Explanatory Synthesis Essay Example | Topics and Well Written Essays - 500 words

Explanatory Synthesis - Essay Example When people are challenged with the question of their identity, most of the time they turn to their families for answers. Barbara believes that a family does not only creates the physical characteristics of an individual but it also develops different component of an individual that helps him/her mould his/her true character. The daily life situation always confront people with prove that quality of family life is vital to emotional well-being, happiness and mental health. On her part, Barbara emphasizes the importance of impact of family structure on her life. She evades putting events in her own life in a sequential order in order to share her stories through application of several dissertations that cover the concept of family identity and structure. In general, she believes that; any family is a big empty pot, save for what gets thrown in. Each stew turns out different ( Barbara, 63). Yellow woman and a beauty of the spirit is written with the quest of necessity. Bold and impassioned, sharp and defiant, this easy brings to mind the voice and spirit of Native Americans. Her call to be heard is unmistakable; there are injustices to redress, stories to remember and ways of life to conserve. In her novel Yellow woman and a beauty of the spirit, Silko creates very strong female characters that represent the traditions of her ancestry, both the European and Native American, although she emphasizes particularly on old Pueblo traditions. The novel inhabits various female characters who are determined on continue with their struggle against injustices despite their origin (Silko, 20). Through their struggles, these women are able to influence other people a great deal, especially men. Silko applies to the creation of female characters in a more frequent way through the creation of the old traditional old pueblo belief in female

