the bacteria coats the lining of the stomach wall (Celli et al. 2009). It then generates a cloud of ammonia around itself to achieve low pH for protection from stomach acid. The ammonia is produced by the hydrolysis of urea. The bacteria also produces phospholipase A that degrades cell membranes by breaking down phospholipids (Mobley,

Friday, July 26, 2019

The Conception of International Justice Essay Example | Topics and Well Written Essays - 1750 words

The Conception of International Justice - Essay Example It was revised and translated in both 1975 and 1999 but was originally published in 1971. In this theory, Rawls tries to find a solution on the issue of distributive justice by utilization of the social contract. This theory results in the formation of another theory known as Justice as Fairness, which deals with the difference principle and liberty principle (Freeman 2007, p. 10). Justice as Fairness is John Rawls’ political conception of justice. It encompasses two main principles of Equality and Liberty (Rawls 2001, p. 73). The principle of Equality is further divided into the Difference Principle and Fair Equality of Opportunity. He organized them in a prioritizing order as from the Liberty Principle to Fair Equality of Opportunity and finally to the Difference Principle. In case of a conflict in practice, the priorities determine the order of principles. He makes use of the social contract device, inquiring what principles of justice people agree to when making and design ing humanity. Justice as fairness presents a description of human nature further than the traditions of greedy egoist or saintly altruists and believing that human beings are both reasonable and rational (Thomas 2007, p. 54). Human beings become rational to achieve ends they want to meet, but they get reasonable when the ends become cooperatively possible by sticking to mutually suitable regulatory principles. In the Liberty Principle, Rawls claims that every human being has the same and equal right to essential liberties, and became confident that some freedoms and rights are basic than others. In this theory, he eloquently described the Liberty Principle as a broad, fundamental liberty compatible with others and later amended it in Political Liberalism. It involves the freedom of association, expression, conscience, and democratic rights as well as personal property right (Rawls 2001, p. 40). In this theory, Rawls presents economic and social inequalities in a manner that they app eared either of the greatest importance to the least advantaged, dependable with the immediately savings principle, or emotionally involved in positions and offices unlocked to everyone under the circumstance of reasonable equality of opportunity. He argued that this principle guarantee liberties that signify meaningful options to everyone in a society and confirm distributive justice. Fair Equality of Opportunity Principle maintains that positions and offices should be open to the entire citizens regardless of their ethnicity, social background or sex. Here, he argued that a person should get effective equal opportunity like any other of similar natural ability rather than having solitary right to opportunities. The Difference principle allows inequalities that work only to the advantage of the worse off. He brings out the argument about the system where the wealth gets accurately diffused up. Rawls asked himself several questions including the question about how the society would get stable by the use of the principles of justice. He later came up with lecture notes containing the solutions of the above question. The lecture notes were titled Political Liberalism. In Political Liberalism, Rawls pioneered the ideas of both the public reason and overlapping consensus. The scheme of public reason dealt with the regular reason of all citizens (Freeman 2007, p. 127). The overlapping consensus told mostly about how different citizens hold different philosophical and religious

Scientific method of colors Essay Example | Topics and Well Written Essays - 250 words

Scientific method of colors - Essay Example It is interesting to know that the human mind is closely associated to colors. In fact colors have an effect on human behavior as well which is termed as color psychology. Colors have negative effects Studies have confirmed that certain color such as red is highly distractive and arousal in nature and can cause avoidance behavior is people whereas people tend to feel drowsy and sleepy when associated with the color blue (Jalil et al, 2012, p59). It is not only the emotional mind which is affected by colors but color also affect ones memory as well. Studies have shown that both consistency of colors and the right color combination helps in enhancing memory (Dzulkifli and Mustafar, 2013, p.3) Color is also associated with the mood of a person. An angry person would show more preference to colors such as orange or red while a calm person would prefer blue or green. Thus color coding for products or advertisements is often used by marketing strategists to allure consumers. Procedia-Social and Behavorial sciences, 2012,35:54-62. Retrieved from http://ac.els-cdn.com/S1877042812003746/1-s2.0-S1877042812003746-main.pdf?_tid=3b696f3e-582e-11e4-8f22-00000aacb35e&acdnat=1413791811_90d18bbb7bf2382abfcd1578c3788340 on 19 October,

Thursday, July 25, 2019

Change Management Term Paper Example | Topics and Well Written Essays - 1000 words

Change Management - Term Paper Example The intended change initiative has been measured to be cultural in nature where a flexible workplace is aimed to be introduced and is expected to be accepted in the place of a traditional form of workforce. Importance of Change Management There are stated to exist certain strong macroeconomic factors which are expected to turn out to be increasingly powerful in the coming few decades. Owing to such an anticipated and unforeseen situation, organizations will recognize the need to trim down the expenses, enhance the quality of the products as well as services, identifying fresh prospects related to development and escalation of the productivity factor (Kotter, 1996). These factors evidently focus on the requirement of a proper process related to change management in the organizations. Change management is referred to the application of planning, organizing, employing and screening the alterations creating an influence on the production aspect of the concerned organizations. The process needs to be structured in a planned way (ITSM Community, n.d.). In the initial stage, the consciousness regarding the need for an alteration needs to be identified and established. Then, a desire for backing such a change and a requirement of participation needs to be triggered. In the next step, a proper knowledge regarding the ways related to change needs to be communicated to the concerned individuals. The subsequent step would involve the competency to employ the needed expertise and conducts. The final step would involve the aspect of support in order to maintain the change (Hiatt, 2006). The organization considered for this paper plans to introduce a change in the seating arrangements of their employees in order to make available increased floor space in the office. The seating arrangement has been planned for those working staffs who are majorly engaged with work related to manufacturing as well as lab. These employees are learnt to spend most of their working hours in the m anufacturing and the lab areas and are just needed to spend almost 2 hours in an average each day in their respective allocated workspace. It was observed in this respect that the workspace of such individuals remains idle for most of the time in a given working day and for which an opportunity loss was also measured. In order to make the optimum use of office space, the management of the organization planned for an unallocated seating arrangement in replacement of the personal workspace. This particular notion of flexible workspace is assumed to facilitate the organization to accommodate 232 numbers of employees in place of 58 seating spaces in each shift in each day by taking into deliberation the 2-hr window. Need of a Vision Statement The above mentioned change is estimated to be a cultural shift as a flexible workspace concept will be introduced in place of individual workspace. The organization needs to carefully introduce this intended change as the loosing of one’s pe rsonal workspace might lead to resentments among the existing workforce. A planned procedure requires to be employed in order to carry out this change process successfully in the organization. The organization would need to put in additional efforts to make the employees believe in the actuality that the intended change is vital along with

