8th Grade Science Quiz - Review Middle School Science

Hate Propaganda And The Criminal Code Of Canada - 1589 Words

Hate Propaganda law, is in Sections 318, 319, and 320 of the Criminal Code of Canada, and it states that Hate propaganda means any writing, sign or visible representation that advocates or promotes genocide or the communication of which by any person would constitute an offence under section 319. and â€Å"Every one who advocates or promotes genocide is guilty of an indictable offence and liable to imprisonment for a term not exceeding five years.† Under s. 319(1) of the Criminal Code, â€Å"anyone who communicates statements in a public place and thereby incites hatred against an identifiable group where such incitement leads to a breach of the peace is guilty of an indictable offence punishable by two years imprisonment or a summary conviction offence.† Section 319(2) makes it a crime to â€Å"communicate, except in private conversation, statements that wilfully promote hatred against an identifiable.† No â€Å"prosecution† under s. 319(2) can â€Å"b e instituted without the consent of the provincial Attorney General† and if charged under s. 319(2) of the Criminal Code, â€Å"the person has available four special defences set out in s. 319(3)†. These defences are: 1) â€Å"that the communicated statements are true†; 2) â€Å"that an opinion or argument on a religious subject was expressed in good faith†; 3) â€Å"that the statements were relevant to a subject of public interest and were on reasonable grounds believed to be true†; and 4) â€Å"that in good faith the statements were meant to point out for removalShow MoreRelatedThe Canadian Charter Of Rights And Freedoms2016 Words   |  9 Pagesmainly upon two sections of the Charter, and one section of the Criminal Code of Canada. These two sections in the Charter included section 1 (reasonable limits), and section 2(b) (freedom of expression). Section 319(2) of the Criminal Code was challenged against these two sections of the Charter to d eem if it was constitutional.4 Keegstra argued it was not as it interfered with his freedom of expression, however, the Supreme Court of Canada, eventually, ruled against this.5 In the case of R. v. KeegstraRead MoreFreedom Of Expression Under Charter Framework1643 Words   |  7 Pagesunder a great amount of scrutiny by the Saskatchewan Human Rights Commission. The Saskatchewan Human Rights Commission found that Whatcott violated section 14 of the human rights code which states no one shall publish or distribute material that promotes hatred of any group of people. Whatcott’s activities were ruled as hate speech against homosexuals and was ordered to pay compensation to his complainants. After this case was appealed several times it was eventually heard by the Supreme Court. TheRead MoreFreedom Is A Fundamental Right Of Individual Autonomy2224 Words   |  9 Pagesof information is evidence of a healthy democracy. Therefore, freedom is a fundamental right of individual aut onomy. However, it is very important to show contrast that there is a vast difference between the allowance of freedom of expression in in Canada, compared to free speech in the United States, where all forms freedom of speech is protected under the First Amendment of the Bill of Rights. (Tarnopolsky 1983) However, under the 1982 Canadian Charter of Rights and Freedoms under Section 2b, itRead MoreMark Steyn s Views On The Pursuit Of Truth1590 Words   |  7 Pagesarticles regarding the prominence of Islam in the West – rather than leaving it as a one-sided argument. It is very easy for those opposing Islam, or for argument sake, anything that contrasts the Western majority’s views or background, to disguise their hate speech under the guise of free speech, and one can see that is the case for Mark Steyn’s arguments. Not only is Mr. Steyn using selective quotations and certain ‘facts’ as a means of defending his position on the suggested Islamic ta keover of the WestRead MoreProtecting The Rights Of Minority Groups1538 Words   |  7 Pageshowever, being a liberal society also means that there ought to be a responsibility to protect vulnerable minorities from being harmed by hate speech. As a result of competing rights, the state often faces the difficult task of determining when one right trumps the other. In this essay, I will discuss and defend the reasons why we must restrict certain types of hate speech – the kind that assaults our dignity, and is harmful. Moreover, I will discuss and defend why we must protect the rights of minorityRead MoreR. V. Keegstra : in Support of the Dissent Essay2797 Words   |  12 Pagesdoes freedom of expression really mean? Why is it important to our democratic society? In the landmark case of R. v. Keegstra (1990), the issues of freedom of expression and hate speech is brought in front of the Supreme Court of Canada. The case also deals with issues of whether sections 319(2) and 31 9(3)(a) of the Criminal Code violated section 2(b) and section 11(d) of the Charter of Rights and Freedoms. The courts view that the objectives of having freedom of speech are correlated with democracyRead MoreThe Queer Community Is Made Up Of An Very Diverse Array Of People2132 Words   |  9 PagesWinterdyk (2010) define diversity as â€Å"the degree of socially meaningful differences among and between individuals, groups, communities, culture, and societies. As an empirical measure, diversity is neither a positive or negative attribute† (p. 5). Canada is made up of a variety of minorities, but since the queer community is a â€Å"non-visible† minorities, there is very little research on the number of individuals who identify with this community, the demographic distribution, the degree of discriminationRead MoreDeconstruction Of Online Realities : Why They Censored And Western Philosophy Of Ethics1330 Words   |  6 Pagesof science and the arts. Where people w ho are free and no pre judgement. In Canada implementation of the Freedom of Speech is usually associated with the lack of censorship. According to Dominique Clement, a Canadian professor in Alberta, â€Å"(censorship) Limits on speech were incorporated in the criminal code in relation to treason, sedition, blasphemous and defamatory libel, disruption of religious worship, hate propaganda, spreading false news, public mischief, obscenity, indecency and other forms†Read MoreCanadian Charter Of Rights And Freedoms3207 Words   |  13 PagesIn 1985, Canada implemented the Canadian Charter of Rights and Freedoms. Under Section 15 of the Charter, all Canadians regardless of their (1)â€Å"race, national or ethnic origin, colour, religion, sex, age or mental or physical disability† were officially given the right to be protected by the law, and benefit from the law without discrimination. The Charter of Rights and Freedoms (2)â€Å"reflect the fondest dreams, the highest hopes and the finest aspirations of Canadian Society† and although â€Å"SexualRead MoreThe Canadian Charter of Rights and Freedoms Essay2466 Words   |  10 PagesThe Canadian Charter of Rights and Freedoms was signed into law by Queen Elizabeth II April 17, 1982. Often referred to as the Charter, it affirms the rights and freedoms of Canadians in the Constitution of Canada. The Charter encompasses fundamental freedoms, democratic rights, mobility rights, legal rights, language rights and equality rights. The primary function of the Charter is to act as a regulatory check between Federal, Provincial and Territorial governments and the Canadian people. Being

