Single Parent Homes and Academic Achievement - 3189 Words

| Single-Parent Homes | The Effect of Single-Parent Homes on Academic Achievement | | | Abstract Children from single parent homes are not as negatively impacted academically as some in the popular media suggest. The number of children living in single-parent homes has risen dramatically over the last 10 years. Despite prior research stating that single-parenting itself has a negative impact on academic achievement, new findings show that it is other social and environmental factors that have a much greater impact. There are several theories that can be used to study the way family structure influences academic achievement, as well as to demonstrate the influence of other factors such as poverty and family resources. When these†¦show more content†¦One article stated: Although similar to each other, adolescents in single-mother and stepfather family structures had lower grades and vocabulary scores compared to their two-biological-parent counterparts. In these family structures, the academic outcomes were more likely related to mothers’ race, education, monitoring, and attachment, than family structure. (Shriner, 2010, p. 446) Academic Achievement The phrase academic achievement refers to the level of mastery in certain subject areas, not including one’s potential to achieve (Center for American Progress, 2006). Beginning with the No Child Left Behind Act, states are required to measure academic achievement of public school students using standardized tests and other tools (Center for American Progress, 2006). There has been much debate over the effect of single-parenting on children’s academic achievement. Some studies have shown that children from single-parent homes do not perform as well in school and have higher dropout rates than children from two-parent homes (Entwisle, 1996). In 1988, it was reported that the rate of grade repetition for children of single parents was 75% higher than children from nuclear families (Entwisle, 1996). Other studies have stated that children from single-parent homes are less likely to attend college and perform less well on standardized tests (Hampden-Thompson,Show MoreRelatedThe Consequences For A Child1446 Words   |  6 Pagesa Child in a Single Parent Household It is a well-known fact that single parent families provide less than optimal environments for raising children regardless of the country. The quality of parenting is less when compared to those children who live at home with both of their parents. According to Nicholson, D’Esposito, Lucas, and Westrupp (2014), they suggested there is strong evidence emphasizing how children in single-parent fare more poorly when compared to children in two-parent families, whichRead MoreBroken Family Structure Leads to Educational Difficulties for Children1253 Words   |  6 Pagescomes to educational achievement,† the study says, â€Å"children living with their own married parents do significantly better than other children.† The report found that children from non-intact families (children living in a situation other than with their own married father and mother) have significantly higher rates of difficulty with all levels of education, from pre-kindergarten through to primary, secondary, and college-age levels. Each year a child spends with a single mother or stepparent â€Å"reducesRead MoreThe Single Parent Family Structural Environment And Economic Conditions Can Hinder The Development And Growth Of A Child936 Words   |  4 Pageslive in homes where there is only one parent, commonly known as single-parent family. According to 2011 Canada Census Bureau information, the number of children living in single-parent households have gone up since 2001 and almost more than three quarters of these children aged 14 and under are living with single parent family headed by woman (Statistics Canada, 2011). Many times there is the absence of the father in these single-parent homes. Children living in such sin gle parent homes have beenRead MoreFamily Is The Fundamental Unit Of Society And Today It Is Used With A Wide Variety Of Meanings979 Words   |  4 Pagesmeanings (2014). In 2007, single-parent families make up thirty-two percent of the population (Benokraitis, 2012). As more adult remain single into their thirties and divorce rates are higher, the number of children living in single-parent families has increased (Benokraitis, 2012). The number of never married people has gone up form four percent in 1960 to forty-three percent in 2010 (Benokraitis, 2012). Women also run an over whelming eighty-seven percent of single-parent households in the UnitedRead MoreThe Academic And Social Challenges Of Children From Single Parent Homes1575 Words   |  7 PagesResearch Proposal The Academic and Social Challenges of Children from Single Parent Homes Ball State University Jason Huffer EDPS 640 Dr. Eric Pierson 5/4/2016 Children of Single Parent Homes 2 Abstract The purpose of this current study is to highlight the growing academic concerns and difficult social challenges facing children who live in single parent homes. For this study I will focus on children nationwide. I will present data related to this topic on a couple different subjectRead MoreRisk Factors Associated With Poverty1541 Words   |  7 PagesVernon-Feagans and Cox (2013) have long known that poverty is associated with poor outcomes for students relevant to the multiple dimensions of growth and development that are important to society, including the success of children’s educational achievement and academic success in school. Poverty in rural areas has been persistently above the national average, but is continually overlooked by social science researchers (Iceland, 2013) even though approximately twenty-five percent of the nation’s impoverishedRead MoreAcademic Achievement Strategies For Students1454 Words   |  6 Pages ACADEMIC ACHIEVEMENT STRATEGIES Michelle Boyd EDUC655 Counseling Children, Adolescents, and Teens American Public University March 13, 2016 â€Æ' Academic achievement strategies Over the years, research has found inequalities in student achievement based on numerous factors related to social and economic disparities. In order to close the achievement gap and reduce student dropout rates, school counselors must develop strategies that aim at increasing student academic success while also focusingRead MoreOverall Average Of Grades 6-8 Students Aspire Math Content Standards By Poverty Level983 Words   |  4 Pages27.79 8.22 The data charts above indicate that students identified as living in poverty display a pattern of lower achievement scores at Brindlee Mountain Middle when compared to classmates not considered as living in poverty. However, the gap in achievement between poverty and non-poverty students is not substantial enough to be identified as the source of the achievement gap at Brindlee Mountain Middle School. Sixth grade poverty level students at BMMS meeting or exceeding the content standardRead MoreThe Importance Of Parental Involvement On Children s Life1463 Words   |  6 PagesParental Involvement Many parents have multiple children, while working a nine to five job, attending family activities and meetings, and staying on top of bills and home duties. Family life can get hectic and parents may not take the time to realize their importance in their children’s academics. Some parents may be too busy, and others may simply not care, but their involvement in their children’s life is essential. Whether parents or children realize it, involvement of parents in children’s lives positivelyRead MoreThe Effects Of Parental Absence On Academic Achievement Of Adolescents1174 Words   |  5 PagesExamining the Effects of Parental Absence on the Academic Achievement of Adolescents: The Challenge of Controlling for Family Income. Journal of Family and Economic Issues 23.2, 189-210. A. The article targets the issue that how parent’s absence has a negative effect on the academic achievements of adolescents. It also discusses how it can be difficult for single-parents to manage family income. B. The article tells that when children lose a custodial parent, they go through drastic psychological and

Themes Discussed in Joyce Oates Where Are You Going ,...

Where Are You Going , Where Have You Been by Joyce Oates It is well known that the most awkward and difficult time in one’s life is adolescence. One is faced with the challenges of discovering who one is and what one wants out of life. One finds themselves frustrated and confused in this particular stage. They are mid way between a bridge. They have left childhood but have not yet reached adulthood. They struggle to find some sense of being and individuality in the world. They are on a quest to find themselves, and in search of a path that will lead them to future happiness. â€Å"Where Are You Going, Where Have You Been,† is a short story written by Joyce Oates .In her short story Oates shows how easily susceptible one is in this stage†¦show more content†¦The introduction of the main character Connie, â€Å"Her name was Connie,†signals that it is being told by a third person narrator. This narrative voice stays closely aligned to Connies point of vie w. The reader learns what her thoughts are, but the narrator provides no additional information or judgment of the situation. For instance, Connies harsh thoughts of her sister and mother are discussed: now (her mothers) looks were gone and that was why she was always after Connie, but it is clear that this assessment is Connies and not the narrators. The three female Characters (Connie, Her mother and her sister) are perfect examples of the effects of the drastic changes in the late 1960’s. Connie is portrayed as an average teenager. She is always wrapped up in herself and thinks she has all the answers. â€Å"She knew she was pretty and that was everything.†(p.120), â€Å"Her mother was so simple, Connie thought, that it was maybe cruel to fool her so much.†( p.124). Connie’s mother symbolizes an older era. Woman in her time were viewed as good for only two things, domestic house work and the bearing of children. It is clear that Connie mother is a li ttle envies of her. Stop gawking at yourself. Who are you? You think youre so pretty?(p.120). The society that Connie is growing up in is allowing more freedom for her then her mother had. To Connie’s mother, Connie is a consist remainder of what she has lost(her beauty) and what she could have been. This is wayShow MoreRelatedWhere Are You Going, Where Have You Been By Joyce Carol Oates And Eveline Essay1205 Words   |  5 Pages2016 In, â€Å"Where Are You Going, Where Have You Been†, by Joyce Carol Oates and â€Å"Eveline†, by James Joyce, two characters prove to be completely different but share few similarities as well. In both short stories, the main characters, Connie in â€Å"Where Are You Going, Where Have You Been† and Eveline in â€Å"Eveline†, are both teenage girls who face problems at home. Connie and Eveline who are both caught up in their own cultures in different times are Both girls seem like they have it all going for themRead MoreWhere Are You Going, Where Have You Been1249 Words   |  5 Pagesage has been seen as a determinate factor of maturity. And with this maturity, comes power. This belief is clearly defined in Joyce Carol Oates’ short story, â€Å"Where Are You Going, Where Have You Been†. In this story, the main character, Connie, struggles to reach maturity. Wielding her sexuality in hand, Connie charges into the battle for power, leavin g her vulnerable to Arnold Friend’s temptation. Through the use of a symbolic figure, Arnold Friend, who represents the devil, Oates is able toRead MoreAdolescence Is A New Birth1106 Words   |  5 PagesThroughout the semester we have discussed adolescence in a literary sense applying it to characters and themes. In Latin, the word â€Å"adolescence† literally means â€Å"growing up†. Adolescence can be applied to literature in a sense of its broad message. According to Stanley Hall who wrote the article â€Å"Adolescence is a New Birth†, during adolescence â€Å"awareness of self and the environment greatly increases; everything is more keenly felt, and sensation is sought for its own sake.† (1844-1924) PsychologicalRead MoreEudora Welty a Worn Path12166 Words   |  49 Pageswritten permission of the publisher. For complete copyright information on these eNotes please visit: http://www.enotes.com/worn−path/copyright Table of Contents 1. A Worn Path: Introduction 2. Eudora Welty Biography 3. Summary 4. Characters 5. Themes 6. Style 7. Historical Context 8. Critical Overview 9. Essays and Criticism 10. Compare and Contrast 11. Topics for Further Study 12. Media Adaptations 13. What Do I Read Next? 14. Bibliography and Further Reading 15. Copyright Introduction EudoraRead MoreEudora Welty a Worn Path12173 Words   |  49 Pagesthe written permission of the publisher. For complete copyright information on these eNotes please visit: http://www.enotes.com/worn−path/copyright Table of Contents 1. A Worn Path: Introduction 2. Eudora Welty Biography 3. Summary 4. Characters 5. Themes 6. Style 7. Historical Context 8. Critical Overview 9. Essays and Criticism 10. Compare and Contrast 11. Topics for Further Study 12. Media Adaptations 13. What Do I Read Next? 14. Bibliography and Further Reading 15. Copyright Introduction EudoraRead MoreFundamentals of Hrm263904 Words   |  1056 Pagesmultiple study paths, to self-assessment, to a wealth of interactive visual and audio resources, WileyPLUS gives you everything you need to personalize the teaching and learning experience.  » F i n d o u t h ow t o M A K E I T YO U R S  » www.wileyplus.com ALL THE HELP, RESOURCES, AND PERSONAL SUPPORT YOU AND YOUR STUDENTS NEED! 2-Minute Tutorials and all of the resources you your students need to get started www.wileyplus.com/firstday Student support from an experienced student user

