Bottled Water Essay Example for Free

Bottled Water EssayThe trend of carrying and consuming body of body of irrigate bottles has expenditly increased in recent years, and its popularity has hit an alltime peak. More and more(prenominal)(prenominal) people are using bottled urine because of its easy assecability, and its conveince. Unaware to most, the useage of bottled water supply has dire effects on the surround, and itself can suffer several wellness risks. Although bottled water can serve as a great convience, the harm it causes to the environment outweights its convience immensly and contrary to popular belief, bottled water is a great deal no healthier than work water. disrespect perceptions that bottled water is healthier than bump water, more times than not, it is not amd bottled water has much more lienant rules when it comes to regulating their water. Bottled water whitethorn be no safer, or healthier, than tap water in m some(prenominal) countries sequence selling for up to 1,000 times the p rice, the World Wildlife Fund said. Bottled water continues to increase its revenue, and is the fastest growing drinkable industry in the world, worth up to $22 billion a year. More than half of all Americans drink bottled water, and about a third of the cosmos consumers bottled water on a regular basis. The increased sale of bottled water has been fueled by ads on television or in magazines of luxurious mountains and beauitful glaciers with cyrstal return springs flowing with the so called purified water. In reality tho, bottled water is not necessarily regulated check or safer than most tap water. The marketing of bottled water is often misleading, implying that water comes from pure springs, when it does not.According to government and industry estmates, about one fourth of botled water is bottled tap water, which is by some accounts as much as fourty percent tap water. The FDAs rules exepmt 60-70 percent of the bottled water that is sell in the United States from the bottled water standards, because FDA said Its rules do not apply to water packed and sold within the same state. The FDA (Food and Drug Administration) is responsible for protecting and promoting public health through the regulation and supervision of food safety, tobacco products, dietary supplements, etc. The FDA too expmets carbonated water and many other waters sold in bottles from its bottled water standards, scarce applying a vague sanitation rule that failed to set any specific contamination limits.Contrary to popular belief, the FDAs rules are weaker in many focuss than EPA (Environmental Protection Agency) rules that apply to tap water. The EPA is responsible for protecting human health and the environment by writing and enforcing regulations passed by Congress, and it oversees specially big city tap water. Due to bottled water companies not follwing EPA rules and regulations, their water can be more harmful than tap water. For instance, city tap water can contain no E. coli o r fecal coliform bacteria, bacteria that serve as indicators of contamination. The FDA follows no much(prenominal) rule and a certain amount of any type of bacteria is allowed in tap water. Bottled water plants must test for coliform bacteria just at a time a week, as big city tap water must be tested more 100 times a month.City tap water must meet standards for certain important toxic chemics such as phthalate, which can come from plastic, including water bottles. On the other hand, bottled water is too exempt from follwoing this rule. Also, cities must test at least once every four months for many chemical contaminants, water bottlers generally must test only(prenominal) annually. Cities must fork out their water tested by government-certified labs such certified testing is not required for bottled water. Although bottled water on the surface appeasr to be healthier to drink, it is quite the opposite and stricter rules for the regulation of bottled water should be placed to ensure the safety their consumers.People around the world believe that water is clearner and safer to drink than tap water. This has resulted into a multi-billion industry of retailing bottled water, but consequently leads to millions of water bottles being produced every year. Although these water bottles are recycable, it is not smart to recycle these plastics die to the chemical componets that manufacture them. As a result of mass producing these water bottles, it has a serious effect on the environme and millions of empty water bottles end up in landfills every year. One of the harmful effects it has on the environment is it can cause soil contamination as time passes on, and this is mainly due to the chemical the bottle is made up with. These chemicals contaminate the soil and as a result, can overly affect the surrounding plants grwoth because of the contamination.In addition, ground water may end up sinling deeper into the ground and last reaching the ground water reservoi r, meaning that natural water resources are being wasted due to the brass of these water bottles. exclaimed Joe Hartz. Production of plastic used for water bottles take a lot of energy and resources which can also have negative effects on the environment. Professor Alan Hunt said Since there is more power requirements for deed means more fossil fuel is potentially used to achieve the production of water bottles. This can lead to heavily draining of fossil fuel resources. Add to that the fact that more energy and resources are needed from production to stead production of these water bottles which can be considered as a waste of limited energy resources. Another harmful office water bottles hurt the environment is emit pollutants and as a direct result make the air more hamrful to breathe.The industrial plants in which these water bottles are being made also produce other harmful wastes that are harmful to the environment. Bottled water produces up to 1.5 million tons of plastic waste per year. According to Food and Water Watch,plastic requires up to 47 million gallons of oil per year to produce. And while the plastic used to bottle beverages is of high quality and in demand by recyclers. Also, recent studies have shown The Plastics Symbol no. 7 is a recent concern worldwide on discovery that large numbers of no.7 plastics are made with Polycarbonate plastic which, by experimentation were found to leach bisphenol A.This chemical is a known hormonal disruptor causing miscarriages and birth defects according to a study conducted by Case Western stand-in scientists.Although bottled water serves as a great convience, there is many cheap and effective alternatives to carry water and stop the production of water bottles. One way is to buy a distiller or filter to use at home. Distillers are very effective at reducing the levels of most chemicals, except organic chemicals. The distiller boils the water and condenses the steam, removing any contaminants and most chemicals in the process. dawns also serve as a great alternative to bottled water, as it traps particles in a porous material while allowing water to pass through. In this process, it is reducing particles like sand and rust. Although drinking water in the vast majority of homes meets the Environmental Protection Agencys standards for quality, some homeowners use point-of-use water filtration systems to help reduce certain contaminants.Most typically, carbon filters are installed on faucets or used in pitchers or bottles. Filter devices are relatively inexpensive and the now clean and purified water can be put into a reuseable stainless steel or aluminum water bottle. These reusable bottles are a cheap alternative and puts back the ease, comfort, and convience of a water bottle but without hurting the environemnt in any way. Another way to help prevent bottled water hurting the environment is making it into a deposit. In doing this, it would encourage more people to recycle the wa ter bottles, as only 20 percent of people currently recycle the water bottles. This would help dramtically cut back on water bottles being put into a landfill, and ultimately saving the environment also and putting money back into the consumers pocket.All these alternatives are act as a great alternative, as they do not harm the environemnt, and in the long run actually save the consumer money. Not only does an in-home filter or distiller only censt ten cents a gallon, it also provides a safer taste than bottled water. Some colleges are starting to take note of this, as bottled water is trickling away from college campuses nationwide, due to the effort of passionate students and non-profits groups. In addition to removing bottled water from vending machines, stores and cafeterias, students have pushed for reusable bottle hand-outs, water fountains, and filling stations. Were really trying to make it part of the student culture to carry a water bottle, says Clare Pillsbury, a Senior at Macalester.In conclusion, recent studies have shown the harm and the uncleainess of bottled water simply does not outweight its convience. There are many other alternatives that provide cleaner and healthier water than bottled water does. These alternatives also do not harm the environment, and in the long run actually save the consumer money and better circualate the economy. Filtered water or distilled water provide the consumer with a more than adequate source of water,and at this point and time, there is no better choice for worth and a more economically safer choice than filtered tap water.