Wednesday, July 24, 2019

Enterprise security plan Research Paper Example | Topics and Well Written Essays - 1250 words

Enterprise security plan - Research Paper Example nes of the proposal are pertinent to information security and privacy that are currently put forward by bodies of the state, federal regulators, and the state. New technologies are coming up in the market daily. Therefore, there is need to safeguard the evolving technologies. In the case where MEMATECH Solutions limited has this need, I have proposed to develop and install a new security plan for the company. The idea behind the plan is to come up with a network that connects all the machines in the organization in protecting the plan from being publicized during the stage of development and research. The paper therefore, discusses the proposal of MEMATECH Solutions limited security plan proposal for the connections that dwells on the authentication mechanisms, policies of password, and the plan’s proposed cost (Pipkin, 2000). I have proposed a security plan for MEMATECH Solutions limited for the connection that will safeguard their new products when researching and developing stages are carried out. The paper proposes a comprehensive plan that deals with password policy, network policy, authentication of data, and the project’s cost. To safeguard the project it is imperative that all information and data are kept on different network, and on servers that are not within the success of the general corporate. This can be achieved by developing new networks through the appliances of Cisco Terascale router or Cisco ASA security, VMware, VLANS, and windows 2008 with the help of IPV6 private addressing. Employing the appliances of ASA security and Terascale, I will be able to monitor and control the entire network and access traffic on the corporate network subset through the firewall features. In conjunction with MAC address, I will implement through filtering to offer more security. The IPV6 IP mechanism will be employed to help it from attempts of network intrusion and brute force. I will use private address to ensure that all the IP address are internal free

Tuesday, July 23, 2019

Web site review asignment Research Paper Example | Topics and Well Written Essays - 1000 words

Web site review asignment - Research Paper Example The three insurance companies reviewed in this paper are namely, AIG, Allianz and American Family Insurance. AIG and Allianz are both well-established in fact they hold the fourth and third places in the world, respectively. Meanwhile, American Family is a fast-growing insurance company established in 1927. Allianz originates in Germany while the other two are American companies. Expectedly, these three companies maintain websites for promotions and other customer concerns. As insurance companies, the three are expected to have something in common: all offer insurance coverage for individuals and businesses. Nevertheless, American Family makes a big difference in terms of its products and services. Table 1 presents a summary of what the three companies offer. The three insurance providers have some products in common including auto, health, life, and home/property insurance. At first glance, one can determine that American Family has more coverage than the two other companies, especially in terms of individual products. Likewise, the other two share the same range of benefits except for educational package, which only AIG offers. Insurance for vehicles have become a common trend, hence the three companies present coverage of such on their websites. Auto insurance usually covers new automobiles, and such is the case with the three companies. All boast of a wide coverage but AIG limits itself to luxury cars. Meanwhile, the two other companies offer almost the same products and services, including coverage of motor vehicles. Both of them have repair and towing services 24 hours a day, under even the most difficult weather conditions. Notably, American Family includes accessory programs to their usual coverage such as the Teen Safe Driver, Auto Rental Reimbursement and discounts to services. It is good to see that the two websites enumerate their programs and services but Allianz has a better way of

Monday, July 22, 2019

Cultural Dimensions Essay Example for Free

Cultural Dimensions Essay 1)Give the definition and objectives of â€Å"your† cultural dimensions (what does the dimension measure? what do you want to measure? For instance : ability to work in groups, individual empowerment (for the individual/collective dimension). Diffuse and Specific orientated cultures – The most apparent difference is the ability to separate private from professional life. In diffused cultures, the private and professional lives are closely linked whereas specific cultures keep them separate. Additionally, specific cultures promote directness, precision, and transparency. Also, people from specific orientated cultures are able to remove themselves from a situation in regards to principles and values. This means that specific orientated cultures encourage objectivity. This is in contrast with the diffuse orientated culture that is more indirect and highly subjective. Furthermore, it can be said that this culture is more informal and social-orientated. 2)Illustrate the dimension referring not only to the professional life. Describe situations in which the dimension may impact behaviors. For instance : when somebody cries in the classroom, (for the neutral/ affective dimension). For example, if a manager is invited to dinner by employees, in a specific-orientated culture, the manager might decline the invitation as he or she wouldn’t feel it is appropriate whereas in a diffuse orientated culture this might be seen as an opportunity to bring informality to the relationship. So in a company based in Germany, this invitation would be seen as inappropriate because Germany has a more specific culture whereas in Finland this wouldn’t necessarily be frowned upon as it is more diffuse orientated. 3)In order to measure â€Å"your† dimension among persons of different nationality, prepare a series or questions (MCQ or Yes/No type are easier to analyze).

