College Admissions Process

Dissertation Proposal - 1301 Words

Dissertation Proposal: An investigation of empathy and social problem solving among different bullying groups: A study of male prisoners. A. Formulation of Research Question ‘What works’ research suggests that cognitive behavioural interventions produce the most effective recidivism results among offender populations. Therefore, it would be just to suggest that this type of intervention would be beneficial when reducing bullying and victimisation within the same population. Cognitive deficits that are related to offending attitudes and behaviour include social problem solving (Freedman, Rosenthal, Donahoe, Schlindt and McFall, 1978), and empathy (Covell and Scalora, 2002) among others. As bullying is an interaction with†¦show more content†¦However, because direct/indirect forms of bullying are being measured the full purpose of the study will be explained when debriefing occurs; immediately proceeding tests to reduce any emotional stress that may have occurred. Lastly participants will have the opportunity to receive research summaries and will be given details of how to obtain these. F. Analysis A percentage of results will be used to check accuracy via inputting means, standard deviations and minimum and maximum scoring of questionnaires, ensuring missing values are categorised correctly. Missing value analysis will be used to identify any trends and managed appropriately. If outliers are identified, transformation, alteration or deletion will commence. The skew and kurtosis will be tested for significance. Tests for homogeneity of variance will be performed and managed appropriately. Descriptive statistics will be obtained followed by between-subjects analyses e.g. ANOVA or MANOVA. G. Critique To avoid discrimination on illiteracy grounds, participants will complete study material in individual interviews. This may have an impact upon honesty as participants may be guarded when expressing truthfulness because of fears of repercussions. This can be overcome by giving appropriate information packs and offering individual time outside of interviews. This method would also alleviate victims and bullies completing study material in group settings, thus avoidingShow MoreRelatedGraduate Writing Center: Writing Thesis and Dissertation Proposals7304 Words   |  30 PagesWriting a Thesis or Dissertation Proposal 1 Writing Thesis and Dissertation Proposals The Graduate Writing Center of the Center for Excellence in Writing Overview: This workshop will introduce basic principles of writing proposals across a range of disciplines. It will present practical strategies, and it will include examples of successful proposals. Goals 1. To introduce strategies for bridging the gap between coursework/beginning research and thesis writing. 2. To help you understand theRead MoreDissertation Proposal1339 Words   |  6 Pagesaffects the GDP. So, the interest rates, consumption and the GDP are interrelated. Thus, I intend to demonstrate the correlation between ‘interest rates and consumption’ and ‘interest rates and GDP’ of the United Kingdom, in short run, through this dissertation. Aim: * To identify the correlation between interest rates and consumption in the United Kingdom. * To identify the correlation between interest rates and GDP of the United Kingdom. Objectives: * To find the relationship betweenRead MoreProposal for a Animation Dissertation3013 Words   |  13 PagesThree initial ideas for dissertation. 1. Analogue film and its imprint on the digital era. This thesis for a dissertation would have set about to analyse the relationship between analogue and digital filmmaking and the differences in these practices since the rise of the latter’s popularity and usability. The paper would have evaluated digital filmmaking practices and the new range of techniques that modern technology has brought about, giving reference to the rise of importance in editingRead MoreDissertation Proposal on Managing Diversity of Workforce18916 Words   |  76 Pagesthis work is to complete a research proposal on the comparison of work values for gaining of knowledge for management of the multi-generation workforce. The specific focus is upon Generation ‘X’ and the Millennium Generation which are the two primary groups comprising the new workforce. Lawsson R.D. - Identifying and Managing Diversity of Workforce 216 Business Intelligence Journal January OBJECTIVE The objective of this work is to complete a research proposal on the comparison of work valuesRead MoreWaiting Times At Clinics And The General Organization Of The Proposal1707 Words   |  7 PagesIntroduction This paper serves as an introduction to a dissertation. It shall introduce the scope of the dissertation by discussing the problem, the background of the problem, the purpose of the proposal, the scope of the proposal and the general organization of the proposal. The thesis of the dissertation is wait times at clinics and how that time can be reduced to obtain efficiency at clinics. Problem Statement The subject of this paper is waiting times at clinics and how that time can be minimizedRead MoreGuidelines on Writing a Research Proposal2565 Words   |  11 PagesGuidelines on writing a research proposal Introduction This is a guide to writing M.A. research proposals. The same principles apply to dissertation proposals and to proposals to most funding agencies. It includes a model outline, but advisor, committee and funding agency expectations vary and your proposal will be a variation on this basic theme. Use these guidelines as a point of departure for discussions with your advisor. They may serve as a straw-man against which to build your understandingRead More3521 Unit 1 Essay example10967 Words   |  44 PagesCommunication in English Unit 1 Planning project proposals Unit 1 Planning project proposals Learning outcomes At the end of the unit, you will be able to: †¢ †¢ †¢ †¢ plan and organise project proposals explain the background, objectives and method of a project refer to the literature to justify a project proposal use appropriate language in project proposals Introduction Part of the work involved in a research project is the writing of the project proposal. The proposal is a brief account of the topic or areaRead MoreThe Creativity Tools : Wibni And Mind Mapping983 Words   |  4 Pagesin the appendix. Different dimensions of final year project / dissertation have been presented in different colors. Each dimension represents a milestone which the student desires to accomplish. The first dimension i.e. topic selection is presented in red color since it is the most critical and difficult phase in every dissertation. The nature and difficulty of all the work which is required to be done in further steps of dissertation depends upon the topic which will be selected in first phase.Read MoreA Research Study On Selecting A Committee965 Words   |  4 Pagesthe process of preparing for a dissertation. As the researcher engage in the process and in conjunction with the committee chair and members the goal will be to define the research topic, develop the researchers’ proposal and engage in the process of drafting while critiquing the entire research in a n attempt to compose and ensure the researcher completes his or her dissertation. Scholars Wu and Beaunae (2014) suggests, the process of finishing a doctoral dissertation is a process that requires theRead MoreAn Investigation on the Importance of Brand Names to Consumers1586 Words   |  7 PagesThis research proposal will report other authors who have commented on brands. The author will be conducting primary research in forms of questionnaires and interviews. This is an important study for the reason that it demonstrates the way people buy and the justifications of their choice. Aims Objectives or Hypothesis: Research question: Why brand names are important to consumers? Aims Objectives. The main objective of the proposal is to examine

Title Being an Inspirational Teacher and Maintaining the Passion. Free Essays

OUTLINE Title: Being an Inspirational Teacher and Maintaining The Passion. Introductory Paragraphs a)General Ideas ? Teacher is an amazing profession in which you can change the lives of hundreds. They can mould beliefs and behaviors, setting an example to follow. We will write a custom essay sample on Title: Being an Inspirational Teacher and Maintaining the Passion. or any similar topic only for you Order Now ? To motivate students to learn different things. This may seems easy for teachers but there direct impact on careers. Many teachers start out with a great passion for the profession, but it can be a difficult job when students lack some physical or mental capabilities. b)Thesis Statement (Specific Idea) Opportunity to share your passion and foster it in others. Teachers are able to get the best out of the people they teach and they are profoundly admired. Body Paragraph 1 (a)Topic Sentence ? Being a teacher will inspire others. By sharing your knowledge and attention with your students, you’ll influence who and what they will become – not only in the professional realm, but also personally. (b)Supporting Details (elaboration) ?A good teacher will constantly update material and methods. ?Inspirational teacher must always be in fashion to attract students. Must update their own knowledge as well. ?Be a coach and a model to the students. ?Can change a child’s life for the better future – You may be the only one who believes in them and encourages them to do their best. ?Incorporate some of the positive changes that you wish you had experienced in the classroom as a child to the students. Body Paragraph 2 (a)Topic Sentence ?As the time passes, some may find their passion on teaching started to wane. which can be counterproductive both to them and their students. However, there are things you can do to help yourself maintain a passion for teaching. b)Supporting Details (elaboration) ?Remember why you got into teaching in the first place. ?Spend time thinking about the children and how you can make a difference in their lives. ?Think about the successes that you’ve had – children that accomplished more than they thought they could because of you. Remember those times and cherish them. ? Change your lesson plans. See if you can improve them or add some fun to them. ?Creating new plans that the students might better appreciat e might help to maintain your passion – You never realize how fun you can make teaching until you actually try. Body Paragraph 3 (a)Topic Sentence ?Finally, you’ll have the opportunity to further hone your skills and develop advanced training. Share your passion and inspiring others, helping students is actually helping your selves too. (b)Supporting Details (elaboration) ?Change the Future of Education. ? By fostering an environment of creativity, professionalism, and sharing, you’ll have the opportunity to be part of a vibrant community of educators. ?Different joys and challenges, you’ll never be bored. – Because you’ll most likely have an entirely new group of students every year. Conclusion (a)Restart/rephrase of the thesis statement ?Teaching is a wonderful field in which many people really do make a difference. ?Remember what you’ve done as well as changing things in the present helps you keep your passion for teaching. (b)Prediction or opinion ?Inspirational teacher must possess intelligence, knowledge, and a variety of skills. ?People became a teachers or lecturers because they themselves had an inspirational teacher. So it is not genetic, but it certainly is passed on traits. How to cite Title: Being an Inspirational Teacher and Maintaining the Passion., Papers