Rig Veda Study Questions Essay Example for Free

Rig Veda Study Questions EssayStudy Questions As you read the mantras in the Chapters cosmea and Agni, consider these questions. Write down your thoughts and ask your notes to class on Thursday. We will meet in small groups to comp are notes and help each other work out the meaning of the verses.1. What is your initial retort to the Creation Hymn? What parts of it make sense to you? What parts of it do you find confusing? As you read, make notes of these parts. 2. What is your interpretation of the line, There was neither macrocosm nor non-existence then?3. What is the role of water in creation?4. What does the Creation Hymn say about desire? What is the role of desire in creation?5. The Creation Hymn ends with an open question about the role of an ultimate creator. What is this question? What is the significance of this question?6. What is the Golden Embryo? What is its role in creation?7. In Purusha, Hymn of Man, why do the gods dismember Purusha? What is Purusha? What is the meaning of the sacrifice? What is the result of it?8. In The Birth Of The Gods, only two gods are actually mentioned by name. Who are they? How were they born?Agni1. Agni is the god of what? What is his role? What benefits does he spiel his worshippers? (note the verses are a bit obscure and riddle-like. You may need to do some internet probing for this.)2. Agni and The Gods, (Page 99 verses five through nine) describe the meaning of which important Hindu Ceremony? What is happening during this ceremony? What is meant by the statement that whether the sacrifice is offered to this god or that god, the oblation is always to Agni?3. In The Birth Of Agni, what does the first verse mean in which it is said that the mother concealed the birth from the father?4. In The tyke Of The Waters, (a pseudonym for Agni), the god born in the water manifests as a fire that burns without fuel and shines forever with undarkened flames. Yet in the final verses, women bring him butter (ghee) as hi s food, and offer him oblation. What is meant here by Agni being both inexhaustible and yet also in need of being brought food?

The Significance Of The English Language English Language Essay

The Significance Of The side Language English Language bear witnessEnglish row is really considered as a significant manner of speaking since it has been uptaked for communicating worldwide. Therefore, scholarship English is precise common in umpteen countries and language development styles, peculiarly avering styles be learned differently by students in globalization. More centrally, language erudition styles atomic number 18 the core factors that inspection and repair decide how the students learn a foreign language. In the article by (Rebecca, 2003), a foreign language is a language studied in an environs where it is not the major vehicle for every day communication and where input in the language is classified.In an article by Mulalic et al. (2009), students erudition styles agree been unremarked as an irrelevant module in the learning process. App atomic number 18ntly, once lecturers become aw be that different students learn various styles, they try to acco mmodate those learning styles in the schoolroom. When faceing into lecturers education practices, it is possible to understand that the majority of the lecturers argon not sensitive with their students learning styles. The problems occur when lecturers are not aware of the significance to micturate and explore learning styles.In second language teaching or learning touchs for academic goals, especially in higher education in English universities which sire far-reaching use of academic materials compose in English, see is vital. Surely, with fall out recitation proficiency, second language readers cannot achieve at levels they content. Consequently, happy interpreting in a second language is important. Also, professional in second language education should take into consideration with approaches which can develop the learners variant skills. Interactive approaches to interpretation are crucial for recognizing the complicated nature of reading, specifically when it happe ns in a second language and culture (Carrell, Devine Eskey, 2000).In the beginning of 1970s, queryers became aware that learning strategies, styles, and personal characteristics could have significant influence in language acquisition. Michael OMalley and Anna Chamot and their colleagues conducted a lot of learning strategies (reading, writing, speaking, listening, vocabulary, etc) and grouped them into three main categories. The first category was metacognitive strategy, which included organization, perception, and evaluation in gaining cogniseledge. The second category is cognitive strategy, which emphasized in learning assignments and its applications. The third one and only(a) was socioaffective strategy, which focused on interpersonal interaction and social-mediating activity (Brown, 2000).In a globalized world, reading serves as a primary medium for breeding transmission and communication. Beneficially, reading improves cognitive capacity, sharpens critical thinking abil ity and enhances problem-solving skills, and it may even translate the development of individuals. Stanovich (1986) suggested that upright readers will read more and read better while poor readers read less, and in turn obstruct further branch in reading ability.Since English language has been introduced in Cambodia, EFL students learning styles have adapted to the language acquisition. In the past students were likely to get knowledge by dint of listening to the teachers while teachers lacked specific training active teaching methodology. In the teach by (Nguyen 2001), the learning style of Cambodian students is typically memorization at the expense of realistic endeavor. Consequently, they would rather learn grammar and reading than on listening and speaking. Specifically, most Cambodian learners feel more comfort fit and enjoyable with having things which are written on the whiteboard in rule that they can write them down and study at home. Hopefully, students hope to ge t handouts of summaries or lecture outlines. Furthermore, some Cambodian learners set off that they face a lot of pressures of how to adapt the new cultural environment and how to get on with their peers in class. Some feel lonely because the substances they fix up or talk are so different.As for the case of EFL Cambodian classrooms, Keuk (2009), found that most teachers use practical habitual teaching methods such as vocabulary translation from second language to first language. As a result, students are taught to remember chunks of English language with mainly focused on grammar and vocabulary.1.2 search ProblemsWithout recognizing proper learning styles, particularly reading styles students seem not to achieve better results in their academic per radiation patternance and their English proficiency seems to be slow. Furthermore, students are less likely to improve their language acquisition very quickly, as they do not know the effective learning reading skills. In injure of the variety of academic courses which the EFL undergraduate students take in English, and the tough efforts universities and lecturers apply to develop students language skills, the students language performance, unfortunately, has been tedious. This could be recognized to the diverse learning styles and habits which are used by students in studying English, including preferring having things written on the whiteboard to listening to the lecturers explanation, nervousness of speaking in classroom, preferring working individually and personally to working in pairs or groups, and translating the rowing they do not know into their own language while reading the textbook. Frequently, encountering new words in reading is common for learners, especially L2 learners. It may not obstruct the ecumenical understanding of the text, just now if too numerous words are not known, then intellectual capacity major power suffer a lot. Pedagogically, most of the lecturers practice traditional teaching method, grammar translation method form first language to second language while teaching English language. The final noticeable problem is that large classes pose some significant challenges in class room setting and reduced effectiveness of classroom management.In a study by Nuttal (1982), students learning English seem to be slow due to the fact that they do not have opportunities to read a lot. Most of the class time is devoted to learning closely the language, that is learning grammar and learning to read done translation. Students are taught in a traditional way. They approach their reading assignment by putting all their effort and concentration into the passages they read. They carefully read the passage word by word. When reading and encountering an strange word, they stop reading and look up the meaning of the word in a dictionary. This reading behavior not only slows down their reading speed, but also hinders their reading comprehension.1.3 Objectives of StudyT his study aims specifically to determine the learning reading of EFL undergraduate students in Cambodia. An additional aim of the research is to explore the affects and the outcomes of undergraduate students in learning reading in English as a foreign language.1.4 Research QuestionsThis research aims to investigate the effective factors in learning reading skills in English as a foreign language. The following research questions can be formulated for the study.Are there any differences in learning reading among Cambodian undergraduates?Is there a correlation between learning styles and learning outcomes?1.5 Significance of StudyAs a part of educational development, this