Sunday, July 21, 2019

PESTLE Analysis of Sweden

PESTLE Analysis of Sweden Sweden, which occupies the eastern part of the Scandinavian Peninsula, is the fourth-largest country in Europe and is one-tenth larger than California. The country slopes eastward and southward from the Kjà ³len Mountains along the Norwegian border, where the peak elevation is Kebnekaise at 6,965 ft (2,123 m) in Lapland. In the north are mountains and many lakes. To the south and east are central lowlands and south of them are fertile areas of forest, valley, and plain. Along Swedens rocky coast, chopped up by bays and inlets, are many islands, the largest of which are Gotland and Oland. This country is having the area of 449964 sq km slightly larger than California. STOCKHOLM is the capital.They are having the Constitutional monarchy type of government and also have parliamentary democracy. PESTEL ANALYSIS OF THE SWEDEN: As in this country the government is having the constitutional monarchy and has parliamentary democracy. In the economy of the there is a big swap after 1991. This economy is enriched by the sources of the timer, hydropower and iron ore. POLITICAL ANALYSIS: Ordinary general elections to the Swedish Parliament are held every fourth year on the third Sunday in September. County council and municipal council elections take place at the same time. A party must receive at least 4% of the votes in the entire country or 12% in a single electoral district to qualify for any seats in Parliament.Sweden is a constitutional monarchy in which King Karl XVI Gustaf is main head of the state. Sweden is the unitary state currently divided into the 21 countries.Each country has a country administrative board, which is a government appointed board. Its led by a governor appointed for period of six years. The main responsibilities of the County Administrative Board are to coordinate the development of the county in line with goals set in national politics. In each county there is also a County Council or landsting which is a policy-making assembly elected by the residents of the county. Constitutionally, the 349-member Riksdag (Parliament) holds supreme authority in modern Sweden. The Riksdag is responsible for choosing the prime minister, who then appoints the government (the ministers). The legislative power is only exercised by the Riksdag. Legislation may be initiated by the cabinet or by members of Parliament. Members are elected on the basis of proportional representation for a four-year term. The Constitution of Sweden can be altered by the Riksdag, which requires a simple but absolute majority and two decisions with general elections in between. Sweden has three other constitutional laws: The Act of Royal Succession, The Freedom of Press Act and The Fundamental Law on Freedom of Expression. ECONOMIC ANALYSIS: GDP (2010 est., nominal): $438.8 billion. GDP (2010 est., per capita purchasing power parity): $37,032. GNI (2009, per capita purchasing power parity): $38,560. Annual GDP growth rate (2010 est.): 4.5%. Exchange rate (September 2010): Swedish kronor (SEK) per U.S. dollar = 7.073. Exchange rate (January-September 2010 avg.): Swedish kronor (SEK) per U.S. dollar = 7.3475. Inflation rate (2010 est.): 1.4%. Natural resources: Forests, hydroelectric power, iron ore, copper, lead, zinc, gold, silver, tungsten, uranium, arsenic, feldspar, timber. Industry (2010): Approximately 26.6% of GDP. TYPES: machinery/metal products (iron and steel), electrical equipment, aircraft, paper products, precision equipment (bearings, radio and telephone parts, armaments), wood pulp and paper products, processed foods. Services (2010): Approximately 71.8% of GDP. Typestelecommunications, computer equipment, biotech. Trade: Exports (2010)SEK 728.2 billion (U.S. $102.9 billion). Major trading partners, exports (2010)-Germany, Norway, U.K., U.S., Denmark, Finland, France, Netherlands, China. Imports (2010)SEK 687.6 billion (U.S. $97.2 billion). Typesmachinery and transport equipment, 41.8%; food, clothing, textiles and furniture, 19.6%; mineral fuels and electric current, 13.5%; chemicals and rubber products, 12.8%; minerals, 9.2%; wood and paper products, 3.1%. Major trading partners, imports (2010)- Germany, Norway, Denmark, Netherlands, U.K., Finland, Russia, France, Belgium, China. The typical worker receives 40% of his income after the tax wedge. The slowly declining overall taxation, 51.1% of GDP in 2007, is still nearly double of that in the United States or Ireland. The share of employment financed via tax income amounts to a third of Swedish workforce, a substantially higher proportion than in most other countries. REAL GDP GROWTH IN SWEDEN IN BETWEEN 1996-2006 SOCIAL ANALYSIS: Sweden has one of the most highly developed welfare states in the world. The country has a higher level of social spending to GDP than any other nation. Additionally it provides equal as well as comprehensive access to education and health care. Sweden provided solid support for free trade (except agriculture) and mostly relatively strong and stable property rights (both private and public), though some economists have pointed out that Sweden promoted industries with tariffs and used publicly subsidized RD during the countrys early critical years of industrialization. From the 1970s and onwards Swedens GDP growth fell behind other industrialized countries and the countrys per capita ranking fell from the 4th to 14th place in a few decades. Sweden adopted neo-liberal agricultural policies in 1990. Since the 1930s, the agricultural sector had been subject to price controls. In June 1990, the Parliament voted for a new agricultural policy marking a significant shift away from price controls. As a result, food prices fell somewhat. However, the liberalizations soon became moot because EU agricultural controls supervened. As of 2007, total tax revenue was 47.8% of GDP, the second highest tax burden among developed countries, down from 49.1% 2006. Swedens inverted tax wedge the amount going to the service workers wallet is approximately 15% compared to 10% in Belgium, 30% in Ireland, and 50% in United States. Public sector spending