Using Ap English Argument Essay Samples

Using Ap English Argument Essay Samples It is also helpful for making complex arguments. The point isn't to hand students a list of varieties of argument except to help them in understanding how different approaches do the job. Only that you ought to remember that both sides are arguable, pick one, and stick with it. Many people have a tendency to compose weak arguments due to the fact that they don't know how to compose a compelling argument. Choose from popular topics that they are passionate about. Therefore, provide appropriate, powerful and comprehensive evidence in supporting your stand on the subject. Ap English Argument Essay Samples Help! A great persuasive argument will use the latest data and data from verified sources. A terrific conclusion will summarize all data that has happened in the short article and use it in order to give one final reason why you ought to join our side. No really, it is a great idea. Sometimes utilizing a hook statement can be effective, but it's not required. What Everybody Dislikes About Ap English Argument Essay Samples and Why Therefore, an analytical essay is a bit of writing that supplies an informative observation about the particular topic or idea. Also be sure your readers will be considering reading an argumentative essay on such topic or issue. Opt for a topic which you are passionate about or if you're extended a particular topic to write on, conduct some research before you commence writing. Organize your ideas logically, and take care to stay on this issue. Peer edits help give the essay a larger variety of clarity. The individual marking your essay may tell your capability from your very first paragraph. The paragraph is concrete because of the particular details explaining the consequences the writer is exploring, yet it's not structured around a succession of examples. Each individual paragraph should concentrate on a particular element of the thesis. Thorough preparation will provide you with an edge over other candidates as you respond to the prompt endeavor and eventually guarantee you a greater score. You should begin early before the exam to earn a great improvement. The exam is almost always a difficult situation to cope with. Your exam is broken up into portions. What You Should Do to Find Out About Ap English Argument Essay Samples Before You're Left Behind Reducing smoking can be achieved through education, as smoking isn't something you wish to advocate for. It's possible to acquire fast food on just about any street nowadays. A rebuttal to the argument might be that smoking tobacco is a manner that a number of students relax between classes or it is only harmful if extremely significant levels of secondary smoke are ingested. The Battle Over Ap English Argument Essay Samples and How to Win It What would you like to learn. Not just that but students will be in a position to access their online courses and be in a position to follow along with the lecture through powerpoints. Clearly, they are not choosing courses based on what they can learn from them. One of the most frequent forms of analysis that college and higher school students perform. Ap English Argument Essay Samples - Is it a Scam? A good deal of individuals are anti-Semitic, anti-Muslim, anti-g ay marriage, etc. Understanding how to argue effectively is a valuable skill, even if you aren't at a family reunion or going to get a speeding ticket. The first thing you're likely to have to do is to pick a topic that has more than one clear side. With the assistance of such samples and templates students may find a general idea about the task understand its structure and get fresh ideas on this issue. Ap English Argument Essay Samples Help! As you work on your essay, prevent the temptation of focusing on the way the writer makes her or his argument. It should encompass your whole essay in only 1 sentence. An argumentative essay is a sort of essay that asks you to have a stand on a specific issue or idea, usually expressed in the shape of a quotation. To receive a better idea of this, take a look at our argumentative essay example. Every argumentative essay ought to depend on a topic which can be debated. Writing an argumentative essay can occasionally be confusing as you don't necessarily understand how to compose a convincing argument. To compose a great argumentative essay, there are four big pieces of the essay you're likely to have to know about. As soon as you are psychologically set to compose the essay and with clear understanding of your audience, conduct research on this issue or essay. If you're new to writing argumentative essays, there are a couple of vital factors which you can learn that may help you compose a much better argumentative essay. There is a particular essay in the prompt that you must analyze. Students lead busy lives and frequently forget about a coming deadline. You're able to seek the services of the Best Essay Writing Service and receive an original custom made essay written by a seasoned writer. Your essay should consist of recent statistics and data from reliable sources. Writing a persuasive, argumentative essay can be challenging, and at times it can find a little confusing. There are a lot of things which you want to remember while writing an English literature essay. If you're pursuing an AP English language training course, you should understand how to compose an argumentative essay in AP English because your teacher will surely request that you compose this essay before you finish your course. Learn about the program get the newest news and see the way your school can provide ap. Practice by reading a great deal of unique poems from various periods.

Article II Declaration of Principles and State Policies

ARTICLE II: DECLARATION OF PRINCIPLES AND STATE POLICIES Declaration of Principles and State Policies = statement of the basic ideological principles and policies that underlie the Constitution. The provisions shed light on the meaning of the other provisions of the Constitution and they are a guide for all departments of the government in the implementation of the Constitution. †¢Principles = binding rules which must be observed in the conduct of government (1-6) Not all 6 principles are self-executory †¢Policies = guidelines for the orientation of the state(7-28) Some policies already anchor justiciable rights. Kilosbayan v. Morato = read Sec 5,12, 14, and 17 as mere â€Å"guidelines† which do not yet confer rights enforceable by courts but†¦show more content†¦Functions of Government As defined in Bacani v. NACOCO ,the functions of government are classified into constituent and ministrant functions. Constituent Functions The constituent functions of government are the compulsory functions of government that constitute the very bonds of society. As enumerated by Woodrow Wilson, they are: 1. The keeping of order and providing for the protection of persons and property from violence and robbery. 2. The fixing of legal relations between man and wife and between parents and children. 3. The regulation of the holding, transmission, and interchange of property, and the determination its liabilities for debt or for crime 4. The determination of contract rights between individuals. 5. The definition and punishment of crime. 6. The administration of justice in civil cases. 7. The determination of the political duties, privileges, and relations of citizens 8. Dealings of the state with foreign powers: the preservation of the state from external danger or encroachment and the advancement of its international interest. It is opined that housing for the people and the compelling demands of social justice now fall under the ambit of a government’s constituent functions. Ministrant Functions Ministrant functions of the government are the optional functions that are intended for achieving a better life for the community. The principles for determining whether or not the government shall exercise these functions are:Show MoreRelatedEffectiveness Of The United States And Canada s Polices Towards Refugees Essay1543 Words   |  7 PagesEffectiveness of the United States and Canada’s Polices Towards Refugees Has United States or Canada been more effective with implementing and abiding by refugee rules and laws? Before discussing and comparing which of these countries had been more successful, the historical context of refugees needs to be explored. Although refugees have existed throughout the course of history, the definitions of what a refuge is had shifted and evolved over time. The League of Nations in the 1920s defined refugeesRead MoreThe Rise And Fall Of The Oslo Accords Essay1505 Words   |  7 PagesArticle Review: The Rise and Fall of the Oslo Accords According to an apocryphal story, Pope John Paul once said that he believes there are two possible solutions to the Arab-Israeli conflict, the realistic and the miraculous. The realistic being divine intervention, and the miraculous being a voluntary agreement by both parties. On September 13th, 1993, it looked like the miraculous had happened when the Oslo Accords were signed by Prime Minister Rabin and PLO Chairman Arafat on the White HouseRead MoreWhat Are Human Rights? Essay1152 Words   |  5 Pagesassignment on the United Nations Universal Declaration of Human Rights. After reading this historic document, I realized how important human rights are. I believe most people take human rights for granted, we know they exist, but we don’t even know what they are and what they entail. This made me think a lot about the rights we all have, and how companies , schools and communities around the world incorporate most, if not all these rights into their policies. What are human rights? Well to help understandRead MoreThe Declaration Of Independence And The United States Constitution2242 Words   |  9 PagesThe Declaration of Independence was a new beginning for the thirteen colonies, formerly a part of the British empire. This document brought about a new understanding of how the country would be run. The Articles of Confederation were adopted November 15, 1777 and remained the sole form of government until it was replaced by the current United States Constitution in 1788 for its lack of efficiency in running the country. 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No law enacted by the legislature of Hong Kong SpecialRead MoreThe Clause And Other Clauses Of The Constitution1656 Words   |  7 Pages The vesting clause and other clauses of Article II of the Constitution vaguely define the powers and duties of the President, allowing the presidential power to be flexible enough to adapt to times of national emergency. Through the system of checks and balances, the president’s immense powers are limited. In Article II of the Constitution, the vesting clause and other clauses account, but poorly describe, the powers, role in foreign policy, and duties of the president granting room forRead MoreThe People Have Been Proud For Over 200 Years1599 Words   |  7 Pagespresident in alarming rates bypass Congress with executive agreements, sending troops into countries without declarations of war, and executive orders. In turn, we see an everlasting dispute over the intended separation of powers between the president and Congress. In Article I, Clause I of the Constitution states â€Å"All legislative Powers herein granted shall be vested in a Congress of the United States† yet we still see overstepping of this boundary. The president is also the commander in chief, but CongressRead MoreThe President of the United States of America1379 Words   |  6 Pages The President of the United States of America, which was established by the U.S. Constitution in 1787, is the head of s tate and head of U.S. government. The president is also the Commander in chief of Armed Forces of the United States. The president must be a thirty five year-old and natural-born U.S. citizen who has been a permanent resident in the States at least fourteen years. The President of the United States is indirectly elected by the people through Electoral College every four years

Leonardo Da Vinci quotes Essay Example For Students

Leonardo Da Vinci quotes Essay Painting is poetry that is seen rather than felt, and poetry is painting that is felt rather than seen. A painter should begin every canvas with a wash of black, because all things in nature are dark except where exposed by the light. Once you have tasted flight, you will forever walk the earth with your eyes turned skyward, for there you have been, and there you will always long to return. Study without desire spoils the memory, and it retains nothing that it takes in. The painter has the Universe in his mind and hands. I love those who can smile in trouble Learning never exhausts the mind. As a well-spent day brings happy sleep, so a life well spent brings happy death. Nothing can be loved or hated unless it is first understood. The noblest pleasure is the joy of understanding. Art is never finished, only abandoned. The function of muscle is to pull and not to push, except in the case of the genitals and the tongue. The deeper the feeling, the greater the pain The greatest deception men suffer is from their own opinions. I thought I was learning to live; I was only learning to die.