Sexual Health Needs of International Students

Question: Discuss about the Sexual Health Needs of International Students. Answer: Overview Australia is the third largest provider of education to international students in the world (Australian Education International, 2012). This has ranked it the fourth largest sector in respect to the subject (Connelly Olsen, 2013). About 379,000 international students reside and study in Australia (Australian Trade Commission, 2013). Many international students present to health professionals with sexual and reproductive health issues e.g. unplanned pregnancies, sexually transmitted infections, and sexual assault (Kalsi, Do, Gu, 2007). This research led to the interview of professionals about their perspectives on the risk factors and experiences of international students. Other than the professionals, interviews were also conducted to international and domestic students to determine their perceptions about sexual health issues. Population sampled Two groups of participants were sampled for the local needs assessment. The group included various categories, and in the first category there were the sexual health professionals and the international student health insurance providers. Apart from the mentioned, the second categories were students at the international and domestic level majorly from one university known as Deakin University. Ethical concern The documents that dealt with ethical clearance for the purpose of interviewing those who were participating were obtained from Deakin University. Students were asked a number of interviewing questions as a strategy that is used for asking concerns. Data gathered Participants in the first category outlined the factors that are associated with risk to the life of the international students. The subject provided for recommendations that can be used in preventative measures and as strategies that supports learning. International and domestic students were asked about their background, whatever they were studying, and where they get information on sexual health. Additionally, their knowledge on unsafe sex activities, unplanned pregnancies and STIs, sources of prevention and intervention were probed. Findings Eleven international (4 males, 7 females- 5 China, 3 India, 1 Vietnam, 1 Singapore, 1 Denmark) and 16 domestic (9 females, 7 males) were recruited into the study. The issues that have been raised inform of concerns are discussed in the subsequent paragraph. Findings from professionals Perspectives on the risk factors Professionals identified pre-arrival risk factors for sex health problems. First, they mentioned that international students lack knowledge on sexual health, reproduction and contraception. Secondly, they cited lack of sex education from families, schools and other organisations as a risk factor. Thirdly, there was a concern on the use of contraception as some saw it as a risk factor. Lastly, cultural values like talking about sex, responsibility for protection, and the use of terminations as a form of contraception also acted as risk factor. This shows that the government is not playing an adequate role of offering the necessary support to the international students. They mentioned that new found freedom and the urge to experiment sex was risk factor. The risk factors that were identified included alcohol which majority of the students engage in courtesy of peer pressure, drug abuse and unprotected sex. It was also vivid that lack of basic life skills was a major cause of health pro blems that are related to sex. Some students found it embarrassing to seek support if issues related to sexual health arose. Experiences of students People of different professions commented on the students challenges that they encounter on the day to day life. They stated that students were ashamed and disgraced due to falling pregnant out of wedlock. This makes such students to keep quiet about their conditions cannot decide whether to tamper with or to live with the pregnancy. Learners end up being depressed and feel isolated. Students worried that the government could discover their pregnancy. Findings from students Pre-university sexual health information sources Interviews were conducted to determine where participants got sexual health information prior to joining university. Australian and international students got information in high school. However, international students got little detail in high schools than Australian students. The age at which Australian students started school was lower (age 12.13) than the age at which international students from china started schooling (age 18) or older. Both international and Australian students admitted that they got sexual health information from friends and magazines. They also mentioned that some little information was obtained from family and internet. Australian mentioned that they also got information from community organizations. They also mentioned that the sources of information and details given changed with age/maturity (Dolly to Cleo; high school classes to university classes which are more in detailed). Sources of sexual health information at university Both international and Australian students got sexual health information from O week and brochures. International students accessed information through information desk and brief group session. Whether they heard about unplanned pregnancies with university students Students were asked about the second hand information from friends or acquaintances on unplanned pregnancies. Both international and Australian mentioned that they heard from their friends in high school, including back in home country for international students. the two group got information their friends in the university. On whether the pregnancies continued or not, both international and Australian students reported that only the ones who had partner support and stayed together continued with pregnancy. Pregnancies were terminated in cases of one night stand. Both students reported that because the pregnant ladies loved their partners and had baby they married. Students were asked whether they had experienced unplanned pregnancies. An international student from northern Europe admitted that she had a baby and gave to the boyfriend. Interestingly, one international student from India who was tested for pregnancy proved negative. Heard about casual sex and unprotected sex with university students Students were asked on whether they have heard about casual sex and protected sex with university students. International and Australian students went to social joints to drink with casual acquaintances. Alcohol contributed to unsafe sex. One male china student even confessed to having sex sometimes after drinking. Australian and international students mentioned that they do not like condoms and that they do not prepare to have sex. Who do students turn to for support when having an unplanned pregnancy? Only international students responded to this question. Students approach and talk to close friends for support. Students go to other groups and services. Prevention and support barriers International and Australian students gave different responses to prevention and support barriers. According to international students, sexual health was never discussed with parents and family members. They do not know where to find services or how they operate in Australia, within and outside of Deakin University. Students do not know what services are available at Deakin University. Students fear being seen by people they know at the medical centre on campus when pregnant some students cannot afford the charges at the clinics. Students could not get services due to language barrier. Differences in social values around pregnancy outside wedlock were barriers to accessing help. Cultural values hinder talk about sexuality. Lastly, international students pointed to lack of many friends at the university as barrier. The Australian students gave fewer reasons for not seeking prevention or support. They know where to find free or cheap services. The shame or embarrassment of having STI o r unplanned pregnancy was a barrier to them. They also mentioned that the information learnt in high school was more on biology and not relationship. Mature age students were not exposed to information during O week hence they were not well informed. Lack of friends in the university was a challenge. Discussion and recommendations Discussion Discussion on professionals responses The professional mentioned that international students that international students lack knowledge on sexual health, reproduction and contraception. Secondly, families, schools, organizations do not provide sex education. Thirdly, there is negative attitude against the use of contraception. Lastly, cultural values like talking about sex, responsibility for protection, and the use of terminations as a form of contraception also was mentioned. These findings agree with a research linking unplanned pregnancy and abortion to limited sexual health literacy and immigration experiences (Poljski, 2011). The lack of knowledge on sex health also concurred with findings of study which showed that University of Sydney - students born in Asia had poorer HIV/STI knowledge than Australian-born students (Song, Richters, Crawford, Kippax, 2005). Research from Adelaide revealed that international students had insufficient knowledge about reproductive health and tended to increase their sexual relationships when they arrived in Australia (Burchard, Laurence, Stocks, 2011). Discussion on students responses The data described above reveal several similarities and differences in the acquisition of sex health information. Prior to joining university both international and Australian students get information from friends magazines and internet. Australian students get more information on sex health from high school. Australian students also get additional information from community organizations. Finding agrees with report by Burchard, Laurence, Stocks (2011) which revealed that international students had insufficient knowledge about reproductive health and their sexual relationships increased upon arrival in Australia. As far as acquiring information in the university both international and Australian students mentioned same sources. International students got information from extra sources. This is also in accord to a study from Adelaide which showed that international students increase their sexual relationships when they upon landing in Australia (Burchard, Laurence, Stocks, 2011). International and Australian students admitted to having heard of unplanned pregnancy from friends in high school and university. Most students lack first-hand information on unplanned pregnancies. This finding is not consistent with previous reports which have shown that international students in Australia increasingly present to health professionals with sexual and reproductive health issues including unplanned pregnancies, sexually transmitted infections (STIs), abortions and sexual assault (Burchard, N, Laurence, 2009; Kalsi, Do, Gu, 2007). International and Australian students go out with casual acquaintances to drink. One male china student even confessed to having sex sometimes after drinking. Australian and international students neither use condoms nor prepare for sex. This finding is consistent with reports which showed that international students increased their sexual relationships when they arrived in Australia (Burchard, Laurence, Stocks, 2011). It was also similar to findings by Rosenthal, Russell, Thomson (2008) which showed that less than half of sexually active international students (49.6% of females and 49.6% of males) always used a condom with their partners. Similar findings were also captured by a research in other countries which demonstrated that university student have unplanned pregnancies and frequent unsafe sex (American College Health Association, 2012). International students mentioned that apart from turning to friends for support, they also go to other groups and services. This is in accord with a recent report which showed international students increasingly presenting to health professionals with sexual and reproductive health issues (Kalsi, Do, Gu, 2007). International students could not easily access support and prevention. Australian students know where to get support. This is in agreement with a study which showed University of Sydney - students born in Asia had consistently poorer HIV/STI knowledge scores than Australian-born students (Song, Richters, Crawford, Kippax, 2005). Contraceptives were not affordable to international students. This agrees with a report which showed that international health insurance does not offer subsidized contraception (Kalsi, Do, Gu, 2007). Recommendations To prevent sex health problems the following strategies should be adopted by the university and health providers: Peer education should be administered to both international and domestic students. Coming up with life management courses to the affected and everyone in general. Inventing the sessions that cannot be avoided by anyone. Building up a unifying bond between the local and international students. Introducing a program of free condom distribution to everyone. Free or affordable contraceptives should be provided to students. International students to be educated pre- arrival to Australia on sex health. Students experiencing unplanned pregnancies should be supported Introduce lessons on services available to pregnant students. Issue materials on pregnancy and abortion in several languages Employ translators and cultural mediators. Limitations of needs assessment survey The assessment had some limitations. First, sampling of participants was not random. Proper sampling procedure was not used to recruit participants. Samples didnt represent the population (Daniel, 2005). Secondly, a small sample size was used. This limited the statistical power of the survey (Fisher, Laing, and Stoeckel, 1983). The study therefore didnt capture a lot of information. Questionnaires were designed poorly. Only open ended questions were in the questionnaire. Quantifying the information given by the participants was therefore a challenge. Lastly, we are not provided with sample size of professional. It is therefore not clear whether this a true picture on the ground. Acknowledgement We thank BUPA foundation for the funding towards this project. We thank students who volunteered information in the study. We also thank health professionals and insurance providers for participating in the study. References American College Health Association. (2012). USA American College Health Association National College Health Assessment Report: University Park Campus 2012, Office for Wellness and Health Promotion, retrieved 6 May 2015, https://engemannshc.usc.edu/files/2012/11/owhp.ncha_.2012.pdf Australian Education International.(2012). International Education Snapshot. Retrieved 16 July, 2014, from https://aei.gov.au/IEAC2/Consultation%28IEAC%29/Documents/DataSnapshot.pdf Australian Trade Commission. (2013). Monthly Summary of International Student Enrolment Data Australia YTD June 2013 Retrieved 18 September, 2013, from https://www.austrade.gov.au/Education/Student-Data/2013#.UjmSjT-1uSo Bryant, T., Raphael, D., Schrecker, T., Labonte, R. (2011). "Canada: A land of missed opportunity for addressing the social determinants of health". Health Policy, 101, 4458. Burchard, A., N, S., Laurence, C. (2009).Sexual Health Knowledge, Perceptions and Practices Amongst International Students. Paper presented at the Primary Health Care Research and Information Service 2009 General Practice and Primary Health Care Research Conference. Connelly, S., Olsen, A. (2013). Education as an Export for Australia: Green Shoots, First Swallows, but Not Quite Out of the Woods Yet. Australian International Education Conference. Retrieved July 17, 2014, from https://www.spre.com.au/download/AIEC2013ModelingPaper.pdf Daniel, W. (2005). Biostatistics: A foundation for analysis in the health sciences (8th ed.). USA: John Wiley Sons, Inc. Fisher, A., Laing, J., and Stoeckel, J. (1983) Handbook for family planning operation design. New York: Population Council Services. Kalsi, H., Do, H., Gu, Z. (2007). Risks, choices and consequences: International students and sexual health promotion. Sexual Health, 4, 290-299. Poljski, C. (2011). On Your Own: Sexual and Reproductive Health of Female International Students in Australia; Multicultural Centre for Women's Health. Retrieved May 28, 2012, from https://www.mcwh.com.au/downloads/2011/Women%27s_Health_Connect_Project_Final_report.pdf Poljski, C., Quiazon, R., Tran, C. (2014). Ensuring Rights: Improving Access to Sexual and Reproductive Health Services for Female International Students in Australia. Journal of International Students, 4, 150-163. Song, A., Richters, J., Crawford, J., Kippax, S. (2005). HIV and sexual health knowledge and sexual experience among Australian-born and overseas-born students in Sydney.Journal of Adolescent Health, 37, 243.

