National Identity in Eric Amblers Journey into Fear Essay -- Journey

National Identity in Eric Amblers Journey into FearIn his novel A Coffin for Dimitrios, Eric Ambler writes A mans features, the beat structure and the tissue which covers it, are the product of a biological process but his face he creates for himself (269). This distinction between the physical flesh and the face, the get to mask is for Ambler a crucial metaphor of duplicity (269). It is a screen to hide the minds nakedness...though they understand instinctively that the mask cannot be the man bottomland it they are generally shocked by a demonstration of the fact (269). If we extend this notion of the face to other external indicators of the man beneath, such as clothing and interior(a)ity, we begin to see the politics that imbue Amblers characters. Graham, the hero of Journey into Fear, plays the usage of the innocent Englishman in a duplicitous world of false identity element and devil masks (269). As the act of identification occur, both of the mask and of the mind be hind the mask, Grahams relation as the Englishman to the other characters becomes a politicized commentary on Englands role in the early stages of the Second World War.In Journey into Fear, Graham is presented to us as an embodiment of the Englishman. To the members of his society, Graham presents nothing more than the epitome of their national identity, to the extent that they are unable to recognize Graham as anything but unremarkable. Entrenched in their own culture, he presents nothing more than what they expect. Insofar as he possesses characteristics particular to him they are necessary only for driving the plot forwards. Beyond providing an alibi for his presence in Turkey, Graham is characterized by the inability of his peers, the ... ... or so away from the cars tank and fires at it (262). It is this act of identification of the situation and the action that follows that allows Graham to prevail over the German agents.Ultimately, Journey into Fear reads as a commentar y on the political situation of England in the beginning stages of World War II. The nationalist and supra-nationalist identities speak to the necessity that Ambler saw of England initial recognizing the situation, being able to identify the ape beneath the mask of national identity and subsequently acting upon it. The hero, Graham in this case, must identify, as Amblers the puma does, the mind through the face and become aware of the inherently duplicitous nature of that mask.ReferencesAmbler, Eric. A Coffin for Dimitrios. hit-or-miss House New York 1939.Ambler, Eric. Journey into Fear. Random House New York 1940.

Essay --

Brindley SiscoPeriod 5John Burroughs was an American naturalist whose essays contributed to ...Burroughs was the seventh child innate(p) to Chauncy and Amy Burroughs on April 3,1837. He grew up along with nine other brothers and sisters on his familys rear in the Catskill Mountains. While he worked on the familys farm as a young boy he was always captivated by the birds, wildlife, and frogs who returned each spring. Burrough loved to learn as a child and was oft reading, but his dad did no support Johns interest in attending college. So, at the young age of seventeen John left home in hopes of raising enough money to pay for college. To earn his money for school he mainly taught at a school in Olive, New York. Burroughs at long last attended Cooperstown Seminary. While there he read the works of Ralph Waldo Emerson and William Wordsworth who became two of his lifelong influences. It was not until the summer of 1860 when John Burroughs essay Expression was picked up by Atlantic Monthly. Which was later published in November of that same year. In 1864 John took a job as a c...