amounts to 53% of the GDP. State and municipal employees total around a third of the workforce, much more than in most Western countries. Only Denmark has a larger public sector (38% of Danish workforce). Spending on transfers is also high. TECHNOLOGICAL ANALYSIS: The traditional engineering industry is still a major source of Swedish inventions, but pharmaceuticals, electronics and other high-tech industries are gaining ground. Tetra was an invention for storing liquid foods, invented by Erik Wallenberg. Losec, an ulcer medicine, was the worlds best-selling drug in the 1990s and was developed by AstraZeneca. More recently Hakan Lans invented the Automatic Identification System, a worldwide standard for shipping and civil aviation navigation. Swedish inventors hold a total of 33,523 patents in the United States as of 2007, according to the United States Patent and Trademark Office. As a nation, only ten other countries hold more patents than Sweden. In 1991 the government announced it would begin taking applications from private television companies wishing to broadcast on the terrestrial network. TV4, which had previously been broadcasting via satellite, was granted a permit and began its terrestrial broadcasts in 1992, becoming the first private channel to broadcast television content from within the country. Around half the populations are connected to cable television. Digital terrestrial television started in 1999 and the last analogue terrestrial broadcasts were terminated in 2007. Swedens energy is largely privatized. The Nordic energy market is one of the first liberalized energy markets in Europe. The traditional engineering industry is still a major source of Swedish inventions, but pharmaceuticals, electronics and other high-tech industries are gaining ground. Tetra Pak was an invention for storing liquid foods, invented by Erik Wallenberg. Losec, an ulcer medicine, was the worlds best-selling drug in the 1990s and was developed by AstraZeneca. More recently Hakan Lans invented the Automatic Identification System, a worldwide standard for shipping and civil aviation navigation. A large portion of the Swedish economy is to this day based on the export of technical inventions, and many large multinational corporations from Sweden have their origins in the ingenuity of Swedish inventors. LEGAL ANALYSIS: The supreme court of Sweden is the last step for all civil and criminal cases. The Supreme Court consist of 16 councilors of justice which were appointed by government, but the court as an institution is independent and the government cannot interfere in the decisions of the court. The Swedish police service is government agency concerned with police matters. All the matters are solved by the national police as there is municipal police. The entire police is under national government from 1 January 1965. Here courts are divided in 2 parallel courts General court-for criminal and civil case General administrative court-for administrative cases. Mainly the justices for these courts are appointed by government. ENVIRONMENTAL ANALYSIS: Environmental protection laws: These are mainly upgraded to have control over the environment from different factors. Disposal of wastes in a proper and specified manner. SOURCES OR POTENTIAL SOURCES OF COMPETITIVE ADVANTAGE FOR SWEDEN BY USING PORTER DIAMOND MODEL: The potential sources are related with the competitive advantage for the various countries in the world. Porter diamond model (1990) shows direct relation of the growth of the different economies of the world. POTERS DIAMOND- THE DETERMINANTS OF THE NATIONAL ADVANTAGE: As the market in Sweden is growing at a stagnant growth. The economy is fastly growing in technical sector such as in computer equipments, biotech and telecommunications. Using the porters model the potential of Sweden can be analyzed not only separately but in combined form also. As the different countries have their combined technology with the Sweden to create the better form of product and services. As the incomes from these sources are up to the 71%of the total income. As the country started growing in the era of 1990s. Porter model shows us that how various nation grow up in the various clusters of the various industries and developing the different work groups which develops the country. Sweden has developed the potential sources of the telecomm and various sectors so as to increase the income and growth rate of the country. CONCLUSION: From this we conclude that the country is growing at a faster rate. The country is having the dynamic growth in the field of the telecom and the computer sector. As the net income is increasing at the higher rate and they are many businesses at the better rate. ANALYSIS OF THE PESTLE MODEL: As we have seen in PESTEL analysis of SWEDEN that how all the factors are closely related to the country .In start Sweden was not so grown country but after that government played a very important role in growth of Sweden and Foreign Direct Investment gave a big booster to sweden due to it Sweden started to use technology and it has become labor-intense economy from Agriculture economy. GDP of Sweden is also growing with a rapid speed and is near about 9%, inflation rate is very low 1.50% which is plus point for Sweden. Per capita income is also $ 16423 per annum because of it the standard of living of people has increased and people are living a luxurious life and If we talk about the social welfare so Swedens govt. is very helpful in social welfare, it is running many social welfare programs. For providing all these facilities every country need good Govt. Revenue so Sweden has a very strong taxation policy thats why Sweden easily raises funds and then it provides all the facilities to people, Education level of people has also increased and now people have become more literate. If we talk about legal and environmental factors then we can say that the production level of Sweden has increased thats why the energy consumption level has also increased so to make a balance in environment Sweden govt. has some rules and regulation which are helpful for Environment these rules.

