Market analysis Essay Example | Topics and Well Written Essays - 750 words

Market analysis - Essay Example The only company that did not take any of the money was Ford. Ford is the only company that is stable economically even though it has suffered a decline in the demand for its products due to the global economic recession. The most profitable company in the auto industry is Honda. Its gross margin in 2009 was 25.88% (Hoovers). The American auto industry has been giving ground to the top Japanese automakers, Toyota and Honda, for years. The American auto industry dates back over 100 years. Despite their experience the Japanese since the 1980’s have been dominating the four-cylinder economy car marketplace. They utilized lean manufacturing processes and superb quality standards which increased their productivity. The American auto industry due to its longevity and slow reaction to market changes had many structural cost problems. The cost of labor and labor cost are much higher than other foreign marketplaces. The American auto unions are very powerful and influence which forces the auto makers to pay premium labor prices for direct labor. Outsourcing is a market tendency in the domestic market. There is an opportunity in the domestic auto market for new entrants that want to participate in the supply chain of automakers because American automakers are looking for ways to reduce cost by streamlining their operations. Traditionally American automakers produced the majority of their parts in-house. The business environment has changed and the automaker no longer desire to participate in the market for used car parts. A new entrant in the marketplace for used auto parts can penetrate and achieve market share growth faster than normal. The auto industry is going through some harsh times. To stimulate the demand for new cars the US government in created the â€Å"Cash for Clunkers Program† which took off the streets nearly 690,000 gas wasting vehicles. In the auto industry companies are consolidating their auto models to create

What is Osteoporosis Essay Example | Topics and Well Written Essays - 1750 words

What is Osteoporosis - Essay Example After the maximal bone mass is attained at the age 30, the rate of bone loss for both gender is approximately 0.5% per year, and it increase to approximately 1% per year or more in menopausal women. This is so because, estrogen acts indirectly to suppress bone re-sorption, an action reduced/absent during menopause. Poor nutrition or an age-related decrease in intestinal absorption of calcium because of deficient activation of vitamin D is a culprit of the prevalence of Osteoporosis among elderly. "In the United States, 10 million people already have osteoporosis. Millions more have low bone mass, or osteopenia, placing them at increased risk for more serious bone loss and subsequent fractures"."Hip fractures are common and are often devastating in the geriatric population". Other risk factors found to be associated with this disease include, smoking, alcohol ingestion and genetic predisposition. As with the case at hand patient Hunt manifested almost all of the indicated risk factors , having had hysterectomy at the age 45 inducing early menopause, smoking and alcohol consumption and most of all, a history of calcium and Vitamin D deficiency as evidenced by Rickets disease in her childhood. Weight-bearing exercises like jogging, walking, rowing and weight lifting are important in maintaining bone mass. "Studies have indicated that pre-menopausal women need more than 1000mg and post-menopausal women needs 1500mg of calcium daily" (Andrews. 1998). This means that adults should drink 3 to 4 glasses of milk daily or substitute other foods that are high in calcium (Bukata & Rosier. 2000). Calcium supplements and a daily intake of 400-800 IU of Vitamin D is recommended because the latter optimizes calcium absorption and inhibits parathyroid secretion, stimulating calcium re-sorption from the bone (Weinstein & Ullery. 