Connection Between Teenage Pregnancy and Socioeconomic Status free essay sample

As a resident of Mississippi for the majority of my life, I have become more familiar with teenage pregnancy than most. In addition, Mississippi was recently the focus of national news with the recent vote to illegalize abortion. T. C. Boyle chooses a debatable subject to write about drawing many discussions about ethics. However, Boyle attempts to bring more light to teenage pregnancy, and gives the reader a different side than commonly assumed about teenage pregnancy. Often assumptions are made about the socioeconomic status of the teenager that is expecting. This has attached a stigma to the female expecting, and categorizing her character and status in society. However, teenage pregnancy is not an epidemic that plagues the people of lower socioeconomic statuses. In the short story â€Å"The Love of My Life,† T. C. Boyle severs the connection between socioeconomic status and teenage pregnancy. At first glance, â€Å"The Love of My Life† appears to follow the same assumptions that connect socioeconomic standards and teenage pregnancy because the two topics are thematically placed throughout the short story. The author purposefully informs the reaer of he class system the characters are categorized in. Boyle begins character development with the description of how in love the couple is by describing how close they are with each other’s families. By doing so the reader learns that China has a typical nuclear family as an only child with expectations of success. Confirmed by Boyle later in the short story he writes, â€Å"She was spoiled, he could see that now, spoiled by her parents and their standard of living and socioeconomic expectations of her class—of his class—and the promise of life as you like it, an unscrolling vista of pleasure and acquisition† (141). This quote characterizes China well, as well as provides the reader with the affirmation of her class status. Jeremy is grouped in with China when the author discusses the socioeconomic status of China. In addition the reader can also make assumptions about the characters’ socioeconomic statues based on the colleges chosen, or rather the talk of colleges and college prep. The common stigma that society places on teenagers who get pregnant is thematically placed through the novel as well. In China’s own words the author recalls a previous statement made by China showing the common assumptions about teenage pregnancy. Boyle writes, â€Å"I will never, never be like those breeders that bring their puffed-up squalling little red-faced babies to class† (139). Breeders, makes the reader not only think of a large number of people because of teenage pregnancy, but people of low socioeconomic status because more people means more mouths to feed and less money. China just like many others take part in attaching this sort of stigma to teenage pregnancy, but this is the moment with the author severs those ties demonstrating to the reader that even someone of China’s status could become part of the percentage of teenage pregnancies. When discussed in class, the question was brought up, â€Å"How can someone educated make such a poor decision like this? Early on in the story China does what the reader expects of someone in her socioeconomic status to be doing. The main character is focused on getting into a good school, and is in the top ten in her class. However, she ends up becoming part of a less desirable percentage on a camping trip with her boyfriend just before they head off to college. T. C. Boyle talks about socioeconomic status and teenage pregnancy in such close context to show that they are not related. Teenagers that come from better socioeconomic backgrounds are just as susceptible to pregnancy as teenagers from low socioeconomic backgrounds. The common mistake that China and Jeremy make in â€Å"The Love of My Life† is that they seem to believe that they are invincible because of their socioeconomic status. The behavior of China makes the reader think that she is even in denial about the entire pregnancy. It seems as if in the mind of China, admitting to being pregnant would in fact make her pregnant. The only person aware of the pregnancy is Jeremy. T. C. Boyle conveys this avoidance in his style of writing as well. The pregnancy is not mentioned first when the author updates the reader on the character’s lives. Boyle writes, â€Å"She was pregnant. Pregnant, they figured since the camping trip, and it was their secret† (140). The drama and focus of the couple’s worries are for the effects on their own lives rather than the pregnancy itself, which is vaguely discussed and hidden. When Jeremy tries to confront China about going to the doctor, â€Å"She wouldn’t respond. Wouldn’t even look at him† (Boyle 140). The reader can see a detachment from China and the pregnancy, and the only emotion that is expressed from her is when she thinks of others knowing she is pregnant. T. C. Boyle chooses to focus the character’s attention on the effects of their lives in order to show teenage pregnancy from a different socioeconomic point of view. By doing so, the author destroys the misconception that teenage pregnancy is only difficult for people of lower socioeconomic status. However, there is a very real pressure that China receives from growing up in a higher socioeconomic status. China is expected to be just as successful if not more successful than her parents, which is what fuels her drive for academic success. China viewed her life as ruined by the pregnancy, and the disappointment from the people who expected something from her was too much to handle. The author emphasizes how devastating it would be for people to find out, â€Å"she told him that she would die, creep out into the woods like some animal and bleed to death, before she’d go to a hospital. With a combination of her detachment from her pregnancy and the pressure to succeed, China and Jeremy make another in a long list of bad decisions, and they get rid of the baby themselves. It was the only decision that kept their secret which they believed would ruin their life. Teenage pregnancy is not something that only effects people of low socioeconomic status and is equally as difficult to deal with. T. C. Boyle chooses a character of higher socioeconomic status to sever the connection between socioeconomic status and teenage pregnancy. They are factors that affect each other in the difficulties that will be faced, but one does not define the other.

The Teacing of Multicultural Education free essay sample

â€Å"To be not just effective, but to be the Approach† Maitha T. Rasonabe CED-02-601A Rizal Technological University Special Topics in Education (PROFED11) Ms. Lynn M. Besa Instructor INTRODUCTION: â€Å"Before we can transform the world, we must first transform ourselves† A demanding world that we are facing today challenged us to be a proactive teacher, a transformative one who is willing to start the change and engaged in a process of self-transformation. Teacher and student go together as well as the teaching and learning process, whereby the need for understanding cultural differences and the dynamics of culture contact in an increasingly diverse society is needed. Multicultural education promotes not only to teach â€Å"what† is the content and â€Å"how† to teach a particular subject area but it addresses that teachers must be responsive to honoring and celebrating the diversity of all the learners. That as teacher educators we must always consider that the learners is the center of the teaching and learning process. We will write a custom essay sample on The Teacing of Multicultural Education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We must always think that an individual-learner is a complex well being with one or more differences that put gaps or boundaries to the learner and to the teacher. Multicultural classroom caters not only one set of learners; a â€Å"classrooms are culturally diverse† and we need to uncover this diversity. There is diversity if children who are different in views and perspective are present. This article would like to address the need for a transformation in teaching inside the classroom. This would discuss the important features of Multicultural Education in a laymen perspective. This article would also like to persuade and inform teachers and students on the needs for the teaching of Multicultural education. To what should be a teacher in a multicultural classroom? How should be the teaching and learning process? And what should be the implication of the teachers to their students? What is an ideal classroom setting and an ideal curriculum for learning in multicultural school? These are just some of the questions that I would like to address to you and I will try to give answers to these. DISCUSSION: The primary goal of multicultural education is to transform the school and to cater or to have equal opportunity to all the learners to learn. According to James Banks(2001), the primary goal of multicultural education is to transform the school so that the male and female students, exceptional students, and students from diverse cultural, social-class, racial, and ethnic groups experience an equal opportunity to learn. We do not simply mean a particular person or area for transformation but we are looking at the larger perspective for transformation. The proponent of the five dimensions of multicultural education Dr. James A. Banks had an interview on September 1998 issue by NEA Today Online readers. From that interview I’d knew the reason why he developed this five dimensions because he found out from his works with the teachers that many thought of multicultural education as merely content integration, so he developed the â€Å"five dimensions of multicultural education† to help educators see that content integration= putting the content in the curriculum is important, but it is only the first dimension and that multicultural education has at least five dimension. The five dimensions of multicultural education are as follow in lighter perspective. From different researches that I had I find hard to fully understand these five dimensions and my objective in presenting these five dimensions is to provide my readers an information that can easily understand which do not sacrifice the real meaning of each dimension. The first dimension is the content integration. That is how we get started. Teachers use examples to illustrate key concepts, we use the discipline through examples. Second, knowledge construction in this teachers help students to understand, investigate, and determine the understood cultural assumptions and frames of reference and perspective of the discipline they’re teaching. In other words we help student our learners to understand and also helps children to become more critical thinkers and readers and that is the knowledge construction process. Third, equity pedagogy with this teachers change their methods to enable students from diverse racial groups nd both genders to achieve, teachers modify their teaching styles so that they use a wide range of strategies and teaching techniques such as cooperative teaching, the use of simulation, role playing, and discovery. Fourth, prejudice reduction it seeks to help students develop positive and democratic racial attitudes. It helps students to understand hoe ethnic identity influenced by the context of schooling and attitudes and beliefs of dominant social groups. Fifth, empowering school cultures it involves restructuring the culture and organization of the school so that students from different racial, ethnic, socioeconomic, and language group experience equality. We are looking not just at individual classroom, but at the total school culture to see how to make it more equitable. We are trying to get rid of this traditional conception of teaching that was â€Å"filling up the bucket†, that if we talked about pedagogy, we are talking about teachers and students becoming learners together. The role of the teachers and students should be both active and not passive. In teaching and learning process where culture and background of the teacher is of different, let’s keep it in our mind that it’s not the race of the teacher, but a set of cultural characteristics that make the teachers effective with children of colors. Characteristics that knew the culture of children, who often live in the community, who understood the daily lives of the students, who could relate to the students, who understand students verbal and non-verbal cues. Teachers who made demands but warm demanders. Teachers who showed students that they cared. Teachers who had high expectation with their students, and believe with their students these are the characteristics of an Effective teacher. Teachers must have the good values and attitudes and experiences. How to be not just Effective but, to be the Approach Teachers have to be engaged in a process of self-transformation. It must start with us, â€Å"before we can transform the world, we must first transform ourselves†, the process of reading, a process of engaging with others, a process of understanding that the other is us and we are the other. Teachers must do these three things. And that is to know, to care, and to act. That in order to bring this reform and to bring about this self-transformation, we need knowledge, that we cannot do this in ignorance. But knowledge is not enough, we also have to care. Horace Mann said to the graduates of Antioch College in 1859, â€Å"be ashamed to die until you’ve won some victory for humankind†, so we have to care and we have to win victories. Those teachers can have these small victories. A victory once a day or once a week, in helping students feel needed, helping a student overcome, helping students feel better in school that day, it’s a small victory; a series of small victories. Finally, we need to act because as Dante said, the worst place in Hell is reserved for those, who in times of great moral crisis take a neutral position. We need to care and to act because in that way we can transform ourselves and help transform our world. As Margaret Mead said that â€Å"A handful people can change the world. IMPLICATION: Multicultural education is an approach to school reform, and movement for equity, social justice and democracy. It tries to provide students with educational experiences that enable them to maintain commitments to their community cultures as well as acquire the knowledge, skills, and cultural capital needed to function in the national civic culture and community. Embracing the pedagogy of multicultural education lead us also to promote peace to our students. We create mindset to our student to become critical thinkers, and to be sensitive inn all aspects of life. As stated above, the main point of view of this discussion is focus on the transformation of the school. But in order to bring about this change or transformation we must be reflective, we have to start within ourselves the transformation. As we always say; we cannot teach what we do not know, same with we cannot make a transformation to others without starting this in ourselves. Another is the KCA, the acronym that I gave to the process we should have for transformation. That is to know, to care, and to act, for ourselves and for others. The seven key characteristics discuss above, help us to uncover diversity in a classroom and to eliminate any form of discrimination and biases in teaching and learning process. That â€Å"education is for all†, and we offer equal opportunity to our learners to learn regardless of their diverse culture, racial, socioeconomic status, cultural background, language group. To implement multicultural education, teachers and administrators must attend to these five dimensions of multicultural education. As future educators we must be aware of our student’s differences. We must be familiar with the approaches, methods and learning styles that are applicable in addressing the needs of our students. We must be sensitive at all times and have the set of good values and characteristics as teachers. That we are not only responsible in teaching our lessons but we are also responsible in building good values, attitudes and experiences to our students. Multicultural Approach cultivates a school environment that celebrates diversity, support mutual acceptance of respect for an understanding of human differences. References: Gorski, Paul C. 7 Key Characteristics of a Multicultural Education Curriculum. http://www. edchange. org/multicultural/resources/ct_characteristics. html Banks, James A. and Tucker M. †Multiculturalism’s Five Dimensions. †NEA Today Online. http://www. learner. org/workshops/socialstudies/pdf/session3/3. Multiculturalism. pdf Multicultural Education-History, The Dimensions of Multicultural Education, Evidence of the Effectiveness of Moral Education. http://education. stateuniversity. com/pages2252/Multicultural-Education. html#ixzz2L0tTcMZs