Classifications of Liquid Crystals

Classifications of Liquid Crystals 1. Introduction 1. Introduction to Liquid Crystals 1.1 Historical background Liquid crystals are a unique state of matter, between solid (crystalline) and liquid (isotropic) phases some compounds form a distinct, different intermediate phase, sometimes referred to as the â€Å"fourth state of matter† or â€Å"mesophase†. These compounds display properties of both solid and liquid. Anisotropic intermolecular interactions of the molecules, or mesogens, within a liquid crystalline material mean that the molecules possess some orientational or positional order but with a lower degree of organisation compared with a crystalline solid. This means liquid crystals possess liquid-like flowing behaviour, but because of their positional order, such compounds are often more viscous. Liquid crystals are attributed to their sensitivity to various stimuli, such as temperature, electric and magnetic fields. This sensitivity, combined with the self-assembling behaviour of liquid crystals make them extremely interesting and fascinating for chemists and physicists . Friedrich Reinitzer, a botanist at the Karl-Ferdinands-Università ¤t was the first to discover and publish work on liquid crystals[1] in 1888. In this paper he described the melting phenomena of cholesterol benzoate, in which there were two melting points; the compound transforms into a cloudy fluid at 145.5  °C which became clear at 178.5  °C.[1] Reinitzer could not explain these observations, so he sought help from physicist Otto Lehmann, an expert in polarisation microscopy. Lehmann investigated the optical properties of the compound and found crystallites in the cloudy fluid, and observed this to be an intermediate phase (or â€Å"mesophase† – from Ancient Greek,ÃŽ ¼ÃƒÅ½Ã‚ ­ÃÆ'ÃŽ ¿Ãâ€š (mà ©sos) meaning â€Å"middle†) between the liquid and solid phase. This intermediate phase showed birefringence but also flowed like a liquid.[2] In 1904, Lehmann was the first to coin the term â€Å"Liquid crystal† for these types of compounds. Vorlà ¤nder, a German chemist, was another pioneer in liquid crystal research and he discovered that molecular shape was very important in the geometry of the mesophase.[3] In 1935 Vorlà ¤nder retired but due to his research most of the liquid crystals up this date had been synthesised by him. For a long time liquid crystals were merely scientific curiosity.[4] The unique properties of liquid crystals together with some molecules being sensitive to electric fields, began the research by Heilmeier[5] in 1968 which led to the discovery and widespread applications in liquid crystal displays (LCDs).[6][7][8][9][10][11] 1.2 Classifying Liquid Crystals Liquid crystals are classified in many ways,[12][13] molecules within the mesophases (mesogens) can be calamitic (rod-like), discotic (disc-like), amphiphilic, nonamphiphilic, metal containing, non-metal containing and low molecular weight or polymeric. Liquid crystals either show thermotropic behaviour or lyotropic behaviour. Thermotropic behaviour means the compounds are liquid crystalline within a defined temperature range, below this range compounds are crystalline and above it compounds are isotropic liquids (figure 1). Thermotropic liquid crystalline compounds also require no solvent. Lyotropic liquid crystals are dependent on solvents, where solvent concentration affects aggregation and liquid crystal behaviour. Figure 1: Rod-like (calamitic) molecules representing molecular arrangement of thermotropic liquid crystalline phase transitions. This work is focused on calamitic, thermotropic liquid crystals. Mesophases of such liquid crystals can be divided into categories which depend on the orientation and order. The main categories are nematic (N), smectic (Sm) and cholesteric (N*) (or chiral nematic) (figure 2). Figure 2: Molecular arrangements of different sub-phase allignments. 1.2.2 Nematic Phases The nematic phase is the simplest mesophase known; there is long range orientational order between the mesogens but no short range positional order. Mesogens are able to freely translate and rotate along the director field (n) but are randomly distributed in space. â€Å"Nematic† comes from the Ancient Greek word ÃŽ ½ÃŽ µÃŽ ¼ÃŽ ± (â€Å"nema† meaning thread) as when observed through a microscope thread-like structures are observed. 1.2.1 Smectic Phases Liquid crystals with smectic mesophases were originally discovered from amphiphilic molecules, the phase type coming from the Ancient Greek word ÏÆ'ÃŽ ¼ÃŽ µÃŽ ºÃâ€žÃŽ ¿ÃÆ' (â€Å"smektos† meaning soap-like). Today, the word smectic is used for liquid crystals in which the molecules occupy orientational order, but are also organised in layers[14]. These organised layers can slide relative to each other, which contributes to the liquid character of the liquid crystal phase. Many smectic phases have been discovered, each smectic phase differs in the orientation and position of the mesogens.[15] Smectic phases are distinguished by letters; SmA, SmB, SmC etc. with SmA and SmC being the most common. Smectic phases are distinguished via the molecular orientation within the layers (figure 2).[16][17] Smectic A (SmA) mesophases have molecules aligned along a director field (n) and are parallel to the layer normal and in smectic C (SmC) mesophases the molecules are tilted at a certai n angle away from the layer normal.[17] Compounds exhibiting smectic mesophases are sometimes referred to as two dimensional liquids, since there is no positional order within each layer.[14] 1.2.3 Cholesteric Phases The cholesteric phase is the nematic phase only mesogens change orientation in a helical manner with respect to the director field (n). The director field in the cholesteric phase changes direction and is perpendicular to the direction of the helix. The chirality comes from the molecules orienting themselves into a helix; each layer is non-superimposable. Within the cholesteric mesophase is the pitch, which is defined as the distance between one mesogenic layer and another which has rotated 360  ° to the director field (figure 3). Figure 3: Representation of the cholesteric mesophase with the cholesteric pitch. The first observed liquid crystals based on cholesterol derivatives showed this mesophase type, which is where the mesophase name â€Å"cholesteric† originates.[1][2] 1.2.4 Chiral Liquid Crystals There are 3 main types of chiral liquid crystals. The first type was found with cholesterol benzoate (the first liquid crystal discovery) in which the molecule contains one or more stereocentres. These form liquid crystals with helical order in the mesophase. The second type contains two molecules; a chiral guest molecule and an achiral nematic molecule. These molecules are mixed together to form chiral cholesteric structures. In the third type, mesogens layer themselves perpendicular to each other forming a helix or twist. These molecules do not need to be chiral, as the perpendicular stacking form helixes, giving this third type the name twisted nematic. Twisted nematic phases are found in liquid crystal displays and chiral liquid crystals overall are useful in the field of stereochemistry, optics and material science.[12] 1.3 Ionic Liquid Crystals Knight and Shaw were the first to discover liquid crystals which were ionic in 1938; the compounds had a pyridinium cationic core and flexible alkyl chains attached.[18] Ionic liquid crystals possess properties characteristic of liquid crystals (molecular order, mobility, anisotropy of physical properties) and ionic liquids (conductivity, thermal stability)[19] making them very interesting and useful for ion conduction (aligned ionic liquids[20][21]), electroluminescence (which can be used in organic light emitting diodes), manufacturing of displays[10], spatial light modulators[22], optical connectors and switches[23], molecular sensors and detectors[24][25] References [1] F. Reinitzer, Monatsh Chem 1888, 9, 421–441. [2] O. Lehmann, Z Phys Chem 1889, 4, 462–472. [3] D. Vorlà ¤nder, Z Phys Chem 1923, 105, 211–254. [4] T. J. Sluckin, D. A. Dunmur, H. Stegemeyer, Crytals That Flow Classic Papers from the History of Liquid Crystals, 2004. [5] G. H. Heilmeier, L. A. Zanoni, L. A. Barton, Appl Phys Lett 1968, 13, 46–47. [6] M. Schadt, H. Seiberle, A. Schuster, Nature 1996, 381, 212–215. [7] M. Schadt, W. Helfrich, Appl Phys Lett 1971, 18, 127–128. [8] M. Schadt, Jpn. J. Appl. Phys. 2009, 48, 03B001. [9] H. Kawamoto, Process IEEE 2002, 90, 460–500. [10] M. A. Karim, Electro-Optical Displays, CRC Press, 1992. [11] P. Yeh, C. Gu, Optics of Liquid Crystal Displays, John Wiley Sons, 2010. [12] I. Dierking, in Textures Liq. Cryst., Wiley-VCH Verlag GmbH Co. KGaA, 2003, pp. i–xi. [13] P. J. Collings, J. S. Patel, Handbook of Liquid Crystal Research, Oxford University Press, 1997. [14] A. Jakli, A. Saupe, One- and Two-Dimensional Fluids: Properties of Smectic, Lamellar and Columnar Liquid Crystals, CRC Press, 2006. [15] C. Bahr, in Chirality Liq. Cryst. (Eds.: H.-S. Kitzerow, C. Bahr), Springer New York, 2001, pp. 223–250. [16] M. Barà ³n, Pure Appl. Chem. 2001, 73, DOI 10.1351/pac200173050845. [17] B. Chen, X. B. Zeng, U. Baumeister, S. Diele, G. Ungar, C. Tschierske, Angew. Chem. Int. Ed. 2004, 43, 4621–4625. [18] G. A. Knight, B. D. Shaw, J. Chem. Soc. 1938, 682–683. [19] K. Binnemans, Chem. Rev. 2005, 105, 4148–4204. [20] T. Kato, Science 2002, 295, 2414–2418. [21] M. Yoshio, T. Kagata, K. Hoshino, T. Mukai, H. Ohno, T. Kato, J. Am. Chem. Soc. 2006, 128, 5570–5577. [22] B. Bahadur, Liquid Crystals — Applications and Uses: (Volume 3), WORLD SCIENTIFIC, 1992. [23] J. L. De Bougrenet de la Tocnaye, Liq. Cryst. 2004, 31, 241–269. [24] A. Hussain, A. S. Pina, A. C. A. Roque, Biosens. Bioelectron. 2009, 25, 1–8. [25] C. Ohm, M. Brehmer, R. Zentel, Adv. Mater. 2010, 22, 3366–3387.