2000). Estrogen Therapy is the single most powerful intervention to reduce the incidence and progression of osteoporosis. If commenced immediately after menopause prevents early-stage bone loss and provides beneficial effects if administered throughout the eight decade of women's years (Gambert Et. Al. 1995). Women with breast cancer, active liver disease, a hist ory of blood clots, or unexplained vaginal bleeding should, under no circumstance, go on HRT (Cooper). Additionally women who have migraine headaches, high triglycerides, gallbladder or chronic liver disease, a history of cancer of the uterus or ovaries, fibroids, history of endometriosis, or a history of exposure to the estrogen DES should go under careful evaluation before even considering HRT (Hueseman, 2002). Active treatment of osteoporosis uses four types of agents; gonadal hormones (estrogen), calcitonin, fluorides and biphosphonates. Calcitonin can be used to decrease osteoclastic activity. Although the risk of endometrial cancer is increased with hormone therapy, risk is reduced with subsequent administration of progestin (Riggs & Melton. 1992). In the cases where fracture is involved, management includes immobilization, pain medication, early ambulation and wound care. Surgical intervention is done for stable fracture fixation that allows early restoration of mobility and functions; this means early weight bearing. Walking and

Exchanging Range of Fundamental Interactions

Exchanging Range of Fundamental Interactions 2-fctor change in the exchanging range of fundamental interactions S. S. Mortazavi, A. Farmany Department of Sciences, Hamedan Branch, Islamic Azad University, Hamedan, Iran Abstract Minimal length uncertainty is used to study the fundamental interactions range. Both the quantum mechanical and the quantum gravitational effects are employed to calculate the range of exchanging interactions. It is shown that at the Planck scale, the range of interactions is 2- factor larger than the usual range of interactions. Introduction Study of unification of all fundamental interaction in the early universe is quite interesting problem in the both modern cosmology and quantum field theory point of view [1,2,3]. The modern scenario of the big bang cosmology at the early universe covered in the Weinberg’s First Three Minutes [4], and certain time regimes have been proposed with type of events as, before one Planck time, era of a Planck time, separation of the strong interaction, inflationary period, quark-antiquark period and finally the quark confinement. In this scenario, before the Planck time all of the four fundamental interactions are unified as one interaction etc [5]. Fundamental interactions are containing gravitation, electromagnetism, weak and strong interaction. However, because the effective QCD coupling is not small, performing a precise calculation f long-range strong interaction effects is problematic and we cannot use the perturbation theory [6]. At current analysis, the range of exchanging i nteraction [3] is calculated by taking into account the Heisenberg uncertainty principle that only considers the quantum effects. It is believed that the unification of fundamental interactions may accurse at the Planck regime. At the Planck regime, both the quantum and quantum gravitational effects are important. To have a complete analysis of exchanging interaction we must consider both quantum and quantum gravitational effects to our analysis. In this letter we have developed an approach related to the unification focusing on the effective range of interactions. Quantum field theory explains the exchanging of energy during the interactions via the interaction carriers, called bosons. The mechanism is based on the emitting particles which have no reality except to push or pull matter with the exchanging momentum. All fundamental interactions are involves the exchanging of one or more particles. For example the underlying color is involved an exchanging of particles labeled by gluo ns. Such exchanging interaction may be either attractive or repulsive, but is limited in the range by the nature of exchanging interaction that is constrained by the uncertainty principle. The separation of fundamental interactions in the early universe may be related to the separation of exchanging range of virtual particles based on the spontaneous symmetry breaking mechanism [1-5]. Alternatively, this may be viewed as a mechanism to separation of fundamental interactions. For example the range of color interaction is the shortest range and the range of gravity is the longer range. But in the early universe or in a very high energy probe there is unification between fundamental interactions. To obtain a complete picture of the range of exchanging interactions in a high-energy probe, it is important to consider both the quantum mechanical and quantum gravitational effects, by imposing the minimal length uncertainty