The epic poem Beowulf, written in Old English by C Essay Example For Students

The epic poem Beowulf, written in Old English by C Essay hristianmonks around 750 AD, is a wonderful adventure story about a warrior whokills ferocious monsters. The use of description and imagery enlivensthe story, making it possible for a reader to really see in his or hermind the characters and events. Metaphors, exaggeration, andalliteration are three devices that together allow the reader toexperience this poem which is quite different than most other poetry. A metaphor is a figure of speech in which a word or phrase thatordinarily means one thing is applied to another thing to suggest alikeness between the two. Metaphors are used extensively throughout thepoem to paint a more colorful picture in the listeners mind. Thesemetaphors are used in phrases called kennings. A kenning is adescriptive, poetical expression used instead of a simple name for aperson or thing. Beowulf is hardly ever called by his actual name. We will write a custom essay on The epic poem Beowulf, written in Old English by C specifically for you for only $16.38 $13.9/page Order now Instead there are many kennings referring to him, such as: Prince ofthe Weders, The Son of Ecgtheow, The Geatish hero, and The Lord ofthe Seamen. These kennings describe Beowulf to us in a more interestingway than just stating the hard facts. Without these kennings Beowulfwould be less interesting and we would learn less about him. Anybodywould say that describing or referring to a person by his or her nameover and over again is boring. So the use of kennings and metaphors isvery important in this long epic poem. Exaggeration is another device to make Beowulf a moreinteresting, entertaining, and dramatic poem. For example, even thoughthis story is a fantasy, it is hard to believe that the character ofBeowulf would be able to kill a monster like Grendel with his barehands. Exaggerating Beowulfs bravery makes the story more exciting. Another exaggeration used to convince us how great our hero is, is thepassage, Over all the world, or between the seas, / Or under theheaven, no hero was greater. (671-672). This dazzles the listener withBeowulfs bravery. His bravery is again exaggerated when he jumps in theswamp wearing heavy armor to fight and kill Grendels mother. Itsunlikely even a strong warrior could win a battle with a she-monster inan underwater cave with a broken sword. But it adds to the excitement. In the line The head of Grendel, with heavy toil; / Four of thestoutest, with all their strength, / Could hardly carry on swaying spear/ Grendels head to the gold-decked hall. (1109-1112) exaggerations aremade concerning the size and weight of the monsters head. Again, itportrays a more gruesome and dramatic scene to the listenersimagination. Alliteration, which is repeating the same sound, usually aconsonant, at the beginning of words or in accented syllables, givesthis story a more poetic sound. Alliteration also helped the scops orstorytellers in memorizing the tales. Examples of alliteration can befound throughout the poem such as, The Hall of the Heart, His pledgeand promise, Dragging the dead men home to his den, Fitted andfurnished, and Showed sea-cliffs shining. This device adds creativityand rhythm to the poem. It makes it more entertaining to read, speak, orlisten to such a long story. Metaphors in the kennings, exaggerations, and alliteration allhelp in developing vivid descriptions and imagery to entertain andbeautifully tell the story of Beowulf. Imagery, figures of speech thathelp the mind to form pictures, are throughout the poem. One of thestrongest examples was found where it reads, The demon delayed not,but quickly clutched / A sleeping thane in his swift assault, / Tore himin pieces, bit through the bones, / Gulped the blood, and gobbled theflesh, / Greedily gorged on the lifeless corpse, (558-563). This is theimage of Grendel killing one of the soldiers before his fatal fight withBeowulf. Great descriptive passages are found about Grendels swamp-homedescribing it as, ^a dismal covert / Of trees that hung over hoarystone, / Over churning water and bloodstained wave. (926-928), ^Thewater boiled in a bloody swirling (933) ^The swimming forms ofsea-dragons, / Dim serpent shapes in the watery depths. These are thepictures that nightmares are made of. .ubdac10fde4ae1898e8fa7c03d8447e3e , .ubdac10fde4ae1898e8fa7c03d8447e3e .postImageUrl , .ubdac10fde4ae1898e8fa7c03d8447e3e .centered-text-area { min-height: 80px; position: relative; } .ubdac10fde4ae1898e8fa7c03d8447e3e , .ubdac10fde4ae1898e8fa7c03d8447e3e:hover , .ubdac10fde4ae1898e8fa7c03d8447e3e:visited , .ubdac10fde4ae1898e8fa7c03d8447e3e:active { border:0!important; } .ubdac10fde4ae1898e8fa7c03d8447e3e .clearfix:after { content: ""; display: table; clear: both; } .ubdac10fde4ae1898e8fa7c03d8447e3e { 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; } .ubdac10fde4ae1898e8fa7c03d8447e3e:active , .ubdac10fde4ae1898e8fa7c03d8447e3e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubdac10fde4ae1898e8fa7c03d8447e3e .centered-text-area { width: 100%; position: relative ; } .ubdac10fde4ae1898e8fa7c03d8447e3e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubdac10fde4ae1898e8fa7c03d8447e3e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubdac10fde4ae1898e8fa7c03d8447e3e .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; } .ubdac10fde4ae1898e8fa7c03d8447e3e:hover .ctaButton { background-color: #34495E!important; } .ubdac10fde4ae1898e8fa7c03d8447e3e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubdac10fde4ae1898e8fa7c03d8447e3e .ubdac10fde4ae1898e8fa7c03d8447e3e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubdac10fde4ae1898e8fa7c03d8447e3e:after { content: ""; display: block; clear: both; } READ: Three days to see Analysis EssayIn comparison to our modern fiction, Beowulf might seem wordyand lengthy but when a reader takes time to savor the graphicdescriptions, vivid imagery, clever alliteration, and fantasticexaggerations one can understand how this thirteen hundred-year-old epicpoem has lasted through the years. It is beautifully and creativelywritten and has therefore stood the test of time for the reader or thelistener.