Preventing Childhood Obesity in America Free Essays

string(25) " adults at age 25 years\." Preventing Childhood Obesity in America: Everyone Plays a Role Childhood obesity in America is a growing epidemic. Most would claim they know it is a problem in our country, yet every year there is an increase in the amount of obese children in the United States. The medical, physical, and psychological effects associated with obesity are astounding; nevertheless, processed, high calorie, low nutrient food is widely available and consumed on a regular basis by children. We will write a custom essay sample on Preventing Childhood Obesity in America or any similar topic only for you Order Now Parents, childcare providers, schools, and the community all need to aid in the cure and prevention of childhood obesity by providing healthy, nutritious food for children and encouraging daily exercise. Childhood obesity rates have risen at alarming rates over the past three decades. Since the 1970s, childhood obesity has more than doubled in America. According to the Centers for Disease Control and Prevention ([CDC], 2010), obesity increased from 5 to 10. 4% between 1976 and 2008 among pre-school children 2-5 years of age. The number of obese children aged 6-11 increased from 6. 5 to 19. 6% during those years.The estimation for 2010 is that one in every five children in the United States of America is already, or will be, overweight. The result of this has come to the fact that childhood obesity is now the most common prevalent nutritional disorder of children living in the United States. It is one of the most common disorders seen by pediatricians in this country as well (Obesity Society, 2010). The issue of childhood obesity is complex and not easily remedied. The â€Å"toxic environment† we live in right now has contributed to one-fifth of our children having a weight problem (Friedman and Schwartz, 2008, p. 718).Cheap, tasty, nutrient-lacking foods are never far from reach. Junk food, processed edible items, and calorie dense morsels are sold in every supermarket, convenience store, vending machine, and public place available, including schools. It wasn’t until recently that schools became suppliers of nutrient-poor, calorie dense food to children. Milk and water from the fountain were the only available beverages in schools for decades. In 1970, only 15% of children ages 6-11 drank soda compared to 61% who drank milk. In 2002, the numbers took a turn with 33% of children being soda drinkers and 33% drinking milk.How did this statistic change? Schools started trying to fill the gap between their needs and their budget. Soda was cheaper than milk, so it became a substitution. Meanwhile, vending machines came into the picture (Friedman and Schwartz, 2008). Kids could choose to eat a sandwich and carrots that were packed for them from home, or they could just buy a bag of chips and a soda out of the vending machine. Obviously, to kids, the sugar and chips would be more appealing than the healthy alternative. Life styles have also changed drastically for children over the past thirty years.With the increased number of broken homes and women in the work force, fast food is an easy dinner fix. Most single working parents, and even many married working parents, would say it is much easier, and generally less expensive, to grab a burger and fries for their kids through a drive through window than it is to cook a nutritious dinner at home. In addition to the buildup of consuming more and more calories on a daily basis due to life style changes, schools have eliminated physical education programs and recess, and now TV and video games baby-sit children (Friedman and Schwartz, 2008).With the excess of caloric intake in all these unwholesome foods, and the decrease of exercise and movement in children, it’s no wonder there is a childhood obesity crisis. So, how can a child be determined as obese? A child’s Body Mass Index (BMI) identifies it. BMI measures weight in relation to height. It is used to determine one’s weight status. BMI is the most widely accepted method used to screen for overweight and obese children because it is the easiest way to obtain the height and weight measurements needed to calculate BMI, the measurements are non-invasive for the child, and BMI correlates with body fatness.But, keep in mind; while BMI is an accepted screening tool for the initial assessment of body fat in children and adolescents, it cannot be used to diagnose anything because BMI is not a direct measure of body fat (CDC, 2010). Multiplying their weight in pounds by 703 and then dividing that number by their height in inches determine a child’s BMI. This number is then compared to the CDC growth chart that compares other children of the same age and sex. Children who have a BMI at or above the 95th percentile for age and sex are considered obese. Disturbingly, twenty percent of all children in America are in this percentile (Obesity Society, 2010). The Obesity Society (2010) points out that the numerous negative short term and long-term effects associated with childhood obesity are overwhelming. These include both psychological and physical health effects due to a child being overweight. Potential negative psychological effects obesity may have on a child include depression, poor body image, low self-esteem, and risk for possible eating disorders later in life such as anorexia, bulimia, or compulsive binge eating.Obese children can also be the target of bullying, teasing, social exclusion, and other negative weight-related issues (Friedman and Schwartz, 2008). Negative health consequences for an obese child can include insulin resistance, type II diabetes, hypertension, high LDL cholesterol and triglyceride levels in the blood, low HDL cholesterol levels in the blood, sleep apnea, early puberty, orthopedic problems such as Bl ount’s disease and slipped capital femoral epiphysis, and non-alcoholic steatohepatitis (fatty infiltration and inflammation of the liver).Furthermore, obese children are more likely to be obese as adults; hence they are at increased risk for a number of diseases including stroke, cardiovascular disease, hypertension, diabetes, and some cancers (Obesity Society, 2010). One study found that approximately 80% of children who were overweight at ages 10–15 years were obese adults at age 25 years. You read "Preventing Childhood Obesity in America" in category "Papers" Another study found that 25% of obese adults were overweight as children. If a child is overweight before they are 8 years old, obesity in adulthood is likely to be more severe (CDC, 2010). There are many contributors to childhood obesity.The CDC (2010) states that childhood obesity is the result of an imbalance between the calories a child eats and drinks and the calories a child uses to support normal growth and development, metabolism, and physical activity. In other words, a child becomes obese when he consumes more calories than he uses. The Obesity Society (2010) lists some of these contributing factors as food choices, lack of physical activity, parental obesity, eating patterns, parenting style, and parental feeding and physical activity habits. A parent can choose a child’s food, which can contribute to their child becoming overweight.These choices, which contribute to obesity, include diets higher in calories (including fats and simple sugars), and lower in fruits and vegetables. A child who has obese parents is more likely to be overweight (Obesity Society, 2010). Some of this is inherited and linked to gene mutation; but even children with a genetic risk for becoming overweight will still only become overweight if they eat more calories than they burn. Parents who are overweight may also reflect a household who excessively eats and doesn’t get enough physical activity (Obesity Society, 2010). Children look at their parents as role models.If a parent is displaying unhealthy behavior, it can make a child think that kind of lifestyle is accepted and reasonable. Due to this startling data associated with obese children in the United States, many things need to change. Parents and caregivers should choose what their children eat, (what foods and drinks are in the home, what foods and drinks are served at meals and snacks, what restaurants they go to, etc. ); on the other hand, as opposed to food choices, parents should allow their kids to choose whether they eat at all and how much to eat (Obesity Society, 2010).Parents should not force a child to eat when they aren’t hungry, nor encourage a child to finish their plate so they can have dessert. This encourages overeating. This will in turn cause a child will think they always need to finish everything that is on their plate, even if that plate contains double their suggested daily caloric intake. The Obesity Society (2010) also states that fruits and vegetables, as compared to high calorie snack foods (often high fat and high sugar), should be readily available in the home; parents an d childcare providers should serve and eat a variety of foods from each food group. Small portion sizes should be encouraged, and that if the children are still hungry then more food can always be added when they are done. Meat should be baked, broiled, roasted or grilled instead of breaded and fried; meat substitutes should be incorporated into meals because they contain less calories and fat than meat. Pollan (2009) claims that children should be fed food. They should not be fed high fructose corn syrup, because it is sugar. They should be fed foods that will eventually rot, not over-processed foods that have a decade-long shelf life.They should not be fed preservatives that they can’t pronounce, such as ethoxylated diglycerides and ammonium sulfate. Foods that are highly processed are robbed of most of their nutrients, which extends their shelf life. Processing takes out many healthy nutrients, for instance omega-3 fatty acids (which are crucial for a child’s brain development), because they will turn rancid. In turn, children are eating a lot of calories, and missing out on key nutrients that help them grow and learn. There should be a limited use of high calorie, high fat, and high sugar sauces and spreads.Low-fat or nonfat dairy or soy products should be used for milk, yogurt, and ice cream. Sodas and sugary beverages should be completely eliminated from all children’s diets and replaced with water, 100% fruit juice, or low fat, nonfat, soy, or another type of milk. If fruit juice is provided, it should be limited to two servings or less a day. Some parents allow their children unlimited intake of fruit juice because it provides vitamins and minerals (Obesity Society, 2010). However, children who drink too much fruit juice may be consuming excess calories and sugar.Children may not compensate at meals for the calories they have consumed in sugar-sweetened drinks. Also, liquid forms of energy may be less satisfying than solid foods, which could lead to children drinking more calories than what they would eat (CDC, 2010). Participating in physical activity is important for children because it may have beneficial effects not only on body weight, but also on blood pressure and bone strength. Physically active children are also more likely to remain physically active throughout adolescence and possibly into adulthood.Unfortunately, children may be spending less time doing any physical activity during school than they used to. Daily participation in school physical education among adolescents dropped 14 percentage points over the last 13 years — from 42% in 1991 to 28% in 2003. In addition, less than one-third of high school students meet current recommended levels of physical activity (CDC, 2010). The Obesity Society (2010) informs us that parents need to support participation in play, sports and other physical activity at school, church or community leagues.Families should be active together by going on bike rides, swimming, or taking a walk together after dinner. The Obesity Society (2010) encourages TV time to be limited with children, and they should avoid eating while watching it. Eating while watching TV can contribute to eating too much and too fast. The foods and drinks that are advertised on TV also influence children. One study found that and average of over 3 hours per day among children were spent watching TV, movies, videos, and DVDs. Also, several studies have found a positive association between the time spent viewing television and increased prevalence of obesity in children. This is because media use, especially watching TV in a sedentary position for hours at a time, may take away from time children could spend in physical activities, contribute to increased calorie consumption through snacking and eating meals in front of the TV, influence children to make unhealthy food choices through exposure to food advertisements such as candy and fast food, and lower children’s metabolic rate (CDC, 2010).Free play in young children should be encouraged, and environments that allow children to play indoors and outdoors should be provided. Parents and child-care providers should be role model through actions, healthy dietary practices, nutritional snacks, and lifestyle activities. Badgering children, restrictive feeding, labeling foods as â€Å"good† or â€Å"bad,† and using food as a reward is compl etely unnecessary and can result in harmful behaviors later in life (Obesity Society, 2010).All of these ways of trying to solve the childhood obesity crisis need to be enforced not only by parents, but also childcare providers, schools, and the community. In the home, parent-child relationships and the home environment can affect the behaviors of children. Kids will most likely develop habits that are similar to their parents’. Another point to consider: on average, 80% of children aged 5 years and younger who have working mothers are in childcare for at least 40 hours a week.These providers share responsibility with parents for children during important developmental years. Childcare can be a setting in which healthy eating and physical activity habits are learned and developed (CDC, 2010). Schools have a major role in this issue. The majority of young people aged 5–17 years are enrolled in school. Schools provide the perfect setting to teach children healthy eating habits and physical activity behaviors because of the amount of time children spend there (CDC, 2010). Many schools in the past few decades had cut physical education out of the curriculum and cut recess back to make more time for academic studies. This results in a sedentary day for most students. (Friedman and Schwartz, 2008). Some schools across the country are slowly starting to implement better nutrition and increased physical activity for their students by increasing healthy foods offered, increasing physical education programs, decreasing vending machine advertising to children, and enforcing other general policies (CDC, 2010).In 2005, 37 states considered policy to increase nutrition standards for schools, 19 states considered increasing nutrition education in schools, and 38 states considered increasing physical education programs at schools. Although it was honorable that all of these states considered these policies, only a little less than half actually enacted them (National Conference of State Legislators, 2010). All schools should be required to provide daily physical a ctivity and nutritional lunches to all of their students. Ways that teachers can involve students in making healthier food choices would be to incorporate it into their curriculum. There are many activities teachers can do to build awareness of health and nutrition to their students. For example, with school age children (ages 6-12) they can teach about the food pyramid and which foods fit into which food group. They can then have hands-on activities planned to incorporate this new information. After teaching about the food pyramid, teachers can have some menus from some popular restaurants.The teacher can read some options from these menus and ask the students whether or not the options sound healthy. After learning about the food pyramid and discussing some healthy and non-healthy options for eating out, the students can be divided up into groups. The teacher can talk about a few healthy options that could be on a restaurant menu, and then the students can design their own menu with a few healthy meals with foods from each food group listed on them. The students will need paper and either crayons, markers, or colored pencils for the project.Then the students can present to the class what they have designed as their menu, and talk about why their choices are healthy. It is important for the teacher to evaluate the curriculum in order to get feedback about if the instruction was effective and to see if the children understand the information (Maroz, 2009). To evaluate this curriculum, the teacher would observe the children making their menus and presenting them to the class. By seeing the students listing foods from each food group on their menu, she will know the children understand about healthy and non-healthy foods.The community is an important enforcer of nutrition as well. If a community doesn’t have sidewalks, bike paths, or parks, and can’t provide affordable healthy food for it’s citizens, how can a child be expected to eat healthy and get physical activity (CDC, 2010)? Communities should not allow advertising of food to children. Popular cartoon characters are often associated with fast food restaurants in their children’s meals (Friedman and Schwartz, 2008). Communities should not allow this to happen at these restaurants. It is promoting children to want to eat unhealthy food.In conclusion, the past three decades have changed the way our children eat and play. A meal made at home consisting of a lean protein, vegetable, starch, and glass of milk has been replaced with a triple bacon cheeseburger, super sized sides of fries, and forty ounces of carbonated refined sugar. Going out and playing a game of basketball in the driveway for fun has been replaced with watching a game on high definition TV or playing a video game . This epidemic has been discovered, and many are completely aware of it and it’s consequences. But it will still take a lot of time to break the habits that have been formed over years.It is up to all of us, including parents, childcare providers, schools, and communities, to break the cycle of childhood obesity. We can start with our own children by teaching them healthy living. Eventually, future generations will be able to embrace a life of healthfulness and vitality because of how we behave as role models for our children today.References Childhood Obesity – 2005 Update and Overview of Policy Options. (2010). National Conference of State Legislators. Retrieved November 18, 2010, from http://www. ncsl. org/default. aspx? tabid=14396 Childhood overweight. 2010). The Obesity Society. Retrieved November 18, 2010, from http://www. obesity. org/information/childhood_overweight. asp Friedman, R. K. , Schwartz, M. B. (2008). Public Policy to Prevent Childhood Obesity, and the Role of Pediatric Endocrinologists. Journal of Pediatric Endocrinology Metabolism, 21(8), 717-725. November 18, 2010, from http://www. yaleruddcenter. org/resources/upload/docs/what/policy/Friedman-PreventChildhoodObesity. pdf Healthy Weight: Tips for Parents | DNPAO | CDC. (2009, May 19). Centers for Disease Control and Prevention. November 18, How to cite Preventing Childhood Obesity in America, Papers