AQA Computing CPT3 Essay Example

AQA Computing CPT3 Essay Example AQA Computing CPT3 Essay AQA Computing CPT3 Essay This will provide a temporary variable location which holds the representation of the digits, this is stored in form of number User Interfaces This part of section 1 will show a diagram of the petrol pump, with appropriate annotations and notes identifying the features of the petrol pump console, such as the buttons and displays. The Lift Nozzle Start Dispensing button starts the petrol pump timer, this will make the dispensed petrol clock (variable fuelClock) start, incrementing 0.01 each time. It will also allow the customer to pay display (variable totalToPay) to function correctly by calculating the amount the customer has to pay according to the price per litre (variable pricePerLitre) and the dispensed petrol clock (variable fuelClock). This button will also change the pump status from the default status of Pump Is Ready To Use to Pump Is In Use.The Stop Dispensing button will stop the petrol pump timer, this will make the dispensed petrol clock (variable fuelClock) stop, it will also stop the pay display (variable totalToPay) to stop calculating, and provide the final amount of petrol that the customer has to pay for the current transaction, this is calculated according to the price per litre (variable pricePerLitre) and the dispensed petrol clock (variable fuelClock). The button will also change the current pump status of Pump Is In Use to Pump Stopped, Replace Nozzle.The Replace Nozzle button will change the current status of the pump from Pump Stopped, Replace Nozzle to Awaiting Payment, this will allow the cashier to await actual payment for the current transaction so that they are able to press the Reset button on their interface. User Interface (Continued) The Reset Pump button will change the current status of the pump from Awaiting Payment to Pump Is Ready To Use, the petrol pump will also reset the fuel timer / dispensed total (variable fuelClock), the to pay total (variable totalToPay), the pump will add the pay total for the current transaction to the total takings for the day (variable totalTakings), and the pump will add the dispensed total for the current transaction to the dispensed total today display (variable dispensedTotal). A message will also appear in the message box, on the cashiers interface identifying that the petrol pump has been reset (message The Pump Has Been Reset).The Show Daily Report button will change the message box status showing the total takings for the day (variable totalTakings) and the dispensed total today (variable dispensedTotal). After each transaction the Total To Pay is added to the Total Daily Takings variable (calculation totalToPay + totalTakings).The Set Price input box and button in conjunction will update the price of the petrol per litre (variable pricePerLitre), the user will have to input the new price, and then click the Set Price button to change the price, once the price has been changed the status of the Message Box will change to Price Has Been Adjusted. If the new price entered is below 0.01 and above 2.00 an error message will display, such as Price Is Too High, Must Be Below à ¯Ã‚ ¿Ã‚ ½5.00. The price per litre displays on the customer and cashier interfaces will change immediately after the price has been adjusted.

Loanwords and Calques

Loanwords and Calques Loanwords and Calques Loanwords and Calques By Maeve Maddox A loanword comes more or less as is from one language to another. English abounds in them. For example: Latin: agenda, index, memorandum German: angst, blitz, bratwurst French: accident, chef, fierce Italian: concerto, pizza, scenario Japanese: bonsai, haiku, karaoke A calque [kÄÆ'lk] is an expression borrowed by way of literal translation from one language into another. For example: blue-blood: noble birth from Spanish sangre azul. The veins of the pure-blooded Spanish aristocrat, whose ancestry contained no Moorish admixture, were believed to be bluer than those of mixed ancestry (Brewers Dictionary of Phrase and Fable). Devils advocate: one who advocates the opposing side from Latin advocatus diaboli). From the Roman Catholic canonization process in which reasons against canonization are presented by a designated devils advocate. flea market, a place selling secondhand goods, from French marchà © aux puces. Perhaps from the idea that old clothing may contain fleas. gospel, the teachings of the Christian New Testament. The literal meaning of the Old English word godspel was good news, a literal translation of Latin bona adnuntiatio, a translation of Gk. euangelion, reward for bringing good news. masterpiece: A work of outstanding artistry or skill from Dutch meesterstuk, the work that proved that a craftsman was ready to be a master of his craft. German has Meisterstà ¼ck. wisdom tooth: The hindmost molar tooth on each side of both upper and lower jaws in man, usually ‘cut’ about the age of twenty from Latin dentes sapientià ¦, from Greek sophronisteres, from sophron prudent, self-controlled. Hippocrates called them that because wisdom teeth usually appear at adulthood (17-25 years). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:7 Types of Narrative Conflict45 Synonyms for â€Å"Old† and â€Å"Old-Fashioned†20 Criminal Terms You Should Know

Admission Acceptance Essay Example | Topics and Well Written Essays - 500 words

Admission Acceptance - Essay Example Everything was so different. I had left behind in my homeland, everything that seemed normal and natural to me and found myself in a completely alien culture. My proficiency in English was barely passable. Not only did I have difficulty expressing myself, I found it difficult, as well, to understand spoken English here. Since those first few trying months, I have gained a firm grasp of the language and, more importantly, the cultural and language nuances that were so foreign to me at first.Something as simple as school was very strange from what I was accustomed to; the schools in India are very different from those here in the US, and it was almost overwhelming initially, but I have since overcome those barriers. My school work did suffer to an extent during my transition, and therefore, my grades do not fully reflect my potential or intelligence. I had to work harder than most of my peers in order to keep up in my schoolwork, not because I was not smart enough, but because everythi ng was new and different and I had to become fluent in English. It did affect my grades, but it taught me much about myself and what I am capable of. I have gained valuable insight into what I can accomplish in my life and learned that at times the important lessons we learn cannot be measured by external standards.

The Responsible Leader and Manager Essay Example | Topics and Well Written Essays - 1250 words

The Responsible Leader and Manager - Essay Example Among the managers are Stacey Miguel, Kathy Buttimer and Annama Schaeffer. They are, respectively, district manager in Indiana, recruiting manager in Rhode Island and investor relations manager. The district manager oversees all the operations of the district including customer satisfaction and preparing stakeholders’ reports. The recruiting manager is responsible for getting qualified and competent staff to drive the business’ success. The investor relations manager ensures the stakeholders’ interests are taken care of while updating them on the company’s progress. This paper will explain how the managers can use their personal, interpersonal and societal values to manage the stakeholders. It will also show how they demonstrate their awareness of social issues and corporate citizenship responsibilities. Stakeholders Stakeholder management is the process that promotes a company’s strategic goals by influencing internal and external environments to c reate beneficial relationships between the company and its stakeholders (Bolman & Deal 1995). This is achieved through management of the agreed objectives and expectations. Among the stakeholders of Limited Brands are the customers, corporate shareholding companies and suppliers. By the end of 2012, Janus Capital Management LLC had 22.8 million shares, representing a 15.9 percent shareholding in Limited Brands. It is the duty of the managers to integrate their personal values and corporate values in order to ensure the success of the business and encourage stakeholders to invest more. Apart from Mr. Leslie Wexner, the owner, Janus Capital Management is the next largest shareholder. Customers The customers are among the key stakeholders, and the company instills the value of the customer being king to all managers. The managers at Limited Brands know that the business cannot survive without its customers. Even after bringing quality products to the market, the customers’ choic e to buy or not can determine the business’ fate (Chappell 1993). It is, therefore, significant to portray themselves as a company that focuses on excellence driven by customer satisfaction and motivational leadership on top of giving value for money in their products. In mirroring their customers’ values, the recruiting manger, district manager and investor relationship manager bring out their humility in a bid to empower women and improve children’s education. All the managers possess personal values of reaching out a helping hand to the needy. They themselves must possess values of honesty and integrity so as to enroll into the programs genuinely deserving students and women. In light to aiding talented students who need to gain experience before venturing into the employment world, the company offers internships and the successful applicants receive firsthand 10 weeks of immersion experience. They get to learn how products, brands and customer experiences ar e built and delivered. Some are even enrolled into accounting or systems support positions. The managers ensure, through their values of sharing knowledge and opportunity, that the interns learn in the best environment and they can share their experiences with the general public, and customers, upon completion. They subject the interns to the actual and challenging experiences of the working field. The interpersonal values of the managers help the interns to build and develop networks of relationships with other managers and the broader customer base by introductions and recommendations. This gesture serves to attract, build and maintain loyal customers who ensure that business flourishes. With retail stores in 49 states in the US and over 700 products, the interns also stand a better chance of being taken up