Essay 1 FACH

Essay 1 FACH Essay 1 FACH Essay Child and family health nursing (CFHN) is an area of healthcare in Australia that forms a vital part of primary health care for early childhood. It uses a preventative health care model heavily focusing on population health and health promotion (CAFHNA, 2001). The primary health care philosophy that CFHN revolves around is informed by international, national, state and local policies and guidelines that each have a relationship to coordinate and inform CFHN practices in a given community. Primary health care by definition is helping individuals in the first instance when the care is first needed (McMurray, 2007), and this is exactly what CFHN does in their everyday occupation. Child and family health nurses work at the ground level in the community helping families from when their child is born throughout their early childhood and introducing that family to the community healthcare services available to them (CAFHNA, 2001). Behind the scenes of all this, CFHN is guided by the many le vels of philosophies and guidelines from healthcare authorities directing them to their scope of primary health care practice. Internationally CFHN draws from the universal guidelines from global authorities such as the World Health Organization (WHO). Australia shows its commitment to primary health care through being a signatory of the Declaration of Alma-Ata which originated from a WHO and UNICEF health conference in 1978 in Alma-Ata aiming to achieve Health for All (WHO, 1978). At this conference 134 nations agreed to focus more on primary health care, increase access to healthcare, reduce social inequalities, prevent disease and promote wellness rather than treating just illness and disease (WHO, 1978). This highlights the importance of reaching individuals at the first point of contact within their family and the community setting (WHO, 1978), giving great importance to areas like CFHN. Following on from the Declaration of Alma-Ata, in 1986 the WHO developed the Ottawa Charter for Health Promotion which further influenced community health nursing with philosophies inline with helping empower people to take control over their health, seeing health as a positive concept and incorporating the social as well as physical focus on health (WHO, 1978). This influences the practice of CFHN greatly by valuing the importance of helping the communities at the family level looking at the psychosocial determinants of health, providing information, education, social support and early intervention. The United Nation (UN) plays a large part in informing Australia of global health care visions such as those outlined in The UN Millennium Development Goals (2007) including meeting the basic needs for all through eliminating poverty, increasing education levels, combatting disease, improving maternal health and reducing child mortality. The WHO and UNICEF (2003) also sets CFHN guidelines for breastfeeding and infant nutrition goals within Australia, directing our national policies for this domain. Between the UN, UNICEF and WHO it can be seen that international policies greatly influences the knowledge base that CFHN uses in routine practice within Australia. There are many national policies and guidelines that also direct CFHN in Australia that are more specific and targeted to the Australian population. An example of this can be seen through the Child and Family Health Nurses Association (CAFHNA) guidelines. CAFHNA in conjunction with the Australian Nursing and Midwifery Council (National Board, 2010) competency standards for Registered Nurses and Registered Midwives guide the CFHN in terms of what the professional standard for clinical skills, legal and ethical practice is required to practice as a CFHN (CAFHNA, 2009). These CAFHNA competency guidelines define the scope of practice for CFHN and are a means of evaluating performance and for CFHN to set clinical goals for development (CAFHNA, 2009). These roles defined by CAFHNA include maternal

Is legal pluralism incompatible with the human rights An analysis of Essay

Is legal pluralism incompatible with the human rights An analysis of the case law of the European Court of Human Rights in relation to Turkey - Essay Example What constitutes an inalienable right on the part of one ethnic group might for example, be repugnant in the context of moral standards that are held to be the ideal by another cultural group. Nowhere is this more evident that Islam, where religious precepts based on Sharia may in some instances, contravene the principles underlying human rights and liberty, as conceived in the Western world. The decision of the European Court of justice in the case of Welfare Party v Turkey1 appears to support the conclusion that the protection of human rights may in some instances, take precedence over the preservation of religious and cultural diversity. The question that rises in this context is whether universal human rights are essentially incompatible with legal pluralism? The concept of universal human rights raises the issue of a controversy in the relationship between (a) institutionalization of religion in the State through religious beliefs or practices versus human rights norms.2 This st udy will examine whether universal human rights could be compatible with maintenance of religious and cultural diversity. Those advocating universality claim that international human rights â€Å"are and must be the same everywhere†, just like the rights to equal protection, physical security, rights to freedom of speech, expression and religion and the right to a fair trial3. As pointed out by Donnelly, human rights on a world wide basis are irrevocably tied to claims of universality4. Human rights, if taken literally, are understood to be the rights one has simply because one is human. On this basis, rights accruing to every individual must of necessity be equal rights, because everyone is human, and these rights would be inalienable, because they are associated with the human state. On this basis, basic human rights can be seen to be

Discuss the phenomenon of failed and failing states in the 21st Essay

Discuss the phenomenon of failed and failing states in the 21st century, and explore how their citizens and the rest of the worl - Essay Example Almost 100 people were killed in Libya following protests, including one incident where police simply fired into a crowd and 18 people were killed instantly. In addition, numerous countries—including, but not limited to Iran, Bahrain, Yemen, and Thailand, have been making the news headlines lately—for their people having protested governments that are in dire straits and are in danger of failing or are already failed. A discussion of the failed and failing states of Somalia, Chad, and Afghanistan will be held, including in this discourse an evaluation, for each nation: the phenomena of the failed and failing state; how the citizens should react; and how the rest of the world should react to the challenges failing states pose. II. Somalia A. The Phenomena Nonprofit research & educational organization , Fund For Peace publishe[s] [the] Failed State Index every year. â€Å"Somalia [is] featured in [the] most unstable country... It tops [the] failed state list for third co nsecutive time. Somalia's pirates have become problem for all countries while civil war has displaced thousands of people† (â€Å"Top Ten Failed States,† 2010, pgh. 5). Many people remember years ago when Somalia came into the spotlight due to the famine there, and food was airlifted to the Somalia from the United States. Now Somalia is facing scrutiny again, mainly this time due to the pirate problem on the high seas as well as people having been left homeless after the civil war that happened there. B. How Citizens Should React Somali citizens should probably react by using grassroots organizing strategies in order to better their communities. They should also form societal organizations that encourage the fomentation of education. If there were a more educated populace, it might be true that a lot of the problems associated with living in abject poverty could be eliminated, except for perhaps other than poverty itself. In bleak cases, Somalians should take refugee st atus and emigrate to another country where there are less problems with social unrest. C. How the Rest of the World Should React People should give support to the Somalians. They should stand with them in their quest for justice. People should support their attempt to become a country that can compete in the African and international economies. Right now they are languishing in squalor and ignorance. The UN should take some sort of action in order to ensure that Somalia does not stay on the list of failed states, because if it does, this could affect the country’s ability to be recognized as a competent nation. III. Chad A. The Phenomena Chad is a failed state that also has multiple problems. Regarding Chad, Fund for Peace also reported that â€Å"†¦[the] Republic of Chad is [a] landlocked African country. Chad has been facing humanitarian crisis. Refugees from Sudan, [the] Central African Republic, and [its] own internally displaced people make half a million. [The] Un ited Nation is highly concerned about the matter† (â€Å"Top Ten Failed States,† 2010, pgh. 6). Being just south of Libya, the same kind of thing that happened in the â€Å"Days of Rage† in Libya could also just as easily happen in Chad if there is an uprising. B. How Citizens Should React It makes more sense that citizens should try to do grassroots organizing while, at the same time laying low—out of sight of people like the military, who are likely to open fire on protesters, like what happened in Libya. It

Discussion question Coursework Example | Topics and Well Written Essays - 250 words - 11

Discussion question - Coursework Example Thus, it can be affirmed that this test is appropriate to use while measuring the efficiency of distinct variables that remain present within a study. Similarly, an example of non-parametric test is reckoned to be ‘Kruskal-Wallis Test’, which is applied to evaluate three or beyond samples. These tests can be used in the presence of a single nominal and measurement variable and are executed upon ranked data (Hecke, 2010). Investigators ought to make certain basic assumptions to conduct ANOVA. In this regard, the values of errors must be considered as zero with assuming the errors as independent. In this similar context, certain assumptions must also be adhered by the investigators while running ‘Kruskal-Wallis Test’. An ordinal scale must be used to assess the two variables. The independent variables must inculcate in excess of two independent groups (Hecke, 2010). The data analysis plan involves a number of steps. These include identifying the research problems, specifying assumptions and drawing references. Specially mentioning, to address the study hypothesis, one can make greater use of ‘multiple t-tests’. By considering the fact that the study hypothesis is based on nursing criteria, one of the measures relating to central tendency i.e. ‘mode’ will be reported for demographic variables. This will aid in measuring all the frequencies of the collected values, making the study hypothesis quite reliable and justified (METU,