How to save the world from pollution Essay Example for Free

How to save the world from pollution Essay PART – A ( 2 Marks) 1. Define hardness of water. 2. Distinguish between carbonate hardness and noncarbonate hardness. 3. Draw the structure of EDTA. What happens when EDTA is added to hard water? 4. Define alkalinity. 5. Why is water softened before using in boiler? 6. What is meant by priming and foaming? How can they be prevented? 7. What is meant by caustic embrittlement? How is it prevented? 8. Indicate the reasons for boiler corrosion. 9. What is the role of phosphates in the internal treatment of water? 10. What is calgon conditioning? How is it functioning in water treatment? 11. Mention requisites of potable water. 12. Write briefly on disinfection of water by UV treatment. 13. Write the principle involved in the desalination of water by reverse osmosis. 14. Define the term break-point chlorination. 15. Define desalination. 16. What is Sodium zeolite? What is its use? HS1103- Engineering chemistry I PART – B ( 16 Marks) 1. (i) What is the principle of EDTA method? Describe the estimation of Hardness of water by EDTA method. (8) (ii) What is the various methods by which disinfection of domestic water is carried out? Explain. (8) 2. (i) Describe briefly the different steps in the purification of water for drinking Purposes. (8) (ii) What is desalination? Name the different methods of desalination. Explain any one in detail. (8) 3. (i) Discuss briefly about the problems caused due to the usage of hard water in boilers. (8) (ii) What are Zeolites? How do they function in removing the hardness? (8) 4. (i) How is internal treatment of boiler water carried out? (8) (ii) Describe the principle and method involved in the determination of different types and amount of alkalinity of water (8) UNIT – II – SURFACE CHEMISTRY PART – A ( 2 Marks) 1. How does chemisorption differ from physisorption? 2. How will you increase the activity of adsorbent? 3. Define adsorption? What is an adsorption isotherm? 4. What is Freundlich’s adsorption isotherm? 5. What are promoters? 6. What is catalytic poisoning? 7. What is the effect of temperature and pressure on the adsorption of hydrogen gas on charcoal? 8. Define ion-exchange adsorption 9. What is langmuir adsorption isotherm? How it is mathematically represented? Kings college of Engineering HS1103- Engineering chemistry I 10. What is the demerit of langmuir adsorption isotherm? PART – B ( 16 Marks) 1. (i) Distinguish between physical adsorption and chemisorption. [6] (ii)Derive an expression for Langmuir unimolecular adsorption isotherm. What are its limitations? [10] 2 (i) Explain adsorption theory (or) contact theory with examples. [6] (ii) Explain the classification functions of ion-exchangers.[10] 3 (i) Define the term adsorption and list its application [4] (ii) Explain the role of adsorption in demineralization of water.[8] (iii) Give any three factors on which adsorption depends [4] 4 (i) Derive Freundlich’s adsorption isotherm. Give the conditions in which It fails. [6] (ii) Explain the role of adsorption in catalytic reactions [10] 5 (i) Discuss the factors which influence adsorption of gas on a solid. [8] (ii) Define adsorption isotherm. Explain the various types of adsorption Isotherm. [8] 6 (i) Explain the role of adsorbents in pollution abatement. [12] (ii) Define the terms adsorbent and adsorbate giving suitable examples.[4] UNIT – III – ELECTROCHEMISTRY PART – A ( 2 Marks) 1. What is a cell? Mention its types. 2. Define the terms (i) single electrode potential (ii) Electrochemical cells. 3. Define Helmholtz electrical double layer. 4. Write Nernst equation. 5. Define a reference electrode. Give one example. 6. What is electromotive series? What is its significance? Kings college of Engineering HS1103- Engineering chemistry I 7. What is electrode concentration cell? Give one example. 8. Find the potential of the cell in which the following reactions takes place at 250 C. Zn (s) + Cu2+ (0.02M) → Cu(s) + Zn2+ (0.4M) 9. What is electro chemical cell? 10. Why can glass electrode not be used for a solution of high alkalinity? 11. What are reversible irreversible cells? 