study is significant for four reasons. First, exploring students learning styles in reading in English in Cambodian higher education will help improve students language acquisition. Second, the study will shed light on the effective learning reading of EFL successful Cambodian undergraduates, which can be used as a place of learning reading in English. Third, this research will help to contribute to the usefulness of appropriate reading teaching and learning techniques in order to promote reading skills, particularly in EFL Cambodian context. In addition, from a methodological perception, it is also hoped that the findings from this study will be useful for providing second language reading and several strategies for reading comprehension based on Brown (2001). More importantly, the findings will help to develop the students capability of dealing with unknown words in their English vocabulary learning process, help to improve their reading comprehension, and conduct more beneficial suggestions for both English teaching and English learning.1.6 definition of TermsIn an attempt to better understand this study, some key terms are defined as follows.EFL students learning styles mean techniques, behaviors, actions, habits and steps apply by learners learning English as a Foreign Language to impro ve and develop their different language skills speaking, listening, reading, and writing. Moreover, the term learning style refers to the full general approach preferred by the student when learning a subject, acquiring a language, or dealing with a difficult problem (Oxford 2001 Reid 1998)Extensive reading refers to the improving well habitual reading, increasing knowledge of vocabulary and body structure, and motivating a connecting in reading (Richard Schmidt, 2002 193-194).1.7 Proposed ChapterThis paper will be chronologically imperturbable of five main chapters. Chapter one is the introduction, consisting of background of the study, researcher problem, research objective, research question, significance of the study, and definition of key concepts. Chapter two is literature review, which discusses on the problems and solutions of the study. Chapter three is methodology, which consists of research design, participants, method, instruments, tools data collection, data analysis , ethnical consideration, strengths and limitation of research. Chapter four is discussion and findings, presenting the findings related to the effective learning reading skills to make students learn effectively. Chapter five is conclusion and recommendation, summarizing the problems and findings of the study and suggesting some strategies to help improve the weaknesses. Moreover, these five chapters are followed systematically by references and appendices.1.8 Conceptual FrameworkSince English has become popular and international language for communicating, many learning styles are applied in a broader educational context in Cambodia. In Cambodian universities, students learning reading skills inside and out of doors the classroom are identified as follows skimming and scanning, semantic mapping or clustering, previewing and predicting, strategies for reading comprehension, interactive reading model, three-part model of reading, extensive reading.Cambodian undergraduate students l earning reading skillsSkimming and ScanningPreviewing and PredictingStrategies for directing ComprehensionInteractive Reading ModelThree-part Model of ReadingExtensive ReadingMetacognitive Knowledge and Self monitorTeaching Second Language Reading SkillsThe Affects of Students Learning Styles and Learning OutcomesCHAPTER2LITERATURE REVIEWReading involves a variety of factors which may have an impact on learners reading ability. Weaver (1988) defined reading as the process of constructing meaning through the energetic interaction among the readers existing knowledge, the info recommended by the written language, and the situation in reading context.In a study by (Miller Yochum, 1991 Donnell Wood, 1999), maintained that the reading difficulties students face may be related to inaccurate knowledge of the reading process, lack interest and motivation, fluency, concept density, organization, and difficult vocabulary.Heffernan (1999) as cited in Aqel (2006), determined that many studies on language learning styles applied and gained differently base on motivation and outcome, level of language , years of learning language, teaching methods, difficult content, and students background and sex. He also added that successful language learners use various styles in learning language, and the teacher can help in increasing learning styles through teaching strategies that probably help weak students to choose the appropriate learning styles for dissimilar educational t takes.2.1 Reading Skills2.1.1 Skimming and ScanningIn their book More Reading Power, Mikulecky Jeferies (1996) say that skimming and scanning are the two important strategies.Skimming is high-speed reading which can make unnecessary students a lot of time. Students skim to get the broad idea or gist of a text or a book, the main subject field, and some of the supporting ideas. Students should read the words which help them gain the sense of the passage. Also, teachers can train students to skim passage s by large-minded those 30 seconds to look through a few pages of material, close their books and then tell you what they learned. More importantly, there are three effective strategies for skimming (1) Read quickly as you can (2) keeping in mind the reason for skimming (3) be flexible while you are skimming the passage (pp.132-133).Scanning, however, is very high-speed reading. Students should have a question in their mind when they scan the text they do not read every word, only the words which suffice the question. Practicing scanning will help students learn to skip over insignificant words in order that they can read more rapidly. For example, teachers investigate students to look for names, dates, to find a definition of a key concept or to list a certain number of supporting details. For academic English, scanning is short essential. In general English, scanning is important in dealing with genres like schedules, manuals, forms, etc (pp.15-16).2.1.2 Previewing and Predict ingMikulecky et.al (1996), students should make a difference before they read. They can get some ideas closely what they are going to read. As a result, they will start to process the information faster as well as they will be able to catch the ideas of the writer better. Even though it takes two or three minutes to preview and predict, those minutes are well invested. Later, they will find that they save lots of time in reading and improve comprehension. Here are the hints for previewing and predicting about language text (1) read the title of the passage (2) decide what way of the text it is (3) look at the organization of the text (4) read very fast the first line of each paragraph or sub-division (5) notice perennial names, numbers, dates, and words (6) read rapidly the very last few sentences in the last paragraph.2.1.3 Strategies for Reading ComprehensionComprehension or reading strategies show how readers conceive of a task, how they make sense of what they read, and what they do when they do not understand. In short, such strategies are processes used by the learner to improve reading comprehension and conquer comprehension failures (Singhal, 2001).In a second language study, Hosenfeld (1977) used a think-aloud procedure to identify relations between certain types of reading strategies and successful or unsuccessful second language reading. The successful reader, for instance, kept the meaning of the passage in mind while reading and skipped less important words but the unsuccessful reader lost the meaning of the sentences when decoded and seldom skipped unimportant words.In an article by Youngmee Suh (2005), one of the helpful strategies for reading comprehension is to be aware of the determination in reading. Teachers should direct students how to get information through reading, to follow directions to do a task, for pleasure, to get in touch with friends and classmates, to know what is misfortune around the world, to discover out when and whe re things are, and for being interested about a topic. Furthermore, clear recognition of the intention in reading something is necessary for effective reading. Doing this, we know what we are finding out and we are not disturbed by other information. Consequently, it is compulsory for English reading lecturers to make sure students know their purpose in reading something.2.1.4 Interactive reading modelWhilst a reader constantly moves from a top-down approach to guess feasible meaning to bottom-up approach to prove all the details in interactive reading, interactive-compensatory model. Based on the study by Stanovich(1986), any stage functions interactively with any other stage. Readers are thought to increase the reading processes efficiently. In this model, less-automatic processes cooperate recurrently, and automatic processes activate independently. Therefore, reading difficulties are overcome by both interaction and compensation. According to Youngmee Shu (2005) declared thatthe reader brings information, knowledge, emotion, experience, and culture to the text. There are two types of strategyta, content schemata and formal schemata. Content schemata include our knowledge about people, the world, culture, and the universe, however, formal schemata include knowledge about discourse structure such as illustration, cause-effect, or comparison are broadly studied because reading comprehension is a subject of developing proper, skilled comprehension strategies. Some of the strategies are associated with bottom-up processes