Lord Kelvin (1824 - 1907) :: essays research papers

Lord Kelvin (1824 - 1907)William Thomson ( ulterior Lord Kelvin) was born June 26, 1824 in Belfast, Ireland,and was part of a large family whose mother died when he was six. His fathertaught Kelvin and his brothers mathematics to a level beyond that of universitycourses of the time.Kelvin was somewhat of a genius, and had his archetypical papers publish in 1840.These papers contained an argument defending the process of Fourier (Fouriertransforms), which at the time was being heavily criticized by Britishscientists. He proved Fouriers theories to be right. In 1839 Kelvin wrote anessay which he c each(prenominal)ed " An Essay on the Figure of the Earth." He used this essayas a source and inspiration for ideas all his life and won an award from theUniversity of Glasgow in Scotland. Kelvin remained at the University for therest of his working life.Kelvin first defined the absolute temperature scale in 1847, which was laternamed after him. In 1851 he published the paper, &quo tOn the Dynamical Theory ofHeat", and in the same year was elected to the Royal Society. This workcontained his ideas and interpreting of the second law of thermodynamics as well asJames Joules idea of the mechanical equivalent of heat. This idea claimed thatheat and motion were combined, which without delay is taken as second nature. At the time,heat was thought to have been a fluid of some kind.Kelvin also maintained an interest in the age of the sun and calculated valuesfor it. He assumed that the sun produced its radiant energy from thegravitational potential of matter falling into the sun. In collaborationism withHermann von Helmholtz, he calculated and published in 1853 a value of 50 millionyears. He also had an interest in the age of the earth, and he calculated thatthe earth was a maximum of 400 million years old. These calculations were basedon the rate of cooling of a globe of matter after first solidification occurs (such as the beginning of the earth). He also ca lculated that molecular motionstops at -273 degrees Celsius. He called this temperature absolute zero.Kelvin started work in 1854 on the project of laying transatlantic cables. Hisidea was that electrical current flow was similar to that of heat flow, and byapplying ideas on heat flow, helped in the problem of transmitting electricalsignals over long distances. In 1866, Kelvin succeeded in laying the firstsuccessful transatlantic cable.Kelvin invented the mirror galvanometer which he patented in 1858 as a long

Use of Generalist Fair Use Defence in Australian Intellectual Property

The objective of the Copyright Act 1968 (Cth) is to entertain those who become workings, such as artistic works or literary works, as well as those other subject matter, such as films or sounds recordings, from those who would serve to exploit or profit from their labor, expertness and creativity. But, what about those who riding habit these protected works and other subject matter for interests different to the above? Such as for educational purposes or for broadcasting? at a lower place the act, there are listed many defences to protect an individual or a corporation from infringement of copyright, or in other words, directly or indirectly, infringing those unshared rights that the copyright owner possess, also listed under the act . These defences operate in areas such as fair dealing, educational uses, artistic works, performances, communication and broadcasting, computer programs, importing, write by libraries and archives and judicial proceedings and statutes . Although the flowing act does provide protection, in the form of legislated, or statutory defences, it could be argued that a fair use defence, as is currently being used in the United States of America via their equivalent of the Copyright act , may be a more guileless approach to this issue. The current legislation in some areas is specific, and in others, hard to understand. A generalist fair use defence may simplify the current legislation and also create less confusion for the individual and the Court governing body. But, there is always the risk by introducing such a measure, it may create loopholes, and at this current point in time, the Australian Court system is reluctant to import such a principle, although it has been acknowledged in obiter. It has been acknowledged, via legal forums, that the system of copyright law in Australia is complicated, and has been argued, through submission to be made simpler. As introduced above, the Copyright Act 1968 (Cth) was introduced in respo nse to the growing need to protect individuals creative works or other subject matter from commercial or other exploitation. The above named act provides that copyright is a statutory right, and abolishes any right to copyright at common law . The Berne Convention for Protection of Literary and Artistic Works, an international convention on copyright protection, which was first held in 1886, and has b... ...llip, Intellectual situation Copyright and Materials, Lawbook Company Casebook, Sydney 2002.-Paper for Meeting with the Copyright Law Review Committee on 4 October 2001, Discussion Paper, www.law.gov.au/www/clrHome.nsf/AllDocs/-Ploman, Edward W, and Clark Hamilton, L, Copyright Intellectual Property in the Information Age, Routledge and Kegan Paul, London 1980.-Ricketson, Sam and Richardson, Megan, Intellectual Property Cases, Materials and Commentary, 2nd Edition, Butterworths, Sydney 1998.-Reynolds, R and Stoianoff, Natalie, Intellectual Property Text and Essential Cases, The Federation Press, Sydney 2003.-Simplication of the Fair Dealing Provisions in the Copyright Act 1968, Comments on the CLRCs Discussion Paper, CAUL Council of Australian University Librarians, distinguished 1997, www.caul.edu.au/gov-inqu/clrc-972.html-Simplification of the Copyright Act 1968, Part I Exceptions to the Exclusive Rights of Copyright Owners, Copyright Law Review Committee, www.law.gov.au/clr/Simplification/