Research design and methodology Essay Example for Free

Research design and methodology Essay Despite the fact that the complete genome of the organism was already sequenced, the specific genes coding for the needed enzymes to form pores in the host cell were still unidentified. With this lack of information, this study is formulated and designed. Culturing of B. bacteriovorus HD100 on prey dependent and prey independent set-ups: Predatory (HD) cultures of B. bacteriovorus HD100 will be grown on E. coli in Ca2_-HEPES buffer at 30Â °C, with shaking at 200 rpm (8). Escherichia coli ML35 and E. coli W7-M5 (10) will be used as the prey throughout the experiments. Escherichia coli ML35 will be cultured in nutrient broth (Difco Laboratories), and E. coli W7-M5, a lysine and DAP auxotroph, will be cultured in nutrient broth supplemented with 0. 2 mM lysine and 0. 1 mM DAP at 37Â °C with shaking at 200 rpm. Prey-independent HI strains will be plated on rich peptone-yeast extract (PY) medium (8). Synchronous cultures: Synchronous cultures will be used for performing various experiments as described below. Briefly, fresh bdellovibrios will be added to prey cells in HM buffer (3 mM N-2-hydroxyethylpiperazine-N-2-ethanesulfonic acid (HEPES)-1 mM CaCl. LQ. One mM of MgCl2 will be adjusted to pH 7. 6 using NaOH (10). The organisms will be grown until a final concentration of 1010 bdellovibrios per ml and 5 x 109 E. coli per ml is reached. For proper aeration, volumes will be kept to ? 20% of the flask’s volume and incubated at 30Â °C with shaking at 400 rpm. Synchronous cultures will be examined at intervals for attachment and penetration with a Nikon model L-Ke microscope (Nippon Kogaku Inc. ) equipped with phase-contrast optics and a Nikon model AF camera. Time course Microarray analysis. Time course Microarray analysis will be performed to identify the genes to be expressed during the entry phase, specifically during pore formation on the host cell membrane of B. bacterovorus H100. Microarray slides of B. bacteriovorus H100 will be ordered from Advanced Throughput, Inc Services. Total cellular RNA will be extracted from B. bacteriovorus H100 cells at entry phase using the RNeasy mid kit (Qiagen). The RNA of the organism will also be extracted during the other stages of infection. This will serve as a reference for comparison of the genes expressed and not expressed at the desired stage. Complementary DNA synthesis, fragmentation, labeling, hybridization, staining and washing will be performed according to the Affymetrix B. bacteriovorus H100 GeneChip array expression analysis protocol (Affymetrix). Briefly, cDNA will be synthesized from RNA using Superscript II (Invitrogen) according to the manufacturer’s instructions. RNA will be removed by alkaline treatment and subsequent neutralization. Complementary DNA will be purified with QIAquick PCR purification columns (Qiagen). Purified cDNA will be fragmented by DNase I (Amersham) at 37Â °C for 10 min followed by end labeling with biotinddUTP, using an Enzo BioArray terminal labeling kit (Affymetrix), at 37Â °C for 60 min. Hybridization will be performed in an Affymetrix GeneChip hybridization Oven 640. Washing and staining will be performed using an Affymetrix Fluidics Station 400. Arrays will be scanned with an Agilent GeneArray Scanner G2500A. GeneChip scans will be initially analyzed using the Affymetrix Microarray Suite 5. 1 software, from which PivotData tables will be exported. Raw data from the PivotData Tables will be analyzed in GeneSpring software version 6 (Silicon Genetics), using the parameters suggested by Silicon Genetics for analysis of Affymetrix Microarrays. Real-time PCR: Real-time PCR using the Applied Biosystems 7500 Real-time PCR system will be performed to confirm microarray results. RNA will be extracted from B. bacteriovorus H100 at initial phases of predatory life cycle up to entry phase as described above. RNA will be reverse transcribed into cDNA and simultaneously labelled using the iScript One-step RT-PCR kit with SYBR Green (Biorad). RT-PCR reactions will also be performed to amplify cDNA of housekeeping genes (identified from micro array studies) for normalization of fluorescence values. Identifying the specific hydrolytic enzymes of B. bacteriovorus which are involved in pore formation on host cell membrane. Many experiments showed that B. bacteriovorus H100 releases hydrolytic enzymes during predatory life cycle. According to Thomashow and Ritterberg, glycanases and lipopolysaccharideases are required for pore formation in the prey’s peptidoglycan and LPS layers respectively. The glycanase and/or peptidase could be responsible for weakening the peptidoglycan layer of the prey and thereby responsible for permitting conversion of the substrate cell to a spherical shape (10). Tudor et al. proposed another model for penetration. According to them peptidase is responsible for pore formation but not glycanase (11). Specific enzymes involved in pore formation are not known. The genes identified from the time course micro array technique will be mutated as described previously using suicide vector pSSK10. Resulting mutants will be complemented by using vector pMMB206 (8). Mutants will be analysed for the specific enzymes (using 2D-gel electrophoresis) and their actions on host cell i. e, as a glycanase, LPSase or peptidase will be observed by radio labelling experiments (10). Wild-type B. bacteriovorus H100 and complemented strains will be used as controls. Radio labeling experiments: Escherichia. coli W7-M5, auxotroph for lysine and DAP and cannot metabolize glucosamine, will be radiolabelled as described previously (9,10). Peptide portion of E.coli W7-M5 peptidoglycan will be labelled with [3H] DAP and the lipopolysaccharides and glycan portions of the peptidoglycan will be labeled with [3H]glucosamine. Various mutants and wild-type strains will be tested for predation using this radiolabelled strain. Solubilisation of glucosamine and DAP from labelled prey peptidoglycan will be measured as described previously (11). Briefly, samples taken at intervals will be precipitated with an equal volume of cold 10% trichloroacetic acid for 30 min followed by centrifugation. Resulting supernatants will be assayed for soluble radioactivity in a scintillation counter (Rackbeta II). Two-dimensional gel electrophoresis: The hydrolytic enzymes released by B. bacteriovorus H100 during its predatory life cycle will be analyzed by performing two-dimensional gel electrophoresis. Sample preparation for 2D-gel electrophoresis: Escherichia coli ML35 cells will be challenged with B. bacteriovorus H100 wild-type as well as the mutant strain. Culture fluid will be drawn from synchronous cultures during attachment and entry phases of B. bacteriovorus H100. Culture fluid will be centrifuged to discard any cell debris. Proteins in the supernatant will be precipitated using cold acetone. The precipitated proteins will be separated by centrifugation. The precipitated pellet will be air dried and will be dissolved in rehydration solution (8M urea, 2% CHAPS {3-[3-cholamidopropyl)-dimethylammonio]-1-propanesulfonate}, 18 mM DTT, 0. 5% IPG buffer pH range 4-7; Amersham Biosciences), plus a trace of bromophenol blue. Sample protein concentrations will be determined using the BCA protein assay (Pierce). Resulting protein pellet will be subjected to 2D-gel electrophoresis.

Women Voicing Their Pain Essay -- Racism Writing Literature Papers

Women Voicing Their Pain During the recent international anti-racism meeting, the World Conference Against Racism that was held in Durban, South Africa, the voices of victims of racism and its consequences were heard from around the world. These voices came in various forms, both written and verbal, and were communicated both directly and indirectly. The way that pain is voiced around the world, such as the variety and method of communicating pain, can affect how the audience understands the author’s â€Å"wound†. It can affect how genuinely pain is conveyed and also how the pain applies to other victims. One of the voices heard during the World Conference was that of Diya Muliah, an Indonesian woman working as a maid in Malaysia. Diya’s story is a moving account about how poverty combined with immigration policies can create a negative situation for women not only in Malaysia, but all around the world. But is Diya’s writing meant to be a source of healing for her or others, and to what extent is her writing actually considered healing? Diya is working as a maid for a Chinese Malaysian woman to support her family in Indonesia. After working for a while in Malaysia, Diya’s boss asks for her passport. Not knowing any better, Diya hands it over, not knowing the potential ramifications of not having her documents with her at all times. After a while, Diya’s boss begins to abuse her both verbally and physically. â€Å"She screamed at me constantly, grabbed me by my blouse and shoved me around roughly†, recalls Diya. She withholds Diya’s wages and claims that she will be paid bi-annually, which is an obvious lie. Diya describes these abuses vividly in an effort to describe the â€Å"wound† she is trying to show the world. The fact that Diya... ... context in which her pain is voiced (the World Conference Against Racism, in South Africa) puts a lot at stake for her writing. Whether she conveys her wound effectively could possibly determine whether legislation to help her and others would be enacted. Aside from the global repercussions of her text (however weighty they may be), it is also important to analyze Diya’s attempts to heal herself and others through her writing. While she does effectively communicate her pain, she does not show that this communication will lead to the healing of her wounds. The audience is left feeling that her wounds are as open and fresh as before she began writing. Diya situates this â€Å"woundedness† in a global setting in which changes could possibly be enacted to help her and other female victims of racism, but she fails to heal her own emotional scars and arguably those of others.

