How To Write An Abstract For A Research Paper Guidelines, Tips And Examples - Paperell.com

How To Write An Abstract For A Research Paper Guidelines, Tips And Examples How To Write An Abstract For A Research Paper: Guidelines, Tips And Examples Abstract paragraph a summary of the main ideas of the text; its not just a statement thought of the text, but also highlighting only the essential thoughts of work Exceeding the volume of the text of the abstract is an inability to shrink and consistently expound a thought. Usually, it consists of several very brief, clear and expressive proposals, revealing, in the authors opinion, the very essence of the research work. An abstract is a short list of key points of your entire research. Basically, abstracts can be called miniature versions of a student’s research work that should not contain more than 3/4 of the page and which usually involves a couple of crucial thoughts from each major part of a study. Usually, a standard abstract consists of:Title and Author Information;Introduction;Methods;Results;Conclusion.This is what such paper should include. Below you will find more details of this work.Advices On Writing An Abstract For Research PaperWriting an abstract paragraph i s an important part of this type of academic paper. Many students even consider hiring someone to get a professional research papers help. However, it is not that difficult to do it on your own. It’s important to spend enough time on writing because it’s going to attract the reader’s attention. What is the purpose of this paper? A highIntroductionStudy skills and students’ satisfaction with their performance positively affect their academic achievement. The current research was carried out to investigate the correlation of study skills with academic achievement among the medical and pharmacy students in 2013.MethodsThis descriptive-analytical study was conducted on 148 students of basic medical sciences and pharmacy through convenience sampling. Data were collected by a valid and reliable questionnaire, consisting of two sections: Demographic information and questions about daily study hours, study skills in six domains, and students’ satisfaction with study skills. Collected data sets were analyzed by SPSS-16 software.ResultsThe results obtained in a course of study have shown that 10.9% of students possess appropriate study skills; preparation for examination domain helped detect the minimum score. In addition, students’ Grade Point Average (GPA) of previous term (P=0.001, r=0.269), study skills, and their satisfaction with study skills (P=0.001, r=0.493) have shown a significantly positive correlation.ConclusionThe study’s results have confirmed the fact that students’ study skills have to be improved. It is important to develop students’ study skills taking into account a considerable relationship discovered between their GPA, as an index of academic achievement, skills, and satisfaction. It is suggested to reinforce these skills, with a bigger emphasis on weaker domains.

Gun Rights Under President Bill Clinton

Gun Rights Under President Bill Clinton The administration of President Bill Clinton represented a significant shift in Democratic presidential politics in the United States. Clinton, an Arkansas governor who defeated Republican George H.W. Bush in the 1992 election, became the first Democratic presidential candidate to campaign on promises of stricter gun laws. With the exception of Lyndon B. Johnson, who made gun control a focal point of his administration upon assuming the presidency after President John F. Kennedy was assassinated, gun politics had not been a central part of any presidential administration. In what might have been gun control advocates’ brightest hour on the federal stage, Clinton lobbied for two major pieces of gun control legislation and used his executive authority to usher in additional gun control measures in what was viewed as a major setback for gun rights. The Brady Bill The Brady Bill, which made it more difficult to purchase a handgun, was a hallmark of the Clinton presidency. First introduced in 1987, the Brady Bill was named for President Ronald Reagan’s press secretary, John Brady, who was wounded in an attempt to assassinate Reagan in 1981. Brady’s wife, Sarah Brady, became a major proponent of gun control legislation following the assassination attempt, which left her husband partially but permanently paralyzed. Despite the backing of Reagan, various versions of the Brady Bill did not come seriously close to passing until the Bush administration, when Bush vetoed a version of the legislation passed by Congress. After defeating Bush in 1992, Clinton lobbied the House and Senate to send the bill back to the White House again. Congress obliged, and Clinton signed the Brady Bill into law on Nov. 30, 1993, less than one year into his presidency. The bill created a mandatory five-day waiting period after handgun purchases and required local law enforcement to run background checks on purchasers. Assault Weapons Ban Emboldened by the success of the Brady Bill, Clinton next turned his sights on an assault weapons ban, another gun control battle that had been simmering since the mid-1980s. By late summer in 1994, legislation enacting such a ban was making serious headway in Congress. On Sept. 13, 1994, Clinton signed the Assault Weapons Ban into law as part of the 1994 Crime Bill. Targeting semi-automatic weapons bearing characteristics of military guns, the AWB banned a wide range of weapons, such as the AK-47 and the AR series of rifles. Among guns outlawed by the AWB were any that included two or more of a list of characteristics ranging from telescoping stocks to bayonet mounts. Executive Measures While a Republican takeover of the House of Representatives in the 1994 midterm election hampered efforts by the Clinton White House to usher in more gun control measures, Clinton turned to his executive powers several times during his second term to tighten down on gun ownership. One such measure was an order banning the importation of more than four dozen makes of assault weapons, such as variations of the AK-47. The order, signed in 1998, targeted the importation of guns that were not subjected to the 1994 Assault Weapons Ban. Another measure was an order in the eleventh hour of Clinton’s presidency banning the importation of certain makes of so-called â€Å"assault pistols,† such as Uzis, and requiring firearms dealers to submit to fingerprinting and background checks. Finally, the White House reached a deal with firearms giant Smith Wesson in which Clinton promised an end to civil lawsuits against the gun manufacturer in exchange for Smith Wesson outfitting its guns with trigger locks and agreeing to implement â€Å"smart gun† technology within two years. Gun Crackdowns Rendered Toothless While the National Rifle Association and most American gun owners lamented the gun policies of the Clinton administration, time and the courts have rendered most of those stricter gun measures ineffective. Parts of the Brady Bill were struck down as unconstitutional by the U.S. Supreme Court in 2007 (although the five-day wait would have been rendered a moot point with the establishment of a national instant background check system, which soon followed). The Assault Weapons Ban was allowed to expire in 2004 when Congress failed to take up legislation that would have extended the ban or made it permanent, and Clinton’s predecessor, George W. Bush, did not lobby for the extension. And a combination of new ownership at Smith Wesson and a Bush administration crackdown on lawsuits aimed at gun manufacturers ultimately crippled the Clinton administration’s agreement with Smith Wesson, as the gun-maker backed out of most of the agreement’s provisions, including a pledge to invest in smart gun technology. The Clinton administration’s only lasting impact on gun rights are the lack of certain imports of foreign semiautomatic rifles and background checks for handgun purchases. Ironically, it was those early victories that had lost much of their effectiveness within 10 years that prevented Clinton from pushing through what might have been longer-lasting gun control measures during his second term. The Brady Bill and Assault Weapons Ban were blamed for the defeat of several Democrats who voted for them as Republicans took control of the House in 1994. As a result, Clinton’s gun control priorities in the latter years of his presidency were never able to meet the muster of Republican opposition. Among them were requirements for child trigger locks, a three-day waiting period for gun show purchases and high capacity magazine bans.