Teaching Speaking free essay sample

Teaching speaking skills 2 overcoming classroom problems Submitted by TE Editor on 16 February, 2004 13:00 This article is written for teachers with large classes of students who have encountered some of the following or similar problems during speaking activities in their classroom. * Why should we teach speaking skills in the classroom? * Motivation * Speaking is fundamental to human communication * Dealing with the arguments against teaching speaking skills * Students wont talk or say anything When students work in pairs or groups they just end up chatting in their own language * When all the students speak together it gets too noisy and out of hand and I lose control of the classroom * Conclusion * References Why should we teach speaking skills in the classroom? Motivation Many students equate being able to speak a language as knowing the language and therefore view learning the language as learning how to speak the language, or as Nunan (1991) wrote, success is measured in ter ms of the ability to carry out a conversation in the (target) language. We will write a custom essay sample on Teaching Speaking or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Therefore, if students do not learn how to speak or do not get any opportunity to speak in the language classroom they may soon get de-motivated and lose interest in learning. On the other hand, if the right activities are taught in the right way, speaking in class can be a lot of fun, raising general learner motivation and making the English language classroom a fun and dynamic place to be. Speaking is fundamental to human communication Just think of all the different conversations you have in one day and compare that with how much written communication you do in one day. Which do you do more of? In our daily lives most of us speak more than we write, yet many English teachers still spend the majority of class time on reading and writing practice almost ignoring speaking and listening skills. Do you think this is a good balance? If the goal of your language course is truly to enable your students to communicate in English, then speaking skills should be taught and practised in the language classroom. Dealing with common arguments against teaching speaking skills in the classroom   Students wont talk or say anything One way to tackle this problem is to find the root of the problem and start from there. If the problem is cultural, that is in your culture it is unusual for students to talk out loud in class, or if students feel really shy about talking in front of other students then one way to go about breaking this cultural barrier is to create and establish your own classroom culture where speaking out loud in English is the norm. One way to do this is to distinguish your classroom from other classrooms in your school by arranging the classroom desks differently, in groups instead of lines etc. r by decorating the walls in English language and culture posters. From day one teach your students classroom language and keep on teaching it and encourage your students to ask for things and to ask questions in English. Giving positive feedback also helps to encourage and relax shy students to speak more. Another way to get students motivated to speak more is to allocate a percentage of their final gra de to speaking skills and let the students know they are being assessed continually on their speaking practice in class throughout the term. A completely different reason for student silence may simply be that the class activities are boring or are pitched at the wrong level. Very often our interesting communicative speaking activities are not quite as interesting or as communicative as we think they are and all the students are really required to do is answer yes or no which they do quickly and then just sit in silence or worse talking noisily in their L1. So maybe you need to take a closer look at the type of speaking activities you are using and see if they really capture student interest and create a real need for communication. Why not try out some of the  speaking activities  on this web site). Another way to encourage your students to speak in English is simply to speak in English yourself as much as possible in class. If you are shy about speaking in English, how can you expect your students to overcome their fears about speaking English? Dont worry if you are not completely fluent or dont have that elusive pe rfect native accent, as Swain (1985) wrote We learn to speak by speaking and that goes for teachers as well as students. The more you practise the more you will improve your own oral skills as well as help your students improve theirs. When students work in pairs or groups they just end up chatting in their own language. Is the activity or task pitched at the right level for the students? Make sure you give the students all the tools and language they need to be able to complete the task. If the language is pitched too high they may revert to their L1, likewise if the task is too easy they may get bored and revert to their L1. Also, be aware of the fact that some students especially beginners, will often use their L1 as an emotional support at first, translating everything word for word to check they have understood the task before attempting to speak. In the case of these students simply be patient as most likely once their confidence grows in using English their dependence on using their L1 will begin to disappear. Are all the students actively involved and is the activity interesting? If students do not have something to say or do, or dont feel the need to speak, you can be sure it wont be long before they are chatting away in their L1. Was the timing of the activity good? The timing of a speaking activity in a class can be crucial sometimes. How many teachers have discovered that their speaking activity ended up as a continuation of the students break-time gossip conducted in the L1? After break-time, why not try giving students an activity to calm them down and make them focus before attempting speaking activities that involve groups or pair work. Another way to discourage students speaking in their L1 is to walk around the classroom monitoring their participation and giving support and help to students as they need it. If certain students persist in speaking in the L1 then perhaps you should ask them to stay behind after class and speak to them individually and explain to them the importance of speaking English and ask them why they dont feel comfortable speaking in English in the class. Maybe they just need some extra reassurance or they dont like working with certain students or there is some other problem that you can help them to resolve. When all the students speak together it gets too noisy and out of hand and I lose control of the classroom   First of all separate the two points a noisy classroom and an out-of-control classroom. A classroom full of students talking and interacting in English, even if it is noisy, is exactly what you want. Maybe you just feel like you are losing control because the class is suddenly student centred and not teacher centred. This is an important issue to consider. Learner-centred classrooms where learners do the talking in groups and learners have to take responsibility for using communicative resources to complete a task are shown to be more conducive to language learning than teacher-centred classes (Long ; Richards 1987). Nevertheless, many classrooms all over the world continue to be teacher centred, so the question you have to ask yourself is, how learner centred is my classroom? Losing control of the classroom, on the other hand, is a different issue. Once again walking around and monitoring the students as they are working in groups can help, as you can naturally move over to the part of the classroom where the noise is coming from and calm the rogue students down and focus them back on the task without disrupting the rest of the students who are working well in their groups. If students really get too rowdy then simply change the pace of the class and type of activity to a more controlled task, for example a focus on form or writing task where students have to work in silence individually. Once the students have calmed down you can return to the original or another interactive group activity. Conclusion These are just some of the problems that teachers with large classes face when teaching speaking activities in the classroom. These problems are not new nor are the solutions offered above. Teachers all over the world continue to face the same hurdles, but any teacher who has overcome these difficulties and now has a large class of energetic students talking and working in English in groups together will tell you it is worth all the trial and error and effort at the outset. If you believe in the importance of teaching speaking skills in the classroom but are having difficulties making speaking activities work in your classroom why not contact your local teaching associations or branch of TESOL. Maybe they run workshops for teaching speaking skills, or maybe they can put you in contact with other teachers in similar situations but with more experience teaching speaking skills who will be willing to share their experiences with you. References 1. Celce-Murcia. M. (2001). Teaching English as a Second or Foreign Language  (3rd ed). USA: Heinle;Heinle. 2. Long M. H ; Richards, J. C. (1987). Methodology in TESOL. USA: Heinle;Heinle. 3. Nunan. D. (1991)  Language Teaching Methodology. UK: Prentice Hall International (Chapter two ; three) 4. Tanner . R. ; Green. C. (1998)  Tasks for teacher education. UK. Addisson Wesley Longman. Ltd. Bottom of Form

Voyeurism and Hygiene in Degass monotype series The Bathers

Voyeurism and Hygiene in Degass monotype series The Bathers Natalie Samantha MurfinG14M2545"Using the above quotation, discuss Anthea Callan's notions of voyeurism and hygiene is Degas's monotype series The Bathers"AHVC 1Zamansele NseleI declare that this essay is my own wark and that all the sources I have used have been acknowledged by means of complete references._______________25/10/2014Nead states that to depict a body is to deal with "inescapable issues of representation" (Nead 1992). The depiction of nudes in art is considered by many to be a cornerstone of artistic practise - "The female body has become art" (Nead 1992: 19). Nudes are typically historically depicted in an austere and controlled manner, "contained within boundaries, conventions and poses" (Nead 1992: 11) so as to be considered 'appropriate' and without the associations of being "pornographic". Some works, however, break such representational conventions and thus, draw attention to the framework through which one views the nude.This essay aims to examine one of these bo dies of work - namely Degas's monotype series The Bathers - and highlight the notions of hygiene and voyeurism present therein.Degas's series of pastel and monotype drawings, The Bathers, was first exhibited in its entirety in France in 1877 (Callan, 1995: 72). The works were considered so controversial that "they elicited the largest single body of criticism on the artist's work" (Callan, 1995: 71). The works, small in size, depicted nude prostitutes in then-contemporary France over a large number of monotype plates (Callan, 1995: 72). Though prostitutes had typically been used as nude models in painting before this body of work, the nature of Degas's depiction of them challenged most accepted conventions of "nude painting" - the women in the works were "crossing the boundaries [] of cultural convention" (Callan, 1995: 139).Part of the...

How to Treat Names of Groups and Organizations

How to Treat Names of Groups and Organizations How to Treat Names of Groups and Organizations How to Treat Names of Groups and Organizations By Mark Nichol Proper names create challenges for writers and editors trying to identify an organizational entity in a way that is both accurate and graceful. For example, in general, if you would precede the name of an entity with the article the in speech, do so in writing, and if not, don’t. This rule applies to organizations: â€Å"Your charitable donation to the March of Dimes helps fund our mission,† not â€Å"Your charitable donation to March of Dimes helps fund our mission.† (The organization’s Web site lists the copyright holder as â€Å"March of Dimes Foundation,† with no article, but refers to itself throughout the site as â€Å"the March of Dimes.†) â€Å"Save the Children has instituted rigorous standards in the communities it supports,† not â€Å"The Save the Children has instituted rigorous standards in the communities it supports.† (â€Å"One could write â€Å"the Save the Children philanthropic organization† to provide context, but â€Å"the philanthropic organization Save the Children† is more elegant.) It is also relevant to corporations: â€Å"GlaxoSmithKline PLC is headquartered in London,† not â€Å"The GlaxoSmithKline PLC is headquartered in London.† â€Å"The Dow Chemical Company is headquartered in Midland, Michigan,† not â€Å"Dow Chemical Company is headquartered in Midland, Michigan.† (But a short form of the name would not be preceded by the article: â€Å"Dow is headquartered in Midland, Michigan.† Usage in corporation names complicates matters somewhat, however. Some firms that include company in their name precede the name with the, and others don’t. (Careful writers and editors will check company literature for proper usage, or delegate the task to a fact-checker.) The same problem occurs when corporation is part of the name: For example, Microsoft Corporation omits the in its official corporate name, but many other such entities include it, as in the Corporation for Public Broadcasting. Number agreement of proper nouns and verbs is also a significant issue. For example, in American English, names of music ensembles, whether orchestras or pop groups, are matched with singular or plural verbs depending on the name: â€Å"Led Zeppelin was an English rock band,† not â€Å"Led Zeppelin were an English rock band.† â€Å"The Beatles were an English rock band,† â€Å"Not the Beatles was an English rock band.† (Note, also, that the, when it precedes a band name, is not capitalized, even if band documentation uses a capitalized the.) However, British English employs plural verbs regardless of the form of the band name: â€Å"Led Zeppelin were an English rock band,† and â€Å"The Beatles were an English rock band.† In the United States, names of athletic teams are always treated as plural, regardless of whether the name is a singular or plural term: â€Å"The Magic are headquartered in Orlando, Florida,† not â€Å"The Magic is headquartered in Orlando, Florida.† (Note that the house style of the New York Times is an exception.) â€Å"The Giants are headquartered in San Francisco,† not â€Å"The Giants is headquartered in San Francisco.† (But â€Å"The San Francisco Giants baseball team is in the National League of Major League Baseball,† and â€Å"The team is headquartered in San Francisco.†) In American English usage, metonymic team references, in which a team is referred to by the place name rather than the mascot name, are in singular form: â€Å"Orlando is on its way to the playoffs,† and â€Å"San Francisco is in a slump.† In the United Kingdom and other countries where British English is standard, a distinction is made between the organization and the athletes as a group: In the former case, the singular form is used (â€Å"The Manchester United Football Club is the most successful football club in England†), but the plural form prevails in the latter case (â€Å"Manchester United are ahead by one point†). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:16 Substitutes for â€Å"Because† or â€Å"Because Of†How Long Should a Paragraph Be?5 Examples of Insufficient Hyphenation

Writing Truly Is Re-Writing Personal Statement Example | Topics and Well Written Essays - 750 words

Writing Truly Is Re-Writing - Personal Statement Example The exercises are particularly interesting because they cater to arousing critical thinking. I have to be more aware of everything that may indicate something in the comprehension of the text. It requires more than just shallow reading or scanning through the words. It is very much like being a detective and looking through the words to find out clues to solve a mystery. Critical thinking was among my favorite task to do because it is particularly interesting as it stimulates the brain. I have learned to be analytical in figuring out what the paper is all about and in trying to make sense of all that I read. The hardest part is trying to put thought into the paper. This, I learned, is an arduous task that requires time and effort. Writing truly is re-writing. The way that I see it, even the best of writers have editors. Being accepting of criticism and taking what you have learned from it to apply it in the future is the true measure of humility. Because it is next to impossible to say that your own piece of writing is perfect. If anything, to say so is either downright arrogant or foolish. Others are born with the talent to write and they only need very little editing as it comes naturally. But I have learned that it is also something that can be acquired. The secret to this is organization. One must first organize his thought as they may not make sense at first glimpse.  