Divorce :: essays research papers

Theyre getting a divorceWhat do you conceptualise of when you hear about a single let raising her three kids? Usu tot totallyyy, people think of a deadbeat mom, and low life, rebellious kids. However, in my poses case, you see an independent woman, who is confident in her kids and in her job. My mother isnt the kind of invoke that you would see in the newspaper for killing she was horrendous for money or love, or too depressed from a divorce to care for us. Living in my house as a youngster was rough. The holidays were the worst. My parent fought about everything, from the Christmas tree, to the turkey on Thanksgiving. Nothing was ever normal in my home. The day my parents got divorced was probably the best day in my mothers life. It was most likely because she wanted to make my brothers life and mine easier. Because we would no longer have to hear the screaming and yelling at three AM about the house not being clean. My mother was a happier person when she wasnt fighting with my father. And the house was a lot quieter.Im sure my mother had been thinking about divorcing my father for or sotime. But, why hadnt she done it when all hell broke loose? Or when all the fighting had started? That question still burns in my brain. I know things would have been worse if they had stayed together. My mother and my father were completely wrong for each other. My mother was all about organization and my father was just a big mess. As for us kids, we turned out pretty well. Even though some of my childhood years were hard, the rest of those times were golden. My brothers and I got along with each other very well. When my mother was at work, my older brother (who is about four years older than me) took care of my younger brother and I until she got home around five. My older brother is now at the University of Santa Barbara, studying to be a screenplay writer. My younger brother attends College Park, and is focusing on school, football and wrestling.I would not call w hat happened between my parents a failure. I would call it THE INEVITABLE. Once upon a time, we all dreamed of the perfect family that had a big house surrounded by a white picket fence and a dog that would never brave out away.

Divorce :: essays research papers

Theyre getting a divorceWhat do you think of when you hear slightly a single mother raising her three kids? Usually, people think of a deadbeat mom, and low life, rebellious kids. However, in my mothers case, you involve an independent woman, who is confident in her kids and in her job. My mother isnt the kind of parent that you would see in the newspaper for killing she was desperate for money or love, or too depressed from a divorce to care for us. Living in my house as a youngster was rough. The holidays were the worst. My parent fought about(predicate) everything, from the Christmas tree, to the bomb calorimeter on Thanksgiving. Nothing was ever normal in my home. The day my parents got divorced was probably the best day in my mothers life. It was most probably because she wanted to make my familiars life and mine easier. Because we would no longer have to hear the screaming and yelling at three AM about the house not being clean. My mother was a happier person when she wa snt fighting with my father. And the house was a lot quieter.Im accredited my mother had been thinking about divorcing my father for sometime. But, why hadnt she done it when all hell broke loose? Or when all the fighting had started? That interrogate still burns in my brain. I know things would have been worse if they had stayed together. My mother and my father were completely wrong for each other. My mother was all about organization and my father was just a big mess. As for us kids, we turned out pretty well. Even though some of my childhood long time were hard, the rest of those times were golden. My brothers and I got along with each other very well. When my mother was at work, my ripened brother (who is about four years older than me) took care of my younger brother and I until she got home around five. My older brother is now at the University of Santa Barbara, studying to be a screenplay writer. My younger brother attends College Park, and is focusing on school, football and wrestling.I would not call what happened between my parents a failure. I would call it THE INEVITABLE. Once upon a time, we all dreamed of the correct family that had a big house surrounded by a white picket fence and a dog that would never run away.