My Attempt to Define Poetry Essay Example For Students

My Attempt to Define Poetry Essay It is difficult to have a single definition of poetry that fits all its varying structures, styles, and subject material. A typical dictionary might define poetry as literary composition written in verse with meaning. This simple definition only characterizes poetry on the surface, but there is so much more to poetry than just words. One can never define poetry, however one can make an attempt to describe its properties, function, and characteristics as clearly as possible. Poetry is an ancient mode of expression. Even before the development of writing, primitive societies achieved poetic interpretations of their religious, historical, and cultural awareness and handed them down to the next generation in hymns, incantations, and narrative poems. Among the many different forms of human expression, poetry has always had a distinctive place. It has always stood apart from all other forms of literature. It is the basis of every branch of literary and artistic expression. That is why we say that novels, paintings, musical compositions and films are poetic. Some modern poets claim that poetry is a way to access the individual and collective unconscious experience of life. A poem may serve a purpose, such as sharing an emotion, teaching a lesson, commenting on society, describing a mood, or conveying any other theme the author wishes. Several authors have written poems giving their own definitions of poetry to expand on that of the dictionary. Poets use language to express and communicate an idea: to make it tangible in a form that can be shared. In The Death of the Ball Turret Gunner, Randall Jarrell illustrates a very grim idea with the last line, When I died they washed me out of the turret with a hose. 720. This line expresses the idea of a very apathetic end to a wasted life. If one is dealing with similar ideas and perspectives, conventional forms of language may not be sufficient to express these new ideas as emphatically. That is why poetry has evolved and taken so many different linguistic forms over the centuries. Poetry may be distinguished from prose literature in terms of form by its smaller size, by its frequent use of meter and rhyme, by its dependence on the line as a formal unit, by its heightened vocabulary, and by its freedom of syntax. There is also somewhat of a freedom of word order to present a visual image as poets such as e.e.cummings frequently do. There is also a radical distinction between the emotion felt from reading a story and the emotions stimulated by poetry; the former is derived from incident, the latter from the representation of feeling. In poetry, the source of the emotion is the exhibition of human sensibility; in prose, the source is merely a series of outward circumstances. The combination of these two is what renders an author like Shakespeare so generally engaging, each reader finding in him what is suitable to their own taste. To the many he is great as a storyteller  and to many others he is a master poet. The object of poetry is to act upon the emotions. The characteristic emotional content of poetry finds expression through a variety of techniques, from direct description to highly personalized symbolism. One of the oldest and most common of these techniques is the use of metaphor and simile to alter and expand the readers imagination through implied or clear comparison. Rainer Maria Rilke presents a good example in lines six and seven of The Panther. ?the movement of his powerful soft strides / is like a ritual dance?767 Thus, by conjuring up pictures or images and by invoking different kinds of associations, the poet elicits his own feeling and consciousness in others. Another thing that differentiates the poet from other writers is not only the focus on mode but on language itself. Thus, poetry can also be described as the art of language. .u2524478a28b668da45af875592747485 , .u2524478a28b668da45af875592747485 .postImageUrl , .u2524478a28b668da45af875592747485 .centered-text-area { min-height: 80px; position: relative; } .u2524478a28b668da45af875592747485 , .u2524478a28b668da45af875592747485:hover , .u2524478a28b668da45af875592747485:visited , .u2524478a28b668da45af875592747485:active { border:0!important; } .u2524478a28b668da45af875592747485 .clearfix:after { content: ""; display: table; clear: both; } .u2524478a28b668da45af875592747485 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2524478a28b668da45af875592747485:active , .u2524478a28b668da45af875592747485:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2524478a28b668da45af875592747485 .centered-text-area { width: 100%; position: relative ; } .u2524478a28b668da45af875592747485 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2524478a28b668da45af875592747485 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2524478a28b668da45af875592747485 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2524478a28b668da45af875592747485:hover .ctaButton { background-color: #34495E!important; } .u2524478a28b668da45af875592747485 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2524478a28b668da45af875592747485 .u2524478a28b668da45af875592747485-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2524478a28b668da45af875592747485:after { content: ""; display: block; clear: both; } READ: Hamlet Faking Madness EssayOne significant way that authors exhibit this art is through the use of imagery, which is basically language that triggers your mind to recall and combine images. It compels the reader to fuse together old and new memories or mental pictures of sights, sounds, tastes, smells, and sensations of touch. Imagery draws the reader into poetic experiences by touching on images the reader already knows. In the poem The Fish, Elizabeth Bishop writes, ?his brown skin hung in strips? 682 in line ten and,?until everything was rainbow, rainbow, rainbow! 684 in line 75. By using such vivid imagery, Bishop tries to draw the reader into imagining and becoming a part of the experience that is being described. In conclusion, it is my firm belief that while the meaning or definition of poetry can be discussed, debated, and analyzed, it cannot be understood in concrete terms. As individuals, we all try to find echoes and correspondences in the world beyond ourselves, seeking a sign, a direction, a purpose; poetry is a sharing, a way of helping ourselves and each other cope with an often bewildering existence. In its shared traditions we find that we are not alone in our quest to find meaning in our lives. In a world full of unknowns and secrets, poetry becomes a means of survival, a way of coping. Through poetry, one learns to deal with change, to come to terms with joy and grief, and to celebrate the wonder still to be found in the extraordinary energy of daily life. Because of this aspect alone, poetry cannot be limited by definitions. It cannot be communicated or fathomed other than by the use of poetry itself.