Saturday, July 20, 2019

Critical Book Review of No Shame in My Game by Katherine Newman Essay

Critical Book Review of No Shame in My Game by Katherine Newman When someone thinks of the poor they instantly imagine a homeless man sleeping in a cardboard box or the nearest garbage can, but the working poor especially in the inner-city is commonly overlooked by society. However the working poor, in this case the working poor in the inner-city, are people advancing to try and make their lives better. They are taking minimum wage jobs so that they can barely afford a roof over their heads. Within Katherine Newman?s novel No Shame In My Game, she studies the working poor in the inner-city to draw conclusions about how to help them and dispute common stereotypes and the images people commonly view. Newman?s conclusions along with the way she had conducted her case study will be evaluated for her positive and negative points while searching for any biases she may have portrayed within her novel.   Ã‚  Ã‚  Ã‚  Ã‚  Even before I started reading Katherine Newman?s novel No Shame In My Game I had learned a little about Newman?s background, which may cause her to have a bias towards her case study. Newman is clearly within the middle class even perhaps towards the upper end. She is a Harvard anthropologist that would seem to have never experienced such situations as her subjects. Like most of the middle class she could simply have thought that the poor were only the few men in cardboard boxes in rough neighborhoods and not truly consider the working poor in the inner-city until the case study was started and her thesis written. This could greatly affect her procedures in observing data with her hundreds of subjects over the span of a few years. The thinking of someone who is not within the working class may flaw the order and process at which the case study was conducted. There may be variables that Newman did not consider and did not research that could change her data and con clusions. Using the social scientific method to collect data and revise her hypothesis involves knowing all the angles and variables that are applied, but if an extra variable were to present itself it would call for a change in the hypothesis. This one change could alter all of Newman?s conclusions and data she presents. Newman presents her supporting evidence largely with statistics although I do not believe many of her statistics are real world numbers for her exact case study but her observ... ... values as the middle class does. The working class has to first follow the same cultural values as the middle class if they hope to one day become part of the middle class. This thinking is not entirely flawed but unfortunately it is not enough to raise ones ranking in society.   Ã‚  Ã‚  Ã‚  Ã‚  Newman had set out to answer a question: ?What might be done to reverse this scenario [the working poor being subjected to a worse lifestyle than the unemployed on welfare] (and what can be done) to build upon the advantages that a life on the job offers? (Newman, xv). I believe she had answered her question in a manner that proves useful and insightful. The conclusions that Newman had drawn where evaluated to being positive on some aspects while neutral on others. However I do not agree with some methods she used and data she used within her case study but nonetheless it still grants the audience a clear view of the working poor in the inner-city. Her slight bias could have caused her to conduct the research and study in a less accurate manner but she has proceeded to explain her train of thought well through the novel. As a whole Newman?s case study grants a view into the ?true? poor of America.

Friday, July 19, 2019

Judging Books By Their Covers :: Essays Papers

Judging Books By Their Covers In every bookstore across America, people are faced with the tough question of what book should be bought. There are millions of books resting on shelves everywhere but what makes a reader pick up a novel to buy and read? Looking at book covers people can get ideas about what type of book is in their hands. Most books grab their audience by the way that they look on the outside. Many different authors and publishers choose famous works of art or use book reviewer’s comments to grab a specific audience for their book. When children are looking for books, they choose a book because of what is on the cover. Parents can view the cover as appropriate for their child. It is the cover that initially grabs the attention. Even as children grow up and begin reading books with few to no pictures, it is still the cover that says what kind of book it is. When I was in the library, I found a book about the history of book jackets. Although most of the information in the small book was unnecessary, I did learn some of the history behind book jackets. Although the people of today look at book covers to get some idea of the contents of the book, back in the eighteen hundreds books had jackets so that the pages would not get dusty or dirty. Some books had covers made of leather but usually these were books, like the Bible, that needed protection. The bookseller put the jacket on before it was placed on the shelf. These dust jackets had no title or writing on them until the middle of the eighteen hundreds. It was not until almost nineteen hundred that authors or publishers designed book covers with illustrations or with the title. This is different from today because most authors give their book’s cover as their trade marks so they can be easily recognized. Usually the artist draws the cover to the author’s liking. The artis t takes the words and changes them to an image suitable for the book. Catcher In The Rye, is a classic example of a book that has its cover as its trademark. The cover of the book is unique with its red background and yellow writing. Both the front and the back of the book are the same with no other writing but the title and the author’s name.