relation. The problem is related to consider the quantum gravity effects on the exchanging interactions range. To study the quantum gravity effects on the exchanging particles, we can use the minimal length uncertainty [6-9], (1) Where is the Planck length. Dividing both side of relation (1) to the speed of light, we obtain a deformed form of usual time energy uncertainty as [9], (2) Where is the Planck time. Putting the natural units as, eq. (2) reads, (3) Solving (3) to minimum energy we obtain, (4) Expanding (4) around t’=0, obtains, (5) The energy of interaction which involves the exchanging particles is constrained by the uncertainty principle. According to special relativity a particle with mass of m has a rest energy as. So in the exchanging process, the particle does not go outside the constraints of uncertainty principle, (6) Combining (5) and (6) we give, (7) Theoretically, the exchanging particle virtual particle cannot exceed the speed of light and cannot travel faster than the speed of light c times than lifetime. Since the maximum range of a interaction () would be (8) The r.h.s of relation (8) have two term, the first term is the usual range of exchanging interaction and is a new term, this new term is obtained from the correction based on the minimal length uncertainty analysis. An important problem in the standard model is study of the unification of all fundamental interactions at the Planck time. If the usual range of fundamental interactions was compared with the range of fundamental interactions at the Planck scale, w obtain a surprising result. According to (8) each interaction contains two ranges of exchanging, and. If , then eq. (8) reads the usual range as, R usual (9) At the Planck time when, eq. (8) reads, (10) Comparing (9) with (10) we have, R planck = 2 R usual (11) From (11) it may be concluded that at the Planck scale, the range of interactions is 2- factor larger than the usual range of interactions. Conclusion A complete picture of the range of fundamental interactions may be obtained considering both the quantum mechanical and quantum gravitational effects. Using minimal length uncertainty the range of exchanging virtual particles is calculated. As shown by (11) at the Planck regime, the range of interactions is 2- factor larger than usual one. It is found that in the exchanging process of fundamental interactions, the mass of the carrier interactions (bosons) is an effective parameter. References [1] S. R. Coleman and E. Weinberg, Phys. Rev. D7, 1888 (1973). [2] J. Goldstone, Nuovo Cim. 19, 154 (1961), J. Goldstone, A. Salam, and S. Weinberg, Phys. Rev.127, (1962) 965, J. Nambu and G. Jona-Lasinio, Phys. Rev. 122 (1961) 345. [3] H. B. Nielsen and S. Chadha, Nucl. Phys. B105, (1976) 445. [4] P. Gaete and E. I. Guendelman, Phys. Lett. B640, 201 (2006) P. Gaete, E. Guendelman, E. Spallucci, Phys. Lett. B649: 218-224, 2007 V. A. Miransky and I. A. Shovkovy, Phys. Rev. Lett. 88,111601 (2002). T. Brauner, Phys. Rev. D72, 076002 (2005),J. van Wezel, J. van den Brink, arXiv:physics/0609177, H. Fritzsch, M. Spannowsky, Europhys.Lett. 75 (2006) 882-886, X. Calmet Eur. Phys. J. C, 28 (2003) 451-454 ; X.Calmet and J.F. Oliver hep-ph/0606209 (2006). [5] S. Glasho, H. Georgi, Phys. Rev. Lett. 32, 438 (1974), H. Fritzsch and P. Minkowski, Annals Phys. 93 (1975) 193; H. Georgi, in Particles and Fields, (AIP, New York, 1975). H. Georgi, H. R. Quinn and S. Weinberg, Phys. Rev. Lett. 33 (1974) 451. P. Cziffra, M. H. MacGregor, M. J. Moravcsik, H. P. Stapp, Phys. Rev. 114(1959)880 P. Signell, Phys. Rev. Lett. 5(1960)1474 J. Binstock, R. Bryan, Phys. Rev. D 4(1971)1341 J. L. Friar, B. F. Gibson, G. L. Payne Phys. Rev. C 30 (1984)1084, [6] P. V. Landshoff, Acta Physica Polonica B 39(2008)2063 [7] R. Adler, Mod. Phys. Lett .A 14 (1999)1371, R. Adler, P. Chen, D. Santiago, Gen. Rel. Grav. 33 (2001) 2101, A. Kempf, G. Managano, Phys. Rev. D 55 (1997) 7909, M. Maggior, Phys. Rev. D 49(1994)5182 , [8] S. Hossenfelder et al, Phys.Rev. D73 (2006) 105013, Phys.Lett. B632 (2006) 379-383 [9] A. Farmany. S. Abbasi, A. Naghipour, Phys. Lett. B 650(2007)33, ibid Erratum 659 (2008) 913

Plagiarism Essay -- Education Writing Essays