Huck Finn vs Tom Sawyer free essay sample

Huck is more of a simple person, whereas Tom wants to make an adventure into everything he does. Huck having a simple mind does give him the advantage. When Tom comes up with these ridiculous plans Huck could step in and tell Tom about his own plans, but he never does. If the group were to follow through with Huck’s plans, they would not only save time but they would also save the risk of getting caught and getting into trouble. Huck is a shy guy with a simple imagination. He does not have the wild ideas as Tom does. Huck thinks that he is not as bright as Tom because he cannot come up with theses elaborate plans, so he thinks that his plans are stupid, but actually they are better. In this case, simple is better and Huck should have stood up for his ideas. When Tom and Huck tiptoed past Jim while he was in the kitchen, Jim came outside because he heard a noise. We will write a custom essay sample on Huck Finn vs Tom Sawyer or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He says, â€Å"Who dah? † as he walks toward Huck and Tom and stands right between them without knowing (4). Jim sits down and says, â€Å"I’s gwyne to set down here and listen tell I hears it agin† (4). Jim soon falls asleep under a tree that he is laying against. Huck just wanted to get out of there, but Tom wanted to pull a prank before they left. Tom initial plan was â€Å"to tie Jim to the tree for fun,† but Huck said it would be too risky (4). Instead, Tom took three candles, and paid five cents for them as well as putting Jim’s hat on the tree limb right about his head. It is ironic that Tom will pull all of these pranks, but he will not steal. Tom acts as if he was a rough boy, but he will not break the law or the rules. The prank is just the beginning of the many adventures to come. Huck realizes even now that Tom’s idea was not the brightest. Tom could have gotten them both caught, but he doesn’t care because he just wants the adventure. Tom has a group of friends called the â€Å"Tom Sawyer Gang† (5). He then comes up with this elaborate story saying that the gang will keep secrets and if anyone tells, their family will be killed. It is also the first time Tom mentions the books that he has read about robbing, and he tells the gang that they must follow the rules because that is what the books say. Even when Ben Rodgers, from the gang, suggests to killing the victims as soon as they kidnap them, Tom speaks up and says that’s not the â€Å"regular† way to do it â€Å"because it ain’t in the books† (7). Tom tries to be in charge of everything that happens in this gang, even if it is not the best plan or idea. The group of boys never ends up robbing anyone or killing anyone. This is just another one of Tom’s fantasies that will never come true. After Tom lies about the gang, Huck begins to recognize that Tom is a liar that makes up elaborate tales and he also wants to control everything. Huck â€Å"couldn’t see no profit in it† so he ended up resigning as well as the other boys (9). The gang â€Å"hadn’t robbed nobody† and â€Å"hadn’t killed any people, but only just pretended† (9). Huck thought that it was a waste of time, and he knew that Tom was lying about killing and robbing people. When Jim and Huck are alone on the canoe for several days, Huck steps up and becomes the boss. He planned where and when the two would travel and decided that they would spend three days on the island, as they did. He takes on Tom’s role, and does a good job at it. He begins to care for Jim as a person, something that Tom would never let happen. Huck says that he â€Å"wouldn’t want to be nowhere else but here†, referencing the island that the two men sleep at for three days (37). Huck comes up with numerous plans and ideas that help him and Jim survive and dodge the obstacles that come their way. Jim hides in the raft when people pass by them so that they would not ask who Jim was. Huck also came up with a fake name to tell people so that they wouldn’t know that he was still alive. There are a few times when Huck has to leave Jim for awhile, but he never gives up on Jim. Another one of Huck’s brilliant ideas as a leader was to dress up as a girl and go into town. He finds out that there is an award out for Jim and himself. He eventually goes back to Jim and they continue to travel. Huck was pulling his wagon for town when he sees Tom half-way. He stops and waits for Tom, and Tom thinks that Huck is a ghost. After Tom believes that Huck is alive, Huck tells Tom about Jim being kept on a farm. Huck starts to doubt Jim and at one point, wants to just leave on his own. Jim had become a good friend of Hucks’, and he would do anything for him. At the beginning, Tom would not have sacrificed anything for a slave. When Jim gets into a predicament, such as being trapped on a farm in a hut, Huck persuades Tom into helping to escape Jim. Tom changes his attitude and thinks of it as an adventure, and Tom takes control once again. Huck comes up with a plan to steal a key from the old man that had Jim locked in the hut. Tom says that his plan was â€Å"too blame’ simple; there ain’t nothing to it† (176). Tom is becoming that leader and Huck becomes the follower once again. When trying to help Jim escape from the cabin, Huck wants to simply pick up the bed’s frame, and slip the chain out. Tom wants to use a chainsaw and cut the bed’s frame, and possibly â€Å"saw Jim’s leg off† (181). Tom tries to be more complicated than necessary. Tom is the leader, and Huck allows him to be because of his passive ways. It is the norm that Tom comes in and takes control. There is no need to saw Jim’s leg in order to get the chain free. Huck becomes unsure of his idea and thinks that it is not as good as Tom’s. Huck is just inferior to Tom. Realistically, Huck’s plan seems more logical than Tom’s and a lot easier to maneuver. This is just Tom’s normal behavior to think more into it than it really has to be. Huck is seen as â€Å"ignorant† to Tom (182). Tom says that â€Å"if I was as ignorant as you, I’d keep still- that’s what I’d do† (182). In Tom’s perspective, Huck’s plans do not make any sense. Tom wants to get Jim a shirt â€Å"to keep a journal on† (182). Huck want to get Jim out of the cabin with a ladder but Tom wants to tear up sheets to â€Å"make Jim a rope ladder† (182). Tom’s defense was that it was in the regulations, and Huck agreed that he did not want to go against the regulations. Tom also mentions to write the journal in Jim’s own blood. Huck knows that this is impossible because Jim cannot write. Tom also comes up with the brilliant idea of digging Jim out with â€Å"a couple case-knives† (184). Huck says that the idea is foolish, but Tom insists, and Huck goes along with the idea. Huck goes along with all of Tom’s ideas no matter how ridiculous they may sound. Huck seems very self- conscious about his ideas, so he thinks that Tom’s will work more efficiently. Huck looks up to Tom as if he were a God. Huck seems to always give in to Tom. For example, when Tom wants to tear up the sheets to make a rope ladder, they could have used the ladder that was already there instead of tearing up Aunt Sally’s sheets, but Huck agrees to do it because that is what the regulations say to do. While Jim is about to escape, Tom claims that Jim needs a â€Å"coat of arms† (194). Tom says that Jim needs to write an inscription on the wall because everyone does it. Jim says that he cannot think of anything, but then he says he thinks of a lot of them. In Huck’s eyes, it is just another one of Tom’s ideas that do not make sense. There is no need for Jim to leave something behind. If anything, it is just taking up more time and effort. Tom then comes up with another great idea that is questionable at the least. He wants to â€Å"have rattlesnakes aroun’† (197). Tom says that Jim can tame the snake and he won’t be scared of it after a little while. Tom says that all of the books say that they have to do it. Soon after the rattlesnake idea come rats. Every time a rat bit Jim he would get up and write a little in his journal whilst the ink was fresh† (201). It is a ridiculous idea that came from no other than Tom Sawyer. He comes up with these absurd ideas that make not a bit of sense. He just wants to do it because that is what the books say to do and they are from real adventures. Huck and Jim both do not u nderstand why, but they just go along with the plan. Huck starts to realize that Tom’s plans are stupid and just takes up more valuable time; however he still goes along with the plans and still believes that they are better than his own ideas. One instance is when Tom wants to use spoons to dig out Jim, when there is a shovel right there. Tom says that the books say nothing about a shovel. The spoons take up a lot of time, whereas a shovel would have been a lot faster and more efficient. The whole time Tom is back into the adventures, he becomes the leader, even though Huck is fully capable of doing the job. Huck looks up to Tom and believes every word that Tom says. Even the most outrageous ideas that Tom comes up with, Huck trusts him and always goes with his judgment. Despite all of the bad ideas that Tom comes up with, Huck still looks at Tom for inspiration and advice. Huck loses his self-assurance as soon as Tom joins the group again. Huck is just used to Tom taking control, and even when Huck gives his outlook on the plans, they always pursue Tom’s ideas and not Huck’s. The allegation is that Huck will not end up having any more adventures with Tom. Huck plans to straighten up his life. He says â€Å"light out for the Territory ahead of the rest† (220). His adventures with Tom have come to an end. (WC 1970)

Computer and Internet Terms in Spanish

Computer and Internet Terms in Spanish If you travel to a country where Spanish is spoken, chances are that sooner or later youll be using a computer, probably to use the Internet, or possibly for study or business. For English speakers, the Spanish of computers and the Internet can be surprisingly easy - in areas of technology, many English words have been adopted into Spanish, and many English words in the sciences come to us via Latin or Greek, also sources of Spanish words. Even so, Spanish vocabulary related to computers and the Internet remains in a state of flux: Some purists have objected to the direct import of English words, so while sometimes a computer mouse will be referred to simply as a mouse (pronounced as maus), sometimes the word ratà ³n is used. And some words are used in different ways by different people and publications; for example, youll see references both to la Internet (because of the word for the network, red, is feminine) and el Internet (because new words in the language typically are masculine by default). And frequently internet is left uncapitalized. These qualifications should be kept in mind if using the following list of computer and Internet terms. Although the terms given here are all used by Spanish speakers somewhere, the word choice may depend on the region and the preference of the individual speaker. In some cases, there also may be alternatives or spellings that arent listed here. In most cases, imported English words related to technology tend to keep the English pronunciation or something approximating it. Spanish Computer Terms A-L address (in email or on a website) - la direccià ³napp  -   la  app (the word is feminine), la aplicacià ³nat symbol () - la arrobabackslash (\) - la barra invertida, la barra inversa, la contrabarrabackup - la copia de seguridad (verb, hacer una copia/archivo de seguridad)bandwidth - la amplitud de bandabattery - la pilabookmark - el favorito, el marcador, el marcapginasboot (verb)  -   iniciar,  prender, encenderbrowser - el navegador (web), el browserbug - el fallo, el error, el bugbutton (as on a mouse) - el botà ³nbyte, kilobyte, megabyte - byte, kilobyte, megabytecable - el cablecache  -   el cachà ©, la memoria cachecard - la tarjetaCD-ROM - CD-ROMclick (noun) - el clicclick (verb) - hacer clic, cliquear, presionar, pulsarcomputer - la computadora (sometimes el computador), el ordenadorcookie (used in browsers)  -   la cookiecrash (verb)  -   colgarse, bloquearsecursor - el cursorcut and paste - cortar y pegardata - los datosdesk top (of a computer screen) - el escritorio, la pantalladigital - digitaldomain - el dominiodot (in Internet addresses) - el puntodownload - descargardriver - el controlador de dispositivo, el driveremail (noun)  - el correo electrà ³nico, el email (plural los emails)email (verb)  -   enviar correo electrà ³nico, enviar por correo electrà ³nico, emailearerase, delete - borrarfile - el archivofirewall  -   el contrafuegos, el firewallflash memory - la memoria flashfolder - la carpetafrequently asked questions, FAQ - las preguntas ms frecuentes, las preguntas de uso frecuente, las preguntas (ms) comunes, las FAQ, las PUFGoogle (as a verb)  -   googlearhard drive - el disco durohertz, megahertz, gigahertz - hertz, megahertz, gigahertzhigh resolution - resolucià ³n alta, definicià ³n altahome page - la pgina inicial, la pgina principal, la portadaicon - el iconoinstall - instalarInternet - la internet, el internet, la Redkey (of a keyboard) - la tec lakeyboard - el tecladokeyword - la palabra clavelaptop (computer) - el plegable, la computadora porttil, el ordenador porttilLCD - LCDlink - el enlace, la conexià ³n, el và ­nculo Spanish Computer Terms M-Z memory - la memoriamenu - el menà ºmessage - el mensajemodem - el mà ³demmouse - el ratà ³n, el mousemultitasking - la multitareanetwork - la redopen-source  -   de cà ³digo abiertooperating system - el sistema operativo, el cà ³digo operacionalpassword - la contraseà ±aprint (verb) - imprimirprinter - la impresoraprivacy; privacy policy  -   la privacidad; la polà ­tica de privacidad, la pà ³liza de privacidadprocessor - el procesadorprogram - el programa (verb, programar)RAM - la RAM, la memoria RAMsave (a file or document) - guardarscreen - la pantallascreensaver - el salvapantallassearch engine - el buscador, el servidor de bà ºsquedaserver - el servidorslash (/) - la barra, la barra oblicuasoftware - el softwaresmartphone  -   el telà ©fono inteligente, el smartphonespam - el correo basura, el spamstreaming - streamingtab (in a browser)  -   la pestaà ±aterms and conditions  -   los tà ©rminos y condicionestoolbar - la barr a de herramientasUSB, USB port - USB, puerto USBvideo - el videovirus - el virusweb page - la pgina web (plural las pginas web)website - el web (plural los webs), el sitio web (plural los sitios web)Wi-Fi  - el wifiwindow - la ventanawireless - inalmbrico