Mexican Immigrant Life and Americanization in the 1920’s

In his book, Major Problems in Mexican American History, Zaragosa Vargas describes the Mexican Immigrant experience from 1917-1928. He begins by assessing the Protestant religious experience for a Mexican in the early 1920s, and then describes Mexican life in both Colorado in 1924 and Chicago in 1928. After argue Mexican Immigrants in 1929, he includes an outline of an Americanization program, followed by an anecdote of a Mexican immigrant in the 1920s.Vargas uses these documents to show the evolvement of Americanization of Mexicans from a association goal to a societal demand. Vargas begins with the Mexican Immigrant experience in the early 1920s, and describes it mostly as a community support spearheaded by the Church and called for the aid of volunteers. The children learned and studied English in school, so the programs focused mostly on courses in English for the wives and mothers of the community. These English courses consisted mostly of vocabulary for familiar and most fre quently seen objects.Sunday schools resulted from this process, and in free rein made way for the development of night schools, clinics, an employment bureau, and a boys and girls club. In Colorado in 1924, Mexicans played a respectable use in rules of order as not only a decent part of the population, but also the labor force. Spanish-Americans took a notable part in politics, and were involved in many occupations that included mostly agriculture, mining, and steel works. The recreation was also important to Spanish-American life in Colorado the somewhat newly veritable buildings were a source of community for many.Mexicans in Chicago in 1928, Vargas argues, lived a very different lifestyle and endured different hardships than the Mexicans in the Southwest. They were a much littler part of the community, consisting of small, well-defined neighborhoods and several smaller less defined colonies. These Mexicans lived in the poorest houses in these neighborhoods, and most buildings guaranteed poor living conditions for these families. Employment only came certain multiplication during the year when demand for labor was high, and it was the Mexicans who suffered most when certain industries reduced labor.In the words of Anita Edgar Jones, They are the last to arrive and the first to be laid shoot (Vargas). Mexican Life in Chicago during this time period served as a temporary solution for many families as they moved from recent arrivals to a more desirable place with better opportunity as they became more established and stabilized. Some neighborhoods were poorly organized for recreation, and even lacked Spanish-speaking employees at their community or recreation centers.Communities also lacked a Spanish-speaking priest, which is evidently different from early Americanization programs implemented in the Southwest in the early 1920s. After addressing and defending most of the problems of Mexican Immigration in 1929, Vargas moves on to an outline of a typical Am ericanization program in 1931, where the Mexican Immigrant experience evolved from a community project that supported and encouraged Mexican assimilation, to a list of demands and requirements for Mexican and Spanish Americans to be acceptable members of society.Vargas uses these documents to show the progression of assimilation of Spanish Americans and Mexican immigrants into American society in the 1920s. The life of a Mexican Immigrant during this time was very taxing, and these Americanization programs were used as a tool to attempt to create a society that operated under certain ideologies and values. As a result, this created an even stronger division between cultures, and prevented assimilation of the two groups.