Plagiarism When we have an idea or insight, rarely is it the first time it has ever occurred to an individual. Furthermore, what we learn through formal education, dialogue, and reading (for those who pay attention) becomes an integral part of our thought--we assimilate the ideas of others. Thus, what we may think and say is not necessarily of our own origin, but rather it is a conglomeration of the ideas of others in conjunction with our own native thoughts and understanding--such is human nature. However, there is a fundamental difference between this assimilation of idea and thought through socialization/education versus plagiarism. Plagiarism is defined, as the knowing act of stealing another's ideas and passing those ideas on as your own with the intent to deceive. It is theft of intellectual property which is owned and has value. Plagiarism is to steal and lie while assimilation is the process of educating the mind to gain knowledge from a vast variety of sources. Even though there is sig nificant difference between the legal and moral dealings of plagiarism, there is overlap between the is and ought. Socrates and Confucius, we have read, would agree that assimilation is necessary for education and for being moral, but, as I will show, consider that plagiarism is immoral. To understand Socrates view on plagiarism, we must first understand the basis for what he considers moral. Morality, Socrates believes, is that which induces happiness and is in our best, long-term interest and that to live unpleasantly is immoral or evil (Plato 1956, pg.56). Furthermore, Socrates believes that we only are immoral out of ignorance for what is in our long-term best interest. Hence, immorality is due to a lack of knowledge. Thus, while ... ...own its scholars. Plagiarism has become so widespread and tolerated, that it is almost too much work to eradicate. The result is sending a message to students that plagiarism is an issue of cleverness (who can avoid being caught) rather than morality. For this, I am saddened that higher standards of thought and morality are not enforced for the good of the scholar and society. References Plato. Translated by Martin Ostwasl, Edited and Introduced by Gregory Vlastos. 1956. Protagoras. Upper Saddle River, New Jersey: Prentice Hall Confucius. Translated by Arthur Waley. 1989. The Analects of Confucius. New York: Vintage Books- Divison of Random House, Inc. King James Version, The Holy Bible. Kant, Immanuel. Translated by James W. Ellington. 1993. Grounding for the Metaphysics of Morals3rd Edition. Indianapolis, Indiana: Hackett Publishing Company, Inc.

Cai in Chemistry

1 COMPUTER ASSISTED INSTRUCTION IN CHEMISTRY IN RELATION TO LEARNERS’ PERSONALITY Dr. R. Sivakumar Abstract The aim of this study was to find out the effectiveness of Computer Assisted Instruction in Teaching Chemistry In Relation To Learners’ Personality. The sample consisted of 40 students in Control group and 40 students in Experimental group. The data were collected using appropriate tools and it was analyzed by t’ and F’ test. The finding is that the achievement scores of Experimental group Students were higher than the Control group Students. Introduction Today is an era of Computer. Read this Practice Test Chem 105Computer finds a big place in educational technology. Many research studies proved CAI has been effective in realizing the instructional objectives. But there is dearth of studies in establishing relative effectiveness among different modes of computer based instruction. The studies have also proved the effectiveness of different media changes with respect to individual differences among learners. Under this circumstance it is inoperative to establish whether the personality of learners has any influence in determining the media effectiveness. The investigator has thus chosen computer as the medium to teach Chemistry.The Investigator has also measured the effectiveness of teaching Chemistry through computer over the conventional method namely lecturing 2 Computer Assisted Instruction The most exciting innovation in the Educational Technology is Computer Assisted Instruction. It is a development of systematic programmed learning and teaching machine. It is a self-instructional device with the principle of atomization. Computer Assisted Instruction as â€Å"Computer applications applied to traditional teaching methods such as drill, tutorial, demonstration, simulation and instructional games†.It is an effective media and an indispensable aid in the teaching-learning process. The instructional process carried out with the help of computer is known as Computer Assisted Instruction. It is not merely a sophisticated type of programmed instruction but a different kind of