Nutri Natural, Herbal and Vitamin Supplements Research Paper

Nutri Natural, Herbal and Vitamin Supplements - Research Paper Example In addition, many organizations are watching the growth of this demand and competition is already building. Therefore, market positioning and efficiency in marketing company products has become more relevant. For a company such as Nutri that intends to launch their online retail sale of natural, herbal and food vitamins, it is crucial to understand the market dynamics, distribution and the nature of competition within the market to be successful. Notably, the UK food supplements market is complex, and brand positioning is a necessary effort. In the past ten years, it is evident that the demand for supplements and vitamins has grown considerably and is already at a plateau phase. Approximately, the Food and Supplements market will reach $786 million within the next five years. Therefore, there is an opportunity for investment in this industry. UK enjoys stable economic growth and the low rates of unemployment in the country points out that the public have a well-grounded purchasing power (Ritchie 2-7). If this continues in the near future, it is obvious that the food supplements market will grow in tandem with the public demand. To this end, the economic perspective of the US food supplements market favors Nutri’s intention to launch their food supplements market. The social-cultural factors appear to be the main drivers of the demand for food supplements in the UK market. The high rates of obesity and health-related diseases have triggered a sudden change in the diet behavior in the UK. UK is among some of the countries have high rates of health-related diseases in the world due to high consumption of energy-rich foods. This trend has seen many health organizations as well as the government launch public awareness programs in the world to warn the public against unhealthy feeding habits. Consequently, the public is becoming aware of the need to

Cluster Analysis Essay Example | Topics and Well Written Essays - 3750 words

Cluster Analysis - Essay Example There are various statistics associated with cluster analysis which are used for analyzing the data. Clustering can be hierarchical or non hierarchal and these are further classified into various methods. Hierarchal clustering is developed as a tree like structure. This method can be either agglomerative or divisive. In agglomerative clustering each object is formed as a separate cluster which is formed by grouping into bigger clusters and the process is continued till all the cases form as members of a single cluster. In agglomerative method, the various methods such as linkage methods, error sum of squares or variance and central methods are used. Linkage method includes single linkage, complete linkage and average linkage. The single linkage method is based on the minimum distance. The complete linkage is based on the maximum distance. And the average linkage is based on the average distance between all pairs of objects, so that one member of the pair is from each of the clusters. Variance method is used to minimize the within -cluster variance. Ward's procedure is a variance method where the squared euclidean distance to the cluster means is minimized. In the centroid method the distance between the two clusters is computed as the distance between their centroids. Generally the average linkage and Ward's method are supposed to perform better than other procedures. Now we shall discuss the various statistics associated with cluster analysis. Agglomerative schedule gives information on the cases being combined at each stage of a hierarchical clustering. The mean value of the variable associated with all cases in a cluster is known as cluster centroid. Dendogram is a tree like graph which displays the result of cluster analysis. The clusters which are joined together are represented by vertical lines. The position of line indicates the distance where the clusters are joined. This graph is a generally read from left to right. The distance between cluster centers indicates how the pairs of clusters are separated. If the clusters are widely separated and distinct then they are desirable. Icicle diagram is a graph, which displays the clustering results. It is called as icicles which hang from the eaves of a house. The columns represent the cases being clustered and the rows correspond to the number of clusters. This diagram is read from bottom to top. In this case chestnut ridge club clustering is considered on the attitude of the respondents in terms of joining a club. And the respondents expressed on a scale of 1-5, the objective here is group similar cases and to measures how similar or different the case are. The approach is to measure similarity in terms of distance between pairs of objects. There are different methods to measure the distance. These methods can be used to measure and the results can be compared. In hierarchical clustering agglomerative clustering is selected and Wards procedure is used to measure the distance. Generally the choice of clustering method and choice of a distance measure are related. Here the variables are measured on a five-point scale. The Wards linkage method is used to find the average distance between all pairs of objects. In this variance method the squared Euclidean distance to the cluster means is minimized. The important outputs obtained here are agglomeration schedule which shows the number of clusters combined at each

Jonathan Safra Foer Extremely Loud and Incredibly Close (2005) Literature review

Jonathan Safra Foer Extremely Loud and Incredibly Close (2005) - Literature review Example For instance, in William Golding’s Lord of the Flies the innocent respond to the apocalypse by hopelessly degenerating into abject crudeness and barbarity, thereby questioning the supposed nobility of human existence and the lofty achievements of human civilization (Otten 1982). In contrast, To Kill a Mockingbird by Harper Lee shows the innocent witnessing the rampant social injustices with their inherent simplicity and artlessness, without attempting any analytical or immaturely logical approach towards trying to figure out things (Sterne 1994). In Khaled Hosseini’s The Kite Runner, the innocent succumb to the defilement of cherished intimacy and friendship before an abject sense of helplessness and painful unconcern (Shivani 2007). In that context, Jonathan Safran Foer, in Extremely Loud and Incredibly Close affects a unique treatment to the theme under consideration, in the sense that it celebrates the survival of innocence, signified by its very ability to feel pain , trauma and loss and its adamant stubbornness to seek out a meaning in the surrounding gloom and apathy. In Extremely Loud and Incredibly Close, nine year old Oskar is an innocent from the 21st century, who, though, inflicted by the sorrow and loss affected by a very contemporary apocalypse, refuses to give up. On the contrary, he chooses to squarely grapple with the bizarre aftermath wrecked by the apocalypse, painstakingly and deliberately looking out for solutions, trying to eke out explanations, desperately desiring to cull out some sense out of the world obsessed with nihilism. Story of Oskar depicts how the innocent collide with reality in the modern times. According to Claude Peck, Extremely Loud and Incredibly Close is not as much a novel about 9/11, but rather a literary after-effect, which tends to illustrate the varied imaginative and psychological dimensions of the apocalypse (2005). To explore this modern day apocalypse, Foer had to improvise an offbeat format marked b y vivid pictures, photos and illustrations portraying themes and scenes from the novel, empty pages and pages having only one sentence, coloured graphics, doodles, typographical oddities and a strange ending involving multiple pages showing a man falling from a skyscraper (Peck 2005). The novel vividly delineates how innocent Oskar tries to come to terms with his personal loss and trauma, his resultant bouts of anxiety, insomnia, self-mutilation and depression (Peck 2005). In many ways, Oskar is an exceptional nine years old, as he is a vegan, regularly corresponds with Stephen Hawking, can converse in passable French and is an avid and ingenuous inventor. However, one thing that Oskar has in common with all the New York children, and actually with many of the New Yorkers, is his deep seated sense of remorse and despair over the 9/11 World Trade Centre attack (Peck 2005). Surprisingly, Oskar responds to this tragedy by zealously trying to translate his anguish into pragmatic action, into some meaningful search that culminates into something life affirming, a possible resuscitation of the bruised yet indefatigable spirit of modern humanity (Peck 2005). Sadly, Oskar’s approach towards facing reality is not so liked by some prophets of the yore. Perhaps, as usual they consider innocence and naivety to be synonymous. In a review written for the New Yorker, John Updike commented on the futility of filling a 300 plus page book with â€Å"