12. What are the advantages of conductometric titrations? PART B [ 16 marks] 1. (i) Derive Nernst equation. Give its significances. (8) (ii) What are reference electrodes? Describe any two reference electrodes with neat diagram and mention their uses. (8) 2. (i) Describe a glass electrode. How can it be used for determining the pH Of a solution? (8) (ii) How is Emf of a galvanic cell measured by poggendroff’s compensation method? (5) (iii) Consider the cell reaction, Zn(s) +Fe2+ (0.005 M) Zn2+ (0.01 M) + Fe(s) Given that the standard emf of the cell at 298 K is 0.323 V. Construct the cell and Calculate the emf of the cell. (3) 3. (i) What are Reference Electrode? Explain the types with neat diagrams and mention their uses (8) ii) Describe the construction and working of calomel electrode hydrogen electrode (4+4) 4. (i) What is the principle underlying conductometric titration? Explain acid-base titrations with neat graph. (8) Kings college of Engineering HS1103- Engineering chemistry I (ii)Describe a quinhydroneelectrode how it can be used for the determination of pH of the solution? (8) 5. (i) What is the principle underlying Potentiometric titration? Explain Redox titrations with neat graph. (8) (ii)What is electrochemical series .Give its applications (8) UNIT – IV – ENERGY SOURCES AND ENERGY STORING DEVICES: PART – A ( 2 Marks) 1. Define nuclear fission. 2. What is nuclear chain reaction/ 3. What is a nuclear reactor? 4. Mention any two differences of a nuclear reaction and a chemical reaction? 5. What is breeder reactor? 6. What is solar cell? 7. What are the applications of hydrogen-oxygen fuel cell? 8. What is wind energy? How is it obtained? 9. What is fissile and fertile nucleides? 10. What is super critical mass and sub critical mass? 11. What is nuclear energy? 12. What is a battery? How does it differ from a cell? 13. What are the advantages of alkaline battery over dry cell? 14. How is NICAD battery constructed? PART – B ( 16 Marks) 1. (i) What is a nuclear reactor? Describe the components of a light water nuclear power Plant with a suitable block diagram. (10) (ii) Explain the mechanism and characteristics of a nuclear fission reaction with suitable Example. (6) Kings college of Engineering HS1103- Engineering chemistry I 2. i)What is reversible battery? Describe the construction and working of lead acid storage battery with reacting occurring during charging and discharging. (8) (ii) How is NICAD battery constructed? Explain with cell reactions. Give its uses. (8) 3 i) Write a brief note on Lithium battery. (8) ii) What are Fuel cells? Explain the construction and working of H2-O2 fuel cell.(8) 4. i) Define Photo galvanic cell. Explain its working with diagram. Give its applications. (10) ii) Write note on wind energy. (6) UNIT – V – ANALYTICAL TECHNIQUES AND CHEMOMETRICS: PART – A ( 2 Marks) 1. State Beer –Lambert’s law. Give its limitations. 2. Name the components of colorimeter. 3. What is flame photometry? 4. How are alkali and alkaline –earth metals detected in flame photometry? Give examples. 5. What are the sources of UV light in UV-Visible spectrophotometer? 6. Define the term Bathochromic shift. 7. What is finger print region? Mention its important uses. 8. Write any two disadvantages of AAS. 9. Compare atomic absorption spectroscopy and flame emission spectroscopy 10. How are IR spectral range subdivided? 11. What are the limitations of flame photometry? PART – B ( 16 Marks) 1. (i) Derive Beer-Lambert’s law. Give its limitations. (8) (ii)What is Colorimetry? With a block diagram explain how it is used to estimate iron (8) 2. (i) Explain briefly the principle and instrumentation of flame photometry. How do you estimate sodium using flame photometry? Kings college of Engineering (8) HS1103- Engineering chemistry I (ii)Explain the various components and working of UV-Visible Spectrophotometer. (8) 3. (i)What is IR spectroscopy?. Explain the various components and working of IR spectrophotometer. ii) (8) With neat energy level diagram explain various transitions involved in UV Spectra. (8) 4.(i) Explain how different fundamental modes for different types of compounds Are estimated in IR spectra. (8) (ii) Discuss the principle of atomic absorption spectroscopy. Give the block diagram of AAS.(8) Kings college of Engineering