instruction altogether. It uses programmed instruction electronic data processing, data communication, concepts of audio-visual and media theory, communication theory, system theory and learning theory.Computer technology is likely to influence education enormously and can play an important role in enhancing the efficiency of the teaching-learning process. C. A. I. is perhaps the best, because it offers: ? Individualized instruction ? Effective interaction with t he learner and ? Immediate feed back Science In common usage, the word science is applied to a variety of disciplines or intellectual activities, which have certain features in common. Usually a science is characterized by the possibility of making precise statements, which are susceptible 3 of some sort of check or proof.This often implies that the situations with which the special science is concerned can be made to recur in order to submit themselves of check, although this is by no means always the case. There is observational science such as astronomy or geology in which repetition of situation at will is intrinsically impossible, and the possible precision is limited to precision of description. Science Education It we throw a bridge between science and education, using psychology, we arrive at the concept of science education, which bluntly speaking, is an integrated concept.If so it is then, within the realm of possibility to link the most powerful concepts of science to the growing minds of children through active experimental pedagogy. In that case, science education need no longer remain a single dimension activity. It would be our job then to develop the scientific and technical capabilities of our school going pupils. We may be then able to win our race in education in the 21st century. The field of science education is thus coterminous with life. This view promotes as well the inherent value system of science on a very large scale.It is precisely for this reason that research in scion is needed and, if so, needs to be produced for relevance at an early hour. Chemistry Chemistry is a physical science related to studies of various atoms, molecules, crystals and other aggregates of matter whether in isolation or combination, which 4 incorporates the concepts of energy and entropy in relation to the spontaneity of chemical processes. Chemistry is the science concerned with the composition, structure, and properties of matter, as well as the changes i t undergoes during chemical reactions.Chemistry is the scientific study of interaction of substances called chemical substances that are constituted of atoms or the subatomic components that make up atoms: protons, electrons and neutrons. Atoms combine to produce ions, molecules or crystals. Chemistry can be called â€Å"the central science† because it connects the other natural sciences, such as astronomy, physics, material science, biology, and geology. Objectives of Teaching Chemistry The knowledge gained about the universe is science and this knowledge is so vast that the human mind cannot comprehend it completely.Hence science has deferent divisions as Physics, Chemistry, and Biology among these divisions â€Å"Chemistry† has a greater importance since a number of chemical compounds are applied in our day to day life. Hence chemistry becomes a vital aspect in all levels of education. ? The pupils develop scientific attitude towards chemical phenomena. ? The pupils develop the skill of enquiry observation accepting the facts based on repeated and relevant experimentation. ? The pupils acquire knowledge and understand the chemicals terms, facts, concepts, principles and processes. 5 The pupils apply knowledge and understanding of chemistry in unfamiliar situations. ? The pupils develop skills in handling apparatus, reporting chemical information, evidences and results using scientific technology. ? The pupils appreciate the chemical phenomena in nature and the role of chemistry in human welfare. ? The pupils develop interest in living world. Concept building is an essential goal in teaching of science. In order to make scientific concepts more meaningful, suitable communication media are needed. Need For the Study Computer is very effective for teaching learning, analysis and evaluation.Though, the computer has flourished in many ways, there is another side in which the teacher taught through conventional method. It has been observed that ther e are some defects or disadvantages in conventional