Site Examination of Soil for Jubilee Line Extension

Site Examination of Soil for Jubilee Line Extension This is an interpretative geotechnical report of the Jubilee Line Extension which describes the extension from Green Park to Stratford running through South and East London. A site examination was undertaken by Soil Mechanics Ltd in 1990 for London Underground which was done as per the 1987 specifications for Ground Examination published by the Department of Transport (Attewell, 1995, p. 39).      Ã‚   This included Package 2 of the proposed Jubilee Line Extension, involving 20 boreholes out of which 18 boreholes were drilled using Cable Percussive and Rotary method was used to drill the remaining 2 boreholes situated in the Bermondsey region of London. Drilling works finished on the 14th November 1990. The main objective of the investigation was to examine the ground conditions of the soil above and beneath the site preceding the proposed tunneling in the Bermondsey region. The site shows the acquired borehole information of Package 2 and takes after the proposed tunneling course of the extension works southeast of London Bridge Station in Bermondsey, eastwards towards Canada Water in Rotherhithe. The site range in Eastings and Northings is linear, running from 533343, 179834 (BH401) in the east to 535222, 179445 (BH417) in the west. This principally takes after the River Thames at an interval of roughly 400m from the south bank over the linear run. The passage runs through the overland train line southeast of Tower Bridge Station towards South Bermondsey Station for around 600m before curving eastwards and east-north-eastwards underneath Jamaica Road to the recently proposed Bermondsey Tube Station. The tunnel route proceeds eastwards underneath Southwark Park and ends at the edge of Neptune Road and Moodkee Street on the Canada Estate. Over the site the street levels are moderately flat, going from 1.9mOD in the western, to 3.6mOD in the east. The site is situated on various strong and drifts stores at ground level as indicated in BGS solid and drift 1:50,000 maps (256 North London; 270 South London). The geological units which are probably going to be experienced over the site ranges from shallow to solid geological units are portrayed as follows from the youngest to oldest. As its name implies, Made Ground according to BGS are areas where the pre-existing ground surface have been massively altered by man-made activities such as excavation. The thickness of the made ground ranges from 0.30m to 5.00m consisting of a mix of concrete, rubble, brick and refuse intermingled with gravel and sands frequently within a matrix of silt or clay. Studying this man-made geological unit also helps to get information of the past land because it is often associated with unstable ground, unpredictable engineering conditions and contaminated materials (Ford,Kessler, Cooper, Price Humpage, 2010). These deposits are as a result of the urbanization and industrial development (Burland et al. 2001, p62). The deposits are around the River Thames, basically lying unconformably upon River Terrace Gravels (Ellison, 2004). The Alluvium is mainly comprised of silty clay and clayey silt, with beds of fine-to-coarse-grained sand with thickness of 1m to 15 m. Inter-bedded peat is known to happen eastwards of Southwark and Westminster, with the broadest deposits extending west to the Rotherhithe tunnel (Ellison, 2004). The River Terrace Gravels are comprised of variable quantities of sand and rock, deposited in a braided river system roughly 5km wide over the River Thames floodplain (Ellison, 2004). The deposits in this area of London are illustrative of the Terrace Gravel Formation, lying unconformably upon the solid geology of the region. The London Clay Formation is mainly argillaceous in its upper part, with the greater part of the development involving overconsolidated intensely bioturbated, fissured bluish-grey slightly calcareous, silty to extremely silty clay (Ellison, 2004) usually containing pyrite and carbonate solidifications (claystone) of ferroan calcite (Huggett, 1994 in Ellison, 2004). This upper part is frequently oxidized and weathered to a brown colouration colouration, while the basal unit is remarkably sandier and siltier than the upper horizons (Burland et al, 2001). Beneath the London Clay, this stratum is basically less than 1m thick (Burland et al 2001), and generally consist of sands, rock and stone beds (Hight et al. 2004; Ellison, 2004). The Lambeth Group is made up of the Reading formation, Woolwich formation and Upnor formation (Ellison Woods, 2004) and is divided into different lithological units. Recognized primarily inside cores in central and eastern London, this stratum comprises mainly of mottled clay, silty clay and sediments with hues including pale brown, pale grey-blue, dark brown, light green, red-brown and dark-red, based upon the oxidation condition of the constituents (Ellison, 2004). At the base of this unit overlaid sand and silt with minor tunneling and local ripple overlays are apparent (Hight et al, 2004). When compared to the Upper Mottled Clay there is no much difference, this lower horizon also includes purple to the list of potential colourations (Ellison, 2004). Moreover, it is also noted to contain carbonate nodules up to 0.5m in diameter, particularly in the top parts in east London these appear to have coalesced to form a limestone up to 1.6m thick (Hight et al, 2004) Circulated mostly in south London amongst Westminster and Bermondsey (Ellison et al,2004; Height et al, 2004), this strata have a maximum thickness of 3m, including grey shelly clay thinly inter-bedded with grey-brown and fine sand (Height et al, 2004). Generally, there is a feebly established shell bed up to 0.43m thick, while amongst Bermondsey and Lewisham a consistent grey limestone bed (the Paludina Limestone) can be distinguished, with a thickness of 0.1-1.83m (Ellison, 2004). Principally lying comformably on the Lower Shelly Clay, it is basically comprised of thinly interbedded and laminated fine- to medium-grained sands, silts and clays with scattered shells (Ellison, 2004). There is deposit of sand of thicknesses up to 4m likely covered channels are known to occur especially around the Lambeth and Bermondsey regions and contain pale olive to pale brown medium-grained very much sorted sands (Hight et at, 2004). Thickening from central London towards the south-east, this rests disconformably on the Lower Mottled Clay of the Reading Formation whilst the top of the unit is generally sharp with the Laminated Beds or the Upper Mottled Clay (Ellison, 2004). Dark grey to black clay is the dominant lithology with abundant shell fragments (Hight et al, 2004). A few beds are totally shaped of weakly cemented shells, while less regularly brownish-grey clay beds, slightly solidified with siderite (Ellison, 2004) are identifiable through this exceedingly variable stratum. An oyster-rich bed occurs close to the base (Hight et al, 2004).       The pebble bed is identifiable as a different substratum from the lower Glauconitic Sand in the London region (Ellison, 1991 in Hight et al, 2004). In this region, the strata have thickness about 3m and typically consist of well-rounded flint pebbles, basically less than 30mm in diameter, however can be recognized as huge as 200mm (Hight et al, 2004; Ellison, 2004). Mainly fine-to-medium-grained sand and clayey sands with variable amounts of glauconite grains of fine to medium sands grey to greenish grey when fresh, weathering to pale grey-brown and yellow brown (Hight et al, 2004).Carbonate concretions have developed either as hard sporadic masses or powdery patches up to 0.5m in diameter (Ellison,2004). Irregular beds of well-rounded flint pebbles (Hight et al, 2004) occur throughout this unit, as do clay dominated units of up to 0.3m thickness (Ellison, 2004). Basically comprising of a coarsening-upwards series of fine-grained intensely bioturbated grey sands (Ellison, 2004), these beds have a maximum thickness of around 30m inside the London Basin (Royse et al, 2008). The lower beds are clayey and silty, while bioturbation structures are identifiable by wisps of dark grey clay and silty clay (Ellison, 2004). Denoting the base of the Thanet Sand Formation, this bed is thought to be a basal conglomerate, comprising of irregular rounded black flint pebbles (Royse et al, 2008) set inside a dark greenish grey, clayey fine-to-coarse grained sandy matrix with glauconite pellets (Ellison, 2004). Basically a fine-grained white Limestone, this formation mainly comprises of coccoliths made almost completely out of calcium carbonate as low magnesian calcite with sporadic flint bands (Ellison, 2004). In the London region the lower parts of this formation is mapped as the Lewes Chalk or the Lewes Nodular Chalk, which is best characterized as a hard to very hard nodular Chalk with interbedded soft to hard gritty Chalks and regular flint bands (Bristow et al, 1997). The motivation behind ground examination was to assemble data about the physical and designing properties of soils and subsoils in the study territory to recognize whether the site is appropriate for the proposed work. The excavations started on 24th September, 1990 and completed on 14th November 1990 and a total sum of 20 boreholes finished over the site. A sum total of twenty boreholes were drilled over the site to examine the nature and condition of the soil underneath the site. This program of works started on the 24th September, 1990 and finished on the fourteenth November, 1990. Drilling depths range from -24.93 mOD (27.60 mbgl) in BH 413P to -49.84 mOD (53.05 mbgl) in BH404T with the majority of excavations being completed to a depth of 30.00 to 40.00 mbgl. Chiseling of harder strata was attempted where necessary. Hand-dug starter pits were burrowed at all locations to a depth of between 0.60 mbgl (meters subterranean level) and 1.20 mbgl so as to check for utilities before boring was initiated. Fourteen of these boreholes were finished utilizing Cable Percussive method in shell diameters between 150mm and 250mm relying upon the number of decrement required per borehole. A further two boreholes were excavated utilizing open hole drilling (404T, 407T) utilizing a tricone rock bit, followed by Rotary drilling to the base of the boreholes. Also, two boreholes (410T and 415T) were started utilizing Cable Percussive techniques, followed by Rotary boring strategies to the base of the boreholes. In every one of the four boreholes Rotary penetrating utilized polymer mud flush and SK6L wireline 100mm coring tool. The last two boreholes (403P and 413P) were drilled utilizing Cable Percussive tool together with Self-Boring Pressuremeter (SBP) tests), utilized principally to bore and test the London Clay Formation and Upper Mottled Clays and where pertinent, the Thanet Sand Formation. A more detailed of each borehole is outlined out in Table 1 Trial pits also known as shallow boreholes were dug in order to check gas, water and electricity pipelines due to the level of urbanization of the site location before actual excavation works commenced. The sensitivity of the locations means there is high risk of damaging existing infrastructures. The depth of the trial pits ranges from 0.6m to 1.2m as shown in table 1 above. Ten hand-dug inspection trial pits were drilled to a depth of 1.2m below ground level and these trial pits were: BH401, BH402, BH405, BH406, BH408, BH412, BH413, BH414, BH416, BH418, and BH419. After the drilling process, laboratory test were undertaken on specific samples so as to give in-depth understanding of the site. The tests performed were as follows; Index Properties, to classify samples accordingly to the Liquid Plastic Limits, Plasticity Index, Moisture content and Bulk density. Undrained