Dissolved Gas Analysis Method

FINAL YEAR PROJECT 1 PROGRESS key 1 AUTHORS severalizeRuban s/o Paramasivam STUDENT IDEP083765 REPORTING PERIOD18TH JUNE 2012 15TH JULY 2012 SUPERVISORSMr. John Steven NAME PROJECT TITLEDissolved Gas Analysis in determining Transformer Faults SUBMISSION DATE16TH JULY 2012 1. 0 Background of Studies Oil sampling summary is a useful, predictive, maintenance tool for determining transformer health. DGA is identified as one of the sufficient system of crude oil colour sampling in evaluating transformer health. The breakdown of electrical insulating significant inside the transformer generates bollix upes within the transformer.The identity of gases being generated is useful in any preventive method maintenance program. DGA method involves oil sampling method and interrogation the sample to measure the concentration of the dissolved gases. The two typical principal cause of gas formation within an operating transformer argon electrical disquiet and thermal de write up. All tran sformers generate gasses to some extent at normal operating temperature. Insulating mineral oils for transformer atomic number 18 mixtures of many another(prenominal) different hydrocarbons and the decomposition process for these hydrocarbons are complex.During this process, active hydrogen atoms and hydrocarbons fragments are formed. These fragments can combine with each other to form gasses such as Hydrogen (H2), Methane (CH4), Acetylene (C2H2), Ethylene (C2H4), Ethane (C2H6) and many more. The gasses listed are considered combustible. The rate at which each gas are produced depends on the temperature. Therefore, the concentration of the individual dissolved gasses found in transformer insulating oil may be used directly to evaluate the transformer and suggest any prison-breakings within the transformer.After samples have been taken and analysed, the first step in evaluating DGA result is to consider the concentration aim of each gasses. Basic everyy, any sharp increase of the key gasses stated higher up indicates potential problem within the transformer. The type of soils which the key gasses can produce leave behind be further discussed in the study. Literature Review 2. 0 Dissolved Gas Analysis Power Transformers are filled with oil which acts as a dielectric medium and also as a heat transfer agent besides being an insulator to the transformer. The insulated oil is made up of virtuous hydrocarbons.These molecules are connected together to form a scope liked manner by carbon and hydrogen. 1 tabularize 1 Chemical structure of insulating oil and fault gases During normal use, there is a slow degradation of mineral oil which produces gases that dissolve in the oil, but when there is a electrical fault, the oil starts to degrade and temperature rises. Different patterns of gases are generated due to different intensities of energy dissipated according to the type of faults. This happens because of the broken chain of the chemical structure of the in sulating oil.Therefore, the broken chain pull up stakes form its own chemical structure which is known as hydrocarbon gases or also known as fault gases. It can be carve up into 3 categories which is Thermal heating, Corona and Arching, The most severe intensity of energy dissipation occurs with arching, followed by thermal heating and the least severe is Corona. Figure 1 illustrates the process of breaking chain within the insulating oil chemical structure of the fault arcing, thermal heating, and corona. Figure 1 Breaking chain process of fault arcing, corona, thermal heating and pyrolysis of celluloseGases which are produced by the degradation of oil because of the increase of temperature may be caused by several factors 2 * severe overloading * lighting * switching transients * mechanic flaws * chemical decomposition of oil or insulation * overheated areas of the windings * bad connections which have a high school contact resistance The type of gases present in an oil sample makes it possible to find the type of fault that occurs in the transformer. This is done by evaluating the concentration of gases present in the oil during maintenance.The type of fault and its characteristics are as below 3 * Arcing Arcing is the most severe of all fault processes. Large amount of hydrogen and acetylene are produced, with minor quantities of methane and ethylene. Arcing occurs in high current and high temperature conditions. nose candy dioxide and carbon monoxide may also be formed if the fault involved cellulose. In some instances, the oil may contract carbonized. * Thermal heating Decomposition products include ethylene and methane, together with smaller quantities of hydrogen and ethane.Traces of acetylene may be formed if the fault is severe or involves electrical contacts. * Corona Corona is a low-energy electrical fault. Low-energy electrical bolts produce hydrogen and methane, with small quantities of ethane and ethylene. Comparable amounts of carbon mon oxide and dioxide may result from discharge in cellulose. 2. 1 How DGA Works DGA method includes sampling of oil inside the transformer at different locations. Chromatographic analysis will be done on the oil sample to find the concentration of dissolved gas.The gases are then separated, identified and quantitatively determined such that the DGA method can then be applied in order to obtain reliable diagnosis 6. The extracted gases meant for analysis purpose are Hydrogen (H2), Methane (CH4), Ethane (CH6), Ethylene (C2H4), Acetylene (C2H2), Carbon Monoxide (CO), Carbon Dioxide (CO2), Nitrogen (N2) and Oxygen (O2). These fault gases can be classified into 3 groups which are shown in set back 2. Group Hydrocarbons & Hydrogen Carbon Oxides Non-fault gases Gases CH4,H2,CH6, C2H4,C2H2 CO, CO2 N2, O2 Table 2 Fault Gases GroupDepending on the concentration of the dissolved gases, condition of the transformer can be evaluated. This is achievable because each type of fault burns the oil in a different way where it generates different type of gases. Therefore, it is easy to examine the fault base on the gas released and its concentration level. Table 3 coincidence between Fault type and Fault gases 2. 