classroom method of teaching and learning. In this type of teaching, students have to observe classroom under tight-control and rigid supervision. It is highly laborious and time consuming. There are many types of diversion occur due to various factor such as poor performance of the students, inadequate class room climate, excess class strength, noisy situation etc. The students can learn at their own convenience.There performance or the assessment will not be exactly correct. They cannot be active as compare to experiment method. There are many external disturbances is learning. Thus it has been found that Computer Assisted Instruction is very much suitable method for the teaching and learning. 6 Objectives of the Study 1. To develop and validate CAI Software for teaching Chemistry for XI Standard Students. 2. To find out whether there is any significant difference between the students’ achievement scores in Chemistry of th e control group and experimental group at Pre – test level. 3.To find out whether there is any significant difference between the students’ achievement scores in Chemistry of the control group and experimental group at Post – test level. 4. To find out the effect of CAI software on the achievement in Chemistry in different learning objectives such as Knowledge, Understanding, Application and Skill. 5. To find out whether there is any significant difference between control and experimental group of students’ achievement in Chemistry of various categories of sub-samples wise. i. Gender ii. Locality of the students iii. Parental Education v. Parental Occupation v. Computer Knowledge and vi. Residence of the Students 6. To find out the effect of CAI software on the achievement in Chemistry among control and experimental group of students based on different Personality types. 7. To find out whether there is any significant difference in the achievement of the follow-up tests conducted during the treatment for XI standard students. 7 Hypotheses of the Study 1. There is no significant difference between the students’ achievement scores in Chemistry of the control group and experimental group at Pre-test level. 2.There is no significant difference between the students’ achievement scores in Chemistry of control group and experimental group at Post-test level. 3. There is no significant difference among groups taught through CAI and Lecture method on the achievement in Chemistry in different learning objectives such as Knowledge, Understanding, Application and Skill. 4. There is no significant difference among groups taught through CAI and Lecture method on the achievement in Chemistry with respect to students’ classified on the basis of i. Gender ii. Locality of the students iii. Parental Education iv. Parental Occupation . Computer Knowledge and vi. Residence of the Students 5. There is no significant difference among groups taught through CAI and Lecture method on the achievement in Chemistry with respect to students’ personality types. 6. There is no significant difference in the achievement of the follow-up test conducted during the treatment for XI standard students. Methodology An experiment involves the comparison of the effects of a particular treatment with that of a different treatment or of no treatment. In a sample conventional 8 experiment, reference is usually made to an experimental group and to a control group.These groups are equated as nearly as possible. The experimental group is exposed to the influence of the factor under consideration; the control group is not observation is made to determine to what difference appears or what change or modification occurs in the experiment as contrasted with the control group. The present study, which aims at finding the Computer Assisted Instruction in Teaching Chemistry for XI Standard Students, has been designed using the methodolo gy as Experimental method. Sample of the Study The Investigator selected 200 students in XI Standard.Out of these 200 students, 80 students were selected, based on their performance in the half-yearly exam, which is a common one. For that, those students who have secured 60% and above marks are alone selected. Further an entrance test prepared by the Investigator was administered to the 80 students thus selected. Based on the marks of the entrance test, students were arranged in descending order. From that the Investigator selected the first one for control group, next for experimental group. The control group consists of odd number of students and experimental group consists of even number of students.Control group was exposed to traditional method of teaching. It consists of 40 students of XI standard. In the same way experimental group was given treatment through Computer Assisted Instruction in teaching. It also consists of 40 9 students of XI standard. Thus 80 students were the total sample selected for this study. Tools Used 1. Syllabus based CAI software packages were developed for the topic â€Å"Chemical Bonding† of XI Standard Chemistry. 