Strategic Information Systems ICT Essay Example | Topics and Well Written Essays - 2500 words

Strategic Information Systems ICT - Essay Example In this scenario we are aimed at analyzing the basic issues regarding corporate information and data dealing. This kind of issues can emerge while transferring and dispatching and data and information. In addition, these issues can harm the corporate credibility and performance. In this scenario, the basic intention is to assess all the possible impacts that data security issues can place on the corporate market standing and customer relationship management. This research will compare and contracts the possible influences that a data or information breach can place on business. Here we will try to involve all possible stakeholders who can play role in the whole situation. However, major stakeholders that are involved in this scenario include business staff, outsider business rivals and hackers. These all categories will be inspected to assess their possible interest in business working and operational performance. I will make use of the drill down approach to assess and evaluate the overall working and performance related issues. These issues will be about the security and ethical aspects related. Part 2 Ethical Issues in ICT Assessing and determining the influence of a new technology, like that ICT could be extremely complicated task. In fact, ICT does not simply engage technological scenarios, however as well epistemology as the major part of ICT is information that demonstrates information, data and knowledge. In addition, ICT helps expand the capability of mankind to gather, process, store, recognize, utilize, develop, and distribute information at a speed as well as scale that had never been thought probable previously. Additionally, a number of influences as well as transformations of ICT are noticeable, however lots of are... This research aims to evaluate and present Ready Rural as a large size business corporation. Currently, the business deals with a lot of customers, supplier and involving stakeholders. There is a great chance of the security issues and privacy concerns such as loss of data and security at the corporate arrangement. In fact, the business data is transmitted and sent to a variety of people having major stack in business. In this scenario there is a chance of security breaches and privacy issues. Transactions are transferred and recorded in database of Ready Rural business at main data centers. The contents of e-communications and databases and other private information can be accessed by prohibited individuals and organizations if they are not strongly protected. The huge business setup of Ready Rural Business deals with a lot of business transactions every day. In this scenario there are greater chances of having some error during entry of data feeding level. In addition, the informat ion inserted into business databases is prone to device and human faults and error. Addition, the computer programs that execute different processes can hold thousands of issues and errors. As a result, these issues and errors are able to produce wrong as well as confusing information regarding organizations and individuals. Moreover, the information and programs errors might consequence in financial loss at Ready Rural Business, or even the loss of lives because Ready Rural Corporation has steel processing plant that has a really dangerous working environment.

The Scarlet Letter Intro Essay Example for Free

The Scarlet Letter Intro Essay In the 16th century, Puritans immigrated to America from Great Britain in order to escape religious persecution, and by the mid 17th century they had erected a well established society based on their theological beliefs. The Puritan religion was one of austerity and geared towards spiritual devotion rather than worldly possessions. Puritans followed rigid laws which rarely changed with time. They also had little tolerance for anyone who broke these laws. Individuals who did violate these laws however, faced punishment on various levels and would have to prove their repentance to themselves and society. The Scarlet Letter, set in mid 17th century Boston, portrays such forms of repentance from two perspectives. The author, Nathaniel Hawthorne, constructs the plot to revolve around the journey of repentance of two characters: Hester Prynne and Rev. Dimmesdale. Both characters have committed the blasphemous sin of adultery together, but only Hester has been punished for it, whereas Dimmesdale has yet to be discovered for his involvement in the misdeed. Hester’s severe punishment is to carry the eternal burden of the scarlet letter A, a symbol that apprises everyone of her status as an adulterer, and outcasts her from the rest of society. Even though she is shunned by society, Hester still manages to perpetrate acts of penance to atone for her sin. However, Hester is not the only character who seeks repentance; Rev. Dimmesdale self-inflicts punishment as a form of penance. Throughout the novel, both characters strive to achieve true repentance, a feeling of remorse which comes from the soul. As committed as they are to atoning for their sin, neither Hester nor Dimmesdale truly ever reach the state of repentance. Their failure to achieve true repentance can be perceived through their similar goals of penitence and their different forms of punishment. Through the course of the novel, Hawthorne constantly evinces parallels and similiarities between the journeys of penance of both Hester and Dimmesdale. Both journeys for repentance end in the same place; failure to feel remorse for their sin. In chapter 17, Hawthorne finally brings Hester and Dimmesdale together in an intimate setting since their committing of adultery. A literal and metaphorical symbol of their parallel journey. The lovers meet up in the forest, a dark place symbolic of evil, to speak privately for the first time in years about their plans for the future. Throughout the novel the reader has been able to track the acts of penance, however, it has never been plainly stated that these acts of penance have been in vain and no true repentance has come from them. Hawthorne decides that in this chapter both characters will blatantly state their failure to repent. In this chapter, Hester states to Dimmesdale, â€Å"What we did had a consecration of its own† (203). Hester has not only failed to repent at this point, but she has also stated that their adultery has had a valid purpose. Due to the fact that Pearl has come out of their fornication, she has not wronged in stating this but, any individual who has truly repented for their action would be too remorseful to justify their misdeed. Literary critic, Samuel Chase Coale, summarizes Hester’s vain journey for repentance by writing that â€Å"her public show of sorrow and repentance†¦ is in reality a hollow rite, not genuine penitence† (Coale 37). In parallel, Dimmesdale admits his lack of regret for his adultery with Hester. Of the two, Dimmesdale journey has been the most rigorous in penance, yet, like Hester, his journey of penance has ended in failure. He openly admits, â€Å"Of penance, I have had enough! Of penitence, there has been none!† (200). Dimmesdale does not feel the least bit sorry for his sin with Hester. Hawthorne parallels their journey for the goal of repentance for 17 chapters, until he finally brings about their ultimate failure. This length of time allowed the reader to view two similar, simultaneous journeys which ultimately ends literally and metaphorically in one place, failure in the forest, a place of evil, sin, and insincere penance. Although both Hester and Dimmesdale have had a similiar goal of true repentance, the details of their journey are entirely different. Hawthorne structures the novel like this for various reason, the most obvious being redundancy. If Hawthorne had made Dimmesdale’s and Hester’s journey exactly alike, the story would seem extremely redundant and would lose the interest of the reader. On the other hand, Hawthorne creates this contrast in their journeys in order to establish some social commentary. He establishes a journey of penance through two different conflicts, person vs. society and person vs. self. Hester penance, of course, is established through person vs. society. â€Å"Spatial relationships, those based on the placement of images within the text, reveal a set of structures and codes that embody the social organization of a community, both in terms of its ideology and its culture. How one is seen and for what reasonsand what is being seensuggest the nature of soc ial powers at work in early Boston. Thus when Hester emerges from the prison to stand fully revealed (52) before the crowd, she is moving from enclosed darkness to open sunshine, from the present enclosure of her crime into the public gaze that has branded her a criminal. Hawthorne has made so much of the prison to begin with, however, that no matter how precious the open air now seems, to step from that prison and mount the scaffold is to move from one enclosed space to another, each underscored by the whole dismal severity of the Puritanic code of law (52) as embodied in the people and the magistrates who fasten their thousand unrelenting eyes (57) upon her. Their eyes become our eyes, for we as readers are as interested in observing the spectacle, in order to understand exactly what is going on, as they are, although unlike us they do so assured of justice in their gaze.† In contrast, Dimmesdale, faces internal conflict in the form of person vs. self. He self inflicts torture as a form of his penance in an att empt to repent. Both protagonist, Hester and Dimmesdale have failed to reach a similar goal of true repentance through very distinct journeys.

Sat Scores Vs. Acceptance Rates :: essays research papers

SAT Scores vs. Acceptance Rates The experiment must fulfill two goals: (1) to produce a professional report of your experiment, and (2) to show your understanding of the topics related to least squares regression as described in Moore & McCabe, Chapter 2. In this experiment, I will determine whether or not there is a relationship between average SAT scores of incoming freshmen versus the acceptance rate of applicants at top universities in the country. The cases being used are 12 of the very best universities in the country according to US News & World Report. The average SAT scores of incoming freshmen are the explanatory variables. The response variable is the acceptance rate of the universities. I used September 16, 1996 issue of US News & World Report as my source. I started out by choosing the top fourteen "Best National Universities". Next, I graphed the fourteen schools using a scatterplot and decided to cut it down to 12 universities by throwing out odd data. A scatterplot of the 12 universities data is on the following page (page 2) The linear regression equation is: ACCEPTANCE = 212.5 + -.134 * SAT_SCORE R= -.632 R^2=.399 I plugged in the data into my calculator, and did the various regressions. I saw that the power regression had the best correlation of the non-linear transformations. A scatterplot of the transformation can be seen on page 4. The Power Regression Equation is ACCEPTANCE RATE=(2.475x10^23)(SAT SCORE)^-7.002 R= -.683 R^2=.466 The power regression seems to be the better model for the experiment that I have chosen. There is a higher correlation in the power transformation than there is in the linear regression model. The R for the linear model is -.632 and the R in the power transformation is -.683. Based on R^2 which measures the fraction of the variation in the values of y that is explained by the least-squares regression of y on x, the power transformation model has a higher R^2 which is . 466 compared to .399. The residual plot for the linear regression is on page 5 and the residual plot for the power regression is on page 6. The two residuals plots seem very similar to one another and no helpful observations can be seen from them. The outliers in both models was not a factor in choosing the best model. In both models, there was one distinct outlier which appeared in the graphs. The one outlier in both models was University of Chicago. It had an unusually high acceptance rate among the universities in this experiment. This school is a very good school academically which means the average SAT scores of