Ideas and Beliefs in Justine Larbalestier’s Liar Essay

Justine Larbalestier’s enthralling novel Liar features unreliable protagonist, Micah Wilkins, dealing with issues of identity and truth. I have come to realise, through studying Larbalestier’s novel, that the ideas of truth and identity can be extensively challenged, that lies can become someone’s identity. Micah’s cryptic character has forced me to question what I trust and who I think I am. I have been faced with rethinking my views on sexuality, gender roles, guilt and the real meaning of ‘truth’ due to Micah’s questionable and unpredictable words. Due to society’s restrictive and sexist attitudes towards what is considered male or female, people who don’t fit neatly into a category face issues of identity and belonging. Micah’s relationship with her sexuality and how she perceives gender roles is extraordinarily untidy and indecisive. Being a teenage feminist myself, I can identify with Micah not desiring to subscribe to gender roles although I’m not entirely sure Micah is avoiding acting and looking conventionally ‘feminine’ because of feminist views. I believe Micah is genderqueer or transgender and too afraid to embrace it because it is a hard truth for her to face, â€Å"Being a boy was fast becoming my favourite lie† (p. 8). When Micah talks about her taking the pill to supress her periods she says â€Å"I wish I was a man† and that â€Å"[Her mother] thought having your period was what made you a woman† (p. 57). Perhaps Larbalestier is implying that Micah is not a woman because she doesn’t experience menstruation? Being a woman comes with oppression no matter what class or race you are in; this oppression is more often than not related to sex. Micah constantly refers to being called a ‘slut’ by her peers, â€Å"By kissing [Sarah and Tayshawn] first I confirmed the thousand slut calls†¦Ã¢â‚¬  (p. 238). I believe there is a part of Micah that subconsciously oppresses herself. Right after Micah tells the reader she never slept with Zach she said, â€Å"See? I am a good girl after all† (p. 116). This tells me that Micah believes being a ‘good girl’ is not having sex- this only emphasises my suspicion that Micah desires to be a man because men are free of the ‘slut’ label. She has desires that she feels she can’t pursue without judgement due to her being a biological woman. Identity can be formed from the constructed truth and straight-out lies; people can create their own realities. â€Å"[The worst danger of being a liar] is when you start to believe your own lies† (p. 194). Micah’s story suggests that when you begin to believe your own lies, it shapes who you are and becomes your ‘truth’. I believe Jordan’s death contributed to Micah’s muddled identity, that his death was so traumatic that she created a world of her own to escape the reality. I believe that Micah was responsible for her brother’s death because of how she refers to him: vile, horrible and awful. Micah depicts Jordan as being this way so it’s easier for her to deal with her guilt, â€Å"†¦maybe the world is better the way I tell it† (p. 34), â€Å"We don’t talk about [Jordan’s death]. I can’t think about it† (p. 284). My assumption with this theory was formed by my own experiences. Whenever I have lost something of value, I told myself that it wasn’t that great or important anyway which resulted in less guilt and unhappiness; we lie to ourselves in hope of finding protection from confronting notions. Perhaps the reality Micah has formed for herself actually becomes reality, her truth. Society has conditioned us to accept certain pieces of information without questionning whether it really is the truth. More than with any other work of fiction I have read, Liar led me to question whether what the protagonist said was true. In the first part of the novel ‘Telling The Truth’, Micah is supposedly being honest and sincere with the reader when she reveals she is a liar; this idea in itself is problematic and intensely complicated. The way Larbalestier has written Liar challenged me, for the first time, to question why I believe what I do; why did this particular work of fiction spark such a notion, such a feeling of distrust and uncertainty? Should I have these feelings with everything I read? Whilst talking about her ability to spin detailed lies, Micah says â€Å"It’s odd how often telling the truth feels like lying and lying like the truth† (p. 53). I believe this can be reversed and applied to the reader: it’s easier to believe lies and reject truth. Constantly throughout the novel, Micah reassures the reader that she isn’t lying and that she’s a ‘good girl’; this shows that she is trying to convince herself of those things and using the reader as a distraction, a scapegoat. Micah also sounds condescending and makes the reader feel small by saying things like â€Å"You buy everything, don’t you? You make it too easy† (p. 225). This directly links back to the idea that Larbalestier is forcing the reader to evaluate why we trust and believe what we do. Every story has an underlying moral, intentional or not, and I believe Liar’s is ‘Don’t believe everything you read’. Liar has addressed many ideas and issues such as society’s view towards gender roles, identities created by one’s self, and being accepting of certain information despite the validity being possibly compromised. Larbalestier has made me question more about my values and beliefs than I thought possible. I’ve formed the belief that lies are a part of all of us, unintentionally or otherwise – they become our truth. Micah has made me think about why we as humans try so hard to seek the truth and then lie to ourselves when it’s too unbelievable. Larbalestier’s open-to-interpretation styled-writing is almost metaphorical in relation to life. No truth is absolute, nothing is exactly what it seems and everything is affected by an individual’s perception.

Sandpiper by Ahdaf Soueif , Setting’s Role in Identity

*†What role does ‘place' play in forming one's identity? How does this affect the narrator in her life? † The narrator's life and her identity is shaped by this foreign land that she has moved to. Coming from a western world, as a woman, into an Arabic country, there are certain cultural perceptions that will ultimately alter her identity. The foreignness felt by the narrator is conveyed throughout the story. â€Å"My husband translated all this for me and said things to her which I have come to understand meant that tomorrow I would get used to their ways. This quote represents her inability to conform to the cultural and social acceptances. â€Å"If I tried to do the shopping the prices trebled. † indicates that even the local merchants tried to take advantage of her ‘foreignness' as she was incapable of altering herself to meet their demands or expectations. Perhaps the most apparent portrayal of the result of the setting on the narrator is the â₠¬Å"fading love† experienced between her and her husband. The flashbacks present within the story, â€Å"My second summer here was the sixth of our love – and the last of our happiness. allude to the vast differences between their relationship at various times. This foreshadowing as well as an imminent doom, relationship wise, allows the reader to sense the regret and deep emotional state experienced by the narrator. The narrator was from Europe and her marriage to an Egyptian man has cross-cultural implications. Even though â€Å"the inferior status of women† was explained to her, she still went through with this marriage. One could presume that the narrator's ethnocentrism was evident in assuming that her marriage would be more like a western one. â€Å"My foreignness, which had been so charming, began to irritate him. indicates that once he had returned home, the narrator's inability to change her to her setting, her ‘place' affected their relationship. This is backed by, â€Å"He was back home, and he needed someone he could be at home with, at home. † indicates that the narrator herself is aware of the implication her inability to conform is having on her relationship. Lucy, is the daughter she gave birth to yet she refers to Lucy as ‘his daughter' indicating that even though they are both her parents; the narrator identifies Lucy as belonging to him since she was born and raised in this foreign land. My treasure, my trap† allows the reader to notice that the narrator, this woman, wants to escape, to leave, but she is held back by the maternal love she has for her daughter. The place or setting is the biggest factor in this short story, it is a reason for the couple's fading love and growing estranged. The setting places the narrator in a foreign land, whose cultural values have a negative impact on her causing her to fade from blissful love to saddening regret and hurt. Her identity is altered to that of a fo reigner as perceived by those around her and this changes her mind set, perceiving herself differently, as a different person.

Legalize Hemp essays

Legalize Hemp essays The marijuana plant and the hemp plant are both from the cannabis family but they serve completely different purposes. The marijuana plant is grown for the buds they produce which carry the psychoactive ingredient, delta-9-tetrahydrocannibinol, aka, THC, which is what causes people to catch a buzz. The hemp plant is grown for the fibers they produce and it contains no more than 1% THC, meaning that to catch a buzz from the hemp plant, you would have to smoke 10-12 hemp joints in less than 10 minutes...highly unlikely and probably impossible. The two plants have little in common, other than the fact that they are from the same family, they look and smell alike and they are both illegal to grow. Unlike marijuana, you are allowed to possess hemp, so dont worry...you arent in the presence of an illegal substance!!! (Point to visuals) Most hemp, which you can purchase at art supply stores, has been imported from Canada, England, Australia or one of the 30 other countries where growing h emp is an extremely profitable industry. Hawaii is the only US state that has permission to grow and harvest the plant. The government granted them a quarter acre lot to test the crop for beneficial purposes. This information is courtesy of the NORML web page. NORML stands for the National Organization for the Reform of the Marijuana Laws but this organization has just as much information on the hemp crop as it does marijuana. I would quickly like to list a few facts I pulled off of the Hemp Legalization web page; ~Hemp fibers are longer, stronger and more absorbent then cotton. ~The Declaration of Independence was written on hemp. ~Some of our first Presidents required farmers to harvest the crop. (Show bumper sticker) ~Hemp is superior to wood pulps and makes an ideal additive to recycled paper to improve its strength. Now I would like to move on to more in depth facts on certain areas that I believe hemp is nee ...

Make a Fake Neon Sign Using Fluorescence

Make a Fake Neon Sign Using Fluorescence Do you love the look of neon signs, but want an inexpensive alternative that you can customize to say whatever you want? You can make a fake neon sign using fluorescence to make inexpensive common materials glow. Fake Neon Sign Materials You only need a few basic materials for this project. Flexible plastic tubing (usually sold as aquarium tubing)Glue gunCardboard or other stiff backing for your signFluorescent highlighter pen or laundry detergentWaterBlack light Make the Fake Neon The plastic tubing will glow blue under a black light, so technically this project will work if you simply form a sign with the tubing and illuminate it with a black light (ultraviolet lamp). However, youll get a much brighter glow if you fill the tubing with a fluorescent liquid, such as a small amount of laundry detergent dissolved in water (bright blue) or a fluorescent highlighter ink pad in water (available in various colors). Tip: A lot of highlighter pens called fluorescent markers arent actually fluorescent. Write a quick note on paper and shine a black light on it to determine whether or not the ink fluoresces. Yellow almost always glows. Blue rarely does. Make the Sign Design Practice forming the word you want on your sign so that you can get an idea of how much tubing will be required.Cut the tubing somewhat longer than what you think you will need.Fill the plastic tubing with your fake neon. Put one end of the tubing into the fluorescent liquid and raise it higher than the other end of the tubing. Place the lower end of the tubing into a cup so you wont have a big mess. Let gravity pull the liquid down the tube.When the tubing is filled with liquid, seal its ends with beads of hot glue. Allow the glue to cool before proceeding to make sure you have a good seal on your neon.Apply hot glue to stick the tubing to the backing you have selected. Form the word for your sign. If you are making a sign that uses multiple words, you will need separate tubes for each word.If you have excess tubing, carefully cut the end and seal it with hot glue.Illuminate the sign by turning on a black light. A fluorescent light fixture will provide some glow, but for a bright ne on appearance, use a black light.

Public Health Nursing Assignment Example | Topics and Well Written Essays - 500 words - 86

Public Health Nursing - Assignment Example Common differences between infectious syndromes and child mortality among other development programs may challenge the understanding of the interrelationships of diseases affecting those in poor nations. For example, the movie, Water First, directed by Amy Hart presents water shortage as the leading cause of waterborne diseases such as cholera and bilharzia, in Malawi. Water shortage is also responsible for the increased school dropouts among female teenagers. This is contrary to the situations in developed nations such as the U.S. where child mortality, infectious syndromes, and injuries are majorly caused by poor diets, overconsumption of alcohol, road traffic accidents, and tobacco. In order to assess and understand the challenges facing the implementation of a standardized global health care system, let us consider and compare health statistics of the U.S. and of two other developing countries, which include Nicaragua and Peru. The World Health Organization data repository indicates that the age-standardized mortality rate by all causes (ages 30-70, per 100,000 population), in 2008, was 460, 680 and 478, in the U.S., Nicaragua, and Peru respectively. This data is summarized ion the table below; There are factors that make these figures vary from one nation to another, and these include literacy level, poverty level, availability of food and drinking water, eating habits, and availability of physicians. From the data above, it is evident that the mortality rate is the U.S. (an industrialized nation) is much less than that of Nicaragua and Peru (developing nations). This is probably because they have better health care facilities and highly qualified physicians. Additionally, different state governments, in the U.S. are capable of supplying clean water to almost every household in that state. This is contrary to the situation in Nicaragua and Peru where almost 26 percent of the population cannot access balanced diet and clean water. This is the reason why most deaths in developing nations (Nicaragua and Peru) are because of poor diets, waterborne diseases.