Staphylococcus and Streptococcus Lab Report Example | Topics and Well Written Essays - 1000 words

Staphylococcus and Streptococcus - Lab Report Example A petri dish containing 1 TSA 5% sheep blood agar was divided in half. A sterile swab was used to swab the throat and skin. A streak inoculation was performed for each sample on each section of the plate, which was incubated for 24 hours at 37 oC.   The resultant colonies were then tested for Gram staining and the presence of alpha, beta, and gamma hemolytic bacteria. This test was performed by observing the presence or absence of red blood cell hemolysis on sheep blood agar. The next test that was performed was the catalase test to determine the production of enzyme catalase. A small amount of the colony was placed on a glass slide after which a few drops of catalase reagent was dropped on the bacteria. The production of bubble indicated a positive test for catalase. The catalase-positive samples were then tested for bacitracin sensitivity by incubating the colonies in four sections of a blood agar plate containing bacitracin discs for 24 hours at 37 oC. A coagulase test was then performed following the observation of bacitracin resistance in the bacteria. This test was performed to detect the production of enzyme coagulase by adding a loop full of the bacteria to tubes containing rabbit plasma and incubating for 24 hours at 37 oC. The coagulase negative samples were further tested for novobiocin susceptibility by incubating the bacteria in plates containing novobiocin antibiotic disks at 37 oC for 24 hours. Novobiocin test is usually used to distinguish between S. epidermidis and S. saprophyticus.

Corporate Law Coursework Example | Topics and Well Written Essays - 3000 words

Corporate Law - Coursework Example However, by virtue of a floating charge, the charge is for the most part treated as unsecured allowing the company to deal with the asset or assets to which the charge is attached as if it was not subject to a loan.9...... Should DART fail to satisfy the terms of the loan agreement, the lender will have the right to take possession of the asset subject to the fixed charge. This limits the extent to which the company may deal with the asset subject to a fixed charge until such time as the loan is discharged. However, by virtue of a floating charge, the charge is for the most part treated as unsecured allowing the company to deal with the asset or assets to which the charge is attached as if it was not subject to a loan.9 In addition or as an alternative, lenders may insist on including a clause in the loan agreement allowing them to have a measure of control over the business transactions of the company. This kind of an arrangement involves an obligation on the part of corporate management to obtain the lender’s consent prior to conducting specific business transactions.10 There are other mechanisms that lenders may use that go beyond that which is typically characteristic of a simple loan agreem ent. One of these mechanisms is the attachment of larger than usual interest payments or the retention of title to an asset purchased by virtue of a loan until such time as the loan is discharged.11 Essentially, the various mechanisms of going beyond the simple loan agreement for additional lender protection are known as â€Å"creditor self-help†.12 C. If new ordinary shares were to be issued, to raise additional capital, the entitlement of each of the existing shareholders to these shares Ordinary shares confer upon the owner the right to dividends as well as voting entitlements.13 When a company contemplates issuing new ordinary shares it must first offer those shares to existing shareholders under the right of pre-emption.14 However, since the statutory provision prescribing pre-emptive

Critical Analysis of Dualism, Monism, and Solipsism Essay Example for Free

Critical Analysis of Dualism, Monism, and Solipsism Essay November 12, 2008 Intro to Philosophy Critical Analysis of Dualism, Monism, and Solipsism In this report I will give my critical analysis of the strengths, weaknesses, and clarity of dualism, monism, and solipsism. According to dualists, a human being is both a physical body, and a non-physical mind. We can easily determine properties that are physical. Anything that takes up space can be considered a physical property. However, it is nearly impossible to determine exactly what non-physical properties are. Without knowing exactly what non-physical properties are, it is difficult to etermine if both physical and non physical properties can work together. If we can not see the mind or soul in nature, can we be sure it exists? If the non-physical soul does exist, can it affect the physical body? Can a non-physical mind cause the physical body to move? For example, if I decide to go to a football game, and do so, then physical energy must increase in and around my body, since I got up and went to the football game. Where did this physical energy come from? Since we know that energy can be neither created nor destroyed, in order for physical energy to increase n any system, it has to be transferred from another physical system. Dualism suggests that the mind is not a physical system. If the mind is not a physical system, how does energy transfer from it? If energy is not transferred, then it must be created. Can the soul create new energy to move the body? Since energy cannot be created, this would be impossible to prove. Maybe thinking that our mind is different from our body is similar to Lois Lane thinking that Clark Kent is different than Superman. Is it possible for the mind to exist without the body? According to dualists, yes, it is possible. So if the mind can exist without the body, can any part of the physical body exist without the physical body? No matter what we do to the body, the energy will still exist in some form or another. This would make it impossible for any part of the physical body to exist without the physical body. Since the mind can exist without the physical body, the mind is not part of the physical body. Can our physical body exist without the mind? For example, if someone dies and their body is still laying there, it is evident that the body still exists. But how can you tell if their mind still exists? At this point we can fgure that the mind must be somewhere else. Its hard to imagine ourselves becoming separate from the body. But believing in this separation is what determines the difference between one whole body and mind, and a body separate from the mind. According to monists, a human being is identical with their body. In a monist state of mind the body is made up of one whole, rather than of many pieces. The body originally exists as a whole, and particles can be derived from it. If this is true, how do we know which is prior? For example, imagine a circle. Now imagine it divided into two semicircles. Which is prior? The whole circle, or the two semicircles? Did the two semicircles adjoin to make a whole circle? Or did the whole circle divide to make two semicircles? According to monists have to disprove that the circle was originally two semicircles. This would be impossible to do, which makes the theory of monism unclear. If a monist believes that a whole circle is prior, this means that they believe the whole body is one prior. Since monists believe that only either mind or matter can make up existence, does this mean that the mind cannot exist? Or does it mean than the mind and body annot exist separately? Solipsism is the belief that only the self is real. Solipsists believe this because they suppose that we can only verify our own experiences, and no one elses. Therefore they believe that we create our own experiences. If this is true, where do the experiences come from? If they are self generated, how did the self come into existence? If the belief that creating our own experience is true, wouldnt that mean that only one person in the world can be a solipsist and be correct in believing so? If two Solipsists ever meet, one of them are wrong in their belief. For example, if I am a solipsists and I am standing in line at the grocery store, and I speak to someone else who claims to be a solipsist then one of us is Just a creation of the others imagination. There is no way to verify if I am correct, or if the other person is correct. Solipsists also believe that what we are currently experiencing is the only thing that exists. So the grocery store that I was standing in didnt exist until I made it exist in my mind. If all we have is what is current, how can we have built what is here? Another problem I see with the belief of solipsism is that t seems that solipsists believe that the world is more complicated than solipsism. If solipsism is true, then the world must be a dream in our own mind. If this is true, then our mind must be complex enough to stimulate an entire world. Wouldnt you believe that something strong enough to stimulate an entire world must be more complicated than the world itself? I believe that it is extremely difficult to validate solipsism. However, the only difficulty I have in refuting solipsism is that it is impossible to validate any experiences other than your own. Therefore it is mpossible to prove any life is actually alive and not Just a creation of our mind that acts as if it was alive. After collecting so many thoughts about dualism, monism, and solipsism it is easiest for me to identify most with dualism. I know that the theory has its blemishes, but I find it difficult for me to believe that our mind or soul does not exist. I believe that our physical being is made up of more than Just our body. I have trouble agreeing with monists that we can be made up of only mind OR matter. For me, it is unfathomable to believe that we exist primarily because we created everything ourselves.