Process control Essay

Process control is a major factor in ensuring that a process is working to its maximum potential. Sometimes process control means that one must conduct research to see how a process improvement can be implemented. Process improvement normally results in adjusting and modifying particular tasks or steps in a process to make them run more efficiently and smoothly. According to Chase, Jacobs, and Aquilliano, it is very important to put metrics in place so that you can determine if improvements are needed for a particular process (Chase, Jacobs, and Aquilliano, 2006). Over the last five weeks, I have observed the task of getting ready for work. After collecting data for analysis, I have enough information to develop a process improvement plan. In this paper, the control limits will be reviewed and any applicable seasonal factors that could impact the historical data will be discussed. Control Limits In an article in the Journal of Science and Technology, a control chart is described as â€Å"a statistical devise used for the study and control of a repetitive process† (Radhakrishnan and Balamurugan, 2010, p 1052). The control chart is a tool used with 6 sigma to look at ways to improve the performance of a particular process. They basically let management know when they should adjust a process or when we should leave it alone. It has upper specification limits (USL) that are used to identify the maximum amount of that could give acceptable performance. Also there is the lower specification limit (LSL), which identifies the lowest amount that could give acceptable performance of the process. The USL and LSL are also known as the control limits that are either 3 deviations above the mean or 3 deviations below it (Chase, Jacobs, and Aquilliano, 2006). In developing a control chart for the process for getting ready for work, one must first look at the sampling plan. For weeks, data has been collected during business days to indicate how long it takes to get ready for work. This data is reviewed to find the mean, median, standard deviation, and mode. The results are as follows: mean is 74. 70588, median is 74, mode is 71, and standard deviation is 3. 981792. This information tells us that the average time it takes to get ready is 74 minutes, whereas the time occurring the most is 71 minutes. The standard deviation in this indicates that we can go either 3. 98 to the right or left of the zero probability distribution. The chapter readings advise that in looking at the control chart, one can assume that the process is working properly when the samples stay within the control limits (Chase, Jacobs, and Aquilliano, 2006). The next indicator to look at is the capability index, which in this case shows us how well we are doing in getting ready for work in a timely manner. The readings indicates that the more off-center the capability index, the higher the chance to of defective products. Because we are not discussing products in this process, it would be the greater the chance to get off schedule (Chase, Jacobs, and Aquilliano, 2006). The data indicates that there is a capability index of -8. 6. According to Landauer, the capability index is interpreted as: â€Å"1) if the capability index is less than one, the process is outside the control limits 2) if it is greater than one; the process is within the control limits. The results from my data at first was a little puzzling because the index of -8. 6 would indicate that the process is outside of the control limit and would need to be adjusted. However, because the process improvement plan is to decrease the time it takes to get ready for work, the negative number is a good factor. In having this information handy, one must also consider how seasonal factors impact the process. Seasonal Factors It is a little difficult to determine seasonal factors that could impact the time it takes to get ready for work. After thinking about this a while I think the biggest impact could be daylight saving time. When an hour of sleep is lost in the Spring, it takes a while to adjust to the change in the daylight saving time. In fact, research indicates that when one transitions into and out of daylight saving time, there could be negative impacts (Lahti, Leppamaki, Lonnqvist, and Partonen, 2008). These impacts could result in a loss of sleep, restlessness, and lack of sleep quality which could result in crankiness and negatively impact a two year old. If my son does not wake with a positive attitude, I know it will be a challenge getting ready for work on time as I would need to devote more time calming him down. During the seasonal periods, it may be better to implement process improvements like adding a resource to assist with the process. In my process this would mean getting my husband to help out more in getting the baby ready for daycare. With the added resource, one can shorten the time that it takes to complete the process and does not run the risk of deviating off course. Applying this same format to a production process could mean adding more employees, equipment, or even outsourcing to ensure that a project or process is completed timely. Conclusion Overall, control charts are visual measures that assist with determining if a process is in control or not. When backed by statistical data like the mean, median, mode, standard deviation, and capability index, one could gather enough data so that a process improvement decisions necessary for keeping the process in control can be made.

Analysis of the Epic of Gilgamesh Essay

The Epic of Gilgamesh is an extraordinary poem showing the tragedy of mortality. The poem is the earliest primary document discovered in history dating back to 2000 B. C. E. The document tells a story about a King named Gilgamesh who was created by gods as one third man and two thirds god. The epic tells the advetures that Gilgamesh goes on throught his life to determine his meaning. A lot of people in Mesopatamia in this time period felt as though they needed to dicover why they were here and what was going to happen after they died. The culture in which Gilgamesh existed did not believe in an afterlife, and if they had any thoughts that there was anything after death it certainly wasn’t a pleasant thought. Gilgamesh’s journey beings with the creation of the city Uruk. The great king built the magnificent city that his achievements occur. Being that Gilgamesh is two thirds god he has incredible strengths that have never exsisted before. Gilgamesh is young and arrogant and treats the people of Uruk very harshly. Because of the way Gilgamesh mistreats his people it causes them to call out to the sky god and ask for someone as strong and immortal as Gilgamesh. Their hope is that this person will be Gilgamesh’s match and will show him he is not as mighty as he believes. The gods create a wild man who is named Endiku who lives in the intense forest surrounding the land of Gilgamesh. Endiku was made with the strength of no human. He is discovered by a trapper running through the forest naked among wild animals. The trapper is so afraid by this that he goes to tell his father. His father tells his to go to Uruk and find a horlot to take with him back to the forest. When she sees Endiku she is to tempt him with her womanly ways. The trappers father said that if Endiku succumbs to her he will no longer be amazingly strong and wild. The harlot named Shamaht meets Endiku at the watering hole where he comes to drink with the wild animals. She offers herself to him by stripping naked and flaunting her womanly traits. He is upset that this harlot has caused him to lose his strength and rowdiness so the harlot explains to him what he could have if he became more civilized. Shamahat offers to take hi to the city of Uruk where all the delights of civilization show true. She offers to take Endiku to meet Gilgamesh who has similar strengths as him. Meanwhile Gilgamesh has dreams showing him signs of what is to come. In the first dream he is shown a meteorite falling to Earth which is so abundant that he cannot move it. The people come together to celebrate the meteor and Gilgamesh welcomes it as he would a lover or wife but Gilgamesh’s mother wants him to compete with the meteorite. It the second dream Gilgamesh dreams that an axe appears at his door, the axe is so vast that he cannot lift or move it. As in the previous dream the people come to celebrate the axe and Gilgamesh embraces it as he would a lover. Again his mother wants him to compete with the axe. Confused Gilgamesh tells his mother his dreams and asks her what they mean. She tells him that the meteor and axe symbolize a great man with incredible strengths coming to Uruk. Gilgamesh will take in this man as he would a wife and the man will assist Gilgamesh perform many great things. Endiku comes to the city or Uruk during a celebration. Gilgamesh the great king is claiming the right to have sexual intercourse with every new bride first on the day of her wedding. Endiku is disgusted with this and decides that he is going to block the kings way into the marital chamber. This enrages Gilgamesh and the two men fight viciously until Gilgamesh wins. Endiku excepts Gilgamesh’s authority and the two become great friends. The two men become lazy and weak living in the city so Gilgamesh proposes an adventure. He wants to venture to the Cedar Forest and cut down all the cedar trees. In order to do this they must defeat a giant wild beast named Humbaba. The elders of the city, Endiku and Gilgamesh’s mother disagree with the adventure and try to talk him out of proceeding. Gilgamesh decides to go anyways and Endiku follows as a honorable friend should. Should Gilgamesh defeat the monster Humbaba, his name will forever be remembered. After an extremely long journey the two kill Humbaba Right before Gilgamesh cuts the head off of Humbaba the monster shouts out a curse on Endiku that out of the two men Endiku will die before Gilgamesh and never find peace in the world. With the defeat of Humbaba the men cut down the cedar trees and use the wood to build a great gate for the city of Uruk. After the voyage to the Cedar forest Gilgamesh’s fame is spread wide attracting sexual attention of the goddess Ishtar and offers to become his lover. Gilgamesh rejects her with insults due to her ugly past of lovers. Gilgamesh’s encounter with Ishtar shows how risky the relations of humans to gods can be at least for humans. He has the right to reject her but should not have done so as insultingly as he did. He ends up paying a heavy price for bad manners. Ishtar is very offended by Gilgamesh’s response that she goes to her father, the sky-god Anu, and asks for the Bull of Heaven so that she can have vengeance on Gilgamesh and his city. Working together again Endiku and Gilgamesh slay the Bull of Heaven. The gods decide that someone must be punished for killing Humbaba and the Bull of Heaven. So out of the two conquerors the gods decide Endiku should pay the price. Upset with the unjust decision Endiku curses the Cedar Gate, the harlot,Shamhat, and the trapper for introducing him to civilization. He is reminded that he has enjoyed his life and done many things. After twelve days Endiku finally dies. Endiku’s death causes Gilgamesh to realize his fear of mortality and tries to find a way to live forever. On his quest he figures out that the gods will not grant him immortality and he must accept his destiny. A man named Utnapishtim tells Gilgamesh that death is essential because of the will of the gods and that all human effort is only temporary. Utnapishtim is the only man that has been blessed with immortality and tells Gilgamesh the secret as to how he became. The gods had met and decided that the humans were out of control and to destroy mankind with a giant flood. The flood lasted for seven days and seven nights in the city of Shurrupak which stands on the banks of Euphrates. At the end of Utnapishtim’s story he offers Gilgamesh a chance at immortality. If he can stay awake for six days and seven nights he will become immortal but as soon as he sits down he falls asleep so he failed the test. Utnapishtim offers another chance, Gilgamesh must go to the bottom of the ocean and receive a plant of youth. He does this and goes on his way back to Uruk but as he rests on a shore the plant is stolen by a serpant so this test as well is failed. At the end of the poem Gilgamesh lays before the gates to Uruk and admires the city he built and at the base of his cities gates lay a stone of lapis lazuli explain the reason for his notable deeds. In reviewing this story, you are able to determine the ways it has entertained, educated, and enlightened the Mesopotamian culture in ancient times. It shows examples of gender roles, the way you were supposed to live, and idealistic leadership. The epic uggests that ancient Mesopotamian’s perspective of an ideal kingship by illustrating uncivilized behaviors of the Sumerian ruler. The epic reflects on the rulers past explaining Gilgamesh disappoints his gods and the Sumerian city with selfish behaviors like sleeping with many women, spending money, and treating his people like they were nothing. From this, we can determine that Mesopotamians believed a successful leader needs to be able to create responsible relationships with his people and obtain the ability to show respect towards those who do not have as much, if any, political power.