An Analytical Remuneration of Writing Skills Personal Statement - 5

An Analytical Remuneration of Writing Skills - Personal Statement Example Initially, it was an intimidating experience filled with apprehensions and anxieties. However, the encouragement provided by a highly competent and qualified instructor prodded me to endeavor to enhance my writing skills. Through observing grammatical rules and by indicating weaknesses in structure and form, I had begun to improve in terms of gaining confidence in writing and in applying the rules for effective writing. In this regard, it is my personal conviction that I am given the privilege to pass the UWSK course as a prelude to more gratifying writing experiences in the future. The UWSK accorded me with the opportunity to develop diverse skills pertinent to writing. One of the major skills learned was an observance of essay structures which encompasses important rules in grammar, including observance of correct spelling and punctuation marks. My initial essay (Out of Class Essay #1) on Illegal Immigration observed appropriate structure by presenting an introduction (which could actually be fairly long), a body (with arguments presenting claims and reasons) and an appropriate conclusion. I took ample time to clearly evaluate correct spelling and phrasing with the use of the required punctuation marks. I realize that there is still a tendency for me to lengthen my discussion of a particular topic creating the tendency to divert into another topic. Of course, one cannot be expected to come up with a perfect essay in a few tries. Another skill that has been developed through the UWSK course is the skill of introspection – the ability to contemplate on one’s thoughts and feelings prior to writing. As indicated in the standard instructions prior to any writing experience, one must brainstorm to gather thoughts, information, details of what I want to write, and how I plan to write these ideas in a structure which would assist the reader in understanding the message that I want to relay.

Contract Administration and Management -Contracting Officers Essay

Contract Administration and Management -Contracting Officers - Essay Example A PCOs value comes from identifying the best contractor for the job in consideration and ensuring that their compensation matches the work that they will provide. The second is the Administrative Contracting Officer (ACO), whose responsibilities include the administrative aspects of the contract, such as, monitoring the performance of contractors, inspecting and, subsequently, accepting supplies and services from contractors, and ensuring the payment of contractors occurs accordingly. The value of the ACO comes from the contract implementation in that s/he has to ensure that it occurs according to the predetermined terms and conditions (Stanberry, 2012). The third is the Contracting Officer’s Representatives (COR), also known as Contracting Officer’s Technical Representatives, whose responsibilities include assisting the contracting officer in ensuring that the performance of contractors reflects the terms and conditions of the contract. The value of the COR (or COTR) comes from providing guidance, as well as, technical advice with regard to the contract specifications, especially when dealing with service contractors. The fourth is the Termination Contracting Officer (TCO) whose responsibilities include ensuring that the termination of a government contract benefits the government or minimizes losses regardless of whether it is because of the contractor’s default or for government convenience. The value of a TCO comes from ensuring that the losses to the government from the termination are minimal (Stanberry,