Hitler And The Nazi Party :: essays research papers

History Assignment Hitler attained power in 1933 as the result of a complex set of factors. He was the right man at the right time to take advantage of the problems that had arisen in Germany in the post war years. In the post war years of the 1920's to the 1930's, the German people had many grievances. The biggest of which was the economy. The hyperinflation of the early 1920's, in January 1921 the German mark was 65 marks to the American dollar and on November 1923 it was worth 4 200 000 000 000 to the American dollar. Over a 12 week period the German currency lost 99.3% of it's value. This meant that the price for eggs was 80 billion marks each. The hyperinflation meant that 90% of people's savings were destroyed. Germany lacked faith in democracy. The reason being was the corruption and mismanagement, which characterised the Weimar Republic (inflation). The Democrats were reasonable and well-meaning men, representing the inflation impoverished middle class and business. They relied on chronic credit inflation (which put them more and more into debt. The Germans were also upset by the loss of World War 1, but the thing that made them the maddest, is the punishment enforced on them as a result of the Treaty of Versailles. Such as redistribution of territory, reduction of Germany's fighting power and imposition of harsh conditions, which meant Germany had to pay 6600 million-pound to the Allies in 1921. Germany thought that the punishment was too harsh. The masses in Germany were crushed by the problems that they had, especially the Treaty of Versailles, which left Germany in debt. The hyperinflation left a lot of people unemployed. People were looking for answers and someone to blame. The Nazi party had the policies that the German people wanted to hear. Hitler offered the easy answer for Germany's problems. The skills that Hitler had were that he was a manipulator, and could trick people into believing his views, which they did. He answered their problems in a way, which left him with advantages. As I have said, Hitler was a manipulator. What he said, people believed, and those who didn't, were killed. The ideas that he had (quote SOSE textbook page 57) 'to be a strong nation, Germany had to have a strong leader, struggle was the basis of history and struggle occurred between different races and the main struggle for Germany, was with the Jewish race.