Triaxial Tests, to calculate the undrained shear strength (Cu) values of the samples. Chemical Tests, testing the pH for soil and water for chemical contamination analysis (which was carried out on some water samples, undisturbed and disturbed samples). In addition, some chemical testing was carried out on some samples from boreholes to determine pH, pAH, organic content, heavy metals such as arsenic, cadmium, chromium, copper, mercury, nickel, zinc, lead, coal tars, mineral oils, phenols, solvent extracts, sulphide and sulphates which may indicate contamination in the site. X-ray Diffraction Analysis was also carried out in order to ascertain the presence of minerals. From the ground investigations, it can be affirmed that the stratigraphy of the site relatively varies from northwest to southeast that is, from London Clay Formations to Chalk Formation. Table 2 gives a vivid summary of the succession of soil underlying the site. As presented in Table 2, there is decrease in London Clay Formation thickness from boreholes 401 to 410. With the Chalk Formation depth, it appears from 36m beneath ground level from boreholes 407 to 418. Moreover, it can be seen that Woolwich and Reading Formation interbedded beneath the site as upper shelly / mottled clay and lower shelly/ mottled clay. Blackheath bed underlies in upper shelly clay. There is a Bullhead Bed between Thanet Bed and Chalk. Water level monitoring was carried out with piezometers installed in each borehole to aid measurement of groundwater across the site. Recorded measurement for less than three months (between 1st October 1990 to 17th December 1990 with depths of 0.27mBGL (BH401) to 17.53mBGL (BH405) indicates inconsistency along the site. Although there was a piezometer installed in BH403P, no water level was observed whilst 18 boreholes had one piezometer installed in each. Moreover, boreholes 402,403,407T, 410T, 415T and 416 had two piezometers installed in them respectively (upper and lower piezometer). Piezometer readings were observed to form a distinct ground water surface in the Terrace gravels which can be concluded as a permeable bed with water level observed in 8 boreholes. The contamination data given indicates that from the depth ranges of 1.50m (BH419) to 18.30m (BH308), Sulphides and Chromium occur from 0.01 to 5. There was presence of two mainly aquifers zone, the first phreatic zone is located between the permeable Terrace Gravels and the impermeable London Clay Formation in the west of the site (boreholes 401 to 407) extending to the underlying Upper Mottled Clay and Upper Shelly Clay from the Lambeth Group (boreholes 408 to 416) in the east of the site. Its depth goes from 4m to 12m below the ground level. The second phreatic zone is can be found in the permeable Laminated Sand and Silt Strata, between the Upper Mottled Clay and the Lower Shelly Clay (boreholes 407 to 418), at the east of the site with varying depth of 9m to 17m below the ground level Experienced mostly at all ground level within all excavations, the stratum thickness varies across the site, ranging from 0.30m (BH 416) to 5.00m (BH402). Consisting of topsoil (0.10 to 0.20m thick), tarmac (0.05 to 0.15m) and concrete (0.05 to 0.40m) overlying soft to firm brown grey green and black silty sandy Clay with abundant fine to coarse angular to rounded brick, concrete, ash, tile mortar, flint coal and chalk gravels and rare cobbles of tile, chalk, concrete and timber. Made Ground within BH 403 was described as oily whilst being described as having a strong smell in BH414. Chiseling was required within six boreholes whilst SPT N values for this stratum varies from 3 to 24 in accordance with the variability of the soils. Two sulphate and pH tests were also completed indicating a pH of 7.5 to 8.0, a soil sulphate content of 0.05 % and a water sulphate content of 0.09 g/l. It cannot be recommended that such a variable stratum be characterized using limited data. However, thes e results suggest that DS-1 grade concrete may be utilized at this level. Alluvium in experienced in boreholes 401, 403, 404, 405, 406, 410, 411, 412, 413, 418, 415, 416 and 417, and it is situated beneath made ground. Its thickness varies from 0.50 m (borehole 401) to 3.60 m (borehole 405). This stratum can be defined as medium dense greyish yellow clayey fine to coarse sand with some sub-angular to sub-rounded fine to coarse flint gravel, with some presence of firm to stiff brown-green slightly sandy (fine to medium) clay, soft blue-grey very oxidized brown very silty lay with pockets ( This stratum is situated below the Alluvium with thicknesses of 2.70m (BH411) and 6.90m (407T) and is generally described as a medium dense to dense orange brown very sandy medium to coarse sub-angular to sub rounded flint gravel with occasional flint cobbles and pockets of brown silty clay. Chiseling was required at the base of the Terrace Gravels in BH409 (6.90-7.70mbgl for 2hours). SPT N values range from 4 to 79, with the majority of values plotting between 11 and 47 as presented in figure 5. Based on this data a design line of N=23 is proposed for the Terrace Gravels, which shows a drained friction angle of 34 ° (Peck et al, 1974). Due to the sandy and gravelly nature of this stratum, plasticity index, triaxial and moisture content tests were not undertaken since it is perceived that these soils are non-plastic. Nevertheless, 15 water soluble sulphate and pH tests were performed on water samples obtained within the Terrace Gravels. The results of these show a pH range from 7 to 9.7 and a water soluble sulphate level of 0.08 to 0.31 g/l. It was present in 12 boreholes 401, 402, 403, 403P, 404, 405, 406, 407, 408, 410, 412, 413 and it is located below the terrace gravel stratum. It is a combination of weathered (boreholes 401 and 412) and unweathered London Clay. Thicknesses of the London Clay range from 29.65m (BH401) to 0.30m (BH410T). The weathered London Clay can be described as stiff thinly laminated extremely close to fissure brown clay with rare bioturbation fissures randomly oriented whilst unweathered London Clay can be described as very stiff thinly laminated close to fissured grey-brown, grey, brown clay with occasional bioturbation, fissures are randomly orientated with occasional black mottling. The base of this stratum presents occasional pockets of light brown 20 silty fine sand ( With regards to the Index Test, 30 tests were completed and the results were: % LL from 50 to 88, % PL from 19 to 43, and % PI 29 to 58. Then, these results were plotted, as it can be seen from figure 7, the majority of the results are located in the range of high to very high plasticity clays. Just one isolated point is located below the A-line, so it was ignored in this case. The moisture content varies from 8 to 35%. , the natural moisture content is considerably close to the plastic limit, in some cases is less than the plastic limit, which indicates that the soil is in a plastic to semi-solid state. The bulk density of this stratum varies from 1.90 to 2.10 Mg/m3. They were made 46 triaxial tests to determine the undrained shear stress of this stratum and the results were from 46 to 394. Typically, Lambeth Group is comprised of three subgroups namely Woolwich Formation (Upper Shelly Clay, Laminated Beds and Lower Shelly Clays), Reading Formation (Upper Mottled Clay and Lower Mottled Clay) and Upnor Formation (Pebble beds and Glauconitic Sands as shown in table 3. The clays of the Upper Mottled Clay have higher plasticity than those of the Lower Mottled Clay and there are 7 blows of SPT for Lower Mottled Clay and 31 for the former making Upper Mottled Clay a very hard stratum. The SPT values are 45 to 76 and indicate a large distribution in sample strengths and the design line for Glauconitic sand is N = 64 + 22.63z. The Lambeth Group is generally very plastic and has a consistency of between -7 to 185. In BH408 at -17.69m depth, CI is -7 and can be inferred to be in liquid state being extremely soft and has eligible shear strength. The average N60 values (which was calculated from the average N-value) is between 37 to 73 making Lambeth group to fall in the very stiff to hard range. The average N-value is 45 to 76 and the relative density is from dense to very dense. Considerable high values of Undrained Triaxial Test are also indicative of the strength of the Lambeth Group. Thanet sand lies beneath the Glauconitic Sand (Lambeth Group) and is appeared in BH404T to BH419 with thickness ranging between 10.50m (BH 411) to 12.50m (BH 417). Thanet sand strata has very dense grey dotted black slightly fine to medium SAND with rare fine sub rounded rock gravels, which is slightly silty( Chalk formation has maximum thickness of 8.60m occurring in boreholes 407T, 410T, 411, 415T and 418 below Bullhead Bed. The stratum was unproven, characterized by the presence of white slightly to moderate weathered CHALK, weak, fractures closely spaced, infilled up to 9 mm with comminuted chalk. Occasional rounded flint cobbles as angular fine gravel fragments. Chalk recovered as fine gravel sized white very weak with 31 much matrix of with sandy silt sized fragments. It was identified as chalk grade III and IV. Considering the SPT results in figure 5, they were made 7 tests in total using Split Spoon Sampler (S). The N value in this stratum varies from 61 to 85, with an average of 71. According to density index of sands classification by Craig (2004), this soil can be considered as a Very Dense Soil. SPT, index test and moisture content, triaxial test and bulk density test were not applied to Chalk samples. References Digimap.edina.ac.uk,. (2016). Digimap Home Page. Retrieved 6 December 2016, from http://digimap.edina.ac.uk Soil Mechanics Ltd. (1990). Jubilee Line Extension ground investigation Package 2. Ellison, R., Woods, M. (2004). Geology of London. Keyworth, Nottingham: British Geological Survey. Ford, J., Kessler, H., Cooper, A., Price, S., Humpage, A. (2010). An enhanced classification forartificial ground. Hight, D., Ellison, R., Page, D. (2004). Engineering in the Lambeth Group. London: CIRIA. Royse, K., de Freitas, M., Burgess, W., Cosgrove, J., Ghail, R., Gibbard, P. et al. (2012). Bristow,C R, Mortimore,R N, and Wood, C J. 1997. Lithostratigraphy for mapping the chalk of southsea England. Proceedings of the geologists Association, vol.108,293-316. Burland, J B and Hancock, R J R. 1977. Underground car park at the House of Commons, London. Geotechnical aspects. Structural Engeneering. vol 55,87-100. BH Eastings Northings Drilling Method Start date Reduced level Finish date Reduced level Hand dug pit depth (mBGL) Depths (m) 401 533344 179834 Cable Percussive 24/09/1990 2.96 29/09/1990 -36.74 1.2 39.7 402 533435 179831 Cable Percussive 24/09/1990 3.45 03/10/1990 -33.05 1.1 36.5 403 533557 179755 Cable Percussive 22/10/1990 3.4 02/11/1990 -36.6 1.2 40 403P 533551 179737 Cable Percussive/SBP 01/10/1990 3.52 21/10/1990 -34.48 1.2 38 404T 533638 179605 Open Hole/Rotary 24/09/1990 3.21 03/10/1990 -49.84 1.1 53.05 405 533761 179560 Cable Percussive 02/10/1990 3.51 14/10/1990 -36.49 1.2 40 406 533888 179456 Cable Percussive 04/10/1990 3.48 15/10/1990 -33.32 1.2 36.8 407T 534043 179407 Open Hole/Rotary 08/10/1990 3.26 19/10/1990 -47.11 1.1 50.37 408 534223 179348 Cable Percussive 05/10/1990 2.91 12/10/1990 -32.09 0.8 35 409 534389 179384 Cable Percussive 11/10/1990 2.55 18/10/1990 -27.25 0.8 29.8 410T 533406 179414 Cable Percussive/Rotary 17/10/1990 2.79 30/10/1990 -40.71 0.6 43.5 411 534455 179389 Cable Percussive 15/10/1990 2.42 22/10/1990 -37.83 1.2 40.25 412 534478 179436 Cable Percussive 04/10/1990 2.54 15/10/1990 -33.46 1.2 36 413P 534525 179429 Cable Percussive/SBP 30/10/1990 2.67 14/11/1990 -24.93 1 27.6 414 534649 179451 Cable Percussive 15/10/1990 2.89 28/10/1990 -37.06 1.2 39.95 415T 534905 1