Robert Louis Stevensons Dr. Jekyll and Mary Shelleys Frankenstein Ess

Robert Louis Stevenson's Dr. Jekyll and Mary Shelley's Frankenstein Both Robert Louis Stevenson's Dr. Jekyll and Mr. Hyde and Mary Shelley's Frankenstein tell cautionary tales of scientists abusing their creative powers to exist in another sphere where they cannot be directly blamed for their actions. Though Frankenstein's creation is a "Creature" distinct from his creator while Dr. Jekyll metamorphoses into Mr. Hyde, the "double" of each protagonist progressively grows more violent throughout his story. By doing so he symbolizes his creator's repressed desires in a stifling society. The stories have parallel structures in the three main ways. First, both Dr. Jekyll and Frankenstein are scientists who, though welcomed by society, find it constraining and often alienate themselves. Each creates an alter ego for himself to live out his liberated passions, Hyde for Jekyll and the Creature for Frankenstein. Jekyll creates his with intention for evil and Frankenstein with the idea of building a supreme being. However, it could be argued that Frankenstein unconsciously wishes his creation to commit acts of sin. Hyde's and Frankenstein's first victims are children. They each evolve over time and develop their violent tendencies, culminating in the murder of a well-esteemed man for Hyde and Frankenstein's family and friends. The first mention of Dr. Jekyll comes in a discussion between his longtime friends, Lanyon and Utterson, men whose names imply a traditional, hampered society. "Utterson" combines both "utter," connoting a squelched speech, with "son," defining the society's patriarchal structure, and "Lanyon" casts images of sprawling canyons that are noticeably absent in the gray, foggy London Stevenson depicts. La... ...sire for a new society. Hyde and the Creature's plights follow similar paths, but their motives seem somewhat different. Jekyll invented Hyde for a dive in which he could transport himself and put on display his evil psyche. Frankenstein assembled the Creature as an à ¼ber-man of sorts, a prototype of a better society. Frankenstein was published in 1818, Dr. Jekyll and Mr. Hyde in 1886. Perhaps Stevenson's book marks the end of Romanticism as a viable literary style in modern times. Though Frankenstein's evil hides is veiled by guilt and a seemingly upstanding society position, Jekyll's is visibly apparent. Frankenstein is a shaded man with no clear dividing line, whereas Jekyll is a black-and-white character with a subset of colors inside his dichotomies. Stevenson, drawing on Shelley's story, reflected both a new literary movement and a new psychological study.

Thursday, July 18, 2019

Black People and Birdie Essay

In her novel Caucasia, Danzy Senna paints the image of a young bi-racial girl, Birdie, growing up in the 70’s and 80’s. Her mother is a white, blueblood Bostonian woman turned political activist, and her father is a black Boston University professor with radical ideas about race. Birdie and her older sister Cole are both bi-racial children, but Cole looks more black and Birdie looks more white. The two sisters are separated early in the novel and then the rest of the story focuses on Birdie and how she needs to â€Å"pass† as white. Passing is the ability of a person to be regarded as a member of social groups other than his or her own, such as a different race, ethnicity, social class, or gender, generally with the purpose of gaining social acceptance. Birdie’s existence is the ultimate experiment on how to pass. She is first asked to pass as black at Nkrumah, even though she doesn’t fit the profile of a black child. Then she is taken to New Hampshire and asked to be the opposite of what she’d been before- a white Jewish girl. Senna introduces Birdie to all different versions of the races she is torn between, and none of them seem to fit quite right. Through Birdie, Senna is making the point we see that there is no one size fits all version of any race. Birdie is exposed to many different ideas of what it means to be black while she’s younger, even though the general idea of the time was very specific. All of the adults around her are busy preaching this idea of The Black Person, but they are showing her all different versions of what that really means. The first impression she gets of a black person is her father who â€Å"in the past year had discovered Black Pride and†¦ was trying to purge himself of his ‘honkified past’†(10). Deck is an intellectual; he studied at Harvard and is a professor at Boston University. However by the time his daughters are old enough to really start understanding things, he has gotten caught up in the idea of The Black Person, saying things about his sister like â€Å"she sleeps with these white boys, then acts surprised when they don’t take her home for dinner. I told her, these ofays just want their thirty minutes of difference†(10). He’s telling his daughters that the way to truly be black is to have no association with white people, which is a direct contradiction of his own life and something that is impossible for them to do given their genealogy. He’s telling them there’s no way for them to be the ideological black person. Then the girls go to Nkrumah, a black power school. This school is supposed to be about owning your race and being proud of being black, but Birdie isn’t initially accepted well because she’s not ‘black enough’. The way she becomes more accepted is through her sister, but also because she assimilates to the idea of black culture that her school has. She reads Ebony magazine, speaks in a specific slang, dresses differently and does her hair in a braid to hide it’s smoothness. At Nkrumah, she tries to live as though she doesn’t have a white mother. However, that’s not who she is. She says that she â€Å"learned the art of changing at Nkrumah, a skill that would later become second nature†(62). She’s acknowledging here that this all black persona isn’t who she is. She’s simply changing, pretending. Pretending is what Birdie has to do for most of this book, but as she gets older instead of needing to pass as black, she needs to instead adopt a new identity as Jesse Goldman, a Jewish white girl. She maintains in her mind that she is black, and is just pretending with her white half. While using this persona, and having the mindset that she is just gathering information on whiteness, Birdie gets painted a picture of different types of white people. In an authoritative sense, Birdie gets ideas about being white from her mother and her mother’s boyfriend Jim. Jim is the type of white man who likes to act like he’s liberal until it comes down to real world circumstances. After causing a scene with some young black men, Jim says â€Å"I swear, I try to be liberal. I try really, really hard. But when you meet fucking punks like that, you start to wonder. I mean, Jesus, what did we do to deserve that? We’re on their side and they don’t even know it† (265). Jim is the white man who sees his liberality as a gift instead of a belief. Birdie says about this that â€Å"it scared me a little†¦. how easily they could become cowering white folks, nothing more, nothing less† (264). To contrast these this very negative views of what it means to be white, Birdie also has her mother as a model. Despite coming from an upper class, white family and the struggles that she has with that, Sandy is a white person who firmly believes in equality, even if she may take it to extremes. She tells her daughters â€Å"that politics weren’t complicated. They were simple. People, she said, deserved four basic things: food, love, shelter, and a good education† (22). This is the opposite from what Birdie has seen in other white people. Her mother doesn’t revert to racism or abandon her views when it comes time for her to uphold them. Finally, Birdie befriends the most racist girls in school saying it’s because â€Å"there was a safety in this pantomime. The less [she] behaved like [herself], the more [she] could believe that this was still a game†(233). However, as much as she’d like to say she’s acting, she assimilates to this culture just like she did the black culture at Nkrumah; â€Å"I was a New Hampshire girl now†¦we dressed identically: cutoff jean short, halter tops that exposed our tan bellies, and jelly shoes on our feet† (244-245). This version of being white was a skin Birdie could slide on easily, even if she didn’t really want to. The only thing that shocks her out of the comfort she’s fallen into in this identity is the fact that another half black girl recognizes that she’s not fully white; â€Å"I’m black, like you† (286). None of these ideas about race fit Birdie. She cannot exactly fit into a version of what it means to be white because that’s not the only part of who she is. She also cannot be fully black, not only because she has light skin but also because that’s not the only part of her heritage that exists. Birdie is the perfect example of how multidimensional race is. There is no one way to be black and there is no one way to be white. Race isn’t one size fits all.