The Geology of Seattle

The Geology of Seattle Seattle is located in the state of Washington in the Pacific Northwest. Seattle is metropolitan and has a population of nearly 3. 5 million. Seattle’s climate changes from wet and cold during the winter months to dry and hot during the summer months. The coast of Seattle is responsible for the growth of its economy, due to the large number of commercial ports. Seattle is in the destructive range of several volcanos within Washington, most prominently, Mt. Rainier. Topography Seattle is surrounded by large bodies of water and mountainous terrain.The city itself lies on top of several hills, which include; Capitol Hill, Second Hill, Denny Hill, Beacon Hill, and Queen Anne Hill. From the center of Seattle you can find shoreline to the north, Bainbridge Island to the north-west, The Puget Sound to the west, Vashon Island to the south-west, Tukwila to the south, Renton to the south-east, Lake Mercer to the East, and Lake Forest Park to the north-east. Past th e Puget Sound lie the Olympic Mountains. Seattle owes its specific structure due to glacial scouring and deposition and tectonic activity, subsequently modified by landsliding, stream erosion and deposition, and human activity.Geological hazards Seattle is threatened by several geological hazards, such as earthquakes, flooding, volcanos and landslides and shore erosion. Perhaps one of the most prominent hazards to Seattle is the Massive volcano, MT. Rainier, which lies 54 miles southeast of Seattle. MT. Rainier stands at an elevation of 14,411  feet and is very topographically prominent. Rainier is considered one of the world’s most dangerous volcanos. The composition of Rainier is very andesitic and upon it eruption could cause a violent explosion.The glacial ice that sits atop the mountain can also cause massive lahars that could cause major damage to Seattle’s infrastructure as well as its economy. Although MT. Rainier displays no signs of imminent eruption, it ha s gone through several major eruptions in the past 3000 years. These eruptions include the Twin Creek eruptive episode 1,500 years ago, the Fryingpan Creek eruptive period 1000 year ago, the Electron Mudflow 500 years ago, and several small eruption plumes in the 1800’s which caused black smoke to be seen to the early pioneers of the area.It is projected that the potential damage to Seattle and the surrounding area would be catastrophic if MT. Rainer were to erupt. Geoff Clayton, a geologist working for a company called RH2 Engineering, was asked by Seattle Weekly to estimate the damages to the Settle area. By using a computer program, he reached a conclusion that the result of Mt. Rainer spawning lahars would be a devastating natural disaster. Clayton then quoted that,† Before approaching Seattle, a lahar, he says, would have â€Å"wiped out Enumclaw, Kent, Auburn, and most of Renton, if not all of it. Clayton went on to say that if such a massive lahar could potentia lly cause tsunamis in Lake Washington and the Puget Sound, effectively flooding the port of Seattle. It is needless to say that if Seattle were to lose its commercial ports, the economic consequences would be dire. Another geological hazard that presents itself in Seattle is the risk of Earthquakes. Seattle lies within the ring of fire and is at risk of experiencing a crippling earthquake. The Seattle area has experienced several significant earthquakes in the past.The most recent notable quake was in February 28, 2001 when a magnitude 6. 8 earthquake ravaged Pioneer Square. The quake caused significant property damage but no fatalities. More powerful earthquakes have occurred farther in the past. On  January 26, 1700 the area was struck with a staggering 9. 0 magnitude quake, and on December 14, 1872 Seattle was struck again with a 7. 3 magnitude quake. A few more semi-powerful quakes occurred between 1940 to the present day, however, fatalities were minimal. To predict the poten tial loss cause by another 9. earthquake hitting modern day Seattle, FEMA used â€Å"Hazus† (a computer program used by FEMA) and found that such an earthquake would cause billions of dollars of property damage, thousands of deaths and even more injuries to the population. The aftereffects of the earthquake would be equally devastating. The earthquake would trigger tsunamis form the surrounding water bodies, as well as fires and landslides. Effects such as these would be devastating and would take decades to repair. Seattle has hundreds of miles of waterfront surrounding the city.With such a large amount of water around the city, flooding is a major concern to the residents of Seattle. Although tidal flooding from the Puget Sound and Lake Washington is a concern, the real threat of flooding comes from the system of undeveloped creeks and river that run through the city. These floods most often occur in the fall and winter due to the increased rainfall. Thornton Creek in north west Seattle and Longfellow Creek in west Seattle are two creeks that are notorious for flooding during the winter months.Thornton Creek has caused major water damage urban areas that border the creek when it has flooded in 1967 and again in 2003. Another flood of importance occurred in 2006 when record rainfall caused flash floods that swept through the city during rush-hour. Although the floods in the Seattle are wide spread and intense, they cause few deaths. Landslides are another geological hazard that is common to the Seattle area. Landslides in Seattle can be caused by any number of factors, either natural or manmade. Landslides occur in areas that exhibit clay-sand contact or any other adverse soil and groundwater conditions.Seattle has a large database containing many of the landslides it has experienced since the 1800’s. Using this data, the city has compiled a list of areas that are the most prone to landslides, the list is as follows: Northwest Seattle * Burke-Gil man Trail * Inverness * Laurelhurst * Southwest Magnolia * Southwest Queen Anne * East Queen Anne * Northwest Queen Anne * North Capitol Hill * Lakeview Boulevard * Interlaken * Madrona * Rainier Avenue S. E. * West Beacon Hill (I-5) * West Marginal Way * Alki * Admiral Way * Beach Drive S. W. * 47th Avenue S. W. Seola Beach * Pigeon Point * Cheasty Boulevard S. Here is the corresponding map: The most notable series of landslides in recent history occurred in January of 1997. Over 100 landslides were reported throughout the Seattle area within several days and caused hundreds of thousands of dollars in damages. A study showed several factors that contributed to the incident. During the spring of 1997, the Seattle area experienced much more precipitation that usual. A cold spell in the spring caused ice crystals to form and melt in the soil, increasing its porosity.The several day of intense rainfall between late January and early March are what triggered the series subsequent landsl ides. Geologically economic activities Present day Seattle relies in its ports for economic growth, however, in the 1800’s coal was Seattle’s main export. Coal was discovered in the Seattle area in 1833. The development of the railroads in Washington spurred the growth of the coal market. At the time, locomotives primary fuel was coal, and coal required the use of the railways to be exported. The coal market continued to grow in Seattle. In 1918 Seattle was delivering 4. million tons to California each day. The coal market began to fail when locomotives started switching from coal to petroleum and natural gas. Coal mines began to shut down as the demand for coal diminished until the last active coal mine closed down on November 27, 2006. â€Å"Live-ability of Seattle† At a glance, Seattle seems as good as a place as any to live. However, there are several factors to consider for anyone looking to take up residence in the Seattle area. To the human perspective, h azardous geological incidents seem too far and few between to see as a threat.If one were to look at all of the geological disasters in the Seattle area on a geological timescale, they would see just how prone to disasters Seattle is. Approximately every five hundred years Seattle experiences a 9. 0 earthquake. Any seismic activity on that scale would also cause tsunamis to devastate the area. Seattle is also under the constant threat of MT. Rainier erupting and spawning a massive lahar that would destroy downtown Seattle. Seasonal floods are a major threat to the residents of the Seattle regardless of the lengths the city has gone to prevent flood damages.All of these geological hazards are especially dangerous due to the fact that Seattle is a large metropolitan area. With all this in mind, I consider Seattle a dangerous place to live. Bibliography * http://www. seattleweekly. com/2005-10-19/news/the-super-flood. php/ * â€Å"Geological Hazards In Seattle† by Donald W. Tubb s and Thomas Dunne * †Landslides In Seattle† by Donald W. Tubbs Prepared in cooperation with United States Geological Survey 1974 * â€Å"Coal In The Puget Sound Region† HistoryLink. org Essay 5158 * http://www. nps. gov/mora/faqs. htm