2 DGA Diagnostic Methods Insulating oil breakdowns to small quantity of gases due to over electrical or thermal stress. Thus, the composition of these gases plays a role in determining type of fault.Through DGA diagnostic methods, it is possible to find faults as discussed earlier. There are many methods in DGA and 5 methods will be studied in this literature review part. 2. 2. 1 Rogers proportionality Method The Rogers method utilizes four gases ratios CH4/H2, C2H6/CH4, C2H4/C2H6 and C2H2/C2H6. Diagnosis if faults are accomplished via a simple coding scheme based on ranges of the ratio as shown in send backs below 4. Table 4 Gas proportionality Codes 4 Table 5 Rogers Ratio Code 4 The combination of the coding gives 12 different types of transformer faults. The type o f faults based on the code is shown in table 6 below 4Table 6 Classification based on Rogers Ratio Codes 2. 2. 2 IEC Ratio Method This method originated from the Rogers Ratio method, move turn out that the ratio C2H6 /CH4 was dropped since it only indicated a limited temperature range of decomposition 3. Here, the remaining trine gas ratios have different ranges of code as compared to the Rogers ratio method and they are shown in table 7. The faults are divided into nine different types as listed in table 8. 4 Table 7 IEC Ratio Codes 4 Table 8 Classification based on IEC Ratio Codes 2. 2. 3 Doenenbury Ratio MethodThis method utilizes the gas concentration from ratio of CH4/H2, C2H2/CH4, C2H4/C2H6 and C2H2/ C2H4. The value of the gases at first must exceed the concentration L1 to as certain whether there is really a problem with the unit and then whether there is sufficient propagation of each gas for the ratio analysis to be applicable 5. Table 9 shows the key gases and their c oncentration L1 5, and table 10 shows fault type of unique(predicate) ratios. Table 9 Concentration of L1 for Doernenburg Ratio Table 10 Fault diagnosis for Doernenburg Ratio Method 2. 2. 4 Duval Triangle Method M.Duval developed this method in the 1960s. To determine whether a problem exists at least one of the hydrocarbon gases or hydrogen must be at L1 level or above and the gas generation rate is at least at G2. 6 The L1 level and the gas generation rate for this method are shown in table 11. Table 11 L1 limits and gas generation rate for Duval Triangle Methode Once a problem has been determined to exist, to obtain diagnosis, calculate the total accumulated amount of the three Duval Triangle gases (CH4, C2H2, C2H4) and divide each gas by the total to find the percentage of each gas of the total.Plot the percentages of the total on the triangle (Figure2) to arrive at the diagnosis 6 Figure 2 Duval Triangle Transformer Fault Diagnosis 2. 2. 5 Key Gas Method Figure 3 Key Gases Di agnosis The pattern of the Key Gas method is based on the quantity of fault gases released from the insulating oil when a fault occurs which in turn increase the temperature in the billet transformer. The presence of the fault gases depends on the temperature or energy that will break the link or relation of the insulating oil chemical structure.This method uses the individual gas rather than the calculation of gas ratios for detecting fault. The significant and proportion of the gases are called key gases. Figure 3 indicate these key gases and relative proportions for the four familiar fault types 5. 3. 0 Scheduled Work Task Start Date Duration (days) Remarks Progress Project Title Selection 28. 05. 2012 12 Proposed own switch title and submitted it on 4th June 2012 Completed Research for Project Proposal 08. 06. 2012 10 Journals and articles were browsed through in IEEE, Science Direct, Scopus Completed Project Proposal 14. 6. 2012 3 Project Proposal was done based on the jour nals and articles found. Completed Research for Literature Review 19. 06. 2012 unknown Journals and articles were searched for the literature review Ongoing Progress draw 1 01. 07. 2012 15 Each progress towards the completion of Final Year Project 1 Completed Research / Oral Presentation Preparation 17. 07. 2012 24 Complete the literature review and getting prepared for the oral presentation while doing research for the project uncompleted Oral Presentation 10. 08. 2012 / 29. 08. 012 - Presentation of all the findings and research and logbook to be submitted Incomplete Progress Report 2 10. 08. 2012 3 Each progress towards the completion of Final Year Project 1 Incomplete 4. 0 Conclusion In the end of this study, Ill be able to determine the pros and cons of all the different types of DGA diagnostics methods and be able to determine transformer faults out of the diagnostic methods which are very essential to prevent transformer damage. Suggestions and recommendations will be giv en to further improve the efficiency of those available diagnostic methods . 0 file name extension 1. Church, J. O. , Haupert, T. J. and Jakob, Fredi (1987). Analyze Incipient Faults with Dissolved-gas Nomograph. Elecrical World. Oct. Pgs. 40-44. 2. DiGiorgio, Joseph B. (1997). Dissolved Gas Analysis of Mineral Oil Insulating Fluids. California Northern Technology & Testing 3. Domun, M. K. (1996). Condition Monitoring of Power Transformers by Oil Analysis Techniques. Proc. of the 11th Conference on Electric Power Supply Industry (CEPSI). Kuala Lumpur, Malaysia 4. Siva Sarma, D. V. S. S. and G. N. S.Kalyani, ANN Approach for Condition Monitoring of Power Transformers apply DGA. 2004 IEEE Region 10 Conference, TENCON 2004. , 2004. C p. 444-447. 5. C57. 104. 1991, I. , IEEE Guide for Interpretation of Gases Generated in Oil-Immersed Transformer, I. The Institute of Electrical and Electronic Engineers, Editor. 1992, The Institute of Electrical and Electronic Engineers, Inc p. 27 6. FIST3-31, Facilities Instructions, Standards and Techniques Volume 3-31 Transformer Diagnostics. 2003, Bureu of replenishment Hydroelectric Research and Technical Services Group Denver. p. 5-13.