Wednesday, July 17, 2019

Education and obesity Essay

Although many have study the association between educational growth and fleshiness, studies to date have not full come acrossd prior common causes and possible interactions by race/ethnicity or gender. It is also not clear if the relationship between material educational attainment and fleshiness is self-reliant of the role of aspired educational attainment or expected educational attainment. The authors use generalise linear log link models to examine the association between educational attainment at age 25 and corpulency (BMI 30) at age 40 in the USAs National longitudinal Survey of Youth 1979 cohort, adjusting for demographics, confounders, and mediators. Race/ethnicity save not gender interacted with educational attainment. In a complete case analysis, ulterior on adjusting for socioeconomic covariates from childhood, adolescence, and maturity, among whites only, college graduates were less likely than high school graduates to be obese (RR = 0.69, 95%CI 0.57, 0.83 ).The lay on the line ratio remained corresponding in two sensitivity analyses when the authors familiarised for educational aspirations and educational expectations and analyzed a multiply imputed dataset to address missingness. This more nuanced arrest of the role of education after irresponsible for a thorough set of confounders and mediators helps gain the study of social determinants of health and risk factors for corpulency. Nutrition in pregnancy and advance(prenominal) childhood and associations with obesity in ontogenesis countries. Concerns about the increasing rates of obesity in developing countries have light-emitting diode many policy makers to question the impacts of maternal and early child sustentation on risk of later obesity. The purposes of the review ar to summarise the studies on the associations between living during pregnancy and infant feeding practices with later obesity from childhood through adulthood and to identify potential ways for preventi ng obesity in developing countries. As few studies were identified in developing countries, secernate studies in developed countries were included in the review.Poor prenatal dietary intakes of nix, protein and micronutrients were shown to be associated with increased risk of adult obesity in offspring. Fe staminate offspring look to be more vulnerable than male offspring when their mothers receive insufficient energy during pregnancy. By influencing birthweight, optimal prenatal nutrition might reduce the risk of obesity in adults. While normal birthweights (2500-3999 g) were associated with higher(prenominal) body mint candy index (BMI) as adults, they generally were associated with higher fat-free mass and scurvyer fat mass compared with low birthweights (

Tuesday, July 16, 2019

How to write an introduction for a dissertation?

How to write an introduction for a dissertation?

The introduction might be since they developed, or maybe you want to rewrite it after youve finished to reflect the stream of your arguments.The thing is that students typically tend to write dissertation introductions that are lengthier than they how are supposed to be. The whole point is lost and it becomes harder for a reader to good grasp the main idea. Writing a very detailed introduction is another common problem. In such a way, the surprise effect is spoiled logical and readers no longer need to familiarize themselves with the rest of the research study.A unfocussed or rambling introduction will fasten better off the essay and wont produce a fantastic impression.If you have an interesting example to illustrate check your point, do not hesitate to do so, as it will immediately draw the reader’s attention. Then, proceed to describe the topic of your dissertation. Define the subject you want to research. worth Try to choose something unusual or under-researched.

Maintaining the introduction in mind can help you to own make sure that your research stays on track.Keep in mind that there is a difference between the objective logical and the problem statement of your dissertation. Use research questions to dwell upon the problem statement. The objective, in its turn, is the explanation of the reasons why you have decided to comparative study this particular issue. Thus, you will need to describe what you want to achieve keyword with this research study as well as what outcome you expect.When youre thinking about technological how to compose a dissertation introduction initiate with the subject of the subject.Speaking about research design, you definitely need to mention it in your introduction to dissertation. Provide a brief summary of it. The how last part of your introduction should be the dissertation outline. What you are supposed to do is to briefly describe how your dissertation is constructed.

It needs to be fascinating in order to arouse interest, and stand out.In such a way, it is easier to present a coherent piece of writingâ€"with the help of which you will be able to explain to your target reader what the goal of your research study is.Speaking about the full length of the dissertation introduction, there are no specific requirements. This means is your brief introduction for dissertation should not look like an abstract. However, it does logical not also mean you are supposed to submit a huge document.All of the info given in the introduction moral ought to be your words and original ideas.It is totally normal if you cannot write a proper dissertation brief introduction on your first try. It takes time, which is the reason why it is important not to stress out much about it. Take a break. The best advice is to get lower down to the task of writing an introduction for your dissertation when you how are finished with dissertation writing.

A few pages is plenty in composing the background info.Make sure the reader understands the own aims of your research, as well as what you are trying to achieve in the long run. The more you dwell upon all these aspects in your introduction, the easier it will be for readers to grasp your main idea. Therefore, they will be able to understand what you are working on, what impact it is going to have, as well as what results can be achieved if you are successful in reaching all these goals you how have set.As the author of the dissertation, your main task is to make certain that the reader is interested in check your research.Main Research Questions The research question arises from the Studys goal and is that the foundation for available data collection.Begin with outlining the main argument right away. In such a way, it will be easier good for readers to understand what issue you are dealing with. Then, dwell upon the methodology you have used. Explain what tools you have chosen and mention why you have decided to use those particular ones.

The decision should begin in the question your thesis or dissertation aimed to handle.Therefore, it is a great way to impress your target audience and motivate them to keep reading to find out more about the subject you have chosen to research. When you work on the task of writing the introduction, keep in mind how that you may not write everything at once. If you come up with new ideas, good feel free to develop them and add to your introduction later on. Make sure that the finished english version remains coherent.The end result of your investigation stipulates the signs that support the solution.Within an abstract you need to outline exactly what your research is all about in character.

Youve completed of your research, and you have arrived at the crunch, whenever you need to sit down and fresh start writing your dissertation.Studies dont have hypotheses.Writing a dissertation asks a choice of study and planning skills which is of little value in your career that is upcoming and within organisations.Attempt to restrict your acknowledgement dissertation to a page.