Brain and Social Learning Theory Essay

1. What aspect of behaviorism made it attractive to critics of the psychoanalytic perspective? How did Piaget’s theory respond to a major limitation of behaviorism? Psychoanalytic theory emphasized on the individual’s unique life. However the theory was criticized because many of its ideas were too vague to be measured or tested for. They mainly focused on case studies. Behaviorism studied directly observable behaviors through stimuli and responses, thus allowing researchers to be measure and test behaviors. Piaget’s theory acknowledged the biological aspect of learning in a child’s development, which was a major limitation in behaviorism. He also argued that children take an active part in their learning. 2. Although social learning theory focuses on social development and Piaget’s theory on cognitive development, each has enhanced our understanding of other domains. Mention an additional domain addressed by each theory. Social learning theory is also known as imitation or observable learning, it is a powerful source of development. Bandura made huge contributions to the social learning theory. His experiment explained the reasoning behind why children modeled others. Children imitated others based on their history of reinforcement or punishment for a behavior. He then revised his theory because cognition also played a huge role in this theory. He theory soon to be known as the social-cognitive theory. Social-cognition theory ​is the view that people learn by watching others. In  psychology, it explains personality in terms of how a person thinks about and responds to one’s social environment​. Children gradually become more selective with imitation because through watching others self-praise or self blame and through feedback, a child develops personal standards and self-efficacy. (belief that their own abilities will help them succeed). In Piaget’s cognitive-developmen t, a social aspect can be recognized in his stages. He believed that children’s learning depended on reinforces, for example rewards from adults. Piaget  believed that as the brain develops, a child’s experience expands. He characterized these stages into four broader stages based on distinct ways of thinking (sensorimotor/preoperational/concrete operational/formal operational). Not only did he explore how children understood the physical world, but he also looked into their reasoning of the social world. Through developing the stages, it also sparked the research for how children saw themselves, other people and human relationship. 3. A 4-year-old becomes frightened of the dark and refuses to go to sleep at night. How would a psychoanalyst and a behaviorist differ in their views of how this problem developed? A psychoanalyst believes that fears are from experienced events or the fear is a symbol of something that happened in the past. So if a child was afraid of the dark maybe the child was left at a young age and is afraid of being alone. Freud theorized that all phobias are a direct result of unresolved conflicts between the id and the superego. The id is the part of our brains that acts solely based on emotions, while the superego is our conscience, the part of our brain that acts based on value judgementsÍ ¾ acting contrarily to the judgements of the superego will create a sense of guilt, and  that sense of guilt can lead to unwanted behavior, like phobic behavior. More specifically, Freud theorized that phobias result from the superego repressing the desires of the id, and one of the most common repressions is the desire. A behaviorist believes that a child acts a certain way due to a response that has been rewarded. In other words if the child acts scared of the dark, he or she is expecting to be able to have a light on or be comforted by the adult. That is what happened the previous time. According to a behaviorist the way a child reacts to something can be ultimately affected by conditioning. To explain why the child has now become afraid of the dark, many would look to the parents for an answer. If the child relates an event or occurrence that happened in the dark it may then cause a long lasting fear in that child’s mind. An example could be something as simple as a book that the child’s father read about monster’s under the bed which could then  lead the child to believe that there really are monster’s under their own bed. A behaviorist would suggest for the parent to reassure the child that being in the dark is in fact not scary and reinforce the idea until the child lets go of this fear. Behaviorists will want to diffuse the behavior and then educate the child on how to control that behavior. 4. Explain how each of the following recent theoretical perspective regards children as active contributors to their own development: information-processing, evolutionary developmental psychology, Vygotsky’s sociocultural theory, ecological systems theory, and dynamic systems perspective. ââ€"  Information processing – The theory states that at the time information is presented to the senses at input until it emerges as a behavioral response at output. The information we obtain is continuously being coded for, transformed and organized. Therefore children actively engage in thinking processes where they decided what action they should pursue for the task they are accomplishing. ââ€"  Evolutionary development – Focuses on seeking understanding the adaptive values of species-wide cognitive, emotional and social competencies as they change with age. Evolutionary psychologist believes that human’s large brain and extended childhood resulted from the need to master complexities of human group life. Therefore, newborns play an active role as they continue to grow and explore the world around them. The brain continues to be stimulated through experiences that contribute to many other factors such as emotion and social interaction. ââ€"  Vygotsky’s Sociocultural theory – Children actively acquire their ways of thinking and behavior that make up community’s culture through social interaction. In particular through conversation with knowledgeable members of society. Adults and peers help children master culturally meaningful events. Children are active and constructive beings, but in regards to Vygotsky’s theory, cognitive development relies more so on social interaction. ââ€"  Ecological Systems Theory – Focuses on a bidirectional  relationship between the child and aspects in his environment from four levels: the microsystem, mesosystem, exosystem, macrosystem, and macrosystem. The child is an active contributor to their environment through the bi-directionality of their relationship with their environment. For example, an  easy-going and happy child will receive more positive stimulation from their parents, and other aspects of the environment. ââ€"  dynamic systems perspective- It is a system that combines the child’s mind, body and physical and social worlds form an integrated system that guides mastery of new skills. Stage like transformations occur as children reorganized their behavior so components of the system work as a functioning whole. 5. Why might a researcher choose structured observation over naturalistic observation? How about the reverse? What might lead the researcher to opt for clinical interviewing over systematic observation? Researchers may choose structured observation over naturalistic observation due to their ability to control the experiment. In naturalistic observations, researchers are limited to observe particular behavior in everyday life, due to the limitations of this technique. By setting up a laboratory situation, structured observations allow the researchers are able to evoke the behavior of interest and also allowing participants an equal opportunity for them to display the reaction. One would choose clinical interviewing over systematic observation for several reasons. Clinical interviewing allows participants to think as close as possible to their everyday lives and large amounts of information can be collected in a short period of time. Whereas in systematic observation the accuracy of the study can be reduced by observer influence and observer bias. 6. Explain why, although a research method must be reliable to be valid, reliability ​ does not  guarantee ​  validity.  Reliability is referred to consistency or repeatability of a measures of behavior. In order to be reliable, observations and evaluations cannot be unique to a single observer. Reliability does not guarantee validity, because reliability cannot be measured. For it to be a valid study, the experiment must be able to be measured. Often times, it is difficult to measure clinical and ethnographic studies because it does not yield quantitative scores. In order to guarantee validity researchers must examine the content of the observations and self-reports to make sure all behaviors of interest are included. In regards to research designs, there are two broader types of validity used. Internal validity refers to the participant influencing the result, but not any other unwanted variable. Whereas external validity refers to the extent that research can b e generalized or extended to others. 7. Why are natural experiments less precise than laboratory and field experiments? Often times when researchers cannot randomly assign participants or manipulate conditions in the real world, they use the natural experiment to avoid these limitations. Natural experiment use treatments that already exist, which are compared. The participants are carefully picked for groups in order to get the most similar characteristic. Creating an opportunity for the desired situation can prove problematic in a naturalistic experiment.. There also isn’t a way to have a control in a natural experiment, so the results cannot be compared as easily. Natural experiments are less precise because it is harder to isolate one variable than in a laboratory or field experiment. In field experiments, participants are randomly assigned to treatment condition in a natural setting. However in laboratory experiments, researchers assigned participants equally to two or more treatment conditions. There are two variables being tested for, independent and dependent variables. They are categorized through events and behaviors of interest. 8. Explain how cohort effects can distort the findings of both longitudinal and cross-sectional studies. How does the sequential design reveal cohort effects? The cohort effects both longitudinal and cross-sectional studies because it dismisses their findings because it does not represent the entire population. In longitudinal studies, there are chances of a bias sampling therefore the participants in this particular experiment may only represent  the population who are interested in this experiment. Often times, selective attrition takes place where participants either drop out or withdrawal from the experiment. Longitudinal may study different ages over time, but it does not take into consideration of the participants in different cultures. Whereas in the cross-sectional studies, it doesn’t account for an individual’s development, since people are studied in groups this causes a cohort effect. Through sequential design, cohort effects can be dismissed by comparing multiple experiments which present the same ages at different years. If both longitudinal and cross-sectional studies are similar, comparisons of both experiments can too be compared and further adding confidence to the data. 9. Cite evidence indicating that both heredity and environment contribute to the development of children with PKU and Down syndrome.  