and others with the top-down processes, each of which can be practically applied to classroom techniques2.1.5 Three-part Model of ReadingAccording to cry et.al (1999), there is a positive relationship between reading strategies and successful reading. Moreover, a reading class should be planned focusing on three-part model of reading with interactive activities. Lecturers should present different techniques to teach effectively reading in t hree various levels of reading, pre-reading, while- reading, and post-reading. Based on Youngmee Shu (2005) identified thatIn pre-reading level, schema of the text should be activated. Teachers often introduce a topic and ask questions about the text. Students skim the text for an overview of main ideas. Students tune in to the context and topic of the text and consider how the while-reading activity will be done.While-reading is for purposeful reading. Students work on certain facts or rhetorical devices to have a sense of purpose for reading2.1.6 Extensive ReadingIn their book Extensive Reading in the Second Language classroom, Day and Bamford (1998) state the following characteristics for the Extensive speak to reading as much as possible, book after book, where the meaning is the focus, students select their own readings, students cover a variety of materials and topics, students read for pleasure, information and general understanding, reading is its own reward, reading materi als are within the range of the students linguistic competence, reading is individual and silent, reading speed is usually fast, reading teachers are guides and facilitators, and teachers are role models of a reader for students. This approach can be very beneficial and rewarding to student readers. Day and Bamford mention the following benefits developing solid reading habits, encouraging a liking for reading, developing structure and vocabulary, increasing general second language competence, developing automaticity, enhancing background knowledge, improving comprehension skills, and promoting corporate trust and motivation.In an article by Ming-yueh Shen (2008), reading extensively is to expose students to a great amount of reading materials, enhance students reading fluency, and develop a good reading habit.2.1.7 Metacognitive knowledgeMetacognitive knowledge and self monitoring are the significant elements of fluent reading skills. Knowledge about cognition including knowledge about language, relating to identifying patterns of structure and organization, and using appropriate strategies to achieve specific goals (e.g., comprehending texts, remembering information). Connected with reading this will consist of recognizing the vital information in a text adjusting reading rate using context to deal with a misunderstood part skimming portions of the text previewing headings pictures, and summaries using search strategies for finding specific information formulating questions about the information using a dictionary using word formation and affix information to guess word meanings taking notes underlining and summarizing information. Monitoring of cognition regarding to recognizing problems with information presented in the texts or incapacity to accomplish expected aims. In addition, the ability to use metacognitive skills successfully is broadly recognized as a critical fixings of reading skills.The Affects of Studentslearning Styles and Learning Outcomes Since the learning of students is likely to accomplish the better outcomes, there are some effective learning styles and strategies are applied to students learning. As stated by Youngmee shu (2005)Bottom-up models are based on text- or data-driven operations. In bottom-up process, the letters, words and language features in the text are decoded while reading, and through this process, readers understand intensive and local meaning of the text. The reader is considered as a scientist with a magnifying glass examining the details. On the other hand, top-down models are based on meaning- or conceptually-driven operations. The reader is compared as a person with an eagles eye view of a landscape below. Schema (prior) knowledge for prediction is an important operation for a reader to understand and infer the meaning of the text. More recent research on teaching reading has shown that a combination of top-down and bottom-up processing called interactive reading is important. The interact ive model suggests that the reader constructs meaning by the selective use of information from all sources of meaning (graphemic, phonemic, morphemic, syntax, semantics) without adherence to any one set order. The reader simultaneously uses all levels of processing even though one source of meaning can be primary at a given time.CHAPTER3METHODOLOGY3.1Research designUnlike the qualitative approaches, quantitative research is conducted to analyse the theory of natural setting (Fraenkel Wallen, 2000). Since the intent of this study significantly is to identify the differences of learning reading skills of Cambodian undergraduate students, the researcher will use a cross-sectional survey research. The researcher will explore the learning reading styles of EFL Cambodian undergraduate students.3.2 ParticipantsThe target population in this study will be students in three private universities in Phnom Penh, Cambodia. The simple random ingest will be employed in order to win information. The participants will be selected through the help of table of random numbers. The sample consists of 100 students, who are studying English Literature in those universities. Also, the researcher will choose 40 female and 60 male students. Before conducting interviews, the researcher will make an appointment and notify the reasons of visit to the Rector of University.3.3 Research instrumentsWith the purpose of getting trustworthy information, the researcher will use written questionnaire and structured interview to obtain data from participants. The questionnaire will consist of 2 parts. In part 1, there are 42 Likert Scale items. The students will be asked to fork up their responses about learning reading both inside and outside classroom. As for part 2, there are four open-ended questions, which a researcher will use to ask them to provide their answers based on their ideas. To ensure content validity, the researcher discussed the problem with the English language teachers who h ave had experience in teaching English. Reading test will be used to measure to outcomes of the students and questionnaire contains the common learning reading skill of students. Apart from this, interview will be utilized to get information about perception of students on a variety of students learning style.3.4 selective information collectionThe pilot test will be distributed to participants before conducting interview. Prior to carrying out the interviews, the researcher will ask permission from university rector and students. The researcher expects interview will take 30 minutes and occur in the universities or outside the universities. The options for selecting site for interview will be provided for the participants because it helps reduce the participants difficulties. Moreover, the study objective will be verbally informed to participants before conducting interviews. The researcher susceptibility ask different participants to answer the questions based on their preference s. The students will be asked to provide their responses about the learning reading of EFL Cambodian undergraduate students based on their ideas.3.5 Data analysisAfter collecting data from the field setting, the researcher will identify any information about the number of members of participants who will not reappearance the survey or response in any questions in order to prevent any respondent bias. The data will be carefully canvass through SPSS in an attempt to explore scores, percentages and means of students reading skills. The scores of students will be converted into mean in order to compare students with students who use different styles of learning and their learning outcomes.3.6 Ethical considerationTo successfully conduct this study, the researcher will take into consideration about some safeguards. First, the consent form will be given to the participants to sign if they really agree to join in the study. Second, the purpose of this study will be clearly informed to pa rticipants in order to build mutual understanding and rapport. Third, the researcher will profoundly tell the participants that their participation will be voluntary and stopping from interviews will be the participants choice. Finally, the researcher will keep data collected in secret place which no one besides researcher will have access code to get it. Furthermore, I will bring together the names of participants but keep them confidential. Personal identifiers will be released to the public in a way that protects the identification of participants.3.7 Limitation of researchThis study is guided with the following limitations, which affect the generality of the finding. First, the study focuses three universities English students in Department of English. Second, the study may be limited in its analysis or generality as it will be conducted in three private universities, in which 100 students will be selected randomly. Third, since this study will mainly explore only important lea rning reading, some points might be ignored. However, the purpose of this study is not to provide the broad generalization but to explore the learning reading of Cambodian undergraduate students in three universities in Phnom Penh. Therefore, the above-mentioned compounding circumstances might limit understanding and evaluation however, these are generally overwhelmed and controlled by the research design.