Estimation of Cost of Load Shedding

Estimation of Cost of Load Shedding Theoretical framework A firm’s behavior in case of outages While studying the firm’s behavior in the presence of regular and constant outages we assume the firm operates in a competitive atmosphere while pursuing its major objective of profit maximization considering the size of the firm. Following can be the possible consequences: In case if power outages are considered to be somehow everlasting in nature then the optimal size of the firm is lower than in the absence of outages. Henceforth we see the possibility of the firm to let go some labor. The chance of the firm to make some appropriate adjustments to pull through some of the output which was lost depends on the following characteristics. The degree of the market situation to be favorable towards the firm If the firm’s dependency of the production process is less on electricity then it is more likely that the firm will make an adjustment. If the cost of adjustment is low the firm is most likely to go for it. The firm will undertake an adjustment if the power outages are large and are expected to be continued for a long period of time. Figure 3.1 Adjustment of a Firm towards Outages Visual representation of the alteration of the equilibrium of a firm in the existence of power outages. Regarding the Type I firm we see that initially when it is faced with outages it resultantly reduces its production from . At the point the space between price and marginal cost is AB. The larger the amount of outages the bugger the space of AB is going to be. XY represents the marginal cost curve of adjustment by the firm. Henceforth incase the XY is too high, then the firm makes no adjustment. Now if we see the case of type II firm. We see that Y lies between A and B. Therefore the firm decides to make an adjustment which takes its new production level to . So type I firm reduced its output by) whereas the loss of output faced type II firm is). The profit loss faced due to outages by type I firm is ABC. Whereas loss of profit of type II firm is BYZC. Henceforth some adjustments can prove to be favorable under some circumstances. So I have used given theoretical framework to develop the methodology for the quantification of the cost of outages. Methodology for quantification of costs of outages As discussed before that in the existence of regular and constant outages the firms tend to make adjustments. But the coverage and character of these adjustments will depend on a number of features that I have mentioned above. The methodology that I have used for the quantification of the cost of outages is majorly based on that developed by Pasha, Ghaus and Mallik [1989]. I have narrowed down the costs related to outages into two types. The first type is direct costs. The second type is adjustment costs. While undertaking any type of adjustment mechanisms to recover their lost output, it is going to be based on cost minimization. A firm will go for an adjustment which it considers will be less expensive than the other available options. Therefore a firm can opt for more than one adjustment at one time, which depends on firm’s size and the amount of outages. Direct Costs Through following methodology we are going to calculate the direct costs of outages. = number of times of incidence of outage daily on average of duration i. i = 1, 2, 3, 4, 5. The durations are 0-1/2 hr;  ½ hr to 1 hr; 1 hr to 2 hrs; 2 hrs to 3 hrs; 3 hrs and above. = amount of output lost during an outage of duration i = restart time after an outage of duration i. The total number of outages during the year is given by NOUT = ..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(2) The total time lost due to outage is TOUT = †¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(3) Where is the duration of the outage. The probable extent of output loss due to outages is given by LOUT = .†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(5) But there is a possibility that the firm might not operate for the entire year and for twenty four hours every day. Henceforth, if H is the normal hours worked during the year, the actual output lost is given by ACOUT = †¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(5) We will calculate the value of this loss through following method. VOUT = ACOUT.V .†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(6) Where V is the value added by the firm per hour. Nevertheless, the firm might undertake adjustment mechanisms to recover its lost output. If we take as the degree of output which was recovered then we have the the net idle factor cost, NIFC, as follows: NIFC = (1-ÃŽ ») VOUT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(7) Now we will represent the spoilage costs. = spoilage cost (in rupees) in each outage of duration i Then the spoilage cost, SPC, is derived as follows: SPC = †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.(8) Now we can calculate the direct costs of outages. TDC = NIFC + SPC †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(9) Adjustment Costs Generators Cost In Pakistan we have generally observed that the foremost adjustment undertaken by a firm is the investment in generator where they can control the source of energy supply. This is the outcome of the frequent and prolonged hours of power outages since 2007 and the realization by the firms that these outages are going to stay for a long time and it might even get worse along with gas shortages. In order to go for a substitution of the main source of electricity which is supplied by the DISCOs, the firm considers its concentration on energy required. While luring on other less expensive adjustments and the arrangements for the availability of initial capital for the possession of generators. The cost of capital for getting hold of generators is high relatively to small scale units as compared to large firms. In order to calculate the total costs of owing and running a generator, we have narrowed it down to specifics. A unit owns a generator or not The capital cost of the generator Monthly running cost of fuel for operating the generator Other costs (including labor, repairs and maintenance cost, etc.) on a quarterly basis. On these bases we are going to calculate the costs of generator. = capital cost of generator foc = fuel operating cost per month opc = other operating costs quarterly So the calculation of the annual generator cost (GENCO) is as follows: GENCO = () + 12(foc) +4(opc) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(10) stands for the cost of capital and is the rate of depreciation. The combined value of is taken as 0.32. Once we have considered a firm to be operating a generator it means that firm is saving on the energy supplied by the local DISCO. So now the (NGENCO), is given by NGENCO = GENCO – k (TOUT) (ADJG)tf. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(11) Where K = electricity consumption per hour in Kwh TOUT = total hours lost as derived in equation (3) ADJG = extent of adjustment by use of generators tf = tariff per Kwh of the DISCO. Other Adjustments These adjustments are more or less short run in nature when power outages are considered to be momentary in nature: A firm can consider utilizing its present plant, equipment and machinery more intensively in presence of power outages. Loss of output can be recovered by working overtime or by adding more labor and work shifts. It can be considered to change the working hours and timings to more suitable slot according to timetable of power load shedding. The costs related to these adjustments are not large but majority of the firms have not undertaken these adjustments. The methodology used for the quantification of these costs has been taken from Pasha, Ghaus and Mallik. They are represented by OTC. Overall, the total adjustment cost, TAJCO, is derived as TAJCO = NGENCO + OTC †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.(12) OTC stands for monthly overtime cost And the total outage cost, TOUTCO, as follows: TOUTCO = TDC+ TAJCO †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.(13)