PKU is caused by the inheritance of two recessive alleles which causes inhibit individuals from digesting the amino acid, phenylalanine. If left untreated, the child can become mentally retarded by the of age 1. However, in the US, all babies are given a blood test for PKU and if the disease is found, the child is placed on a diet low in phenylalanine. Even the smallest amount of phenylalanine can be damaging. Children with PKU often show deficits in cognitive skills like memory, planning, decision making, and problem solving. If the diet low in phenylalanine is kept persistent than those affected by PKU can show average intelligence and normal development. st​  Down Syndrome is caused by inheriting an extra 21​  chromosome. Brian studies of those affected  by down syndrome shows reduced brain size, along with mental retardation, memory, and speech problems, and slow motor development. Most individuals affected by down syndrome who live over the age of 40 usually contract alzheimer’s, which is linked to the 21st chromosome. Environmental factors that could affect down syndrome are the mother’s age and health. Children with Down syndrome smile less readily, show poor eye contact, and explore less than those without. For this reason, it is very important for caregivers to encourage their child to be more engaged in their  surroundings. This encouragement can help them to develop better. These children also benefit from intervention programs, which helps them develop better socially and emotionally, however not as much intellectually. 10. Referring to ecological systems theory, explain why parents of children with genetic disorders often experience increased stress. What factors, within and beyond the family, can help these parents support their children’s development? In the ecological system, the relationship between the child and and the parents (part of the mesosystem) is seen as bidirectional. The parent’s of child with genetic disorders would feel increased pressure and stress from their child, because the may demand more from their  environment. The parents can benefit from support from third parties outside of their system. However, its also important that parents receive support within their system, their spouse. Children with genetic disorders tend to have behavioral issues that could affect their parent’s marriage. If the parents have an unstable relationship, it can cause problems for the child. If the parents have a stable relationship, than more positive attitudes will be proj ected towards the child. Positive attitudes will positively impact the child’s development. It is also helpful for a family to have a positive neighborhood connections and environment, especially in low income families, for support. 11. Why is the period of the embryo regarded as the most dramatic prenatal period? Why is the period of the fetus called the â€Å"growth and finishing† phase? The period of the embryo is regarded as the most dramatic prenatal period because this is the most rapid prenatal changes. During this stage, the groundwork is laid out for all body structures and internal organs. Since all parts are developing, this would be consider the most vulnerable stage for the embryo and it would be most susceptible to teratogens and serious defects. The period of the fetus is referred to as growth and finishing phase because this is the stage in where the organism is rapidly growing in size. Not only will the organism grow rapidly in size during the fetus period, but towards the end of pregnancy will mark the finishing product after the fetus is fully grown. the muscle and nervous system become more refined. Sex of the fetus can also be detected. 12. How  is brain development related to fetal capacities and behavior? What implications do individual differences in fetal behavior have for the baby’s temperament after birth? The human brain is not fully developed at birthÍ ¾ much human brain development continues after birth. Nevertheless, a baby is not a blank slateÍ ¾ they come equipped with a surprising range of abilities and capacities. Babies have the beginnings of sophisticated sensory capabilitiesÍ ¾ sensitive to range of frequencies of women’s voicesÍ ¾ sensitive sense of smell. Brain development is related to fetal capacities and behavior because babies come into the world with a built-in learning capacities that permits them to only profit from experience immediately. Infants are only capable of two basic forms of learning, classical and operant learning. They also learn through natural preferences for novel stimulation and eventually through observing others. Infants have an impressive statistical learning where they can rapidly analyze speech stream for patterns. The acquire a stock of speech structures for which they will later learn meanings, long before they can start to talk. Immediately after birth, babies demonstrate differences in temperament (inclination to engage in a certain style of behavior) †¢ Approach (react positively to new stimuli) vs. withdrawal (react negatively to new stimuli, i.e.: cry, fuss, etc.) †¢ Easy (don’t cry as often, not as demanding) vs. difficult (fussy, demanding) †¢ Some aspects of temperament tend to remain stable over the course of development, as a result of early nurturing experiences 13. What is epigenesis, and how does it differ from gene–environment interaction and gene–environment correlation? Provide an example of each.  Gene-environment interaction means that because of a person’s genetic-makeup, individuals differ in responses to qualities environment. For example, in an experiment to test intelligence, Ben would score a higher score as the stimulus was enriched, whereas Linda’s would rise and then fall sharply due to the enriched stimulus and Ron would only respond to the environment as it becomes more stimulating. Gene-environment correlation is a concept that states our that our genes  influence our environments. There are three categories to explain this idea. Passive correlation refers to a child having no control over their genes and the environment. Instead, parents play a huge role in passive correlation for they may encourage their to be athletic because they both grew up playing sports, thus assuming their child would too have the same preference. Evocative correlation refers to the responses a child elicit from others are influenced through heredity. Thus this stimulation strengthens the child’s original style. For example an active baby will gain more attention and social stimulation than a child who is passive and quiet. Active correlation refers to children being actively engaged in their experience and environment. This is process that is described as niche-picking. Both of these theories focus on a one direction exchange. Epigenesis sees development as a bidirectional exchange, the environment influencing the genes and the genes influencing the environment. For example, an aggression gene found on the X chromosome in males showed no correlation of them being more aggressive than the ones without the gene, UNLESS, the child with the gene was exposed to child abuse. The combination of both the gene and the environmental factors contribute to the expression of aggression. The more aggressive a child acts, the more maternal anger or criticism they would receive, this shows how the environment can act on a gene and vice versa. External and internal stimulation both affect the expression of a gene. 14. How do the diverse capacities of newborn babies contribute to their first social relationships? Newborns are considered to have plastic brains because they are able to mold into their environment or recover from traumatic experiences due to the plasticity of their brain. Neurons are yet assigned a location in the brain to perform specific functions, therefore their first social interaction is crucial in the first few moments that newborns are brought into the world. Their first social relationship is extremely important to create a bond with whom the child first meets, for example, their mother. 15. Cite evidence that motor development is a joint product of biological, psychological, and environmental factors.  Environmental – Parental encouragement plays a huge role in a child’s  motivation to complete the task they set forth to accomplish. With constant praise and reinforcement, a child will continue to strive to complete more tasks. As new skills are being acquired, there is a joint process occurring  when mastery these motor skills. The central nervous system, body movement capacities, the goal the child has in mind and the environment supports the skill being developed. Biologically – In the early weeks of life brain and body growth are especially important as infants achieve control over the head, shoulders, and upper torso. Psychological – Through curiosity, a baby will be motivated to explore their surroundings, therefore desiring to master new task. A baby’s goal to get a toy or crossing the room will motivate them to accomplish the task. Through multiple attempts and practice, the infant will eventually master that particular motor skill and continue to integrate and redefined their already mastered skill. 16. Explain why either too much stimulation or too little stimulation over an extended time negatively disrupts early development.  Early stimulation and late stimulation can both be harmful to newborns. Early stimulation on newborns can enhance one specific skill, but also hinder many other skills in future development. Stimulation too late in development can also hinder skills because they lag behind other developmenting babies due the lack of stimulation. This refers to the developmental aspect of the brain where pruning occurs. Information that is not stimulated enough that is crucial for further development will be negatively affected. 17. What implications do findings on children from Eastern European orphanages have for the controversy over the lasting impact of early experiences on development? Studies done on children adopted from Romanian orphanages show significant findings in their physical and cognitive development. The majority of the orphans adopted before 6 months that were adopted all catch up in physical and cognitive development. Whereas, babies who were adopted after the 6 months period were unable to catch up physically and cognitively, which subsequently impaired their intellectual  abilities. Thus the findings found indicate that early, prolonged institualization leads to a generalized reduction in activity in the cerebral cortex, especially in the prefrontal cortex which governs complex cognition and impulse control. 18. How does stimulation affect brain development? Cite evidence at the level of neurons and at the level of the cerebral cortex. Stimulation is vital when the brain is growing most rapidly. Stimulation allows the neurons to create synapses within the brain to stored newly learned information. However, information which are continually stimulated will more likely to remain in long term memory rather those that are not, also known as pruning Formation of synapses are most rapid during the first 2 years, especially in auditory, visual and language areas. The cerebral cortex is the largest brain structure and the last structure to stop growing, therefore it is the more sensitive to environmental influences. It also contains the greatest number of neurons and synapses. The prefrontal is responsible for movement and thought, this particular area in the brain undergoes rapid myelination and formation and pruning  of synapses during preschool and school years also followed by another accelerated growth in adolescence, when it reaches an adult level of synaptic connections.