Graphene Oxide With Covalently Linked Porphyrin Antennae

Graphene Oxide With Covalently Linked Porphyrin AntennaeSwetanshu TandonPaper Title Graphene oxide with covalently linked porphyrin antennae Synthesis,characterization and photophysical properties.Relevant spectroscopical TechniquesUV-visible spectrometryATR-IR spectroscopic analysisRaman spectrographic analysisFluorescence spectroscopyTransient assiduousness spectroscopyIntroductionIn this paper, the authors describe the synthesis, characterisation and properties of a hybrid material, GO-H2P, obtained by treating graphene oxide (GO) with 5-(4-aminophenyl)-10, 15, 20-triphenyl-21, 23H-porphyrin (H2P). The characterisation has been do by UVvisible, ATR-IR (Attenuated Total Reflection Infrared) and Raman spectroscopy. Steady call forth and time resolved fluorescence studies and transient absorption measurements were also conducted to study the electron transfer fulfill from H2P to graphene oxide by photoexcitation. Morphological characterisation has been carried out with the m ilitary service of transmission electron microscopy (TEM) and atomic force microscopy (AFM). Cyclic voltametry and differential pulsed voltametry were conducted to study the electrochemical indications like redox potentials.Choice of techniquesSpectroscopic techniques have been carried out on the GO-H2P material dispersed in dimethylformamide at concentration not transcend 1 mg/mL. UV-visible spectroscopy has been employed in this study due to the presence of porphyrin group which have a characteristic absorption around 420 nm (Soret band) corresponding to a1u()eg*() transitions and a light-headed absorption near 550 nm (Q band).The Soret band involves transition from ground state to second excited state sequence Q band involves transition from ground state to first excited state. Graphene oxide also shows a characteristic transition at 230 nm again corresponding to -* transitions. The nature of linkage can be investigated with the help of this technique.ATR-IR spectroscopy has been used in the study in prepare to characterise the OH, C=O, and COH bands present in graphene oxide which have characteristic vibrations. Also, in order to confirm the formation of GO-H2P hybrid by the formation of amide units amidst carboxylic group of graphene oxide and amine group of the porphyrin derivative, ATR-IR spectroscopy can be used.Raman spectroscopy has been used to follow the transformation of graphite to graphene oxide and foster to GO-H2P. The sp2 hybridisation in all the three materials, i.e. graphite, graphene and graphene oxide, leads to the formation of different peaks due to first and higher order scattering process. The presence of -electrons make the scattering process resonant consequently making the response stronger.The fluorescence properties of porphyrin derivatives due to - * transitions surrounded by the cardinal highest occupied molecular orbitals and the two lowest occupied molecular orbitals within the ring justifies the use fluorescence sp ectroscopy in the study. Fluorescence spectroscopy has been used to examine the nature of electronic interaction between graphene oxide and H2P.The photoexcitability of GO-H2P leads to the application of transient absorption spectroscopy. Transient absorption spectroscopy has allowed the examination of the phenomenon of quenching of luminescence in further detail.Information ObtainedA broad monotonically change magnitude signal on moving from ultraviolet to visible region was obtained in the UV-visible spectrum of GO-H2P which is characteristic of graphene oxide. The spectrum was obtained in a solution of dimethylformamide at concentration not exceeding 1 mg/mL as mentioned before. Broadening and shortening of the band at 420 nm, characteristic of H2P (Soret-band), is also observed besides its bathochromic shift (by ca. 2 nm) while the Q bands were flattened to the base line. Bathochromic shift signifies increased conjugation. So, it can be concluded that not only there is a linkag e between GO and H2P units and also electronic interactions between the two.The ATR-IR spectra provided in the supporting victimization reveals a peak at 1715 cm-1 corresponding to C=O vibration. The fingerprints are at 3616 cm-1 and 3490 cm-1due to OH stretching due to their high bond strength. The covalent linkage between GO and H2P moieties is supported by the presence of a peak at 1630 cm-1 which is characteristic of carbonyl group of amide units. The signal due to graphene layer appears in the region 1650 1550 nm.In the Raman spectrum for graphite the G-band, characteristic of all sp2 hybridised carbons, is present at 1580 cm-1. The G/ (or 2D)-band the first overtone of the D peak which is also a characteristic of all sp2 hybridised carbons is located at 2725 cm-1 as a sharp and symmetric band. For GO, the Raman spectrum shows a D band, which is a characteristic of disorder for sp2 hybridised carbons, at 1345 cm-1. This accounts for the defects produced due to the oxidati on of graphite. Also, the G/-band in GO appears broader and hypsochromically shifted thereby implying the presence of single and bilayers of GO sheets which is further supported by AFM analysis. The Raman spectrum of GO-H2P is almost identical to that of GO. This means that treatment with H2P perturbs the graphene layer of GO to a very small extent.IR as well as Raman spectroscopic techniques have been used in this study to follow the formation of GO-H2P from graphite. Both these techniques complement each other as one (infrared spectroscopy) is applicable to vibrational modes in which the dipole moment of the molecule is altered while the other (Raman spectroscopy) is applicable to modes involving change in the electric polarizability. ATR-IR spectroscopy provides information of the functional groups and thus helps in following and confirming the formation of GO-H2P from graphene oxide and the porphyrin derivative. Raman spectroscopy, on the other hand, supports the observations ob tained by infrared spectroscopy. Also, it provides an insight of the extent of disorder of the graphene layer which keeps vibrating. The D band gives information about the extent of disorder in graphene layers. UV-visible spectroscopy provides information about the nature of interaction between GO and H2P units. It, in addition to the data provided by IR and Raman spectroscopy, points out that transfer of electrons might be possible between the porphyrin units and graphene oxide layers.The nature of electronic interactions of the H2P units with the graphene oxide sheets has been further investigated by fluorescence spectroscopy. On excitation with 418 nm radiation, characteristic fluorescence procession H2P, in dimethylformamide, at 660 nm and 716 nm are observed. In GO-H2P, these dismissions are significantly quenched. The emission at 660 nm is also shifted by 10 nm hypsochromically. Quantifying the quenching of the porphyrin emission in this hybrid material tends to be a little difficult because of interference from the absorption of graphene oxide at the excitation wavelength. However, the useful emission quenching of porphyrin in the GO-H2P hybrid indicates that electronic interactions between the singlet excited state of the porphyrin and graphene oxide are dominant.The fluorescence lifetime of photoexcited porphyrin in GO-H2P hybrid have been metrical to be 675 ps (50%) and 1600 ps (50%) which is significantly lower than that of the whole porphyrin, H2P (2900 ps (100%)). This further supports the efficient emission quenching by the graphene sheets. The effective quenching of the fluorescence emission due to H2P in GO-H2P implies electronic interaction between the singlet excited state of H2P with GO. So, H2P acts as an energy absorber unit and GO unit acts as an electron transporting unit.Transient absorption spectrum complements the information obtained from fluorescence spectroscopy using Nd-YAG laser. The Q band can be photoexcited by using a las er light