Language Learning Is A Complex Process English Language Essay

Language Learning Is A Complex Process English Language Essay Spielberger defined as the subjective feeling of tension, apprehension, nervousness and worry associated with an arousal of the autonomic nervous system. It is a psychological and physical response to a threat to certain values which the person holds as essential to his existence (May, 1977). Foreign language classes is perceived by many students as more anxiety provoking than other classes (Horwitz et al., 1986). Although some past researches suggested that foreign language anxiety may be facilitating (Chastain, 1975; Kleinmann, 1977), recent studies have proved that its effect is more debilitating to the language learning process (e.g. Philips, 1992; Aida, 1994; Donley, 1997; Von Wà ¶rde, 1998; Ando, 1999). In addition, MacIntyre and Gardner (1991) states that anxiety is really problematic to foreign language learners since it hinders the acquisition, retention and production of the new language. Foreign language anxiety (FLA) is a new term coined by Horwitz et al. (1986). It is a specific type of anxiety experienced by learners of foreign and second language learners. It is the feeling of stress and nervousness which affect non-native speakers while studying a foreign or second language. Horwitz, Horwitz, and Cope (1986) define FLA as a complex phenomenon which consists of self-perceptions, beliefs, feeling, and behaviours related to classroom language learning arising from the uniqueness of the language learning process. Young (1992) defined it as a complex psychological phenomenon specific to language learning. A more general definition of FLA given by MacIntyre and Gardner (1994) describes it as a type of situation-specific anxiety in speaking, listening, and learning that is experienced by learners in the context of second or foreign language learning. Moreover, MacIntyre (1995) pointed that anxiety may facilitate or debilitate the learners academic performance. Accordin g to Spielberger et al (2005) FLA is the fear that a person feels when using a second or foreign language in which he is not proficient. He describes it as the tendency of the individual to react nervously when using the second language in the different linguistics skills, (i.e. speaking, listening, reading and writing). Since then researchers have produced a considerable number of studies to prove that it is not merely an abstract issue, but a reality for foreign language students (e.g., Casado Dereshiwsky, 2001; Coryell Clark, 2009; KostiĆ¡-BobanoviĆ¡, 2009; Liu, 2006; Liu Jackson, 2008; MacIntyre Gardner, 1994a; Tallon, 2009; Von Wà ¶rde, 2003). According to Horwitz et al (1986) the main causes of foreign language anxiety to communication apprehension, fear of negative evaluation and test anxiety. Communication apprehension prevents the learner to develop communication skills in the target language. Likewise, fear of negative evaluation is the learners feeling that the teacher and other classmates may negatively evaluate their language ability (Horwitz et al.; 1986). According to Horwitz et al (1986), test anxiety is related to the performance of the learner. He considers the task or test as a threat instead of an opportunity to improve his language skills (Dà ¶rney, 2001). Horwitz et al (1986) pioneered the first instrument to measure the foreign language anxiety named as the Foreign Language Classroom Anxiety Scale (FLCAS). Since then, various studies have been conducted to define the relationship between foreign language anxiety and performance of learners. There is a general agreement that FLA has a negative effect on the language learning process and performance (Horwitz et al., 1986; MacIntyre Gardner, 1991; Phillips, 1992; Young, 1991). Horwitz (2000) further adds, countless language learners and teachers across the world identify with the experience of foreign language anxiety, and the potential of anxiety to interfere with learning and performance is one of the most accepted phenomena in psychology and education. There is a general agreement among researchers that there is a consistent moderate negative correlation between FLA and learners performance (Aida, 1994; Horwitz et al., 1986; MacIntyre Gardner, 1991; Phillips, 1992; Saito Samimy, 1 996; Coulombe , 2000; Kim , 1998). Foreign language speaking anxiety (FLSA) is specific type of anxiety which prevents the learner to communicate in the target language. Horwitz et al. (1986) suggested that FLA frequently occurs also in speaking in the form of a shyness characterized by fear of communicating in the foreign language. Tsiplakides and Keramida (2009) concluded that FLSA has a negative influence on students performance and they also proved that a decrease in anxiety automatically causes an increase in students motivation and hence performance is enhanced. However there are very few studies conducted to explore the reality FLSA and determine its impact on the learning process from the students perspective.