Writing a Kick-Ass Astronomy Essay Detailed How-to Recommendations

Writing a Kick-Ass Astronomy Essay Detailed How-to Recommendations Astronomy is the branch of science that focuses on celestial objects (like the planets, stars and the moon) physical universe and space. Generally, astronomy is the study of all things outside the earth atmosphere. Writing an astronomy essay is one way of gauging your knowledge on universe formation, development of celestial objects and facts about earth, etc. Writing an effective astronomy essay requires thorough brainstorming and proper planning to ensure that the essay is well structured and the information presented aligns with the astronomy topic. Pre-Writing Tips from Our Experts on How to Start Off After going through the various topics and identifying one that is the most appropriate and interesting, it is now time to think about the organization of the paper and the information to be included. Here are some of the main pre-writing tips worth considering when writing an astronomy essay. Think of the right structure of your astronomy essay. The focus of the paper determines the type of the structure that the essay should follow. Focusing on the astronomy topic determines the type of essay you are writing. Is it an informative, descriptive or persuasive essay? It’s up to you to decide. This will help you in developing a suitable structure for the essay and guide you on where to start. Develop the primary ideas and points to include in the essay. Knowing the prime points and ideas to incorporate in the essay makes writing easy and enjoyable. Brainstorm about what the topic entails and put down the points that you feel you should concentrate on while writing. Make a distinction between weak and strong points to ensure that the essay is not based on ideas that cannot be well-substantiated or proved. Also, keep in mind the structure of the essay. Think of the main argument of the essay. For an essay to be considered effective, it must comprise an argument that it is trying to put across and also provide ample evidence to support the claim. Analyze the major points you have identified and look at the message that they are trying to communicate. Think of the various arguments that you can make and choose the most compelling one. Even more, focus on the claim you are making and try to determine whether it is a claim that has been made by others or it is a new one. Formulate questions about your major claim. Having acquired the right claim, it is now time to draft some questions to assess the validity and accurateness of the argument. Ask yourself whether the claim makes sense and can be supported. Think of how your argument can be challenged and how you can defend it. Notably, avoid making biased arguments or those that have already been proved to be fallacious and invalid through research, unless you have enough evidence that proves otherwise. Research your topic. Conducting preliminary research about the topic is crucial in essay writing. Carry out brief research on the chosen topic to gain an idea about what others have written about the subject. This will help you to understand the arguments that have been made in prior studies, thereby helping you to decide whether you should narrow or broaden your topic. Researching can enable you to acquire new and critical ideas which you can make use of in your essay. Moreover, through research, you can finally determine the validity of your claim and get to know the arguments that have been disputed over the years and those that researchers have rendered to be totally illogical. Outlining. Once you have successfully undertaken all the above steps, you can now proceed with organizing your ideas in a logical and presentable order through an outline. Constructing an outline will help in narrowing down the essay’s most critical ideas and arguments. Topic Selection for the Astronomy Essay Selecting the topic that the essay will center on is the first step in getting started with the writing process. The topic of the astronomy essay should be carefully chosen and should also be clear and of interest to the writer. Also, the topic should be narrow and as straightforward as possible. In order to come up with the right topic, it is crucial to follow several steps as outlined below: Identify interesting topics that are both informative and have great content; From your list, identify three topics that have not been covered a lot in the last few years; From this brief list, identify the most appealing subject. There are numerous astronomy topics that you can focus on, which include but aren’t limited to the following: The Formation of the Solar System. This is an engaging topic that details how the solar system was formed. Choosing a topic on the solar system will allow you to interact with ample research and evidence, thereby gaining more knowledge. The Effect of Asteroids on the Earth. The topic entails the exploration of asteroids impact on the earth. In this astronomy subject, you can focus on the importance of the near-earth asteroids, their effect on earth and the consequences they have on society in the 21st century. Planetary Comparison. This is an essential and central topic in astronomy that fosters critical thinking skills. It requires the students to critically compare the different planets in the solar system. Here you can concentrate on writing an essay that extensively compares the planet’s size and distance as well as the basic features of the planets. The Big Bang Theory. This is a popular scientific theory that describes the first materialization of the world. Writing about the Big Bang Theory can introduce you to the intriguing facts of the model as well as the basic concepts that help with understanding the universe expansion. The Universe and What It Has to Hide. A topic on universe covers all galaxies, stars, particles, planets, and matter. When writing the essay, you can organize it to include an exploration of all the components of the universe while highlighting the key facts and arguments. Formulating a Strong Thesis Statement In order to write a paper that is both succinct and informative, it is crucial to be disciplined throughout the writing process. A thesis statement helps an individual to achieve this goal. Through a thesis statement, the writer is able to establish the main idea of the astronomy essay and then explore it in the body paragraphs. A good thesis statement should be original, specific and reflective of what the astronomy essay is about. It is crucial to organize your ideas in such a manner that each body paragraph has a different theme. One should then connect these paragraphs with transition sentences or phrases as they help to maintain the flow of the astronomy essay. Build up an Appropriate Outline An outline provides the ultimate direction that the essay will take. It presents the key claims and points to be incorporated in the essay. Noteworthy, by providing a good sense of what the essay will entail, an outline helps with making sure that the writing process will be smooth and less complex. Organizing ideas in an outline also ensures that the essay is clear and coherent. Let us look at how to create an outline and some of the things to consider when doing so. Begin with the introduction. While drafting an outline start with the introduction part where you introduce your topic and lay the major argument. The introduction should comprise a few sentences and end with a thesis statement. Body paragraphs. Write down the ideas of each body paragraph. 1st paragraph Topic sentence. The first paragraph should contain a topic sentence that conveys the idea to be discussed or explored. Evidence. Present the evidence that supports your idea, and argue your point. 2nd and 3rd paragraphs Following the same structure of the first paragraph (highlighted above) jot down the claims of the second and third paragraphs. Come up with a topic sentence that tells the reader the point that each paragraph will be addressing. Also, use adequate and credible evidence to support each point made in the paragraphs. End each paragraph with a critical analysis of your topic. Conclusion. In the conclusion section, you sum up all the claims presented in the body paragraphs and restate the thesis statement. In other words, the conclusion should sum up the arguments of the essay. Other things to consider. When writing an outline, always make use of bullet points to highlight the fundamental ideas and claims you will be focusing on in each section. Notably, an outline should be straightforward, well-organized and brief. A good outline should be between one and two pages. Having come up with an outline, the next step is engaging in the actual writing of the essay. This part entails elaborating on the information provided in the outline and presenting it in a way that is more coordinated and concise. An astronomy essay should contain three primary sections in which the selected topic should be adequately addressed. Let us critically focus on the 3 sections. The Introduction This part is the initial opening of the astronomy essay that introduces the reader to the topic. The introduction should clearly communicate the topic under study and present the thesis or the main argument of the essay. In the introduction part you should focus on doing the following: Begin with an attention grabber that will make the reader become interested in reading the whole of your essay. You may start with a quote, term definition or intriguing facts concerning the chosen astronomy topic; Offer brief background information on the topic that informs the reader of the direction you are taking. Ensure that the information is not too broad to avoid confusion; Lay out the thesis statement or the essay’s argument. Once you have introduced the topic, present your claim. The thesis statement should be specific and short, preferably one or two sentences, but it may be longer depending on the essay’s length. The Body The body is the chief part of an astronomy essay which includes the support and evidence of the essay. The body should contain three or more paragraphs that should assist you to prove your argument. It should also be organized in an orderly and logical manner. The leading goal of the body section is to develop a clear analysis and defend your thesis adequately. When writing the body, you should do the following: Include a series of paragraphs which address a central theme that assists in furthering your argument. Each paragraph should have a topic sentence that introduces the theme. Use evidence to support and expand on the claim introduced in the topic sentence found in every paragraph. Critically analyze and describe the evidence to demonstrate how it strengthens and relates to the particular argument you have presented in the paragraph and to the overall thesis. Moreover, whenever possible and necessary incorporate several examples to support your point. Further, ensure that paragraphs comprise five to seven sentences which are well-written. Make use of transitions to ensure that the ideas presented in the paragraphs are distinct from each other and the essay retains a good flow. Make sure that the essay has a logical order of ideas. When presenting your arguments and evidence pay attention to chronological order, emphatic order and spatial order. This will help you to ensure that your essay employs profound evidence and makes compelling claims. Presenting Arguments about the Thesis When supporting your thesis with the relevant arguments, it is crucial to separate them in different paragraphs. This arrangement makes it easy to follow the flow of the essay’s ideas. One must also embolden the argument by inserting reliable and high-quality examples. In doing so, one is able to appeal to the reader’s sense of logic. Conclusion This is the final section of the essay that wraps all the points and claims made in the essay. Commonly, the conclusion brings together your arguments and restates to the thesis statement. The conclusion, however, surpasses a summary, in that it shows why your thesis has merit. In this section you should do the following: Summarize the argument. Focus on summarizing the major ideas and points made in the essay while showing how they connect to the thesis. Refrain from adding anything new in this part and concentrate on the information that you have already analyzed in the body. Explain the importance of your thesis. Although not mandatory you may choose to briefly expound on why the argument you have made in the essay matters. The explanation can be done in three sentences, and depending on your topic you can end by calling the readers to take a specific action. Post-Writing Tips You Can’t Skip At this juncture, you have successfully completed writing the astronomy essay and what remains is going through your work once more to ensure the paper is free of errors and has a good flow. The following are the activities you should focus on. Proofreading/editing. After completing the writing process, you should take a small break before going through your paper. After relaxing take your essay and go through it, look for typos, errors, incorrect use of tenses, misuse of words and edit the paper accordingly. Referencing. Academic essays necessitate a reference page that lists all the sources utilized in writing the essay. Ensure that you include all the books, articles, newspapers or journals that you have used to compose the essay on the reference page. Also, make sure that you format all the sources according to the specified formatting style. References Chapman, C. R. (2004). The hazard of near-Earth asteroid impacts on earth. Earth and Planetary Science Letters, 222(1), 1-15. Coffin, C., Curry, M. J., Goodman, S., Hewings, A., Lillis, T., Swann, J. (2005). Teaching academic writing: A toolkit for higher education. Routledge. Lea, M. R., Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157-172. Savage, A., Mayer, P. (2006). Effective academic writing: the short essay. Oxford University Press. Unsà ¶ld, A., Baschek, B. (2013). The new cosmos: An introduction to astronomy and astrophysics. Springer Science Business Media.