The Whole Internet Essay Example

The Whole Internet Essay Example The Whole Internet Essay The Whole Internet Essay Type Your College Name Here| Submitted By: Type your name here | Infrastructure Assignment 4| 1. Compare and contrast at least five technologies that are readily available for in-home internet access. You should consider practical as well as technical differences in your comparison. Do not include Frame Relay or ATM as these are primarily larger scale business solutions. 802. 11N| Higher-speed standards up to 300+ Mbps| 802. 11n uses (MIMO) technology and a wider radio frequency channel. It provides a mechanism called frame aggregation to decrease time between transmissions| Channels operating at 40Â  MHz are another feature incorporated into 802. 11n| The transmitter and receiver use pre-coding post-coding techniques to achieve the capacity of a MIMO link| Video Conferencing| A video conference is a set of interactive telecommunication technologies which allow two or more locations to interact via two-way video and audio transmissions simultaneously| ITU H. 320 is known as the st andard for video conferencing over integrated services digital networks| H. 64 SVC is compression standard that enables video conferencing systems to achieve highly error resilient| The components within a Conferencing System layers: User Interface, Conference Control, Control or Signal Plane and Media Plane| The RTP and UDP normally carry information such the payload type which is the type of codec, frame rate, video size and many others| Browser| A browser is an application program that provides a way to look at and interact with all the information on the World Wide Web. Web browser is a client program that uses HTTP to make requests of Web servers throughout the Internet on behalf of the browser user| Web browsers use many other protocols like HTTPS, asp, java script, VB script to display and run script in web page| Browsers include additional components to support e-mail, Usenet news, and Internet Relay Chat (IRC)| There are many web browsers are available like Internet explore r, chrome, Firefox and safari| VoIP| VoIP (Voice over Internet Protocol) is simply the transmission of voice traffic over IP-based networks| VoIP has become popular largely because of the cost advantages to onsumers over traditional telephone networks| In the VoIP world, codec’s are used to encode voice for transmission across IP networks| There are many codec’s are used in VoIP like ITU G. 711 ITU G. 722 ITU G. 723 ITU G. 726 ITU G. 727 G. 728 | There are many Internet telephony applications available. Like CoolTalk and NetMeeting Google voice| Bit Torrent| BitTorrent is a content distribution protocol that enables efficient software distribution and peer-to-peer sharing of very large files| To share a file or group of files, a peer first creates a small file called a torrent This file contains metadata about the files to be shared and about the tracker, the computer that coordinates the file distribution| BitTorrent makes many small data requests over different TCP connections to different machines, while classic downloading is typically made via a single TCP connection to a single machine. distributed nature of BitTorrent leads to a flood like spreading of a file throughout peers. As more peers join the swarm, the likelihood of a successful download increases| The peer creates a hash for each piece, using the SHA-1 hash function, and records it in the torrent file| 2. Explain the similarities and differences between Frame Relay and Asynchronous Transfer Mode. ATM and frame relay are two of the most common used methods for telecommunications between networks today. ATM, which stands for Asynchronous Transfer Mode, is a technology that arose from international standards relating to the transmission of data, voice, and video simultaneously over a network at speeds far faster than has been possible without the standards. ATM is also known for transporting communications at hundreds of megabits per second, which results in speedier service than Ethernet on local area networks. ATM has also ascended into being a standard for fixed-length cell switching. Cells that originate from various sources or from various destinations are asynchronously multiplexed between multiple packet switches. The Virtual Path Identifier (VPI) and Virtual Circuit Identifier (VCI) are the unique integer fields that identify each circuit on each link of the network. Frame Relay implements no error or flow control. The simplified handling of frames leads to reduced latency, and measures taken to avoid frame build-up at intermediate switches help reduce jitter. Frame Relay offers data rates up to 4 Mb/s, with some providers offering even higher rates. Frame Relay VCs are uniquely identified by a DLCI, which ensures bidirectional communication from one DTE device to another. Most Frame Relay connections are PVCs rather than SVCs. Frame Relay provides permanent, shared, medium-bandwidth connectivity that carries both voice and data traffic. Frame Relay is ideal for connecting enterprise LANs. The router on the LAN needs only a single interface, even when multiple VCs are used. The difference, first, frame relay uses variable packet sizes. The packet size varies, depending on the amount of data that is being sent. ATM uses a fixed packet size, which is the 53 byte cell that was depicted earlier. Next, frame relay, while although is useful to connect different local area networks, it cannot actually work within one. ATM cannot only work within a local area network, but they can also work within a wide area network. Third, frame relay is easy and inexpensive to install, and is readily supported in software. For a lot of users, it simply means a software upgrade on existing equipment, which minimizes network investment. ATM more often requires a more complex installation, and is not readily supported in some software. Also, while frame relay does have a varied packet size, it is the variance that can often mean a low overhead within the packet, which makes it a more efficient method for transmitting data. ATM’s fixed packet size, while optimized for handling multimedia traffic at high speeds, can sometimes leave a lot of overhead within the packet, especially in short transactions, where cells are often not full. [1] [2] 3. Technological advances are only one of many factors that play into how technology infrastructure develops. The social decision to break-up ATT had a significant impact on the telephone infrastructure. Describe how the infrastructure changed due to this event. ATTs voluntary breakup marks the end of the bigger-is-better era. For much of the 20th century, business strategy was relatively simple scale up operations and expand market share. The greatest opportunities lay in providing standardized products, with incremental improvements, to a middle-class market. But the simple pursuit of scale and market share lost its effectiveness as the 20th century ended. Another prime example of this is what is happening to Microsoft. Even though they have different legal problems, their days of gobbling up any and all businesses that got in their way is over. Smaller firms particularly those with innovative, customer-centric business designs became the most profitable. This is evident with the popularity of the dot. coms and how well they are doing in the market. Shortly after announcing on October 25th that ATT was going to split into four units, Michael Armstrong, the companys chairman, was asked in an interview if anything good would be lost as a result of the overhaul. He considered the question for at least 10 seconds, and then responded, I cant think of anything. But in fact, AT;T may be losing something that if not necessarily good, has been a powerful force in its favour for more than 100 years: the fear that its size and power has inspired in competitors. This will hopefully weaken the level of competition that AT;T has faced in the past. The AT;T-brand companies that remain after the breakup plan is completed by 2002 will be smaller than the AT;T the communications the world has known. And the competitive landscape will change accordingly. The local phone companies, already formidable in wireless and eager to expand into long distance while continuing to roll out high-speed Internet services, will be countering AT;T region-by-region and business-by-business. On January 30, 2005, AT;T agreed to be sold to an RBOC, Southwestern Bell (which had bought Pacific Bell earlier). This acquisition was finalized in October, 2005. Then SBC assumed the name ATT and introduce a new logo. The new AT;T then absorbed Bellsouth. It is interesting to note the political change since 1997, when Reed Hundt, then the FCC chairman, said South western Bell acquiring AT;T would be unthinkable since it would thwart competition. Since that time, SBC purchased AT;T, Verizon purchased MCI, Sprint purchased Nextel, and the new AT;T purchased Bellsouth. – [3] [4] 4. For the network that you have chosen to characterize, identify the connection to the internet WAN. Identify the media, devices, and service providers involved in establishing this connection. Describe what protocols/services are being implemented over this connection. In addition, describe at least one alternative ISP service available for this network. The home network that is chosen to characterize has DSL internet connection technology, In DSL internet connection it has many flavours and for home use my home network is ADSL internet connection. Asymmetric Digital Subscriber Line (ADSL) is one form of the Digital Subscriber Line technology, a data communications technology that enables faster data transmission over copper telephone lines than a conventional voice band modem can provide. It does this by utilizing frequencies that are not used by a voice telephone call. A splitter, or DSL filter, allows a single telephone connection to be used for both ADSL service and voice calls at the same time. ADSL can generally only be distributed over short distances from the central office, typically less than 4Â  kilometres (2 mi) but has been known to exceed 8Â  kilometres (5 mi) if the originally laid wire gauge allows for farther distribution. At the telephone exchange the line generally terminates at a Digital Subscriber Line Access Multiplexer (DSLAM) where another frequency splitter separates the voice band signal for the conventional phone network. Data carried by the ADSL are typically routed over the telephone companys data network and eventually reach a conventional Internet Protocol network. Currently, most ADSL communication is full-duplex. Full-duplex ADSL communication is usually achieved on a wire pair by either frequency-division duplex (FDD), echo-cancelling duplex (ECD), or time-division duplex (TDD). FDD uses two separate frequency bands, referred to as the upstream and downstream bands. The upstream band is used for communication from the end user to the telephone central office. The downstream band is used for communicating from the central office to the end user. [5] [6] ITU-T Spec| Description| G. 998. 1| ATM-based multi-pair bonding: A method for bonding of multiple DSL lines to transport an ATM payload beyond the rate/reach capability of a single DSL loop. This protocol allows the bonding of 2 to 32 pairs and supports dynamic removal and restoration of pairs without human intervention. | G. 998. 2| Ethernet-ba sed multi-pair bonding: Provides a method for bonding of multiple DSL lines for Ethernet transport. This recommendation builds on the IEEE 802. 3ah-2004 methods and extends Ethernet transport over other xDSL technologies, including ADSL. | G. 98. 3| Multi-pair bonding using time-division inverse multiplexing: Details a method for bonding DSL lines using time-division inverse multiplexing (TDIM). This recommendation uses IEEE 802. 3ah handshake for pair discovery, parameter negotiation, and setup. It also allows the hitless addition and removal of pairs an the fast removal of a pair upon pair failure. | There many other ISP’s in telecommunication industry who provide DSL Internet connections mainly as, [i] Verizon high speed internet http://www22. verizon. com/Residential/HighSpeedInternet#plans [ii] Qwest DSL qwest. om/residential/internet/broadbandlanding/ References: 1. exampleessays. com/viewpaper/93331. html 2. http://itknowledgeexchange. techtarget. com/itanswers/wha t-is-the-difference-between-atm-and-frame-relay-networks/ 3. directessays. com/viewpaper/43194. html 4. http://som. csudh. edu/cis/lpress/471/hout/telecomhistory/ 5. http://webopedia. internet. com/TERM/A/ADSL. html 6. http://en. wikipedia. org/wiki/Asymmetric_Digital_Subscriber_Line 7. http://www22. verizon. com/Residential/HighSpeedInternet#plans 8. qwest. com/residential/internet/broadbandlanding/