The Great Sphinx Of Ancient Egypt English Language Essay

The Great Sphinx Of Ancient Egypt English Language Essay Over 4, 500 years ago, an impressive creature was carved out of limestone on the Giza Plateau, Egypt. This large animal is called the Great Sphinx, complete with a lions body and a humans head. After being buried in the sand for many years, it was uncovered, and its grandiose height and width were revealed (Dunn 2, 3). The sphinx was also given many other names found in the earliest forms of Egyptian writing (Butler 3). The Great Sphinx is a stone figure surrounded by loads of history, myths and characteristics that make up its meaning. What is the Great Sphinx? The body is about 65 feet tall and 200 feet in length. The face of it is 13 feet wide and its eyes are 6 feet high (TourEgypt 3). In comparison to Ancient Greek sphinxes, who were females with wings, Egyptian sphinxes were males. There are small traces of red paint on the cheeks; evidence of its once bright color. Although the nose and beard are missing and its face is battered, the expression is able to be read. The watchful eyes and smile are easily seen (Berg 8, 10). The possible reason for the missing nose and beard is stated in Christopher Bergs article. There are several stories explaining the Sphinxs famous missing nose; one is that it fell off when Napoleons archaeologists were investigating the statue; another is that the Mameluke army used the Sphinx for target practice, and a lucky artillery shot blew it off. Neither of these tales are true. The nose was probably removed in the 8th century AD by a Sufi who considered the Sphinx a blasphemous idol, but all that can be said for certain, based on the tool marks that remain, is that it was deliberately pried off with chisels. The face is possibly that of Khafre, a pharaoh from the fourth dynasty who built one of the largest pyramids on the Giza triad. Its face could also be that of Khafres older brother or another pharaoh down the line of ancestors. Different names given to the Sphinx back in the ancient Egyptian times include Hor-em-akht (Horus in the Horizon), Bw-How (Place of Horus) and Ra-horakhty (Ra of Two Horizons). Horus was one of the oldest and most significant gods in the religion of ancient Egypt. This deity was the patron god of living Pharaohs, rulers, law, war, young men and others. Horus was often depicted as a falcon-headed man (most commonly), a falcon, a lion with the head of a falcon or a sphinx. Horus was worshipped widely throughout Egypt and there were many stories and myths told about him. The sphinx ages back to the kings of the 4th Dynasty, maybe even to an older time (Gray 10). The Sphinx Stela, an inscription on the Sphinx that dated back to 1400 BC, is the oldest evidence that is given for the date. What is the history and origin of the Sphinx? People in that time period represented their pharaohs as lions because of their physical strength. The Sphinx was developed as a result of this high view they had of their leaders (Trifter 1). Also, a lot of other Egyptian kings worshiped the Great Sphinx because they didnt know where it came from (Berg 2). It lived most of its history covered in sand. The first uncovering of the Sphinx was by Thutmose IV, as it was stated on the Sphinx Stela. The pharaoh Thutmose IV, sleeping beneath the head of the statue, was told in a dream to dig up the body of the Sphinx. In reward he was told he would be made a great king. Thutmose immediately began digging up the Great Sphinx, restoring it to its former glory. The next time it was restored was not until the 20th century (Butler p. 2, para. 4, 5). As for the origin of sphinxes in general, it is suggested that they came from the Babylonians or other races before the idea was adopted from the Egyptians. Another theory suggests the Babylonians took it from the Egyptians. The Babylonians believed of a flood from the Persian Gulf that marked the beginning of the world and was ruled by the great creatures called sphinxes. Because of the Niles annually flooding, it is believed that the Babylonians could have had a similar flood. That would raise this theory in both places, Egypt and Babylon. Besides the Great Sphinx, other statues and sculptures of different types of sphinxes were found. This leads to the theory that the Sphinx of Giza was not the first of its kind (Nichols 108). Underneath the Great Sphinx is a series of tunnels, doorways, stairs and even a circular temple. The passageways into the tunnels are outside and to the side of the Sphinx, possibly meaning the Sphinx was built after the underground construction, or perhaps even before. Also, a secret subway is thought to be snaked underground, connecting Khafres pyramid and the Sphinx. Because Khafre built the pyramid close by with chambers and passageways, the Sphinx was thought to be built similarly. These interior chambers and tunnels inside the Sphinx were searched for, but only a few passages with dead ends were found. Erosion is a popular discussed piece of information over the Sphinx. The head of the creature is disproportionate to its body. This definitely has something to do with the erosion because the Egyptians always made their sculptures and statues with as much perfection and symmetry as possible. Some parts of the body give evidence for wind erosion. Other parts look as if it was eroded by water. In addition, its body is very much so eroded, whether in natural occurrences or not. Its head on the other hand, is not. This suggests rain fall that pooled around its upper body while covered in sand. Also, a flood could have had a part in the erosion, but this is not for sure. It is also made up of different kinds of sandstone and limestone which affected the rate and kind of erosion (Orcutt 7). Whatever the reality of the results of erosion, the Sphinx has surely been altered in its form over the many years of its life. The mystery of the Great Sphinx is a debated subject as it involves why, how and for who it was built. The exact purpose for its existence is not known. It was possibly a guardian statue, or a memorial to a Pharaoh or god, or in some cases, it was even thought to be an astronomical observation device (Gray 15). In the book The Sphinx Mystery, the author, Robert Temple, talks about the purpose for the Sphinx. He believes that originally, the Sphinx was a statue of the ancient Egyptian deity called Anubis. Instead of a lion, it was shaped like a dog. Anubis was the protector of the underworld, which the author believed was right at Giza. This information would link to the location of the Sphinx, as it sits in that same area (Coppens 3). The Sphinx was also thought to be the image of a god or even goddess, representing the worshiped idol of the place and time period. Since other sphinxes of different kinds have been found, the theory is that each of them represented a god of their own p lace and time (Hastings 768). Not only this, but some believe it was guarding a tomb or tombs from evil forces. This theory is not as known and used as other ones, but still, a possibility. Some researchers have even suggested that the Sphinx originated from Africans living in Egypt and did not originate from Egyptians at all. As for the builder, the common theory is that it was Khafre, the builder of a huge pyramid close by. Other theories suggest Khafres father, brother or older kings building it. During the reign of Khafre, Egypt was a prosperous place and many things were developed including the Sphinx. This time period could easily tie in with the construction of this great creature. Also, the time of Khafres older brother (another possible builder of the Sphinx) was in similar condition. As for the construction, the Sphinx was carved right out of the limestone bedrock by many workers of the Pharaoh of that time. Considering the lack of modern tools, this project would have required many laborers and very challenging work. The leftover rock was most likely used for other projects such as temples or pyramids (Butler p. 2, para. 1, 2). The Great Sphinx was an incredible creature built long ago, during ancient Egyptian times. Sitting in the Giza Plateau, it watches over the surrounding pyramids and in some theories, acts as a guardian. Representing a pharaoh and his deities, it was worshiped as a god itself at times. The builder and the date of construction are not valid facts, but many ideas are presented. Even though this great creature lived most of its life being eroded and covered by sand, it stands proud and tall, continuing to watch over its land. Many continue to marvel at its awesome form and mysterious origins. Works Cited Butler, Allen. A History of the Great Sphinx of Giza. Associated Content Associatedcontent.com. Allen Butler, 2 Feb. 2006. Web. 2 Oct. 2010. a_history_of_the_great_sphinx_of_giza.html?cat=37>. Dunn, Jimmy. The Great Sphinx. InterCity Oz, Inc Interoz.com Web Publishers, Marketers and Designer Where the Web Leads. 1996. Web. 2 Oct. 2010. http://interoz.com/egypt/sphinx.htm. Gray, Martin. Great Sphinx. Sacred Sites: Places of Peace and Power. 1983-2009. Web. 13 Oct. 2010. http://www.sacredsites.com/africa/egypt/great-sphinx.html. AKNsolutions.com. The Great Sphinx. Egypt Travel, Tours, Vacations, Ancient Egypt from Tour Egypt. 1996-2010. Web. 13 Oct. 2010. . Ghaz, Mr. The Long Lived Lion: How The Great Sphinx Survived The Sands of Times | Trifter. Trifter | Travelers Sharing Hotel, Travel, Flight and Destination Tips. 28 Mar. 2010. Web. 13 Oct. 2010. . Berg, Christopher. The Sphinx. Mazes, Educational Puzzles at Amazeing Art. 2001-2004. Web. 12 Oct. 2010. . Bayuk, Andrew. Guardians Sphinx. Guardians Egypt Main Gate. 1995-2005. Web. 12 Oct. 2010. . Coppens, Phillip. The Sphinx Mystery. Philip Coppens.com. Web. 27 Oct. 2010. . Orcutt, Larry. A Chamber Beneath the Sphinx? Catchpenny Mysteries of Ancient Egypt. 2000. Web. 30 Oct. 2010. . Nichols, John. The Gentlemens Magazine. Vol. 92. 1822. 2 Nov. 2010. Hastings, James. System of Synthetic Philosophy. Encyclopedia of Religion and Ethics. Vol. 22. Edinburgh: [s.n.], 1908. Print. First Rough Draft Abbie Dennett Over 4, 500 years ago, a creature was crafted out of limestone on the Giza Plateau, Egypt. This large animal is called the Great Sphinx, complete with a lions body and a humans head (Dunn 3). After being buried in the sand for many years, it was uncovered, and its grandiose height and width were revealed (Dunn 2). The sphinx was also given many other names found in the earliest forms of Egyptian writing (Butler 3). The Great Sphinx is a stone figure surrounded by loads of history, myths and characteristics that make up its meaning. What is the Great Sphinx? The body is about 65 feet tall and 200 feet in length. The face of it is 13 feet wide and its eyes are 6 feet high (TourEgypt 3). Although the nose and beard are missing and its face is battered, the expression is able to be read. The watchful eyes and smile are easily seen (Berg 8, 10). The sphinx ages back to the 4th Dynasty, maybe even to an older time(Gray 10). Different names given to the Sphinx back in the ancient Egyptian times include Hor-em-akht (Horus in the Horizon), Bw-How (Place of Horus) and Ra-horakhty (Ra of Two Horizons). These facts are simply characteristics of the Sphinx, not yet getting into the deeper meanings. What consisted of the history during the time of the Sphinx? The people back in that time represented their pharaohs as lions because of their strength. Because of this, the sphinx was invented (Trifter 1). The Great Sphinx lived most of its history covered in sand. The first uncovering of the Sphinx was by Thutmose IV. The pharaoh Thutmose IV, sleeping beneath the head of the statue, was told in a dream to dig up the body of the Sphinx. In reward he was told he would be made a great king. Thutmose immediately began digging up the Great Sphinx, restoring it to its former glory. The next time it was restored was not until the 20th century (Butler p. 2, para. 4, 5). A lot of Egyptian kings worshiped the Great Sphinx because they didnt know where it came from (Berg 2). The construction of the Great Sphinx is obviously the base of the entire project. The purpose of the Sphinx is not known, but there are many ideas as to what that might be. Possibly a guardian statue, or a memorial to a Pharaoh or god, or in some cases, it was even thought to be an astronomical observation device (Gray 15). As for the builder, the common theory is that of Khafre, the builder of a huge pyramid close by. Other theories suggest Khafres father or older kings built it (Bayuk 4). The process used to make the Sphinx was carving. It was carved right out of the limestone bedrock, brick by brick. The leftover rock was most likely used for other projects such as temples or pyramids (Butler p. 2, para. 1, 2). The Great Sphinx was an incredible creature built long ago, during ancient Egyptian times. Sitting in the Giza Plateau, it watches over the surrounding pyramids and in some theories, acts as a guardian. Representing a pharaoh, it was worshiped as a god at times. The builder and the date of construction are not valid facts, but many ideas are presented. Even though this great creature lived most of its life being eroded and covered by sand, it stands proud and tall, continuing to watch over its land. Comments: For only being this far in your writing, the number of citations seems to be disproportionately large.Organize your writing; some paragraphs are very disjointed and discuss several different topics. In several places you start to repeat yourself. See the comments in the margin. Works Cited Butler, Allen. A History of the Great Sphinx of Giza. Associated Content Associatedcontent.com. Allen Butler, 2 Feb. 2006. Web. 2 Oct. 2010. a_history_of_the_great_sphinx_of_giza.html?cat=37>. Dunn, Jimmy. The Great Sphinx. InterCity Oz, Inc Interoz.com Web Publishers, Marketers and Designer Where the Web Leads. 1996. Web. 2 Oct. 2010. http://interoz.com/egypt/sphinx.htm. Gray, Martin. Great Sphinx. Sacred Sites: Places of Peace and Power. 1983-2009. Web. 13 Oct. 2010. http://www.sacredsites.com/africa/egypt/great-sphinx.html. AKNsolutions.com. The Great Sphinx. Egypt Travel, Tours, Vacations, Ancient Egypt from Tour Egypt. 1996-2010. Web. 13 Oct. 2010. . Ghaz, Mr. The Long Lived Lion: How The Great Sphinx Survived The Sands of Times | Trifter. Trifter | Travelers Sharing Hotel, Travel, Flight and Destination Tips. 28 Mar. 2010. Web. 13 Oct. 2010. . Berg, Christopher. The Sphinx. Mazes, Educational Puzzles at Amazeing Art. 2001-2004. Web. 12 Oct. 2010. . Bayuk, Andrew. Guardians Sphinx. Guardians Egypt Main Gate. 1995-2005. Web. 12 Oct. 2010. . Second Rough Draft Abbie Dennett Over 4, 500 years ago, a creature was carved out of limestone on the Giza Plateau, Egypt. This large animal is called the Great Sphinx, complete with a lions body and a humans head. After being buried in the sand for many years, it was uncovered, and its grandiose height and width were revealed (Dunn 2, 3). The sphinx was also given many other names found in the earliest forms of Egyptian writing (Butler 3). The Great Sphinx is a stone figure surrounded by loads of history, myths and characteristics that make up its meaning. What is your thesis statement? What is the Great Sphinx? The body is about 65 feet tall and 200 feet in length. The face of it is 13 feet wide and its eyes are 6 feet high (TourEgypt 3). There are small traces of red paint on the cheeks; evidence of its once bright color. Although the nose and beard are missing and its face is battered, the expression is able to be read. The watchful eyes and smile are easily seen (Berg 8, 10). The possible reason for the missing nose and beard is stated in Christopher Bergs article. There are several stories explaining the Sphinxs famous missing nose; one is that it fell off when Napoleons archaeologists were investigating the statue; another is that the Mameluke army used the Sphinx for target practice, and a lucky artillery shot blew it off. Neither of these tales are true. The nose was probably removed in the 8th century AD by a Sufi who considered the Sphinx a blasphemous idol, but all that can be said for certain, based on the tool marks that remain, is that it was deliberat ely pried off with chisels. The face is possibly that of Chephren, a pharaoh from the fourth dynasty who built one of the lagest pyramids on the Giza triad. Different names given to the Sphinx back in the ancient Egyptian times include Hor-em-akht (Horus in the Horizon), Bw-How (Place of Horus) and Ra-horakhty (Ra of Two Horizons). The sphinx ages back to the kings of the 4th Dynasty, maybe even to an older time(Gray 10). Sphinx Stela, an inscription on the Sphinx that dated back to 1400 BC, is the oldest evidence that is given for the date. These facts are simply characteristics of the Sphinx; not yet getting into the deeper meanings. What is the history of the Sphinx? People in those days represented their pharaohs as lions because of their physical strength. The sphinx was developed as a result of this high view they had of their leaders (Trifter 1). Also, a lot of other Egyptian kings worshiped the Great Sphinx because they didnt know where it came from (Berg 2). It lived most of its history covered in sand. The first uncovering of the Sphinx was by Thutmose IV, as it was stated on the Sphinx Stela. The pharaoh Thutmose IV, sleeping beneath the head of the statue, was told in a dream to dig up the body of the Sphinx. In reward he was told he would be made a great king. Thutmose immediately began digging up the Great Sphinx, restoring it to its former glory. The next time it was restored was not until the 20th century (Butler p. 2, para. 4, 5). The mystery of the Great Sphinx is a debated subject as it involves why, how and for whom it was built. Chambers and tunnels underneath the Sphinx were thought to exist, but this is also a mystery. Its purpose is not known. Possibly a guardian statue, or a memorial to a Pharaoh or god, or in some cases, it was even thought to be an astronomical observation device (Gray 15). In the book, The Sphinx Mystery, the author, Robert Temple, talks about the purpose for the Sphinx. He believes that originally, the Sphinx was a statue of the ancient Egyptian deity called Anubis. Instead of a lion, it was shaped like a dog. Anubis was the protector of the underworld, which the author believed was right at Gizeh, which would also make sense for the location of the Sphinx (Coppens 3). As for the builder, the common theory is that it was Khafre, the builder of a huge pyramid close by. . Other theories suggest Khafres father or older kings built it. Because of Khafres pyramid, which contains two cha mbers, the Sphinx was also thought to have an entrance or a chamber. Only three entrances were found, but they were dead ends (Orcutt). The Sphinx was carved. It was carved right out of the limestone bedrock. The leftover rock was most likely used for other projects such as temples or pyramids (Butler p. 2, para. 1, 2). The Great Sphinx was an incredible creature built long ago, during ancient Egyptian times. Sitting in the Giza Plateau, it watches over the surrounding pyramids and in some theories, acts as a guardian. Representing a pharaoh, it was worshiped as a god at times. The builder and the date of construction are not valid facts, but many ideas are presented. Even though this great creature lived most of its life being eroded and covered by sand, it stands proud and tall, continuing to watch over its land. Comments: Looks like you are still having an issue with getting to a full five pages. In your works cited, I dont see any reference to hard (library) books, nor to a National Geographic magazine. Again, suggestions to lengthen this would include comparing to other sphinxes around the world (I believe I have heard of something similar somewhere, but the location escapes me just now), and further relating it to one of the nearby pyramids. Try Googling Babylonian Sphinx for starters.

The Power Areas of Life :: Of Water and the Spirit African Culture Essays

The Power Areas of Life The significant elements in Of Water and the Spirit were the elements that contrasted starkly with the modern world. There were many aspects of the Dagara culture that were alien to my culture. The use of and belief in magic and the supernatural ama zed me. I found an absence of secularism in the African society. The Dagara's inability to distinguish between thought and reality stunned me. The element that I chose to talk about is the strong bond displayed between the very old and the very young. This element plays a significant role in Malidoma's story, and it really made me consider the values in my society. Malidoma established the importance between the young and old early on in his narrative. He identified these two ages as the two power areas of life. In African culture the young children spend the majority of their time with their grandparents. Th ey are responsible for the rearing of the child. This relationship is established so that the child can learn from his or her wise grandparents. The bond is also important because if it is strong enough, it can be a bridge between the world of the livin g and the dead after the grandparent has passed away. Malidoma's grandfather was a very real part of Malidoma's life even after his grandfather's death. When Malidoma was in the seminary, the only tie that he had to his people and culture was his grandf ather. His grandfather, even though he had died when Malidoma was very young, was the steady and supportive force throughout Malidoma's life. When Malidoma was young he spent huge amounts of time with his grandfather. The thing that Malidoma really emphasized about their relationship, was that his grandfather always talked to him as if he were an adult. No one else treated Malidoma as if he were an adult; their bond was special. Malidoma was referred to as a brother by his grandfather. This bond of brotherhood between the elderly and child is stronger than death. In a way, it is strengthened by death. The French colonial rule was able to completely disconnect Malidoma from his family and culture. They alienated him so much, that after fifteen years away from his village, he couldn't reconnect with his people without undergoing the extensive initiation ceremony. The bond with his gra ndfather was unscathed by life with the Jesuit priests.