Independent Study in Ornithology Essay

The year is wrapping up and so is my ornithology class And now we restrain to evaluate a credit flex that as no scale. dun dun dun. This way of grading was actually a really faithful idea because I can actually explain what all I did over this semester and try to have it make a bit of sense (instead of hardly having diagrams and babblings of raspberry-stuff). Ill try my best to stay away from the dry regurgitations of facts and such, but still get the point across that I feel my project should virtuousness an A.In all seriousness, I did put in a sens of time and effort into this courseeven more so than all of my honors classes so far this year. Just the nature of this credit flex shows I really care ab reveal what Im doing. It doesnt make sense numbers racket wise for all the effort even if I received an A+, it still lowers my GPA. I dont need any extra knowledge credit either. This project was mainly to demonstrate that I will take the initiative to go above and beyond what i s required in order to get through any(prenominal)thing spectacular. Okay, maybe many do non care one way or another that I pursued a credit flex and would not consider it a particularly spectacular feat, but at least I can look back proudly at all that I have accomplished over the year.The bulk of my ornithology class was actually following lecture notes from a college professor. Dan Tallman posted almost 120 pages of lecture notes broken into sections. I grouped these sections into manageable topics that all seemed related and proceeded to summarize everything that I was learning in 28 parts. This alone was a painstaking process it was like nurture a textbook and pulling out the facts from each page. If I ran across unfamiliar vocabulary or concepts, I looked them up until I understood them (unlike some students erm that just skip the stuff they dont know and move on just to get the assignment done).Next I started familiarizing myself with the contrastive topographies of bird s. I started with the general body of a bird, then worked into the specifics of wings, beaks, legs, feet, toes, and even claws. Okay, so thats cool. But then I actually applied what I intimate to a real life examplemy cockatieland put what I learned to use. I combined the different diagrams and types and compared them to those of my bird. Drawings can only get you so far determining what exactly I was looking at was a great way to test what I knewMost ornithology courses require labs along with check material. As a lab I dissected an owl pellet (which as I was looking through my folder, I do not mobilise I included a copywhoops That is why its attached along with a new table of contents). As a second lab, I learned to identify species of North American birds through a quiz provided by Cornell. It showed a ten second video clip of a bird and you would have to type in its name (no multiple choice).Finally, as the cherry on top, I revised a report on ivory-billed woodpeckers I had d one as a freshman. The freshman research project was on John Audubon and any topic that related to him naturally, I chose a bird. I revisited the analyze on this woodpecker species and expanded the research on the bird itself (instead of the man). I did not create this course as a GPA booster or to earn a class credit, but because I honestly felt I could learn something from it. This course is a lot like sportsyou get out of it only what you put into it. It would have been easy to print off the lecture notes and say I read them all, etc. Instead, I spent a lot of time an effort planning and carrying out this project because it was important to me, and that is why I feel it deserves an A.