What is the Best Job for Your Personality

What is the Best Job for Your Personality In an ideal world, everyone has a career that they love. But sadly this isn’t always the case. Very rarely will the average person say that they love what they do. Fortunately, there are all sorts of tools out there that measure how compatible a person’s personality is with any given job. If we found out your personality type, what would be the best job for your personality? Would you be willing to change careers if it meant loving what you do?Regardless of what your answer is, take a look at the infographic below that compares various personality types with different career paths and see where you fall.   [BusinessInsider]

Communications Best Practices When Identifying Critical Infrastructur Research Paper

Communications Best Practices When Identifying Critical Infrastructures - Research Paper Example Public service agencies communication airwaves have inherent device connectivity challenges that must be overcome by an installation of a communication system that is capable of averting the challenges. The best connectivity infrastructure must be flanked by the general outline of the systems used in a region. Interference of communication lines by the relevant public safety agencies must be reduced to negligible levels, to facilitate an around the clock service delivery and at an emergency handling capacity. Wireless communication spectrum in use by the communication system in lace must demonstrate a capacity to handle the various safety surveillance systems without running out of reach. Wireless bands in use by various public safety services officials must create an internetworking capacity that is handled by the principle of interoperability discussed below. Using the CARVER matrix in the infrastructure level of safety assurance, it is possible for emergency handling systems to avert various deficiencies. The acronym represents six vital features that must be in place to contain disaster risks. Criticality, Accessibility, Recuperability, Vulnerability, Effect and Recognizability are used in various applications for systems analysis for the relevant application in question. In public security service agencies, the matrix is used to calculate the level of risk exposure to various dangers that face the system such as public buildings and other infrastructure. Corresponding application of the matrix values allows the assessment to formulate response options using the infrastructure’s capacity to handle the identified risks. Using the values, the infrastructure in question can be evaluated and weaknesses obtained thereon used to design and implement the appropriate response capacity that is missing. Interoperability in safety communica tion systems is a conglomeration of the best disaster response program, by facilitation of the appropriate connectivity to allow efficiency in managing disasters.