Internet as a Learning Tool

International Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011 INTERNET AS LEARNING TOOL: INDIAN ENGINEERING STUDENT’S PERCEPTION Vandana Sharma [1], Rishu Chhabra[2] 1 2 Education & Research, Infosys Technologies Limited, Mysore, Karnataka, India Department of Computer Science & Engineering, Chitkara University, Punjab, India, ABSTRACT Our global economy now relies on brainpower and innovation rather than manual labor and raw material as a generator of wealth and good education has become the key part in shaping the success of the countries.Over the last decade, t h e I T revolution has brought in advancement that shows increasingly visible effects on the education with the birth of online education. First student community realized the effect of the internet on their education. Invention of internet has removed all the barriers to learning. The scope of this paper is to analyze the north Indian engineering student’s percep tion about internet as learning tool effects of internet on them in perspective of their relations, education, entertainment and and socialization.Technology can have both positive and negative consequences on people in different walks of life at different times. Now necessity is to understand the true impact of it so that everybody gathers benefits that yield a healthy mind. In this paper, with the help of an empirical study it was inspected that whether the contacts via e- mail, online chatting and availability of information through Internet would lead our students in a better learned and connected individual. Study also examines the kind of learning mode students prefer.These issues are discovered in detail and suitable solutions are proposed to counter the negative effects of internet on students. Keyword: Internet, education, learning tool INTRODUCTION Internet is a tool for the improvement of learning. A textbook which was a traditional learning tool are now out of date as in ternet moves quickly and provides updated information and includes a wide variety of International Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011 international sources. Now learning has a greater reliance on information acquired from the internet rather than from textbooks.Dependence on this tool has increased exponentially and unbelievably. Social, geographical, economical barriers are disappearing as students interact worldwide. The technological revolution has a faster and deeper impact on more and more lives. This has further increased with the improvement of technology. Venkatesh [1] surveyed in his paper that all technologies create an impact of s o m e k i n d . For example, the television technology has had an influence on the media habits of the public, their attitudes and behavior towards entertainment and the interaction between family members.Cole [2] assessed the requisite of Internet as a mainstream medium t h a t m a y s o o n b e a s prevalent a s television although pace of its diffusion seems much faster. Kraut e t al [3] conducted a longitudinal study on the effects of Internet on social involvement and psychological well-being. Their findings show that the greater use of the Internet was significantly related with decreased community within the family, a decrease in local social network and loneliness and depression. In a report of SIQSS, [4] N.Nie has also continued with the negative consequences of the Internet that are similar with the outcomes of the Kraut group. Katz and Aspden [5] made a survey using 2500 respondents, 8 percent of them were Internet users. Comparing users with non-users, they establish no evidence t h a t t h e u s e o f i nternet reduces people’s membership in social and religious organizations. Among users, more use of the Internet was related with additional contact with family members and an increased involvement in online communities. This survey contradicts the discoveries presented in [4] and [5].Wellman [6] made a survey on â€Å"the National Geographic Society website† and came out wi t h t h e s u g g es t i o ns t hat t h e I n t er n e t can be used for increasing interpersonal connectivity and organizational involvement. Not only can expose people to more inf ormation and more contacts, it can reduce commitment to community. However, this increased connectivity and involvement. In 2009 there were nearly 81,000,000 users of internet in India. There are many studies available at global level about the impact of internet on students but studies about Indian engineering students are not available.INTERNET IN EDUCATION There are number of main advantages of using internet for education [7] A . Flexibility and Variety The flexibility of the internet is possibly the greatest advantage for online education. Websites, interactive activities, lecture notes, videoconferencing, webinars, chartrooms, and blogs, online education studen ts and their educators can interact in ways that are already known to them. Internet provides user friendly interface International Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011 to user and new users also feel more comfortable with time B.Ease and Low Cost of Access Internet has defeated the distance barrier for learning. Students need not to move to gain knowledge. It has become easy and affordable for everyone from a rural area student to a working professional. For the purpose of interactive courses and videoconferencing rural students are facing problem and this still requires attention C. Ease and Low Cost of Setting Information Online Email, chat and interactive online meeting has become new way of learning. Information regarding a course is all available online. This is not only accessible but is affordable for institutes also.Records are available for 24X7 for any time use. D. Ease of Updating Information Online Information up dation is easier than revising a textbook. Results can be displayed just after an exam. A new course is easy to add. New research or finding can become part of syllabus instantly. In [8] Aytekin ISMAN, Fahme DABAJ studied students-teachers’ perceptions and attitudes towards internet based on various parameters. It was concluded that at education cycle of students concentrate more to learn internet alternatives and functions for getting great positive benefit their future life by adapting contemporary trends.In [9] Hong etal studied . Students' attitudes toward the use of the Internet for it is important that students should b e exposed learning at a university in Malaysia and showed that to this web based learning so that they could get benefit from Web-based courses and Web-assisted conducted in their field of specialization by the various departments. PURPOSE OF THE STUDY The purpose of this research was to collect information about the impact of internet on learning of eng ineering students. This study is directed to answer following questions: †¢ †¢ †¢ What is the attitude of students towards using internet for their course contents?Do the students prefer using internet over books? Does internet builds confidence in students by helping them in presentations etc.? METHODOLOGY The research instrument in this study was a questionnaire. There were total of 20 questions in this questionnaire each with five selections of response from â€Å"Strongly Agree† to Strongly Disagree†. Questions were divided into four categories. In first category questions were framed to measure student’s attitude toward International Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011 he use of internet for their course purpose. Sample question for this category is â€Å"With the help of internet I am able to collect more study material â€Å". Second category asks students about their preference of internet over books. Sample question for this statement is â€Å"For study purpose I prefer spending time on internet surfing rather sitting in a library â€Å". Third category measures the student’s attitude for internet as a tool of confidence builder. Sample question is â€Å"Internet has boosted my confidence as I am able to present my reports, seminars etc. n better wayâ€Å". In the last category miscellaneous questions were asked to get student opinion about group learning through internet using blogs and discussion forums, their time spent on internet etc. As all students were engineering students, questions were not asked to measure their basic knowledge and skills of the internet. Population under investigation included 100 students of Computer Science & Engineering of a Wifi enabled engineering institute campus. All students use Laptop and Internet on daily basis. RESULT AND DISCUSSION A.Student’s attitude towards using internet for their syllabi There were four questions under this category. For each statement responses were coded 2 for â€Å"Strongly disagree â€Å"to 5 for â€Å"Strongly agree† and 1 for â€Å"No opinion†. Thus the scores for each student on the statement ranges from 8 to 20. Scores from 8-10, 12-16 and 17-20 were classified as having â€Å"negative† ,†neutral† and â€Å"Positive† attitude towards the use of internet for learning. Table 1 shows the result. Table1. Student’s attitude towards using internet for learning. Scores 8-10 12-16 17-20 Attitude Negative Neutral Positive Frequency 2 58 40B. Student’s preference of internet for study material over the books For each statement responses were coded for 2 â€Å"Strongly disagree â€Å"to 5 for â€Å"Strongly agree† and 1 for â€Å"No opinion†. Thus the scores for each student on the statement range from 10 to 21. Scores from 10-14, 1517 and 18-21 were classified as â€Å"do not prefer us ing internet â€Å",†no preference† and â€Å"prefer use of internet† over books. Table 2 shows the result of student’s preference of internet over books International Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011Table2. Student’s preference of internet over books Scores 10-14 15-17 18-21 Preference Frequency Do not 15 Prefer No 48 preference 37 Prefer C. Student’s attitude towards internet as a confidence builder For each statement responses were coded 2 for â€Å"Strongly disagree â€Å"to 5 for â€Å"Strongly agree† and 1 for â€Å"no opinion†. Thus the scores for each student on the statement range from 2 to 10. Scores from 2-4, 5-7 and 810 were classified as having â€Å"Negative â€Å",†Neutral† and â€Å"Positive† attitudes towards the use of internet for learning.Table 3 shows the attitude of students toward internet as confidence builder. Table3. St udent’s attitude towards internet as a confidence builder. Scores 2-4 5-7 8-10 Attitude Negative Neutral Positive Frequency 11 31 58 Despite of the fact that the students in this survey were from computer science & engineering stream half of the students find it difficult to understand all the terms on WebPages. 90% students spend 1-5 hours on internet. 66% students use blogs and discussion forum for the solution to their technical problems.Only 8% students disagree that internet can be helpful in group learning. 79% students consider that mixture of online course and classroom course will be better for learning process. 84% students feel that internet helpful to prepare them for examination. 71% students do not find internet adding to laziness. 51 % students believe that the use of internet has decreased the verbal communications among themselves. Internet has positive impact on learning domain but has negative impact on social aspects of a student’s personality.Thoug h students realize this they should indulge more in social interactions and activities. Institutes should hold seminars time to time to make students aware about the importance of internet as learning tool. Institutes should encourage group learning through internet and should promote the use of blogs for learning purpose. Courses should be designed in blended format of classroom and online teaching. As result of this survey showed that more Indian students are opting online books as compare to paper book so use of online bookInternational Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011 reading devices should be promoted. The use of such devices is user friendly. CONCLUSION In this paper result of the survey of use of internet as learning tool by engineering student has been presented. Engineering students are using computer and internet on daily basis. Maximum students find internet a very useful tool for their studies. Students prefer online books and study material. They find internet helpful to boost their confidence for presentations and reports.Engineering institutes should promote the use of internet as a learning tool and should provide infrastructure to facilitate the students. Students also feel that excess use of internet may cause some socialization problems. REFERENCES [1] A. Venkatesh, A c onceptualization of Household/Technology Interactions, Advances in Consumer Research, Vol. 12, 189-194, 1985. [2] J. I. Cole, The Impact of the Internet on Our Social,Political and Economic Life, The UCCLA Center for communication Policy, 2000. [3] R. Kraut, M. Patterosn, V. undmark, S. Keisler, T.Mukophadhyay and W. Scherlis, Internet Paradox: being? , a Social Technology that Reduces Social Involvement and PsychologicalWell53(9),1998a. American Psychologist, [4] N. 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