Black Inventors - Patent Holders List Index R

Black Inventors - Patent Holders List Index R Black history inventors are listed alphabetically: use the A to Z index bar to navigate and select or just browse the many listings. Each listing has the name of the black inventor followed by the patent number(s) which is the unique number assigned to an invention when a patent is issued, the date the patent was issued, and a description of the invention as written by the inventor. If available, links are provided to in-depth articles, biographies, illustrations and photos on each individual inventor or patent. How to submit to the database. Victor Llewellyn Ransom #3,231,866, 1/25/1966, Traffic data processing system#3,866,185, 2/11/1975, Method and apparatus for gathering peak load traffic data Debrilla M Ratchford #4,094,391, 6/13/1978, Suitcase with wheels and transporting hook Ernest P Ray #620,078, 2/21/1899, Chair supporting device Lloyd P Ray #587,607, 8/3/1897, Dust pan Andre Reboucas NA 1895 approx Torpedo Craig C Redmond, Sr. #6,085,356, 7/11/2000, Waist Band Expander Judy W Reed #305,474, 9/23/1884, Dough kneader and roller Humphrey H Reynolds #275,271, 10/7/1890, Window ventilator for railroad cars#437,937, 4/3/1883, Safety gate for bridges Mary Jane Reynolds #1,337,667, 4/20/1920, Hoisting and loading mechanism Robert Randolph Reynolds #624,092, 5/2/1899, Nonrefillable bottle Jerome Bonaparte Rhodes #639,290, 12/19/1899 Water closet Albert C Richardson #255,022, 3/14/1882, Hame fastener#446,470, 2/17/1891, Churn#529,311, 11/13/1894, Casket-lowering device#620,362, 2/28/1899, Insect destroyer#638,811, 12/12/1899, Bottle William H Richardson #343,140, 6/18/1889, Cotton chopper#405,599, 6/18/1889, Childs carriage#405,600, 6/1/1886, Childs carriage Charles V Richey #584,650, 8/3/1897, Car coupling#587,657, 10/26/1897, Railroad switch#592,448, 12/28/1897, Railroad switch#596,427, 12/13/1898, Fire escape bracket#615,907, 6/3/1913, Combined cot, hammock, and stretcher#1,063,599, 7/7/1931, Telephone register and lock-out device#1,812,984, 2/14/1933, Lockout for outgoing calls for telephone systems#1,897,533 6/15/1897, Time control system for telephones Alvin Longo Rickman #598,816, 2/8/1898, Overshoe James Ricks #338,781, 3/30/1886, Horseshoe#626,245, 6/6/1899, Overshoe for horses Norbert Rillieux #3,237, 8/26/1843, Improvement in sugar works#4,879, 12/10/1846, Sugar processing evaporator Cecil Rivers 6,731,483, 2/14/2003, Circuit breaker with single test button mechanism Louis W Roberts #3,072,865, 1/8/1963, Gaseous discharge device#3,257,620, 6/21/1966, Device for gas amplication by stimulated emission and radiation GASAR#3,377,576, 4/9/1968, Gallium-wetted movable electrode switch Elbert R Robinson #505,370, 9/19/1893, Electric railway trolley#594,286, 11/23/1897, Casting composite or other car wheels Hassel D Robinson #D 66,703, 2/24/1925, Design for a traffic signal casing#1,580,218, 4/13/1926, Traffic signal for automobiles Ira C Robinson #3,577,514, 5/4/1971, Sustained release pharmaceutical tablets James H Robinson #621,143, 3/14/1899, Lifesaving guard for locomotives#623,929, 4/25/1899, Lifesaving guard for street cars John Robinson #356,852, 2/1/1887, Dinner pail Neal Moore Robinson #1,422,479 7/11/1922 Vehicle wheel Arnold Romain #402,035 4/23/1889 Passenger register Raymond E Rose #3,618,388 11/9/1971 Control apparatus Archia L Ross #565,301, 8/4/1896, Runner for stoops#605,343, 6/7/1898, Bag closure#638,068, 11/28/1899, Trousers support or stretcher Joseph Ross #632,539, 9/5/1899, Hay press David N Roston #556,166, 3/10/1896, Feather curler Edwin R Russell #2,855,269, 10/7/1958, The separation of plutonium from uranium and fission products#2,992,249, 7/11/1961, Ion exchange absorption process for plutonium separation#3,296,123, 1/3/1967, Removal of cesium from aqueous solution by ion exchange#3,309,323, 3/14/1967, Thorium oxide or thorium-uranium oxide with magnesium oxide Jesse Eugene Russell #5,930,247, 7/27/1999, Broadband data reception system for Worldnet access#6,044,403, 3/28/2000, Network server platform for Internet, Java server and video application server John Russell #6,968,993, 11/17/2003, Mailbox assembly Joseph L Russell #3,995,011, 11/30/1976, Preparation of tungsten hexafluoride from halogen and hydrogen fluoride Lewis A Russell #544,381, 8/13/1895, Guard attachment for beds Earl Ryder #3,129,095, 4/14/1964, High silicon cast iron

Land Law Essay Example | Topics and Well Written Essays - 2000 words - 3

Land Law - Essay Example One such attempt is the Land Registration Act 2002 which was seen as the successor of the Land Registration Act 1925 (Francis, 2013).1 The land registration Act of 2002 was based on the earlier UK land laws such as the land registration Act of 1925. Although the Land Registration Act 2002 meant to improve on the issues of the Land Registration Act 1925, it still has many issues which would need to be taken care of. Critics see the Land Registration Act 2002 as still based on archaic property ownership principles, making it hard for the Land Registration Act 2002 to be able to solve modern challenges of property ownership. Some of the issues with Land registration Act 2002 are as follows; Under the Land Registration Act 2002, landlords have a header time dealing with registrations issues. This is especially while dealing with tenants who are not represented by a legal professional. To avoid issues, most landlords will have to avoid leasing their land for more than seven years. The Land Registration Act 2002 also requires that land owners and leasers to unregister any leases once they expire. The issue with this is the fact that most small scale owners may not be careful enough to waste their time to go unregistered expired leases. This means that the Land Register will not have data that completely reflects the status of land ownership because expired leases, which have not been unregistered from the land register, will be seen as still active. This is similar with so many other issues in the land registry that fail to give a more accurate situation of the land ownership in the country. The Land Registration Act 2002 introduced a major problem with regard to the way the land is registered. For instance, the act allows for anyone to object to a registration as long as he has a reliable ground. While this is intended to solve some ownership problems, the issue with it is that people of ill will can use it to thwart land ownership by other people. This is

The Logical Problem of Language Acquisition Essay

The Logical Problem of Language Acquisition - Essay Example (Cook, 1988) Language acquisition begins very early in the human lifespan, and begins, logically enough, with the acquisition of a language's sound patterns. The main linguistic accomplishments during the first year of life are control of the muscles that produce speech and sensitivity and the acquisition of native phonetic distinctions used in the parents' language. Interestingly, babies achieve these feats before they produce or understand words, so their learning cannot depend on correlating sound with meaning. They must be sorting the sounds directly, somehow tuning their speech analysis module to deliver the phonemes used in their language (Kuhl, et al., 1992). Shortly before their first birthday, babies begin to understand words, and around that birthday, they start to produce them (see Clark, 1993; Ingram, 1989). Despite the vast differences in language, children's first words are similar all over the planet. About half the words are for objects: food, household items, and people. There are words for actions, motions, and routines. Finally, there are routines used in social interaction, like yes, no, want, hi. Around 18 months, language changes in two ways. ... Once more, children's two-word combinations are highly similar across cultures. These sequences already reflect the language being acquired: in 95% of them, the words are properly ordered according to his/her particular grammatical rules. (Pinker, 1984; Ingram, 1989). Between the late two's and mid-three's, children's language blossoms so rapidly that it overwhelms the researchers who study it, and no one has worked out the exact sequence. Sentence length increases steadily, and because grammar is a combinatorial system, the number of syntactic types increases exponentially, doubling every month, reaching the thousands before the third birthday (Ingram, 1989, p. 235; Pinker, 1984). Though many of the young 3-year-old's sentences are ungrammatical for one reason or another, it is because there are many things that can go wrong in any single sentence. When researchers focus on a single grammatical rule and count how often a child obeys it and how often he or she ignores it, the results are very impressive: for just about every rule that has been looked at, three-year olds obey it a majority of the time (Pinker, 1984, 1989; Crain, 1992). Though our ears perk up when we hear errors, more than 90% of the time, the child is on target. Children do not seem to favor any particular kind of language (indeed, it would be puzzling how any kind of language could survive if children did not easily learn it!). They swiftly acquire free word order, SOV and VSO orders, systems of case and agreement, and whatever else their language throws at them. Even grammatical gender, which many adults learning a second language find challenging, presents no problem: children acquiring language like French, German, and Hebrew acquire

The World Trade Organization Case Study Example | Topics and Well Written Essays - 2500 words

The World Trade Organization - Case Study Example These are just some of important concepts in international business. These concepts are very essential in understanding international business so as to know how it works in the international arena. Furthermore, it is important to understand these concepts so as to understand international business and other activities related to it. There are many issues surrounding international business. Understanding them is as important as learning and becoming a part of the international business ground. Over the years since international business began, every nation has learned to protect itself against foreign competition. High tariffs on imports of manufactured goods were imposed to protect domestic industries from foreign competition (Hill 2003, p. 8). This stands as one of the most significant barriers to international trade. This significant barrier is one of the most controversial issues which ignited agreement among nations working out in the elimination of tariffs on international trade. This has something to do with globalization which aims to unify the world as one whole single market which further is aiming to target and alleviate poverty. The bottom line of this is a fair economy as a stepping stone towards increased level of equality among nations. In fact, these good promises of globalization are just among of the reasons for the penetration of globalization in international trading. The power of globa... 2. A tendency towards cultural convergence has reduced the differences between national market characteristics, thereby reducing the cost of adapting products to those specific markets. 3. Improve communications (e.g. the telephone, air travel and the Internet) have reduced the cost of dealing with far-away places. 4. The emergence of large multinational corporations (MNCs) has facilitated the process of seeing the world as one global market. The power of globalization is indeed good and inevitable. On the other hand, it also means risk. According to Rosenberg (2002), in the opening of a nation's economy, a nation makes itself susceptible to contamination from abroad. In fact, a nation might probably be subjected to footprints of special interests. This is now then the reason that in the development of world trading system, international policies have to be implemented. Its implementation can just be significantly realized through the aid of the business environment. In business environment, the political environment has a great influence in shaping the general nature of the external environment as well as being responsible for passing legislation that affects specific types of organization (Palmer & Hartley 2002). The political environment has the capacity to impose multilateral agreement between governments. This agreement has made it possible for the implementation of World Trade Organization to have a significant influence to access overseas markets for a number of industries. World Trade Organization (2008) simply tries to present itself as a negotiating forum, set of rules and to provide help to settle disputes arising from conflicting interests among nations participating in international business. The present round of