McMurphy is Not a Christ Figure in Ken Keseys One Flew Over the Cuckoo

McMurphy is Not a Christ Figure in One Flew Over the Cuckoo's Nest      Ã‚  Ã‚   Literary fiction is littered with references to Christianity. It is very obviously a large and influential force in the western world so it is hardly surprising that a novel such as One Flew Over the Cuckoo's Nest, which is so questioning of our society and moral values, should be so full of references to what is arguably the basis of these values. What the question asks, however, is if the character of McMurphy is portrayed as a Christ figure. A Christ figure being a reflection of the New Testament messiah within the characters actions, beliefs and effect on those around him. The figure will then redeem his followers, lead them to salvation, be martyred and resurrected.    The similarities are prolific in their presence in certain parts of the novel, the very context of both stories shows similarities, both are dealing with an oppressed factor that is set free by an outsider who teaches and challenges the system in which the oppressed are caught.    The first allusion to the New Testament comes when the chief introduces the reader to the patient Ellis. Ellis' arms our outspread in the pose of crucifixion, an affectation caused by many treatments on the Electro-Shock Therapy(EST) table, a pose that McMurphy later adopts when he receives the treatment. Ellis also tells Billy Bibbitt before the fishing trip to be ` a fisher of men' one of Christ's instructions to his disciples. The purpose of the character seems to be an introduction for the reader to this theme and to have it introduced so early on both highlights the universal nature of the struggle that McMurphy and the patients face and also allows the reader to be ... ...erely alludes to Christ.    Works Cited Kesey, Ken. One Flew Over the Cuckoo's Nest. Toronto, Ontario Canada: The Macmillan Company of Canada Limited, 1962. Kunz, Don. Symbolization in Kesey's One Flew Over the Cuckoo's Nest. A Casebook on Ken Kesey's One Flew Over the Cuckoo's Nest. Ed. George J. Searles. Albuquerque: University of New Mexico Press. 1989. Pratt, John Clark. One Flew Over the Cuckoo's Nest. New York: The Viking Press. 1973. Semino, Elena, and Swindlehurst, Kate. Metaphor and Mind Style in Ken Kesey's One Flew Over the Cuckoo's Nest. Northern Light (online posting) Spring 1996. Unknown Author. Ken Kesey's One Flew Over the Cuckoo's Nest. (online posting)   

Application of Biotechnology 1

Biotechnology is a field of applied biology that involves the use of living organisms and bioprocesses in engineering, technology, medicine and other fields requiring bioproducts. The concept encompasses a wide range of procedures for modifying living organisms according to human purposes. For thousands of years, humans have used selective breeding to improve production of crops and livestock to use them for food. In selective breeding, organisms with desirable characteristics are mated to produce offspring with the same characteristics. For example, this technique was used with corn to produce the largest and sweetest crops. In the early twentieth century scientists gained a greater understanding of microbiology and explored ways of manufacturing specific products. Biotechnology has also led to the development of antibiotics. In 1928, Alexander Fleming discovered the mold Penicillium. It is use to treat bacterial infections in humans. The first use of biotechnology was used in fermentation. Throughout the use of agriculture, farmers have inadvertently altered the genetics of their crops through introducing them to new environments and breeding them with other plants one of the first forms of biotechnology. Applications Biotechnology has applications in four major industrial areas, including health care (medical), crop production and agriculture, non food (industrial) uses of crops and other products (e. g. biodegradable plastics, vegetable oil, biofuels), and environmental uses. Biotechnology is also used to recycle, treat waste, clean up sites contaminated by industrial activities (bioremediation), and also to produce biological weapons. 1. Medicine a. Genetic testing: Genetic testing involves the direct examination of the DNA molecule itself. A scientist scans a patient's DNA sample for mutated sequences. The tests can detect mutations associated with rare genetic disorders like cystic fibrosis, sickle cell anemia, and Huntington's disease. Gene tests may not detect every mutation associated with a particular condition because many are as yet undiscovered Gene testing is used for: 1. Determining sex; 2. Forensic/identity testing; 3. Newborn screening; 4. Prenatal diagnostic screening. b. Human Genome Project: The Human Genome Project is an initiative of the U. S. Department of Energy. It has helped us to determine the exact chemical sequence that constitutes the DNA in every cell of a human body. It has the following advantages: 1. Doctors could drip droplets of our genes into a biochip to figure out if we have cancer that could kill or a disease that would respond to a particular drug. 2. Scientists could analyse selective genes from parents and could design babies before conception. c. Cloning: Cloning in biology is the process of producing similar populations of genetically identical individuals that occurs in nature when organisms such as bacteria, insects or plants reproduce asexually. It involves the removal of the nucleus from one cell and its placement in an unfertilized egg cell whose nucleus has either been deactivated or removed. There are two types of cloning: 1. Reproductive cloning. After a few divisions, the egg cell is placed into a uterus where it is allowed to develop into a fetus that is genetically identical to the donor of the original nucleus. 2. Therapeutic cloning. The egg is placed into a Petri dish where it develops into embryonic stem cells, which have shown potentials for treating several ailments. 2. Agriculture a. Crop yield: Using the techniques of modern biotechnology, one or two genes may be transferred to a highly developed crop variety to impart a new character that would increase its yield. However, while increases in crop yield are the most obvious applications of modern biotechnology in agriculture, it is also the most difficult one. Current genetic engineering techniques work best for effects that are controlled by a single gene. Many of the genetic characteristics associated with yield (e. g. , enhanced growth) are controlled by a large number of genes, each of which has a minimal effect on the overall yield. There is, therefore, much scientific work to be done in this area. b. Reduced vulnerability of crops to environmental stresses: Crops containing genes that will enable them to withstand biotic and abiotic stresses may be developed. For example, drought and excessively salty soil are two important limiting factors in crop productivity. Researchers have also created transgenic rice plants that are resistant to rice yellow mottle virus (RYMV). In Africa, this virus destroys majority of the rice crops and makes the surviving plants more susceptible to fungal infections. . Reduced dependence on fertilizers, pesticides and other agrochemicals: Most of the current commercial applications of modern biotechnology in agriculture are on reducing the dependence of farmers on agrochemicals. For example, Bacillus thuringiensis (Bt) is a soil bacterium that produces a protein with insecticidal qualities. Crops have also been genetically engineered to acquire tolerance to broad-spectrum herbicide. M ultiple applications of numerous herbicides were routinely used to control a wide range of weed species detrimental to agronomic crops. 3. Bioremediation and biodegradation Biotechnology is being used to engineer and adapt organisms especially microorganisms in an effort to find sustainable ways to clean up contaminated environments. The elimination of a wide range of pollutants and wastes from the environment is an absolute requirement to promote a sustainable development of our society with low environmental impact. Biological processes play a major role in the removal of contaminants and biotechnology is taking advantage of the astonishing catabolic versatility of microorganisms to degrade/convert such compounds. Marine environments are especially vulnerable since oil spills of coastal regions and the open sea are poorly containable and mitigation is difficult. In addition to pollution through human activities, millions of tons of petroleum enter the marine environment every year from natural seepages. Despite its toxicity, a considerable fraction of petroleum oil entering marine systems is eliminated by the hydrocarbon-degrading activities of microbial communities.