Adolescents Happiness and Academic Success Essay

Adolescents happiness and academic success How it is affected by Divorce Abstract The challenges faced when a family is going through divorce endure have a large impact on a teenagers overall ability to succeed in every day activities such as educate or extracurricular activities. This whitethorn be caused by feelings of overwhelming stress and pressure to take full responsibility of other siblings or distraught parents, wherefore taking time away from school work. On page 362 in the 6th edition of Psychology themes and Variations, it shows the results of Holmes and Rahes theory of life-changing events and their connection with stress levels.On a scale of one to one-hundred, divorce rated a seventy-three. We decided to study how students at Mountain extremum are academically affected by divorce parents. We found that a slightly higher number of students with married parents participated in healthy extracurricular activities and obtained better grades than students with divorced or separated parents. But the results were not as drastic as we expected. Introduction Life changes are any noticeable alterations in ones living circumstances that require readjustment. (Pg 362, sixth edition of Psychology themes and variations).There are many different events that cause change in ones life, a common alteration be divorce. We wanted to study how the performance of high school students is affected by family situations, such as divorced or married parents. We predicted that students who come from broken families (divorced and/or remarried parents, step-siblings, ect. ) have a turn down level of peace and a higher level of contention in their home. We hypothesized that this would affect their scholastic accomplishments and they will have lower grade point averages and less involvement in healthy extracurricular activities such as school sports and clubs. MethodWe conducted our survey at Mountain Crest High School in Hyrum, Utah in April of 2008. First, we asked pe ople if they would take a survey for us. In larger groups such as full classes, we asked for the teachers permission to conduct a survey in their class. We took our surveys in general/required classes such as computer technology and history creating a widespread mix of students. Before passing out the surveys we instructed the sample to hold the survey in the air when they were completed, and ensured them that no one would be intimate what they had marked. This was to attempt to eliminate distortions in self-report caused by peer pressure.When the sample group agreed to take our survey we passed them to the volunteers. When each person was finished with their survey we went slightly personally and collected their survey. We surveyed a total of sixty students, ranging in ages 15-18. We selected random classes with a variety of students of different races and gender. After collecting the surveys, we divided them according to their parents marital status. We then tallied the results of the students grades and involvement in extracurricular activities in each pile. Results ResultsExtracurricular activitiesGrade Point AverageYesNo3. 0 or higher2. 9 or lower Married 28173213 part/separated7887 We found that 62. 2% of adolescents with married parents were involved in healthy extracurricular activities, while 53. 3% of students with divorced or separated parents were not. 71. 1% of students with married parents note a grade point average of 3. 0 or above. 46. 6% of students with divorced or separated parents obtained a lesser GPA of 2. 9 or lower. Discussion Our data didnt turn out to be as drastically contrasting as we expected, in fact some of our statistics argued against our hypothesis.This has a mass to do with the place that the experiment was performed. Because we are in Utah, we experienced a large sample bias considering Utah (especially Cache Valley) is a highly sacred community. If we conducted the same experiment at a different high school or somewh ere outside of Utah, our results would be dissimilar. This being because Mountain Crest is a predominantly high achieving school in the area of academics, and also because most students at MC come from LDS families with strong belief in family unity.This resulted in a low number of students from broken families to survey, and a high number of students from functional families to survey. If we were to do this experiment again, we would survey an even number of students with divorced parents and students with married parents, so our results would be more accurate. We might also consider surveying students from other schools to get a broader variety of students. We believe that the reason kids from broken families arent as successful in academic activities is because they dont have the same amount of assert from home that other students with happily married parents have.We assume that the students may have more stress from heightened contention at home. Students coming from functional families are more capable of maintaining a higher GPA because of higher support levels from family members. They also have less stress because they dont have the worry of dealing with issue of balancing separated parents and siblings.