Examination of the Cardiovascular System

Examination of the Cardiovascular System The child should be undressed appropriately to the waist. In the older child, the examination easily performed with the patient sitting over the edge of the bed or even on a chair. Preferably, examine the younger child on the parents lap. Removing a toddler from his parents is less likely to yield good clinical signs and more likely to yield a screaming child. For examination of femoral pulses, the child should be in the supine position. Warm your hands by rubbing them against each other. STEPS OF THE TASK You should use the middle three fingers of your dominant hand to palpate the pulses against the underlying bone. The finger tips are used for palpation as they have maximum sensitivity. While palpating, the artery is stabilized by the proximal and distal fingers and the thrust of the pulse is felt by the middle finger. Partial occlusion of the artery by the distal finger improves the thrust of the pulse wave on the middle finger. Palpate all the pulses listed below first on the right and then on the left side. Always compare the respective pulses on both sides except the carotids. In case of carotids, palpitating both sides can induce cerebral ischemia and can cause the patient to faint. Carotid (dont palpate both sides simultaneously) Palpated at the level of thyroid cartilage along the medial border of the sternomastoid muscle either with finger tips or thumb (left thumb for the right side and vice versa) Brachial Palpated with the elbow flexed along the medial aspect of the lower end of the arm Radial felt at the lower end of the radius on the anterior aspect of the wrist, medial to the styloid process with the patients forearm slightly pronated and wrist semiflexed Femoral (DO NOT FORGET FEMORALS) felt in the middle of the groin with the leg slightly flexed and abducted and foot externally rotated. Dorsalis pedis can be felt on the dorsum of the foot lateral to the extensor hallucis tendon in the middle third of the foot Posterior tibial felt posterior to the medial malleolus and anterior to the Achilles tendon. For assessing the pulse rate, use brachial pulse in an infant or toddler and radial pulse in older children While counting the pulse rate, count for 15 seconds and multiply by 4. But tell the examiner that ideally, you would like to count for one minute. However, if the pulse is irregular, then count for one full minute and also count the heart rate by auscultation. Rhythm while looking for the rhythm, one looks for the gap between the pulse waves and comment on their regularity. Volume This is a highly subjective sign. It describes the thrust (expansion) of the pulse wave and reflects the pulse pressure. If high volume, always check for collapsing nature. (Hold the right forearm of the patient by your hand in such a way as the radial artery is under the head of the metacarpals of our hand. Lift the patients entire upper limb vertically by 90à ¯Ã¢â‚¬Å¡Ã‚ °and feel for the sudden and exaggerated rise and fall of the pulsations of radial artery.) Character This describes the form of the wave and various types are decided by the rise, peak and waning of the wave. It is best appreciated in carotids. Radio femoral delay (femoral pulse appears following a time delay after radial suggests coarctation of aorta) POST- TASK Make sure you dont leave the child exposed. Thank the child/ parent for co operation if no further examination is planned VIGNETTE Characteristics of pulse should be described as follows Rate Rhythm Volume Character Symmetry Radio-femoral delay Rate Comment on rate as normal, tachycardia or bradycardia based on age specific heart. In general, for children over 3 years of age pulse rate >100 beats per minute is tachycardia and pulse rate Tachycardia has poor specificity and always make sure child is not anxious/ febrile before attributing significance Bradycardia in a child is usually point to underlying pathology once exercise (athletes), drug intake (Digoxin, beta blockers) is ruled out. Rhythm Reported as regular, Regularly irregular and Irregularly irregular Regular there is a normal variation of heart rate on breathing sinus arrhythmia. It is present in most children. Regularly Irregular: abnormal beats occur at regular intervals pulsus bigeminus, coupled extrasystoles (digoxin toxicity), Wenckebach Phenomenon Irregularly Irregular no specific gaps between the waves Extrasystoles are common in normal children and disappear with exercise. Atrial fibrillation is another common condition which causes an irregularly irregular pulse. Comment on the pulse deficit i.e. the difference between heart rate and pulse rate Volume High volume anemia, carbon dioxide retention or thyrotoxicosis Low volume pulse is seen in low cardiac output states. Character Slow rising and plateau (pulsus parvus et tardus) severe aortic stenosis Collapsing pulse e.g. aortic incompetence Pulsus Paradoxus- pulse is weaker or disappears on inspiration e.g. Constrictive pericarditis, tamponade, status asthmaticus Jerky pulse normal volume, rapidly rising and ill sustained.-suggestive of hypertrophic obstructive cardiomyopathy Pulsus bisferiens two peaks felt during systole, seen in the presence of moderate artic stenosis and severe aortic regurgitation Pulsus alternans Pulse wave with alternate small and large waves seen in severe left ventricular failure and arrhythmias Symmetry Unequal or absent pulses may be suggestive of previous surgery e.g. Blalock-Taussig shunt, repaired coarctation, cervical rib or absent radial pulse OSCE CHECKLIST PRIOR TO THE TASK Hand washing or using alcohol rub Asks the name and age of the child, if already not told by the examiner Explains the purpose of his/ her visit and what he/ she is going to do Positions the patient appropriately TASK Uses the middle three fingers of the dominant hand to palpate the pulses Palpates all the pulses first on one side and then on the other side Compares pulses bilaterally Does not palpate the carotids simultaneously Counts the pulse rate at least for 15 seconds If pulse is irregular, then counts for one full minute and also counts heart rate Looks for Radio femoral delay While describing the pulse, comments on rate, rhythm, character, volume, symmetry and radio-femoral delay POST- TASK Makes sure that the child is not left exposed Thanks the child / parent for co operation Task: MANUAL Measurement of blood pressure PRIOR TO THE TASK Mercury sphygmomanometer should be used as aneroid sphygmomanometer loses accuracy on repeated usage. Choose the appropriate size cuff the cuff bladder should cover at least 2/3 of the length of the arm and 3/4 of the circumference . Cuff size should always be documented. Make sure that the child is calm and not crying or agitated Child can be either seated or in the supine position Any clothing over the arm should be removed THE TASK The convention is to measure BP in the right arm in a calm but awake subject. If conditions differ from this they should be documented with the reading. The elbow should be supported and flexed and should be at the level of the heart. The cuff is wrapped around the upper arm with the bladder centered over the middle of the arm. Approximate estimation of the systolic blood pressure is done initially by inflating the cuff fully and then deflating slowly and smoothly while palpating the radial pulse. Systolic blood pressure is noted at the point when the radial pulse returns. Following this, the blood pressure is recorded by auscultatory method which is the more accurate measure. The diaphragm of the stethoscope is placed over the brachial artery along the medial aspect of the lower end of the arm below the edge of the cuff. The cuff should be inflated to 30 mm above the palpatory systolic blood pressure and then deflated slowly and smoothly at the rate of 2-3 mmHg per second. Systolic blood pressure is recorded at the point when clear, repetitive tapping sounds are just heard. Diastolic blood pressure is recorded when the sounds disappear. In some children, instead of disappearing, the sounds muffle first before disappearing. In this case, the value at which the sounds muffle should be recorded as the diastolic pressure if the difference between the point of muffling and disappearance of the sounds is greater than 10 mmHg. POST- TASK Make sure you do not leave the child exposed. Thank the child/ parent for co operation if no further examination is planned While interpreting the readings, the state of the child should be taken into account. Values should be compared to normal values with reference to the age/height and sex of child. VIGNETTE In infants, instead of radial, brachial pulse should be palpated. Sometimes, auscultation can be difficult in infants in which case systolic pressure by palpation should be documented. If measuring a lower limb pressure, the same cuff can be applied to the lower leg and a foot pulse palpated. It is advisable to measure the blood pressure in both upper and lower limbs. When coarctation is suspected, it is imperative that blood pressure is recorded in both arms and one leg. The same should be done is cases of hypertension and in those who have had shunt surgeries as in Blalock Shunt. While recording blood pressure in the lower limb, a larger appropriate size cuff should be used and auscultation is done over the popliteal artery. The sounds which are heard while auscultating are called as Korotkoffs sounds and has five phases. Phase 1 is the first heard clear, tapping sound, phase 2 is intermittent murmur like sound, phase 3 is the loud tapping sound, phase 4 is the muffling of sounds and phase 5 is disappearance of the sounds. Occasionally, the sound might disappear after the Korotkoff sound phase 1 before reappearing later. This auscultatory gap can lead to either underestimation of the systolic blood pressure (if prior estimation of blood pressure by palpation is not done) or overestimation of diastolic blood pressure is the auscultation is not continued till the end. In atrial fibrillation, phase 4 of Korotkoff sound should be used for recoding diastolic blood pressure. Pulsus paradoxus is best appreciated while recording blood pressure by auscultation and is identified by recording the value at which the tapping sounds are heard only during expiration and the value at which the sounds are heard both during inspiration and expiration. When the difference between the two values is greater than 10 mmHg, pulsus paradoxus is said to be present. Pulse pressure is the difference between systolic blood pressure and diastolic blood pressure. A weak pulse is associated with narrow pulse pressure and is seen in cardiac failure, shock, aortic stenosis and constrictive pericarditis. Pulse pressure is wide in aortic regurgitation, hyperthyroidism, anemia and febrile states. OSCE CHECKLIST PRIOR TO THE TASK Washes hands or uses alcohol rub Explains the purpose of his/ her visit and what he/ she is going to do Positions the patient appropriately Chooses mercury sphygmomanometer Chooses the appropriate size cuff Removes any clothing over the arm TASK Supports the elbow and keeps it at the level of the heart. Wraps the cuff around upper arm with the bladder centered over the middle of arm Estimates systolic blood pressure by palpatory method Uses brachial pulse in infants for palpatory method Estimates systolic blood pressure by auscultatory method Uses diaphragm of the stethoscope for auscultation POST- TASK Makes sure that the child is not left exposed Thanks the child / parent for co operation Records blood pressure as estimated by palpatory and auscultatory method including the site and the position of the child Interprets the blood pressure Task: Evaluation of jugular venous pulse PRIOR TO THE TASK The room should be adequately lit for the assessment of jugular venous pulse The patient should be in semi-reclining position with the trunk at 45à ¯Ã¢â‚¬Å¡Ã‚ ° to the bed. The head and the back should be well supported with a pillow under the head. The head should be positioned in the midline THE TASK Stand on the right side of the patient and assess the jugular venous pulse. The torch should be shined from the left in an oblique direction and the jugular pulsation is observed Jugular venous pulse is located just lateral to the clavicular head of the sternomastoid muscle. Pulsations of the jugular veins should be differentiated from the carotid pulsations as discussed below. The jugular venous pressure is assessed by measuring the vertical distance between the top of the jugular venous pulsations and the sternal angle (angle of Louis). In cases where the top of the jugular pulsations is not visible at 45à ¯Ã¢â‚¬Å¡Ã‚ °, increasing the reclining angle up to 90à ¯Ã¢â‚¬Å¡Ã‚ ° can make the top of the pulsations obvious. The assessment is done when the child is breathing quietly Look for hepato-jugular reflex. This performed by exerting firm and sustained pressure on the right upper quadrant of the abdomen and looking for an elevation in the jugular venous pressure by 2-3 cm. POST- TASK Make sure you do not leave the child exposed. Thank the child/ parent for co operation if no further examination is planned VIGNETTE Assessment of jugular venous pressure is rarely important in the younger child. It is also difficult to obtain an accurate reading because of the short neck in children It can be generally measured easily if the child is greater than 10 years Jugular Venous Pulsation Carotid Pulsation Pulse lateral to sternomastoid Pulse medial to sternomastoid Better seen Better felt Multiple waves seen Single wave Abdominal pressure makes the pulsations prominent Abdominal pressure has no effect Valsalva maneuver makes the pulsations prominent Valsalva maneuver has no effect Can be obliterated with pressure Cannot be obliterated with pressure The right jugular vein is in a straight line with the right atrium and is more likely to show the pressure effects than the left jugular vein which has more tortuous course and is more likely to kinked. This can lead to false elevation of the jugular pressure. In patients with highly elevated JVP, the pulsation may be seen only below the angle of jaw. In such cases, increasing the reclining angle to 60à ¯Ã¢â‚¬Å¡Ã‚ ° or more makes the pulsations more obvious. Turning the head slightly towards the contralateral side can make the pulsations prominent, if the pulsations are not obvious. JVP consists of a, c and v waves and x and y descent. a wave is due to right atrial contraction, c