The Jungle Book by Rudyard Kipling Review

'The Jungle Book' by Rudyard Kipling Review The Jungle Book is one of the works for which Rudyard Kipling is best remembered. The Jungle Book falls in line with works like Flatland and Alice in Wonderland (which offer satire and political commentary underneath the genre title of childrens literature). Likewise, the stories in The Jungle Book are written to be enjoyed by adults as well as children- with a depth of meaning and symbolism that delves far beyond the surface. Relationships and events related to The Jungle Book are important to any human being, including adult men and women, with or without families. While the tales can be read, or children may listen to them from an older reader, these stories need to be re-read later, in high school, and again in later adult life. They are enjoyable in every subsequent reading and the longer one lives, the broader is the frame of reference one has against which to draw the stories into perspective.The Kipling stories offer a marked perspective of a reminder of human origins and history as well as animal. As the Native American and other Indigenous Peoples often state: All are related under one sky. A reading of ​The Jungle Book at age 90 will reach several more levels of meaning than a childhood reading and both are just as brilliant an experience. The stories can be shared inter-generationally, with interpretations shared by all. The book is a group of stories that are actually quite good for â⠂¬Å"Grandparents in the School† types of family literacy programs of the current day. Importance of the Tales Kipling is still much quoted, via Gunga Din and his famous poem â€Å"IF,† but The Jungle Book  is also important. They are important because they address the prime relationships in one’s life- family, coworkers, bosses- and everyone’s relationship with Nature. For instance, if a boy is raised by wolves, then wolves are his family until the last one dies. The themes of The Jungle Book revolve around noble qualities such as loyalty, honor, courage, tradition, integrity, and persistence. These are good to discuss and ponder in any century, making the stories timeless.My favorite Jungle Book story is of a young mahout and his elephant and the legend of the elephant dance in the middle of the forest. This is Toomai of the Elephants. From wooly mammoths and mastodons to our zoological parks, to the Elephants Sanctuary in the American South to Disney’s Dumbo, and Seuss’s Horton, elephants are magical creatures. They know friendship and heartache and can cry. Kipling may have been the first to show that they can also dance. The young mahout, Toomai, believes the tale of the infrequent event of Elephant Dance, even when the seasoned elephant trainers try to dissuade him. He is rewarded for his belief by being taken to that very dance by his own elephant, spending time in another world that few can enter. Faith makes entrance possible, so Kipling tells us, and there is the possibility that childlike faith can be translated to any number of human events. â€Å"Tiger-Tiger† After Mowgli left his Wolf Pack, he visited a Human village and was adopted by Messua and her husband, who both believed him their own son, previously stolen by a tiger. They teach him Human customs and language and help him adjust to a new life. However, the wolf-boy Mowgli hears from Grey Brother (a wolf) that trouble is afoot against him. Mowgli does not succeed in the Human village but makes enemies of a hunter, a priest, and others, because he denounces their unrealistic comments about the jungle and its animals. For this, he is reduced to the status of the cowherd. This story suggests that perhaps the animals are more just than Humans.The tiger Sheer Khan enters the village, while Mowgli takes half his cattle to one side of a ravine, and his wolf brothers take the rest to on the other side. Mowgli lures the tiger into the middle of the ravine and the cattle trample him to death. The envious hunter broadcasts that the boy is a wizard or demon and Mowgli is exiled to wander the c ountryside. This certainly shows the dark side of human beings, again suggesting that animals are nobler creatures.​ Other Favorite Tales Other favorites from this collection are â€Å"The White Seal†, the tale of a Bering Sea’s seal pup that saves 1000s of his kindred from the fur trade, and â€Å"Her Majesty’s Servants†, a story of the conversations heard by a man among the camp animals of the Queen’s military. The entire collection observes mankind from a stance of needing improvement that is possible if they listen to animal wisdom.

Teaching Reading Comprehension to Dyslexic Students

Teaching Reading Comprehension to Dyslexic Students Reading comprehension is frequently very difficult for students with dyslexia. They are challenged by word recognition; they may forget a word even though they have seen it several times. They may spend so much time and effort in sounding words out, they lose the meaning of the text or they may need to read a passage over and over to fully understand what is being said. An in-depth report, completed by the National Reading Panel in 2000, provides a look at how teachers can best teach students reading comprehension. This skill is considered essential, not only in learning to read but also in lifelong learning. The panel held regional public hearings with teachers, parents, and students to help form an understanding of what was required in making sure students had a solid foundation of reading skills. Reading comprehension was listed as one of the five most important skills in developing reading. According to the panel, there were three specific themes within reading comprehension that were discussed: Vocabulary InstructionText Comprehension InstructionTeacher Preparation and Comprehension Strategies Instruction Vocabulary Instruction Teaching vocabulary increases reading comprehension. The more words a student knows, the easier it is to understand what is being read. Students must also be able to decode unfamiliar words, that is, they must be able to derive the meaning of the word through knowledge or similar words or through the surrounding text or speech. For example, a student can better understand the word truck if they first understand the word car or a student can guess what the word truck means by looking at the rest of the sentence, such as The farmer loaded hay in the back of his truck and drove away. The student can assume that the truck is something you drive, thereby being like a car, but is bigger since it can hold hay. The panel found that using a variety of methods to teach vocabulary worked better than simple vocabulary lessons. Some of the successful methods included:Using computer and technology to aid in vocabulary instruction Repetitive exposure to wordsLearning vocabulary words prior to reading textIndirect learning of vocabulary, for example, using vocabulary words in a number of different contextsLearning vocabulary in both written text and oral speech Teachers should not rely on a single method of teaching vocabulary but instead should combine different methods to create interactive and multi-faceted vocabulary lessons that are age-appropriate for the students. Text Comprehension Instruction Text comprehension, or understanding what the printed words mean as a whole rather than understanding individual words, is the basis of reading comprehension. The panel found that comprehension is enhanced when readers actively relate the ideas represented in print to their own knowledge and experiences and construct mental representations in memory. Further, it was found that when cognitive strategies were used during reading, comprehension increased. Some of the specific reading comprehension strategies that were found to be effective are: Teaching students to monitor their understanding of the material as they readHaving students practice reading comprehension skills as a groupUsing pictures and graphics to represent the material being learnedAnswering questions about the materialCreating questions about the materialDetermining the structure of the storySummarizing the material As with vocabulary instruction, it was found that using a combination of reading comprehension strategies and making lessons multisensory was more effective than using a single strategy. In addition, understanding that strategies may change depending on what is being read was important. For example, reading science text may require a different strategy than reading a story. Students who are able to experiment with different strategies better equipped to determine which strategy will work for their current assignment. Teacher Preparation and Comprehension Strategies Instruction In order to teach reading comprehension, the teacher must, of course, be knowledgeable of all of the components of reading comprehension. Specifically, teachers should receive training in explaining the strategies to students, modeling thinking processes, encouraging students to be curious about what they are reading, keeping students interested and creating interactive reading instruction. There are two main approaches to teaching reading comprehension strategies: Direct Explanation: Using this approach, the teacher explains the reasoning and mental processes used to make text meaningful. Teachers can explain that reading and understanding text is a problem-solving exercise. For example, when summarizing what has been read, a student can play the part of a detective, looking for important information in the text. Transaction Strategy Instruction: This approach also uses direct explanations of the strategies used in reading comprehension but includes class and group discussions on the material in order to develop a deeper understanding of the material. Source Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction, 2000, National Reading Panel, National Institutes of Health, U.S. Government

Steam Reforming and the Production of Hydrogen Gas Essay

Steam Reforming and the Production of Hydrogen Gas - Essay Example About 50% of the global production of Hydrogen is produced by this process(www.getenergysmart.org/Files). eg. activated carbon filters, pressurisation and depending on the reformer design, either pre heated and mixed with processed steam or directly injected with the water into the reformer without the need for an external heat exchanger. The water is normally demineralised using appropriate water conditioning systems. Two options are available for reforming one option is high pressure reforming at a working pressure upto 16 bar. The other option is to use low pressures (1.5 bar) with increased conversion ratios (www.global-hydrogn-beus-platform.com). 2.2 Steam Methane Reforming: The process involves the use of high temperature steam (700C) which is reacted with natural gas( primarily methane) to produce Hydrogen. Methane reacts with steam under 3- 25 bar pressure in the presence of a catalyst to produce Hydrogen, Carbon Monoxide and a relatively small amount of Carbon Dioxide. This process is endothermic and hence heat must be supplied to the process to proceed. (www1.eere.energy.gov) The methane steam reforming reaction is endothermic. Hence this reaction requires a high process temperature to proceed. As the number of moles also changes for the reaction, the reaction is facilitated by as low a pressure as possible to maximise the Methane conversion rate. Another way to shift the equilibrium to the right side is to increase the ratio of steam to methane. Overall, the conversion rate of methane is a function of pressure, temperature and steam/ Methane ratio. The reformer reactor consists of catalyst filled tubes surrounded by a fire box that provides the heat for the reaction as shown in the process flow diagram ( Fig.3) Water Gas shift Reaction: CO + H2O CO2 + H2 (H = - 41.2kJ/mol) (2) The water gas shift reaction is exothermic and needs as low a temperature as possible to proceed. Based on Le Chatelier's principle, the WGS reaction rate: (1) Increases with increase in steam fraction in the inlet gas (2) Decreases with increase in Hydrogen in the inlet gas (3) Decreases with increase in temperature The reactor temperature influences the flame temperature of the reactants. Hence at higher temperature more Methane is converted and less Hydrogen. The presence of a catalyst such as Nickel helps in the formation of Hydrogen rich reformate. The heat required for the first reaction is obtained by the combustion of fuel gas and/ or purge tail gas from the PSA system. Following the reforming step, the synthesis gas is fed into the CO conversion reactor to produce additional Hydrogen. This process occurs in two stages consisting of a High Temperature Shift ( HTS ) reactor at 350C and a Low Temperature Shift ( LTS ) at 190 to 210C.High temperature shift catalysts have an Iron Oxide-Chromium Oxide basis while LTS catalysts consist of Copper Oxide. 3.0 Gas Purification: Hydrogen purification by means of pressure swing adsorption (PSA). The PSA units reach hydrogen

Legal systems in Western countries recognize Essay

Legal systems in Western countries recognize - Essay Example Draft Introduction: Legal systems in Western countries recognize equal protection of the law. Therefore equality is not an issue.1 However, equality in practice cannot always be achieved as the equal rights of one group can conflict with the equal rights of another. (Discuss the purpose of equality laws and the tensions that can arise between sex-based rights and faith based rights). The UK recognized sexual orientation as a new sex-based right worthy of equal protection of the law.2 The expansion of sex-based equalities under the Equality Act 2010 is flawed however. Identify the purpose of the essay. Hypothesis: the Equality Act 2010, is a reminder of the tensions between the recognition and protection of equal rights in favour of one group against another.3 Faith-based and Sexuality-based Equality Laws The most common tensions between faith-based and sexuality-based equality laws is the rights of gays to the equal protection of the law and freedom of religion which generally includ es the right to discriminate against gays particularly the right to oppose same-sex unions and adoptions.