The Map Generalization Capabilities Of Arcgis Information Technology Essay

The Map Generalization Capabilities Of Arcgis Information Technology Essay Data processing associated with Geographical Information Systems is so enormous. The information needed from this data actually varies for different applications. Specific details can be extracted, for instance resolution diminished, contours reduced, data redundancy eliminated or features on a map for which application is needed absorbed. This is all aimed at reducing storage space and representing details on a map with a larger scale accurately unto another with a much smaller scale. This paper presents a framework for the Map Generalization tools embedded in ArcGIS (A Geographical Information Systems Software by ESRI) as well as the algorithm each tool uses. Finally, a review of all the tools indicating which is more efficient after thorough analysis of the algorithm used and the desired output result produced. 1.0 Introduction 1.1 Definition of Map Generalization As (Goodchild, 1991) points out, Map Generalization is the ability to simplify and show spatial [features with location attached to them] relationships as it is seen on the earths surface modelled into a map. The advantages involved in adopting this process cannot be overemphasized. Some are itemized below (Lima dAlge J.C., 1998) It reduces complexity and the rigours Manual Cartographic Generalization goes through. It conveys information accurately. It preserves the spatial accuracy as drawn from the earths surface when modelling A lot of Software vendors came up with solutions to tackle the problem of manual cartography and this report will be reflecting on ArcGIS 9.3 Map Generalization tools. 1.2 Reasons for Automated Map Generalization In times past, to achieve this level of precision, the service of a skilled cartographer is needed. He is faced with the task of modelling [representation of features on the earths surface] on a large scale map into a smaller scale map. This form of manual cartography is very strenuous because it consumes a lot of time and also a lot of expertise is needed due to the fact that the cartographer will inevitably draw all the features and represent them in a smaller form and also taken into consideration the level of precision required so as not to render the data/graphical representation invalid. The setbacks experienced were the motivating factor for the advent or introduction to Automatic Cartographic Design which is known as Automated Map Generalization. A crucial part of map generalization is information abstraction and not necessarily to compress data. Good generalization technique should be intelligent which takes into consideration the characteristics of the image and not just the ideal geometric properties (Tinghua, 2004). Several algorithms [set of instructions taken to achieve a programming result] have been developed to enable this and this report is critically going to explore each of them 1.3 Process of Automated Map Generalization As Brassel and Weibel (n.d.) Map Generalization can be grouped into five steps. Structure Recognition Process Recognition Process Modelling Process Execution Display The step that will be elaborated upon for the cause of this report will be Process Recognition [types of Generalization procedures] which involves different manipulation on geometry in order to simplify the shape and represent it on a smaller scale (Shea and McMaster, 1989) 2.0 Generalization Tools in ArcGIS 9.3 2.1 Smooth Polygon This is a tool used for cartographic design in ArcGIS 9.3. It involves dividing the polygon into several vertices and each vertice being smoothed when the action is performed (FreePatentOnline, 2004-2010). An experiment is illustrated below to show how Smooth Polygon works. Add the layerfile Polygon which has an attribute name of Huntingdonshire-which is a district selected from England_dt_2001 area shapefile that was downloaded from UKBorders. The next step was I selected the ArcTool Box on the standard toolbar of ArcMap, then I went to Generalization Tools which is under Data Management Tools and afterwards I clicked on Smooth Polygon. Open Smooth Polygon > Select Input feature (which is polygon to be smoothed) in this case Polygon > select the output feature class (which is file location where the output image is to be saved) > select the simplification algorithm (which is PAEK) > select the simplification tolerance. Fig 2.0: Display before Smooth Polygon Fig 2.1: Display after Smooth Polygon The table in Fig 2.1 shows the output when Polynomial Approximation Exponential Kernel (Bodansky, et al, 2002) was used. The other algorithm that can be applied for this procedure is Bezier Interpolation. Algorithm Type Simplification Tolerance(Km) Time Taken (secs) PAEK 4 1 Bezier Interpolation 112 Observation PAEK Algorithm: When this technique was used, as the simplification tolerance value is increased, the weight of each point in the image decreased and the more the image is smoothed. Also, the output curves generated do not pass through the input line vertices however, the endpoints are retained. A significant short coming of PAEK Algorithm is that in a bid to smoothen some rough edges, it eliminates important boundaries, to refrain from such occurrence a buffer is to be applied to a zone of certain width before allowing the PAEK Smooth algorithm to execute. (Amelinckx, 2007) Bezier Interpolation: This is the other algorithm that can be applied to achieve Smoothing technique on polygons. In this case, the parameters are the same as PAEKs except that the tolerance value is greyed out- no value is to be inputed and as a result the output image produced is identical to its source because the tolerance value is responsible for smoothen rough edges and the higher value stated, the more the polygon is smoothed. The output curves passes through the input line vertices. When this experiment was performed, it was noticed that its curves were properly aligned around vertices. Conclusion: After performing both experiments, it was observed that the PAEK Algorithm is better because it allows a tolerance value to be inputted which in turn gives you a more smoothed image around curves and this will be of more importance to cartographers that want to smoothen their image and remove redundant points. 2.2 Smooth Line This is the second tool we will be examining. This is similar to Smooth Polygon technique except that the input feature will have to be a polyline shapefile. The steps are repeated as illustrated in Smooth Polygon but under Generalization Tools; Smooth Line is chosen. Now under input feature (select gower1) which is a dataset provided for use on this report. Specify the output feature > smoothing algorithm selected (PAEK) > smoothing tolerance. Note: All other fields are left as defaults i.e. No_check/Flag Error meaning we do not want it to display any errors if encountered and fixed_Endpoint/Not_fixed which preserves the endpoint of a polygon or line and applies to PAEK Algorithm. Algorithm Type Simplification Tolerance(Km) Time Taken (secs) PAEK 1000 2 Bezier Interpolation 4 Fig 2.2: Display after Smooth Line technique was applied __________ (Before Smoothing Line) __________ (After Smoothing Line) Observation PAEK Algorithm: The tolerance value used here was so high to be able to physically see the changes made. PAEK Algorithm as applied on gower1 smoothed the curves around edges and eliminates unimportant points around the edges. This results in an image with fewer points as the tolerance value is increased. The output line does not pass through the input line vertices. This algorithm uses a syntax where the average of all the points is taken and for a particular vertex, which is substituted with the average coordinates of the next vertex. This is done sequentially for each vertex but displacement of the shape is averted by giving priority to the weighting of the central point than that of its neighbouring vertex. Bezier Interpolation: Just like in Smoothing Polygon, a tolerance value is not required and when this technique was performed in this illustration, points around edges were partially retained resulting in drawing smooth curves around the vertices. The output line passes across the input line vertices. Conclusion: From both illustrations just as in Smooth Polygon, PAEK Algorithm was considered most effective because it generates smoother curves around the edges as the tolerance value is increased. However, the true shape of the image can be gradually lost as this value is increased but with Bezier Interpolation; curves around the vertices are preserved but just smoothed and vertices maintained to as well. Simplify Polygon: This method is aimed at removing awkward bends around vertices while preserving its shape. There are two algorithms involved; Point Remove and Bend Simplify. The shapefile used for this illustration is the polygon (Huntingdonshire) district of England. Select Simplify Polygon (under generalization tools, which is under Data Management tools > then input feature as polygon > output feature> simplification algorithm> smoothing tolerance. Algorithm Type Simplification Tolerance(Km) Time Taken (secs) Point Remove 2 4 Bend Simplify 2 9 Fig 2.3: Display before Simplify Polygon Fig 2.4: Display after Simplify Polygon Point Remove Algorithm: This is a metamorphosis of the Douglas-Peucker algorithm and it applies the area/perimeter quotient which was first used in Wang algorithm (Wang, 1999, cited in ESRI, 2007). From the above experiment, as the tolerance value is increased, more vertices in the polygon were eliminated. This technique simplifies the polygon by reducing lots of vertices and by so doing it loses the original shape as the tolerance value is increased gradually. Bend Simplify Algorithm: This algorithm was pioneered by Wang and Muller and it is aimed at simplifying shapes through detections around bent surfaces. It does this by eliminating insignificant vertices and the resultant output has better geometry preservation. Observation: After applying both algorithms to the polygon above, it was seen that for point remove, the vertices reduced dramatically as the tolerance value was increased in multiples of 2km. This amounts to about 95% reduction while when the same approach was applied to Bend Simplify; there was about 30% reduction in the number of vertices. Bend Simplify also took longer time to execute. Conclusion: It is seen that Bend Simplify is a better option when geometry is to be preserved however when the shape is to be represented on a smaller scale, point remove will be ideal because the shape is reduced significantly thereby appearing as a shrink image of its original. Simplify Line This is a similar procedure to Simplify Polygon except that here the shapefile to be considered is a line or a polygon which contains intersected lines. It is a process that involves reduction in the number of vertices that represent a line feature. This is achieved by reducing the number of vertices, preserving those that are more relevant and expunging those that are redundant such as repeated curves or area partitions without disrupting its original shape (Alves et al, 2010). Two layers are generated when this technique is performed; a line feature class and a point feature class. The former contains the simplified line while the latter contains vertices that have been simplified they can no longer be seen as a line but instead collapsed as a point. This applies to Simplify Polygon too. However, for both exercises no vertex was collapsed to a point feature. To illustrate this, the process is repeated in previous generalization technique, but under Data Management tools > select simplify line > select input feature (gower1) > select output feature > select the algorithm (point remove) > tolerance. Then accept all other defaults because we are not interested in the errors. Algorithm Type Simplification Tolerance(Km) Time Taken (secs) Point Remove 8 7 Bend Simplify 8 12 Fig 2.5: Display after Simplify Line __________ (Before Simplifying Line) __________ (After Simplifying Line) Two algorithms are necessary for performing this operation; Point Remove and Bend Simplify. Observation Point Remove Algorithm: This method has been enumerated in Simplify Polygon. It is observed here that when point remove algorithm was used the lines in gower1 were redrawn such that vertices that occurred redundantly were removed and this became even more evident as the tolerance value increased such that the line had sharp angles around curves and its initial geometry is gradually lost. Bend Simplify Algorithm: This also reduces the number of vertices in a line and the more the tolerance value was increased, the more the number of reduction in the vertices. It takes a longer time to execute than the Point Remove. However the originality of the line feature is preserved. Conclusion: From the two practical exercises, Bend Simplify algorithm is more accurate because it preserves the line feature and its original shape is not too distorted. However, if the feature is to be represented on a much smaller scale and data compression is the factor considered here, then Point Remove will be an option to embrace. Aggregate Polygon: This process involves amalgamating polygons of neighbouring boundaries. It merges separate polygons (both distinct ones and adjacent) and a new perimeter area is obtained which maintains the surface area of all the encompassing polygons that were merged together. To illustrate this, select Data Management Tools > select aggregate polygons > select input feature (which is a selection of several districts from the England_dt_2001 area shapefile I downloaded) > output feature class > aggregation distance (boundary distance between polygons) and then I left other values as default. Fig 2.6: Display before Aggregate Polygon Fig 2.7: Display after Aggregate Polygon Aggregation Distance Used 2km Time Taken 48secs As seen from both figures, the districts in Fig 2.6 were joined together as seen in fig 2.3. As the aggregation distance is increased further, the separate districts are over-merged and the resultant image appears like a plain wide surface area till those hollow parts seen in fig 2.7 disappears. The algorithm used here which is inbuilt into the arcgis software is the Sort Tile Recursive tree. This algorithm computes all the nodes of neighbouring polygons by implementing the middle transversal method in a logical sequence from left to right. When this computation is complete, the result is stored as a referenced node. Now the middle transversal node in the tree is obtained and thereafter a mergence is calculated which spans from the left node to the right node until it get to the root of the tree (Xie, 2010) 2.6 Simplify Building: This process simplifies polygon shapes in form of buildings with the aim of preserving its original structure. To illustrate this, Simplify Building is chosen under Data Management tools. The appropriate fields are chosen; input feature here is a building shape file I extracted from MasterMap download of area code CF37 1TW. a b c d Fig 2.8: Display before Simplify Building Fig 2.9: Display after Simplify Building As shown above, the buildings in (a and b) in fig 2.8 were simplified to (c and d) in fig 2.9 where a tolerance value of 10km was used and the time taken to execute this task was 3secs. As the tolerance value is increased, the more simplified the building is and it loses its shape. The algorithm behind this scene is the recursive approach which was first implemented with C++ programming language but has evolved into DLL (Dynamic Link Library) applications like ArcGIS 9.3 The recursive approach algorithm follows this sequence of steps. Determining the angle of rotation ÃŽÂ ± of the building, computing nodes around a boundary and then enclosing a small rectangular area which contains a set of points The angle of rotation ÃŽÂ ± is set Determining the vertices around edges as regards the recursion used and thereafter to calculate the splitting rate  µ and a recursive decomposition of the edge with respect to those of the new edges. The shortcoming of this algorithm is that L and Z shaped buildings are culprits as they give erroneous shapes while it works perfectly on U and L shaped buildings (Bayer, 2009). 2.7 Eliminate: This technique basically works on an input layer with a selection which can either take the form of Select by Location or Select by Attribute query. The resultant image now chunks off the selection and the remaining composites of the layerfile are now drawn out. To illustrate this, eliminate is chosen under data management tools, the input feature here is England_dt_2001 area shapefile which has some districts selected and the output feature is specified, all other fields left as defaults. From Fig 3.0 after eliminated procedure was taken on the polygon (the green highlights being the selected features), the resultant polygon is shown in Fig 3.1. However the districts in Fig 3.1 now excludes all those selected in Fig 3.0 and this can be seen visually in labels a and b and therefore Fig 3.1 has fewer districts. a b Fig 3.0: Display before Eliminate process Fig 3.1: Display after Eliminate process The time taken for this procedure was 44secs. 2.8 Dissolve: The dissolve tool works similarly to the aggregate polygon except that in dissolve, it is the features of the polygons that are to be aggregated and not the separate polygons themselves. The features are merged together using different statistic types more like an alias performed on them. To illustrate this, click on Dissolve under Data Management tool, select input features- same used for aggregate polygons (features to be aggregated) > the output field (where the result is to be saved) > the dissolve field (fields you want to aggregate together) > statistic type > multi_part > dissolve_lines. The diagram below shows this; Observation: For this exercise, the dissolve field was left as default meaning no field was selected. Also, multi_part was used which denotes that instead of merging smaller fields into a large one-the features becomes so extensive that if this is displayed on a map, there can be loss of performance however the multi_part option makes sure larger features are split into separate smaller ones. Dissolve_line field makes sure lines are dissolved into one feature while unsplit_lines only dissolve lines when two lines have an end node in common. The algorithm for this technique is simply Boolean (like a true or false situation, yes or no). However there are shortcomings with this technique as low virtual memory of the computer can limit the features that are to be dissolved. However, input features can be dissected into parts by an algorithm called adaptive tiling. Fig 3.2: Display before Dissolve process Fig 3.3: Display after Dissolve process Time taken = 10secs 2.9 Collapse Dual Lines: This is useful when centric lines are to be generated among two or more parallel lines with a specific width. This can be very useful when you have to consider large road networks in a block or casing. It enables you to visualize them properly. To illustrate this, open Collapse Dual Lines under data management tools > select input feature (which is gower1) > select the output feature > select maximum width Maximum width (this is the maximum width of the casing allowed that contains the feature to be collapsed e.g. width of a road network) while the minimum width is the minimum value allowed to be able to denote its centric line from. In this exercise, maximum width = 4km Time taken = 4secs Fig 3.4: Display after Collapse Dual Line to Centerline __________ (Before Collapse Dual Line) __________ (After Collapse Dual Line) As seen above, it is observed that when this experiment was performed, those lines in blue are aftermaths of effect of procedure of operation on them because they had a red colour before. However those in red did not change because they did not have a width within the specified maximum width stated. However, this is going to change as the maximum width is increased or a minimum width is set. 3.0 Conclusion From the illustrations shown in this paper, we can see that various forms of generalization tools have their various purposes either in form of shape retention, angular preservation or simply reduction purposes so that a replica image shown on a larger scale can fit in properly on a smaller scale. However depending on the tool chosen, a compromise will have to made on these factors giving preference to what it is we want to be represented after performing the operation. Different algorithms were explored and it is inferred that when polygons or lines are to be simplified, point remove is accurate option when you want to represent them on a smaller scale, however if originality of shape is to be considered then bend simplify algorithm will work best while for Smooth technique on polygons and lines, PAEK Algorithm is better.