wave is due to bulging of the tricuspid valve and v wave is due to atrial filing. x descent is due to atrial relaxation and y descent results from ventricular filling and tricuspid valve opening. The sternal angle (angle of Louis) is taken as the reference point as it roughly corresponds to the middle of the right atrium. JVP is elevated in congestive cardiac failure, fluid overload, constrictive pericarditis, pericardial tamponade, tricuspid stenosis and tricuspid regurgitation. Non-pulsatile elevation of JVP is seen in superior vena cava obstruction. a wave are absent in atrial fibrillation. Large a waves: are caused either by hypertrophied right atrium in response to decreased right ventricular compliance as in pulmonary hypertension and pulmonary stenosis or contraction of atrium against resistance as in tricuspid stenosis. Cannon a waves are giant a waves seen in early systole and is caused by contraction of the atrium against a closed tricuspid valve. It is usually seen in complete heart block and ectopics. Large v waves are seen in tricuspid insufficiency. Sharp x and Sharp y descents are seen in constrictive pericarditis and restrictive cardiomyopathy. OSCE CHECKLIST PRIOR TO THE TASK Washes hands or uses alcohol rub Explains what he/ she is going to do Makes sure that the room is adequately lit Positions the patient in semi-reclining position with the trunk at 45à ¯Ã¢â‚¬Å¡Ã‚ ° to the bed Supports the head with pillow to ensure relaxation of the neck Positions the head in midline TASK Stands on the right side of the patient and assesses the right jugular venous pulse. Locates the jugular pulse correctly If the jugular pulse is not obvious, then makes it obvious by turning the head slightly to the left and shines the torch from left obliquely if necessary Measures the jugular venous pressure correctly Looks for hepato-jugular reflex. POST- TASK Makes sure that the child is not left exposed Thanks the child / parent for co operation Lists the differences between carotid pulse and jugular pulse Task: general inspection of the body with reference to cardiovascular system PRIOR TO THE TASK Introduce yourself to the child and carer and ask for permission to examine For inspection, the room should be well lit. Ensure that the lights are turned on and the windows are open The child should be undressed appropriately to the waist. In older child, the examination is easiest to perform while they sit over the edge of the bed or even on a chair Examine the younger child on the parents lap. STEPS OF THE TASK LOOK GENERAL General well being Well/ Ill looking child Interest in the surroundings Sick child will not be interested Size of the child thin small, thin tall, well nourished and tall, well nourished and short. Degree of breathlessness classify as none, mild or severe Environment (Equipment) oxygen mask, nasal cannula, intravenous catheter, pulse oximetry, feeding tube/ gastrostomy, LOOK SPECIFIC Head look at the size (microcephaly or macrocephaly) and shape (dolichocephaly) Face Normal or dysmorphic features, malar flush Conjunctiva pallor, jaundice (refer chapter on general examination) Mouth Using the pen torch, take a quick look in the mouth and look for the presence of age appropriate teeth, abnormal teeth and caries. Ask the child to stick their tongue outwards and upwards towards the nose and examine the tongue for central cyanosis. Hands and fingers pallor; clubbing; polydactyly and syndactyly; Oslers nodes; Janeway lesions; splinter haemorrhages. Examine both the hands quickly. Difference in colour between limbs POST- TASK Make sure that the child is not left exposed Thank the child / parent for cooperation VIGNETTE Always think whether the findings combine to form a recognizable clinical syndrome. It is preferable to inspect the child in sunlight than in artificial light. Children with chronic cardiac conditions are usually thin and small for age. Breathlessness is classified as mild when the child has only chest recession, and there is no contraction of sternocleidomastoid or nasal flaring and severe when all three are present Microcephaly can be associated with some of the intrauterine infections and genetic disorders like congenital rubella syndrome and Edwards syndrome Dolichocephaly (increased antero-posterior diameter) is seen in ex-preterms Syndromes with dysmorphic facial features Downs syndrome almond shaped eyes (due to epicanthal folds); Brushfield spots (light colored spots in the iris); small, flat nose; small mouth with a protruding tongue; small, low set ears; round faces; flat occiput Turners syndrome prominent, posteriorly rotated auricles with looped helices and attenuated tragus; infraorbital skin creases; mildly foreshortened mandible Williams syndrome broad forehead; short nose with broad tip; full cheeks; wide mouth with full lips Noonans syndrome downwards slanting eyes with arched eyebrows; epicanthal folds; broad forehead; nose with wide base and bulbous tip; pointed chin Marfans syndrome long, thin face; deep-set eyes; down-slanting palpebral fissures; receding chin; dolichocephaly; malar hypoplasia; enophthalmos DiGeorge syndrome small ears; asymmetric facies; small mouth and chin Malar flush plum coloured malar eminences Hutchinson (conical) incisor is seen in congenital syphilis (patent ductus arteriosus) and enamel hypoplasia in Ellis-van Creveld Syndrome (atrioventricular canal, ventricular septal defect, atrial septal defect, and patent ductus arteriosus). Caries tooth may be a cause of infective endocarditis in congenital heart disease. In preaxial polydactyly, the extra digit is on the radial (thumb) side while in postaxial polydactyly, it is on the ulnar (little finger) side of the hand. Oslers nodes are painful, red, raised lesions found on the hands and feet and is seen in infective endocarditis Janeway lesions are nontender, macular lesions, most commonly involving the palms and soles and seen in infective endocarditis. Splinter hemorrhages appear as narrow, red to reddish-brown lines of blood that run vertically under nails. Splinter hemorrhage can be associated with infectious endocarditis, systemic lupus erythematosus, and trauma OSCE CHECKLIST PRIOR TO THE TASK Washes hands or uses alcohol rub Explains what he/ she is going to do and ask for permission to examine Positions and exposes the child appropriately Makes sure that the room is adequately lit TASK Looks for the following general points General well being Interest in the surroundings Size of the child Degree of breathlessness Environment (Equipment) Looks for the following specific points Head size and shape Face Conjunctiva Mouth Hands and fingers Difference in colour between limbs POST- TASK Makes sure that the child is not left exposed Thanks the child / parent for co operation Task: INSPECTION OF THE CHEST PRIOR TO THE TASK Introduce yourself to the child and carer and ask for permission to examine For inspection, the room should be well lit. Ensure that the lights are turned on and the windows are open The child should be undressed appropriately to the waist. In older child, the examination is easiest to perform while they sit over the edge of the bed or even on a chair Examine the younger child on the parents lap. STEPS OF THE TASK Look tangentially from foot end of the bed in supine patients and from the sides in sitting patients. Look for the following and comment Shape of the Chest symmetrical or asymmetrical Symmetry of chest expansion Scars Pulsations Observe for apical impulse, parasternal, suprasternal, epigastric pulsations. Spine for scoliosis POST- TASK Make sure that the child is not left exposed Thank the child / parent for cooperation VIGNETTE Common asymmetrical chests Pectus carinatum: also called pigeon chest, deformity of the chest characterized by protrusion of the sternum and ribs. It may occur as congenital abnormality or in association with genetic disorders such as Marfans syndrome, Morquio syndrome, Noonan syndrome, Trisomy 18, Trisomy 21, homocystinuria, and osteogenesis imperfecta. Pectus Excavatum: also called funnel chest, deformity of the anterior wall of the chest producing sunken appearance of the chest. It may occur in rickets, Marfans syndrome and spinomuscular atrophy. Harrisons sulcus: horizontal indentation of the chest wall at the lower margin of the thorax where the diaphragm attaches to the ribs. It may occur in conditions with increased pulmonary blood flow or chronic asthma. Scars: lateral thoracotomy scar results from closure of patent ductus arteriosus, tracheoesophageal fistula repair and Blalock Taussig shunt. Central sternotomy scar is seen after open heart surgery and lobectomy. Children can have drainage scars in epigastrium, subclavian/axillary scars from pacemakers and scars following cardiac catheterization in the groin and neck. Pulsations: Apical impulse will be shifted peripherally due to cardiomegaly, collapse of left lung or fluid in the right pleural cavity Parasternal pulsations can occur due to right ventricular enlargement or enlarged left atrium pushing the right ventricle. The most common cause of suprasternal pulsations is dilated aorta due to aneurysm or markedly increased blood flow. Epigastric pulsation may be seen in thin children, right ventricular hypertrophy and abdominal aneurysm. Scoliosis should be looked for in the standing and not in sitting position OSCE CHECKLIST PRIOR TO THE TASK Washes hands or uses alcohol rub Explains what he/ she is going to do and ask for permission to examine Positions and exposes the child appropriately Makes sure that the room is adequately lit TASK Looks tangentially from foot end of the bed in supine patients and from the sides in sitting patients Looks for the following points and comments Shape of the Chest Symmetry of chest expansion Scars Apical impulse, parasternal, suprasternal, epigastric pulsations Spine for scoliosis POST- TASK Makes sure that the child is not left exposed Thanks the child / parent for co operation Task: PALPATION OF THE CHEST PRIOR TO THE TASK Introduce yourself to the child and carer and ask for permission to examine The child should be undressed appropriately to the waist. Position the older child so that they sit over the edge of the bed or lie down on the couch Examine the younger child on the parents lap. Warm your hands for palpation STEPS OF THE TASK Be gentle with palpation Apical Impulse: Place the palm of the whole hand flat over left chest wall to get a general impression of the point of maximal impulse. Next, lay the ulnar border of the hand on the chest parallel to rib space where the impulse was felt and try to locate the apex. Finally palpate with the fingertip of the index or middle finger to localize the apical impulse and define its character. Use the left hand to palpate the carotid artery to time the apical impulse. With the finger of the right hand still in place over the apex beat, palpate the manubriosternal joint (angle of Louis) which is present just below the suprasternal notch and is felt as a prominence with the left hand. It corresponds to the second intercostal space. Slide the index finger and count down the next few intercostal spaces until you locate the intercostals space that is level with the apex beat. Look at the position of the apex with reference to the midclavicular line. If the apical impulse is not readily palpable in the supine position, ask the child to lie on their left side. If the apex beat is not still palpable, try on the right side in case of dextrocardia. Parasternal pulsation and heave: With the fingertips, palpate over the left sternal edge to find the parasternal pulsations. With the child lying in supine position, place a pencil lateral to the left sternal edge and look tangentially for lifting of the pencil. Next, place the base of your hand just lateral to the left sternal edge and palpate for a parasternal heave. If parasternal heave is present, try suppress it by exerting pressure with base of the hand. Thrills are best felt with fingertips. Time the thrill with carotid or brachial pulse. Palpate the following areas. Apex of the heart 3rd to 5th intercostal space along the left sternal border Pulmonary area (left second intercostal space) Aortic area (right second intercostal space) Suprasternal area Carotids POST- TASK Make sure that the child is not left exposed Thank the child / parent for cooperation VIGNETTE Apical impulse is the farthest inferior and lateral maximal cardiac impulse on the chest wall. It results from the heart rotating, moving forwards and striking against the chest wall during systole. Apical impulse is normally felt in the 4th left intercostal space on the midclavicular line. It may be difficult to palpate in obese children and in pericardial effusion. Displaced apex Tension pneumothorax and pleural effusion (push apex away from the lesion) Pulmonary fibrosis and collapse (pull towards the side of the lesion) Left ventricular hypertrophy apex is displaced down and out Right ventricular hypertrophy apex is displaced outwards Skeletal abnormalities Quality of apical impulse (normal apex lifts the palpating fingers briefly) Sustained (increased amplitude and duration) pressure overload (aortic stenosis) Hyperdynamic or forceful (increased amplitude but not duration) volume overload (mitral incompetence and aortic incompetence) Tapping palpable first heart sound of mitral stenosis Parasternal pulsations Palpable 2nd heart sound reflects pulmonary hypertension. Parasternal heave is present in right ventricular hypertrophy or left atrial enlargement pushing the right ventricle. There are three grades of parasternal heave Grade I heave identified by lifting of the pencil alone and not the heel of the hand Grade II easily identified, can be suppressed with pressure Grade III lifts the heel of the hand and cannot be suppressed with pressure Thrill is a palpable murmur that felt like a purring cat. While describing the thrill, describe the site and phase of cardiac cycle. When thrill is present, the accompanying murmur is by definition at least 4/6 in intensity. OSCE CHECKLIST PRIOR TO THE TASK Washes hands or uses alcohol rub Explains what he/ she is going to do and ask for permission to examine Positions and exposes the child appropriately Warms hands before TASK Palpates gently Apical Impulse Places the palm flat over left chest wall to get a general impression Keeps the ulnar border of the hand parallel to rib space Palpates with the fingertip to locate the apical impulse Palpates the carotid artery