An Analysis Of British Literature Essay -- essays research papers

An Analysis of British Literature Death is inevitable and what happens after death will always be a mystery to the living. For this reason, the afterlife has always been a topic which artists have chosen to explore in their works. Throughout the chronology of British literature, artists have used society's views as a basis to examine the afterlife, and look at it in new ways. The afterlife has been a theme in British Literature from the Anglo-Saxon period of Beowulf to the twentieth century writings of Dylan Thomas. The mysteriousness of the afterlife makes it a topic which artists will always be eager to analyze. During the Anglo-Saxon Period which lasted from 449 AD to 1066 AD, the popular belief of the times was that a person's life was predetermined by Wyrd, the Old English word for fate, and there was nothing which the individual could do to change his destiny. The most famous writing from this epoch is the epic poem Beowulf. Beowulf, the main character, had no fear of the evil monster Grendel because he believed "Grendel and I are called/ Together," by fate. He also displayed his faith in the beliefs of society when he told Hrogthgar "Fate will unwind as it must." When Grendel died, the soldiers "had no semse of sorrow, felt no regret for his sufferings," because they believed Grendel was destined to die, and there was no way to defy destiny. They also did not pity Grendel because they considered him to be entirely evil because it was his fate. The Anglo-Saxon's strong belief in fate led to them not fearing death as much as during other times periods in British Literature. Beowulf's strong belief in fate was a reflection in the society's pagan belief in fate. Due to the fact that the society at the time of Beowulf was pagan, they did not believe in the afterlife. The Christian revision to Beowulf illustrated a different outlook on death and the afterlife. When monks were copying the story, they realized it dealt with pagan ideals, and they incorporated Christian ideals into the text. The monks included the concept God was the ultimate one who controls fate. This was shown when Beowulf told Hrogthgar "God must decide/ Who will be given to death's cold grip." The monks also inserted the idea that there is an afterlife. When... ... in the afterlife. Throughout the chronology of British literature, artists have presented many different perspectives on the afterlife. There are views which I agree with, and there are views which I don't agree with. One of the ones which I support is John Donne's idea of death not being a terrible thing because it leads to the afterlife which is a better place. I support this idea because I have been raised in a rather religious family, and it has been instilled in me that death is not bad, and there is an afterlife to go to. I also agree with the ideas in "Ulysses" and "Do Not Go Gentle Into That Good Night" that one should struggle to make the most out of his life and to make it meaningful. This idea is very appealing to me because I believe a person should always attempt to make the most out of what he/she is given, and it is important to never give up. While I don't agree with the poems which state that there isn't an afterlife, analyzing and thinking about them has been valuable for me because it has forced me to consider my views, and to build up a stronger support of my views to counter the ideas presented in these poems.

Mutations in the Alpha 1,2-Mannosidase Gene Essay -- Scientific Resear

Introduction Intellectual disability (ID) is defined by the American Association of Intellectual Developmental Disabilities as having â€Å"significant limitations both in intellectual functioning and in adaptive behavior†. [1] Earlier it was believed that behavioral abnormalities, such as Intellectual Disability, were caused by the social or environmental environment in which the individual lived in.[2] However, with the breakthrough of the genetic analysis, it has been shown that more and more of our behavior is influenced, if not controlled, by our genes. [3]This advancement is important for our understanding of ID to expand. ID can occur when there is a mutation on one or more of the genes in the individual’s chromosome set. [3]There are different types of mutations; autosomal mutations (mutations occurring in one or more of the 44 autosomal chromosomes [in humans]), mutations in the sex chromosomes (the two chromosomes that amongst other things determine the individual’s sex), and there are also chromosomal disorders such as nondisjunction in where one of the two homologous chromosomes fails to separate from its sister chromatid during cell division, resulting in an extra chromosome in one daughter cell and one less chromosome in the other. [3] For parents that are carriers (heterozygous) of an allele that codes for an autosomal recessive trait (e.g. ID), each child they have will inherit one of the two alleles (dominant or recessive) from each parent. Following the Mendelian laws of inheritance, such parents can get offspring that are homozygous dominant (25% chance, will not result in ID), heterozygous like themselves (50% chance, will not result in ID, but will be carriers of the defective gene), or homozygous r... ...tations in the alpha 1,2-mannosidase gene, MAN1B1, cause autosomal-recessive intellectual disability. Am J Hum Genet. 2011 Jul 15;89(1):176-82. [6] Exome Sequencing [Internet]. Mountain View CA: Centrillion, 2011 [cited 2012 Feb 18]. Available from: http://www.centrillionbio.com/exome.php [7] Sanger F, Nicklen S, Coulson AR. DNA sequencing with chain-terminating inhibitors. Proc Natl Acad Sci U S A. 1977 December; 74(12): 5463–5467. [8] MeSH Browser [Internet]. Stockholm: Karolinska Institutet Universitetsbiblioteket; 2008 [updated 2011; cited 2012 Feb 20]. Available from: http://mesh.kib.ki.se/swemesh/swemesh_se.cfm. Leonard H, Wen X. The epidemiology of mental retardation: Challenges and opportunities in the new millenium. Ment. Retard. Dev. Disabil. Res. Rev., 8 (2002), pp. 117–134. Corresponding author: Helen Leonard (hleonard@cyllene.uwa.edu Mutations in the Alpha 1,2-Mannosidase Gene Essay -- Scientific Resear Introduction Intellectual disability (ID) is defined by the American Association of Intellectual Developmental Disabilities as having â€Å"significant limitations both in intellectual functioning and in adaptive behavior†. [1] Earlier it was believed that behavioral abnormalities, such as Intellectual Disability, were caused by the social or environmental environment in which the individual lived in.[2] However, with the breakthrough of the genetic analysis, it has been shown that more and more of our behavior is influenced, if not controlled, by our genes. [3]This advancement is important for our understanding of ID to expand. ID can occur when there is a mutation on one or more of the genes in the individual’s chromosome set. [3]There are different types of mutations; autosomal mutations (mutations occurring in one or more of the 44 autosomal chromosomes [in humans]), mutations in the sex chromosomes (the two chromosomes that amongst other things determine the individual’s sex), and there are also chromosomal disorders such as nondisjunction in where one of the two homologous chromosomes fails to separate from its sister chromatid during cell division, resulting in an extra chromosome in one daughter cell and one less chromosome in the other. [3] For parents that are carriers (heterozygous) of an allele that codes for an autosomal recessive trait (e.g. ID), each child they have will inherit one of the two alleles (dominant or recessive) from each parent. Following the Mendelian laws of inheritance, such parents can get offspring that are homozygous dominant (25% chance, will not result in ID), heterozygous like themselves (50% chance, will not result in ID, but will be carriers of the defective gene), or homozygous r... ...tations in the alpha 1,2-mannosidase gene, MAN1B1, cause autosomal-recessive intellectual disability. Am J Hum Genet. 2011 Jul 15;89(1):176-82. [6] Exome Sequencing [Internet]. Mountain View CA: Centrillion, 2011 [cited 2012 Feb 18]. Available from: http://www.centrillionbio.com/exome.php [7] Sanger F, Nicklen S, Coulson AR. DNA sequencing with chain-terminating inhibitors. Proc Natl Acad Sci U S A. 1977 December; 74(12): 5463–5467. [8] MeSH Browser [Internet]. Stockholm: Karolinska Institutet Universitetsbiblioteket; 2008 [updated 2011; cited 2012 Feb 20]. Available from: http://mesh.kib.ki.se/swemesh/swemesh_se.cfm. Leonard H, Wen X. The epidemiology of mental retardation: Challenges and opportunities in the new millenium. Ment. Retard. Dev. Disabil. Res. Rev., 8 (2002), pp. 117–134. Corresponding author: Helen Leonard (hleonard@cyllene.uwa.edu