source of 532 nm which led to the population of the singlet excited state of H2P. The band absorption, in the transient absorption spectrum, due to oxidised porphyrin species (H2P+) lies in the visible region at 610 nm. The band observed at 450 nm is the characteristic feature of porphyrin and is almost identical to the one observed in the transient absorption spectroscopy of intact H2P. It occurs due to triplet-triplet absorption of the porphyrin. The bands in the near infrared region are due to the electrons trapped within the reduced graphene sheets (GO) in which absorption is observed in the near infrared region due to the presence of GO species. This is further supported by the absorption spectrum of electrochemically reduced graphene oxide. Thus, transient absorption spectrum provides evidence in support of the formation of charge separated radical ion pair GO H2P+. The depletion observed near 1100 nm is due to the fundamental YAG laser. The decline of transient abso rption with time is a proof of the development of charge recombination which de-excites the radical ion pair back to its ground state. The decay profile for these transient species gave a charge-recombination rate unbroken (kCR) of 1.8 X 107 s1. This allows the evaluation of the lifetime of the radical ion pair GO H2P+ which comes out to be 56 ns in dimethylformamide. This further confirms that the charge separation is the cause of fluorescence quenching.The emission and transient absorption spectroscopy give information about the conductive nature of GO-H2P hybrid. As pointed out in the observations of UV-visible spectroscopy, the nature of bond in between graphene oxide and H2P if not purely covalent but involves electronic interaction too. Fluorescence spectroscopy helps in further examining the nature of interaction of the GO-H2P linkage. It confirms the observations of UV-visible spectroscopy and indicates the presence of charged species as inferred by the short fluorescence lifetime profile. Transient absorption spectroscopy further confirms this. Also, it confirms that the observations of cyclic voltammetry and differential pulsed voltametry which indicate the presence of radical ion pairs GO H2P+. It also indicates the development of charge recombination which drives the radical ion pair back to its ground state. Overall, it gets confirmed that H2P can easily get photoexcited and transfer electron to graphene oxide which is able to capture these electrons effectively.Additional spectroscopic information that may provide useful informationThe presence of porphyrin moiety makes this substance particularly interesting. This is because of the characteristic Soret band which is used for its identification. Also, the molar extinction coefficient for porphyrins is exquisite high. 5-(4-aminophenyl)-10, 15, 20-triphenyl-21, 23H-porphyrin, which has been used in the analysis, is chiral in nature. So, circular dichroic spectroscopy can be conducted. The high value of the molar extinction coefficient would be helpful as it increases the sensitiveness of the technique in this study carried out over this porphyrin derivative covalently linked to graphene oxide. The chiral nature would not only help in supporting the data obtained by various characterisation techniques (infrared, UV-visible, Raman spectroscopy) but would prove helpful in the conformational and configurational analysis of the porphyrin as well. It might also help in exploring the chiral nature of the GO-H2P hybrid.Spectra and Tables

History of the Malacca Sultanate

History of the malacca cane sultanateThe Malacca grand Turkate was a powerful maritime and commercial empire that Shaped the political, cordial and cultural systems of the Malayananan Peninsula. Parameswara (1401 to 1511) was the founder of Malacca. He was a fugitive prince from the Palembang in Sumatra, and attack Palembang. Parameswara fled to the island of Temasik with his loyal company of 30 orang laut (sea people). After eight geezerhood in Temasik, Parameswara killed the local chief and usurped as lord over the simple fisher folk of Temasik. Therefore, he runs to Malacca. Under his ruling, in 1414, Parameswara embraced Islam, and change his name to Megat Iskandar Shah, marital to a Muslim princess from Pasai, Sumatra. Because of this it attracted Muslim traders to come to Malacca style and international too. He also maintain the good enough relation with Ming China, he send a mission after mission to Peking in1415, 1416 and 1418.Parameswara, laid a great stress on the e lement of all event and the political experiences which underwent from broader viewpoint and historical vision in the Malay historical and political development all in Malay Archipelago. Malacca has they becoming a cosmopolitan free port that valued money above any nations of cultural imperialism. Due to the successfully founded and found a seat of power in Malacca around 1399/1400. Upon his shoemakers last in 1424, Megat Iskandar Shah was succeeded by his son Sri Maharaja (1424-1444) .Sultanate of MalaccaReignParameswara1394 to 1414Sultan Megat Iskandar Syah1414 to 1424Seri Maharaja ( Raja Tengah ) or Sultan Muhammad Syah1424 to 1444Sultan Abu Syahid1445 to 1456Sultan Muzaffar Syah1446 to 1456Sultan Mansur Syah1456 to 1477Sultan Alauddin Riayat Syah1477 to 1488Sultan Mahmud Syah1488 to 1511Sultan Muzaffa Shah ( 1446-1456) the son of Sri Maharaja and grandson of Megat Iskandar Shah alias Parameswara, ruling the Malacca throne in 1446 succeeding his elder brformer(a) , Raja Ibrahi m. He was the offset printing to use Arabian title of Sultan, and formulate the Malacca Laws known as Risalah Hukum Kanun in protect the sovereignty and prosperity of Malacca. Raja Kechil Besar (Sultan Muhammed Syah, 1424-1444) played a major(ip) role in developing and improving the ceremonial and the administrative system. He re-organized the royal administration. In Malacca the Bendahara immediately beneath the sultan operated as question pastor with Temenggong as Senior Judges below, followed by Special Magistrates or Syahbandar. The main four communities in Malacca, Muslim Gujaratis , Hindu Tamiuls , Islamised Javanese and Chinese from each one a Syahbandar. The Syahbandar have two roles, the Chinese Syahbandar will assisting the vessel in trades when foreign ship arrived from China. So as the Shahbandar looked after his respective community. Syahbandar will lease to responsible for arming, organizing and commanding their community for Sultan. Two offices or ministers were created at this time the Temenggung and Sen Bija Diraja is to the rapid developments that were taking place in the town and society of Malacca.The office of the Laksamana was established during the reign of Sultan Mansur Shah (1456-1477). It was originally designated by the Emperor of Majapahit. The duties and jurisdiction of the Laksamana were similar those of the Seri Bija Diraja. As the position of the Laksamana became more firmly established and more influential in Malacca, the status of the Sen Bija Diraja gradually declined. Beside the four Ministers, there were eight senior directors, all bearing the title Sr. Under them were sixteen junior directors with the title Raja. At the bottom of the hierarchy were thirty two government offices that assist the Minister to carrying out their duties. This administration system was implemented by all the states in Malay Peninsula that were united under Sultanate Malacca.Malacca was as a major player in the spice trade, serving as a ga teway between the gaminess Islands and high-paying Eurasian markets. The rise of Malacca was the monsoon winds that enabled Arabian and Indian traders from the west to travel to China in the east and vice versa. It was also the center of Islam in the easterly sphere, were also sent by the Sultan to spread Islam to other communities in the Malay Archipelago, such as in Java, Borneo, and the Philippines. Most of South East Asia at that time was Hindu.The Sultanates most important