King Lear vs. The Stone Angel Essay -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  It has been said that, â€Å"Rivers and mountains may change; human nature, never.†(worldofquotes.com) This is a quote that can be deconstructed when examining William Shakespeare’s King Lear and Margaret Laurence’s The Stone Angel. When reviewing the two books the main characters, King Lear and Hagar, are easily comparable. The first similarity becomes apparent when King Lear and Hagar are both developed as flawed characters. Secondly, because of their flaws the two characters become blind to reality. Thirdly, after being deceived by themselves and others as a result of their blindness, both characters seek refuge outside of their own homes. By leaving their homes the characters are able to gain perspective on themselves and their pasts. Finally, despite these similarities between King Lear and Hagar, a significant difference prevails after the characters experience their epiphanies and are awarded a chance to redeem themselves. When explori ng King Lear and The Stone Angel it becomes clear that although both main characters engage in similar journeys to self discovery a critical difference between the two books exists in the character’s ability to redeem themselves after their epiphany.   Ã‚  Ã‚  Ã‚  Ã‚  It first became clear that Shakespeare’s King Lear and Laurence’s Hagar Shipley were similar main characters when their personalities were developed with flaws. King Lear was immediately revealed as an imperfect character when he was shown in his somewhat conflicting roles as a father and a king. After resolving to divide his kingdom amongst his three daughters Lear develops a way to decide how his power and land will be divided. Looking to his three children Lear probes, â€Å"Tell me, my daughters/ (Since now we will divest us both of rule,/ Interest of territory, cares of state),/ Which of you shall we say doth love us most?/ That we our largest bounty may extend/ Where nature doth with merit challenge.†(I.i.49-54) It is at this point in the play that King Lear reveals himself as superficial. Knowing he had already divided his land in three Lear could have presented it to his daughters as each receives one third of the kingdom. However, Lea r is flawed in that he is superficial and rather than hand over his land and power he would rather hear his daughters competitively praise him for it. Similarly to Lear’s flaw Hagar is... ... his faults and change to redeem himself Hagar was only able to recognize her own flaws.   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion, when comparing the main characters from King Lear and The Stone Angel it is clear that although the characters endure a similar path to self discovery their outcomes prove them to be very different. This has been shown first by their development as flawed characters. Secondly, as a result of their flaws both characters become blind to others’ actions as well as their own. Thirdly, both characters remove themselves form their usual environment where they experience their epiphany and are able to recognize their own flaws. Finally, despite all of these similarities, the two characters experience very different outcomes of their epiphanies. These two books bring an interesting perspective to the question of whether or not human nature can be altered. In the case of these two authentic characters, one changed where the other could not. Works Cited Laurence, Margaret. The Stone Angel. McClelland & Stewart Ltd: Toronto, 1988. Shakespeare, William. King Lear. Harcourt Canada Ltd. World of Quotes. 19 Ma. 2005 http://www.worldofquotes.com/search.php

Company Representative Paper Essay

This letter is to express my interest in bringing my experience as a Technical Support Analyst to your organization. I possess excellent customer service skills and have the technical skills and abilities in desktop and network support that will be an asset to your organization. As you can gather from my attached resume, I have experience maintaining a help desk ticket system to log all software and hardware related issues. I am a hard worker and committed to personal and professional growth in the IT industry. I have demonstrated my ability to troubleshoot customer problems providing effective resolution to technical issues. I obtained a Bachelor of Arts in Computer Information Systems at Simpson College and seek to contribute my formal education and professional experience to a challenging position with your organization. In addition to the skills noted on my attached resume, I can also offer your organization: †¢ Team Leader with proven ability to increase customer satisfaction by providing excellent technical support. †¢ An ability to work in a fast-paced environment and take on challenging IT tasks. †¢ Goal-oriented professional dedicated to quickly learning new tasks. It is my hope that my education and professional experience will convey to you that I have the qualifications to make a valuable contribution to your company. Should you have any questions, I can be reached at the number listed above.