SHakespeare :: essays research papers

William Shakespeare was surely the world's most performed and admired playwright. He was well known in his time, and like many artists his fame continues to grow after his death. His plays dealt with many controversial topics, from racism to witchcraft- perhaps adding to the appeal of his plays in general. Shakespeare led an amazing life for his time, a time when actors and actresses were looked down upon and discriminated. He helped to change this stereotype and altered the world perception of theatre forever. In this report, I will outline many areas of Shakespeare’s life, including His birth, marriage and children, parents and family, education, as well as his death. William Shakespeare the famous playwright was born in April, 1564 in Stratford-upon-Avon, Warwickshire, about 100 miles northwest of London. According to the records of Stratford's Holy Trinity Church, he was baptized on April 26. It was customary to baptize infants within days of birth, and because Shakespeare died 52 years later on April 23, and-most significantly-since April 23 is St. George's day, the patron saint of England, it has become traditional to assign the birth day of England's most famous poet to April 23. As with most sixteenth century births, the actual day was never officially recorded, but along with most remarkable men the power of myth and symmetry has proven irresistible, so April 23 it has become. Shakespeare's parents were John and Mary Shakespeare, who lived in Henley Street, in Stratford. John, the son of Richard Shakespeare, was a whittawer (a maker, worker, and seller of leather goods such as purses, belts and gloves) and a dealer in agricultural commodities. He was a solid, middle class citizen at the time of William's birth, and a man on the rise. He served in Stratford government successively as a member of the Council (1557), constable (1558), chamberlain (1561), alderman (1565), and finally high bailiff (1568)--the equivalent of town mayor. About 1577 John Shakespeare's fortunes began to decline for unknown reasons. There are records of some debts he may have had, but of course, none can be verified for certain. In 1586 he was replaced as alderman for shirking responsibilities, and in 1592 was reprimanded for not coming to church for fear of process of debt. Records for the Stratford grammar school from the time Shakespeare would have attended have been lost, but attend he undoubtedly did since the school was built and maintained expressly for the purpose of educating the sons of prominent citizens.