regional rivals were Siam in the north and the declining Majapahit Empire in the south. Majapahit was not able to control or erectively compete with Malacca within the archipelago. Siam on the other hand attacked Malacca three times, but all attacks were repelled.At the same time, Malacca had a good relationship with the Ming government of China Parameswara had met the Chinese emperor in China to receive a Letter of Friendship, hence making Malacca the first foreign kingdom to create such treatment. In 140 9, the sultan paid tribute to the Chinese emperor to ask for protection against Siam. This Sino-Malacca relationship helped the attacks from Siam from further threatening Malacca.The empire of Malay nation of Malacca ended in 1511 after the Portuguese attack under the rule of Sultan Mansur Shah (1459 1477) because of some(prenominal) external and internal factors. He is a faltering leader and paid less attention to the administration. Due to this matter, he often in-need of power during his ruling. Thus, after Tun Perak died in 1498, to be succeeded by his brother Tun Puteh also a wan leader. After the death of Tun Perak the Chief Minister, the Malay Kingdom of Malacca lacked of efficient leader. The bribing, slander and high taxes forced the merchant to change their attention to other ports. The citizen of Malacca become split in to factions and disunited. Tun Mutahir is a weak leader that caused the Malays to become hostile towards the Indian-Muslim. Malacca State continued t o flourish but the approach was now thronged and dominated by Tamil merchants. Tun Mutahir and Tun Ali put to death, betrayed by Kitul and Raja Mandaliar, an indian native. Chief Minister Tepok ( Tun Peraks son)was appointed by Sultan after Tun Mutahir death. But it unrest by the administration group receivable to his age and continued the misunderstanding and disagree groupsThe external factor is the discovery of mantel of Good Hope in South Africa by Bartholomew Diaz in 1488, easier to sail from West to East. As a result, is easier for Portuguese to attack Malacca. Malacca become weak and fall prey to their enemies due to weak leaders, bribery and corruption, betrayal among minister and disunity among the people. Is become more critical when the Portuguese, led by Alfonso dAlbuquefrque attack Malacca and at last over took Malacca in 1511.2.a)Starting this year on 16th, September 2010 will be a public holiday for Malaysia it is according to our Prime Minister Datuk Seri Najib T un Razak said Sabah and Sarawak, which joined Malaysia in 1963 and the formation of Malaysia as an independent country was a very important moment in history. He also added, Malaysia day would be celebrated with events that would foster closer unity, understanding between the different races and community success and achievement through sports, social culture and arts, to spur the OneMalaysia spirit. (http//thestar.com.my/news).establish on history, in January 1956 the chief minister Tunku Abdul Rahman led a Merdeka (independence) mission to London where, in February, agreement was reached with the colonial secretary bringing self-government into effect and envisaging full independence for the Federation within the Commonwealth by 31 August 1957.On 16, September, 1963 was Malaysia is an independent sovereign state Federation of Malaya with the merge of capital of Singapore, jointure Borneo (renamed Sabah) and Sarawak. Before that, on 1946 the dominant political in Malaya was the U nited Malays National Organization (UMNO) to strive independence from Great Britain and protest British proposal to appropriate rights to different ethnic group in Malaya (UMNO). Thats lead to dominant the nations politics of independent Malaya from 1957 through 1963. At independent, 55 % of Malayas population was Malay, 35% ethnic Chinese and 10% Indian. The federation consisted 11 states , Penang and Melaka were former British colonies, and the nine remain states each is a hereditary monarch ( called Sultan).Under the federation , Malays maintained their privileges ( official row and Islam ) and for the non-Malays gained citizenship. The stated every five years the sultan s elect one of their numbers to serve as Yang-di-Pertuan Agong .The Alliance Party , with Malayan Chinese Association (MCA) and the Malayan Indian Congress (MIC) was formed due to without cooperation of the people of Malayan. The new government consisted mostly Malays, with the smaller number of Chinese and Ind ian. Sabah and Sarawak, with their population of Malay and Indian to balance the Chinese population from Singapore. (Marshall Cavendish Corporation,pg1215) Although the same year there were the Indonesia and Philippines protested the creation of Malaysia. President Sukarno (1901-1970) adopted a policy of konfrontasi (confrontation) and from April 1963, Indonesian infiltrated Sabah and Sarawak. The formation of Malaysia, Singapore and North Borneo unilaterally declared independence from the United Kingdom on August 31, 1963, thus coinciding with the sixth anniversary of the Malayan independence.b) Brunei to opt out, due to the failure to carry out the proposal to come together to share within a new federation that differences in opinion and reluctant on the part of Brunei and Kuala Lumpur. Political power passed in the elections of September 1962 to the Peoples Party, and to maintain that before the move towards Malaysia was made here should be openly of the three fundamental cause such as the speeding of independent, the strengthening of the walls of defense against the communist threat and lastly the provision of help to the less develops parts. These territories under the Sultan of Brunei as intact ruler. A revolt within the party tried to bring about this state by force, but it was speedily repressed.Brunei claims that were conditions for joining, touched on the following grapple i) the number of seats in the Legislature and in the Parliament ii) the control on oil and other minerals iii) monetary autonomy iv) Bruneis earlier investment v) mode of taxation vi) authority in the area of education and welfare vii) matters of religion viii) citizenship ix) the security of Brunei ( which needs to be guaranteed ) x) the position of the sultan and the status of Brunei within MalaysiaNevertheless, Brunei in the long run decided to remain outside the federation, possibly because with its small population and large riches in the form of oil it was unwilling to s hare its prosperity. Also, the Sultan of Bruneis status within the proposed federation was called into question, and this matter carried considerable political weight against joining.For Singapore, is a second to Malaya in population and more than three-quarters Chinese in composition, threatened to discommode the communal balance on which Malayan politics and government had no depended. Two years after the formed Malay and Chinese in Malay and experienced dangerous polarization. Singapores leaders became involved in the politics of the Malay Peninsula, notably in the 1964 federal elections in Peoples Actions Party ( soft diet) was one of the contesting parties. Lee Kuan Yew and several PAP leaders belittle MCA, and saying the MCA leaders lacked caliber and over friendly with UMNO. Lee Kuan Yew and PAP was in interpreted by MCA and UMNO as PAP tactic for taking over role for MCA in interests of Chinese community. An Alliance leader regards PAPs criticism of the MCA as a weak party and tends to destroy the good understanding within the Alliance. Lee Kuan Yew have started his Malaysian for Malaysia campaign that no community in Malaysia. On May 1965, even highlighted Chinese unity against the Malay under Jaafar Albar (UMNO) campaign Malays Unite .In June to August,to find solution but Singapore made the situation worse . On 7, August 1965, Lee Kuan Yew and Tunku Abdul Rahman write on the separation agreement and passed the Separation Act from Parliament. On 9th, August 1965, Singapore officially left Malaysia.