Music Research Paper Writing What Makes It Powerful

Music Research Paper Writing What Makes It Powerful Any successful academic paper is the result of heavy work: a college student needs to research a topic or question through reading, analysis, and synthesis of various information sources. In fact, it takes considerable time to find and review relevant sources, read and examine the information from them, take notes, create an outline, and write drafts, edit the final version. Want to write a good research paper? Do it correctly! It is crucial to divide a project, including a written one, into manageable steps. This music research paper writing guide is to help you write a music research paper as required in most colleges accordingly at each stage of writing. Let’s see what they are in your research paper. Choosing Music Topics to Research on Paper In order to write a research paper, you need to choose a topic with which you’ll deal preferably with pleasure. What are these topics on which you’ll immediately start working? Make sure that a topic corresponds to the assignment requirements and your own interest. It is not less important to carefully define the title of a research paper. Stick to the title that is 5-15 words in length. The successfully chosen titles are narrowly focused according to 4 goals: Predict the content of a paper; Compel the reader’s attention; Reflect the tone of writing; Contain keywords to search for a paper. 10 Title Examples for a Music Research Paper Spend some time to look at the list. Maybe, you’ll find something interesting for yourself as a researcher: Musicology: What Does a Music Study Involve?; Music and Musical Activities from a Historical Perspective; The Development of Music: Top Innovations in the Music Technology; The Perception of Music during Different Eras; The Concept of â€Å"a Musical Work† in the Art: The Interpretation of a Works Meaning; The Modern Stylistic Development in Music: A Trending Analysis; The Musical Environment in the 21st Century: What Makes Music Modern?; The Significance of Music for Different Communities; The Interaction Between Music and Identity (National, Racial, Gender, Individual); The Relationship between the Human Body, Health and Music. If you feel uncertain about what to choose, you can explore some ideas about music during interesting TED Talks. After you decide what topic you’ll cover, you’re ready to go on. Searching for Reliable Information Sources A good research paper entails searching for detailed information on the topic of choice. There are a number of great sources to help you research your topic. You can get more information by surfing the Internet or referring to books and journals from the library. Approach the research process as a detective whose job is to find the clues and strong evidence. For that reason, you should discover attentively all works written in your research area music. Where to find them? Here you are some reliable sources of information for your research paper: JSTOR. It is an online platform where more than 12 million academic journal articles, books, and primary sources are easily found. Be sure to find the valuable works just clicking the subject you need. Oxford Music Online. It is an authoritative resource with over 51,000 articles written for music research. You’ll surely find what you expect. RILM Abstracts of Music Literature. It is a global music research community that represents the full-text articles from over 200 journals. Access them based on the bibliographic records. 5 Useful Search Tips from Our Academic Writers: Search for your topic by using and combining keywords when looking for journal articles in the electronic databases. For example, if you investigate a topic ‘The Development of Music: Top Innovations in the Music Technology’, what keywords you’ll type? Right ‘music technology’, ‘development of music’ and ‘music innovations’. Take advantage of the Advanced Search in the electronic databases. For example, you can specify the publication data as the latest studies are required to be mentioned (the works written within 10 years are more desirable in many colleges than older ones). Find it helpful to look through the sources cited in the article. Depending on the size of your paper, a different number of sources can be used. That’s why you can use some relevant sources from a pattern of references in the article that you can find in the database. Note down the names of journals/titles of articles that you come across during the search. Don’t be lazy to take a pen and write. Otherwise, you risk losing the prominent sources in your field. To make it easy, you can keep records in a computer or electronic devices as most sources are online. Just use a copy/paste option. Use a reference manager to organize your own library of stored papers. You simply download articles on your computer with one button click. Then you can easily to compile the reference list for your research paper with the help of either EndNote, Mendeley or Zotero. Only after all the theoretical material is found and properly analyzed, you can proceed with writing a research paper. Writing the Rough Draft of Your Research Paper It is worth to start with an outline that will show visually what you’re going to speak about. This outline can be expanded gradually turning into a rough draft. The vast majority of academic paper can be broken down into different constituent parts. Let’s see what you should include into your research paper outline: abstract; introduction and thesis statement; methodology; literature review; main body of the paper/argument; conclusion; list of sources. No matter how you prefer to write a paper by hand or typing, try to do it in the following way create some document files marked out according to the part of the research paper you’re working on. If you’re going to work on an introduction, name it â€Å"Introduction† and start dealing with it. Continue working in the same manner with the rest of the parts. After all of them are completed, you can combine them into one document file under the title ‘My Music Research Paper’. Composing a Music Research Paper Step-by-Step The good idea is to get prepared thoroughly in advance. It will give you more chances not to suffer from the writing process. You just need to write about what you gather and analyze. Below you’ll be introduced to the tips on how you should work on each essential part. All the sections are presented in order of importance they are. 8 Parts that Make a Research Paper Well-Structured: How Make Them Full? Thesis statement. You need to have a thesis statement formulated, around which you will go while covering a research topic. Let your readers know how you address the research question(s) in one line long. Without a well-formulated thesis statement, there are little chances to come into contact with the readers. They won’t understand what you will aim at. Literature review. The research process entails the review of what the others have written about the topic under discussion. Starting by writing the review allows you to focus on the existing knowledge about the subject and ways how the research can be conducted. Then, you can base your paper on the others researches just referring to them correctly. The guide at the Writing Center will be helpful to know what you’re required in a literature review. The main body of a research paper. Don’t get confused that you aren’t still given the tips on how to write an introduction. Well, it is logical to write an introduction first. However, start writing with the main points that support your thesis. You’ll be able to slightly change your ideas during writing. So that you won’t do the double work, develop your main part where you need to provide detailed and strong evidence on an issue. Conclusion. After spending much time and energy presenting the points in the main body of the paper, you need to summarize briefly your findings. It is important to have the last word on the subject so vividly as to impress the reader. All the final words must be clearly stated. It is easier to write a conclusion when the main points covered previously are still fresh in your mind. Introduction. After the main points are presented, and the research results are obtained, don’t hesitate to introduce a topic. Eventually, you know all the aspects of a topic that will allow you to orient the reader in the correct direction to grasp the idea of your writing. Methodology. You obviously need to know what methods you’re going to apply in a research paper. But when the main body of a paper is written, feel free to cover what methods help you achieve the results. By doing so, you won’t miss any important point of the research procedure. List of sources. You’re recommended to have the list of sources organized because you’ll work further on the parts where you’ll refer to different information sources. All of them are numbered and written in an alphabetical order. All it takes is referring to a source with the help of a number. Be careful with formatting a bibliography or list of references as your instructor may require you to use   MLA, APA or any other style. Indeed, you can edit it after the writing process, or you can simplify the editing process just forming the correct reference list. Abstract. Not every academic paper requires an abstract. But if you write a long and complex paper, it will be useful to have an abstract. Actually, this part (from 100 to 300 words) is more important than you can think in the beginning ‘Oh ☠¹ One more part I need to write?’ However, an abstract is particularly essential as you need to show the reader a broad overview of your paper. It is the first of the paper to which an instructor pays attention. Don’t write it hastily or carelessly like the other parts as well. Editing a Research Paper Accordingly Thinking, ‘I wrote all the parts, and now Dobby is free?’ You’ll go wrong if you decide to finish doing anything with a paper for example, proofreading and editing according to the style of formatting (APA, MLA, Harvard, etc.) Although you are tempted to simply read your paper or use any online check tool, editing is meant to be a bit more in-depth. Generally speaking, the effective editing process requires that: you reread your research paper carefully; you play the role of a reader rather than a writer; you use strategies to examine your writing. 3 Effective Editing Strategies from Our Experts to Find Some Typical Errors The effective editing process requires that you know the types of errors that are frequently observed in research papers and that you have specific strategies for finding those errors. Be sure that your mind and eyes are fresh to work with a paper again. Read the paper aloud. This way, you can notice some incomplete phrases, sentences. Many students, and not only students, are used to skipping from one point to another. Read the whole paper to fix all possible mistakes in sentence structures. You can try to read the paper by looking at the words from right to left and starting at the bottom of the page. Print the paper out. You’ll be surprised how many typos you’ll find when the printed copy is in hand and in front of your eyes. It doesn’t show that you aren’t a very attentive student. Even qualified touch typists are able to make mistakes. Haven’t ever noticed different typos in books? There are such issues because most workers are used to writing on their computers, edit on them as well. Read the printed pages of your research papers aloud and backwards. Nothing better can be found. Stick to your personal patterns of error. Someone can be good at one field, another can be bad at it and vice versa. So, if you feel some difficulties with punctuation, go through the paper again by focusing on punctuation marks. The rules concerning punctuation marks in English can come in handy. All in all, you’ve already discovered what makes a research paper powerful: a proper structure; meaningful writing of research ideas; the lack of errors. Now, you can start writing your own music research paper by considering all the essential tips on how to write a really good academic paper. Keep healthy and study well!

The Most Abundant Protein

The Most Abundant Protein Have you ever wondered what the most abundant protein is? The answer depends on whether you want to know the most common protein in the world, in your body or in a cell. Protein Basics A protein is a polypeptide, a molecular chain of amino acids. Polypeptides are, indeed, the building blocks of your body. And, the most abundant protein in your body is collagen. However, the worlds most abundant protein is RuBisCO, an enzyme that catalyzes the first step in carbon fixation. Most Abundant on Earth RuBisCO, whose full scientific name is ribulose-1,5-bisphosphate carboxylase/oxygenase, according to Study.com, is found in plants, algae, cyanobacteria, and certain other bacteria. Carbon fixation is the main chemical reaction responsible for inorganic carbon entering the biosphere. In plants, this is part of photosynthesis, in which carbon dioxide is made into glucose, notes Study.com. Since every plant uses RuBisCO, it is the most plentiful protein on earth with nearly 90 million pounds produced every second, says Study.com, adding that it has four forms: Form I, the most common type is found in plants, algae, and some bacteria.Form II is found in different types of bacteria.Form III is found in some archaea.Form IV is found in some bacteria and archaea. Slow Acting Surprisingly, each individual RuBisCO is not all that efficient, notes PBD-101. The website, whose full name is Protein Data Bank, is coordinated by Rutgers University, the University of California, San Diego, and San Diego State University as a study guide for college students. As enzymes go, it is painfully slow, says PBD-101.  Typical enzymes can process a thousand molecules per second, but RuBisCO fixes only about three carbon dioxide molecules per second. Plant cells compensate for this slow rate by building lots of the enzyme. Chloroplasts are filled with RuBisCO, which comprises half of the protein. This makes RuBisCO the most plentiful single enzyme on the Earth. In the Human Body Around 25 percent to 35 percent of protein in your body is collagen. It is the most common protein in other mammals, too. Collagen forms connective tissue. It is found primarily in fibrous tissue, such as tendons, ligaments, and skin. Collagen is a component of muscle, cartilage, bone, blood vessels, the cornea of your eye, intervertebral discs, and your intestinal tract. Its a little harder to name a single protein as the most common in cells because the composition of cells depends on their function: Actin is a very common protein that is found in all eukaryotic cells.Tubulin is another important and abundant protein used in cellular division among other purposes.Histones, associated with DNA, are present in all cells.Ribosomal proteins are abundant since they are needed to produce other proteins.Red blood cells contain high concentrations of the protein hemoglobin, while muscle cells contain a high level of the protein myosin.