PSY 301, Introductory Psychology, 2004, Exam 2 :: UTEXAS Texas Psychology

Answers to questions be at the bottom of the exam PSY301-PennebakerExam 2 October 13, 2004 1. Genny knows a lot about birds. But, recently, while she was on a late evening bird watching trip she saw a bat for the first time in her life. In order to cognitively process the new information, she will first try to understand the bat by ___________ it into her bird schema but then realize that there are many key differences between the bat and a bird and end up _________________ the bat by creating a new bat schema. a. Assimilating, accommodatingb. Schematizing, changing her bond paper toc. Reducing, running fromd. Bargaining, psychologically consuminge. Operationalizing, rationalizing 2. conjecture of mind, or TOMa. is mastered during the concrete operations stage and is considered an example of the loss of egocentric thought.b. is a cross of general intelligence.c. seems to be a learned ability.d. is a philosophical movement based on Descartes.e. seeks to understand how people behave based on their mental states. 3. Joe Bob has been in a close relationship with Chauntelle for two years. When she announces that she will be going out of town for work, he gets extremely sickish and upset, begging her not to leave. While she is gone, he tries to call her several times a day. When she finally returns, his first reaction to seeing her is anger rather than happiness. An bail bond expert would probably observe that Joe Boba. never resolved the trust versus mistrust stageb. serves as an excellent example of Parental Investment Theoryc. grew up with an anxious relationship with his mother and/or father that has resulted in his having a preoccupied attachment styled. may have had an insecure attachment relationship with his parents as a child but his current issues with Chauntelle reflect common insecurities of new adult relationshipse. is a serious nut and that Chauntelle would do wellhead to find someone who was a little b it more stable 4. Which of the following groups exhibit parallel forms of babbling as compared to normal children?a. deaf children of parents who signb. children with dyslexiac. autistic childrend. infant chimpanzeese. children with Down syndrome

Les Miserables :: essays research papers

I found the book Les Miserables, written by Victor Hugo, to be an all around enjoyable story. The way Hugo arranged and worded his sentences were very clever. Because of these sentences, during the muted or boring fractures, I remained interested. However, many departs of the book I found to be confusing. Hugo did non seem to give much information or background about why the characters did what they did. One of the most puzzling parts in Les Miserables was Javerts stubborness to capture Jean Valjean and put him back in prison. I did non say why they insisted on imprisoning Jean Valjean even though he was not a threat and had done nothing wrong after he had already served his time for stealing. As a matter of fact, I believe he was turned into a good man. He deserved to be thanked. He did many good deeds and helped many people. I did not go out why he deserved to go back to jail. Another confusing part of the story was Javerts death. I did not understand why he decided to kill himself. I thought that the reason he allowed Jean Valjean to be set-apart was because Valjean did not kill him. I thought that Javert should be proud to be such a good person, returning a favor. I simply did not understand why he was upset enough to take his own life. The only other part of the book I did not find diverting was when Hugo began describing Marius and his life. THe sudden change made the story seem abate and boring, as if it were starting all over again. It was also confusing because I did not understand why this information was being put into the story until Hugo brought Jean Valjean and Cosette back into the story. Despite these slow and confusing parts, the book was extremely rummy and entertaining. I good enjoyed the little bits of wisdom pointed out. For example "SHe would have softened a heart of granite but you cannot soften a heart of wood." I found this remark to be true. SOme people cannot be changed. Another quote I liked was "THere are ins tincts for all the crises of life." No particular reason, it just caught my attention during the story.Les Miserables essays explore papers I found the book Les Miserables, written by Victor Hugo, to be an all around enjoyable story. The way Hugo arranged and worded his sentences were very clever. Because of these sentences, during the slow or boring parts, I remained interested. However, many parts of the book I found to be confusing. Hugo did not seem to give much information or background about why the characters did what they did. One of the most puzzling parts in Les Miserables was Javerts stubborness to capture Jean Valjean and put him back in prison. I did not understand why they insisted on imprisoning Jean Valjean even though he was not a threat and had done nothing wrong after he had already served his time for stealing. As a matter of fact, I believe he was turned into a good man. He deserved to be thanked. He did many good deeds and helped many people. I did not understand why he deserved to go back to jail. Another confusing part of the story was Javerts death. I did not understand why he decided to kill himself. I thought that the reason he allowed Jean Valjean to be extra was because Valjean did not kill him. I thought that Javert should be proud to be such a good person, returning a favor. I simply did not understand why he was upset enough to take his own life. The only other part of the book I did not find amusing was when Hugo began describing Marius and his life. THe sudden change made the story seem slow and boring, as if it were starting all over again. It was also confusing because I did not understand why this information was being put into the story until Hugo brought Jean Valjean and Cosette back into the story. Despite these slow and confusing parts, the book was extremely amusing and entertaining. I well enjoyed the little bits of wisdom pointed out. For example "SHe would have softened a heart of granite but you canno t soften a heart of wood." I found this remark to be true. SOme people cannot be changed. Another quote I liked was "THere are instincts for all the crises of life." No particular reason, it just caught my attention during the story.