2. Syllabus based Pre-Test and Post-Test Materials were prepared and validated. 3. Myers-Briggs Types Indicator (MBTI) Personality test was used. (Developed and Standardized by Jung, 1971) 4.The Personal data of the samples were collected through the questionnaire. Statistical Techniques Used Statistical techniques serve the fundamental purpose of the description and inferential analysis. The following statistical techniques were used in the study. 1. ‘t' test was applied to analyze the deferential hypothesis. 2. ‘f' test was used to find out the significance of relationship between the Sub-group variables. Analysis of Post-Test Performance The following table furnishes the data on the Post-Test performance of the Control and Experimental groups and also furnishes the significance of ifference betw een the achievement scores of students in various groups in detail. SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF THE CONTROL AND EXPERIMENTAL GROUP IN PRE-TEST LEVEL Sl. No. Variable N Mean S. D. t’ Test Level of Significant 1 Control 40 14. 3 1. 9 0. 55 Not Significant at 0. 05 level Experimental 40 14. 1 2. 16 10 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF THE CONTROL AND EXPERIMENTAL GROUP IN POST-TEST LEVEL Sl. No. Variable N Mean S. D. t’ Test Level of Significant 2 Control 40 71. 27 6. 44 17. 35 Significant at 0. 05 level Experimental 40 90. 6 2. 83SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF THE CONTROL AND EXPERIMENTAL GROUP IN DIFFERENT LEARNING OBJECTIVES SUCH AS KNOWLEDGE, UNDERSTANDING, APPLICATION AND SKILL Sl. No. Objectives Variable N Mean S. D. t’ Test Level of Significant 3 Knowledge Control 40 26. 08 2. 76 13. 88 Significant at 0. 05 level Experimental 40 32. 3 1. 11 4 Understanding Control 40 21 . 3 2. 02 23. 58 Significant at 0. 05 level Experimental 40 29. 45 0. 85 5 Application Control 40 12. 2 1. 22 16. 05 Significant at 0. 05 level Experimental 40 15. 6 0. 55 6 Skill Control 40 11. 7 1. 21 4. 74 Significant at 0. 05 levelExperimental 40 12. 95 1. 07 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF STUDENTS WITH RESPECT TO GENDER, LOCALITY, KNOWLEDGE OF COMPUTER AND RESIDENCE Sl. No. Variable Sub Variables N Mean S. D. t’ Test Level of Significant 7 Gender Boys 20 90. 5 3. 05 0. 221 Not Significant at 0. 05 level Girls 20 90. 7 2. 65 8 Locality Rural 24 90. 83 2. 61 0. 635 Not Significant at 0. 05 level Urban 16 90. 25 3. 17 9 Knowledge of Computer With Computer Knowledge 13 88. 84 2. 37 3. 11 Significant at 0. 05 level With out Computer Knowledge 27 91. 44 2. 66 10 Residence Hosteller 18 89. 66 2. 78 1. 94 Not Significant t 0. 05 level Day Scholar 22 91. 36 2. 68 11 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF STUDENTS WITH RESPECT TO PARENTAL EDUCATION AND PARENTAL OCCUPATION Sl. No. Variable Categories Sum of Squares df Mean F Level of Significant 11 Parental Education Between Groups 9. 079 2 4. 540 0. 555 Not Significant at 0. 05 level Within Groups 302. 521 37 8. 176 Total 311. 600 39 12 Parental Occupation Between Groups 427. 746 5 8. 549 1. 08 Not Significant at 0. 05 level Within Groups 268. 854 34 7. 907 Total 311. 600 39 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF THE CONTROL ANDEXPERIMENTAL GROUP IN DIFFERENT TYPES LEARNERS’ PERSONALITY Sl. No. Variables N Mean SD t Level of Significant 13 Extroversion 22 89. 09 2. 43 4. 59 Significant at 0. 05 level Introversion 18 92. 44 2. 12 14 Sensing 14 92. 14 1. 95 3. 07 Significant at 0. 05 level Intuition 26 89. 76 2. 91 15 Thinking 17 92. 29 2. 31 3. 8 Significant at 0. 05 level Feeling 23 89. 34 2. 53 16 Judging 15 88. 73 2. 96 3. 7 Significant at 0. 05 level Perceiving 25 91. 72 2. 09 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMEN T SCORES OF THE CONTROL AND EXPERIMENTAL GROUP IN FOLLOW-UP TEST Sl. No. Variable N Mean S. D. ’ Test Level of Significant 17 Control 40 71. 25 7. 15 14. 8 Significant at 0. 05 level Experimental 40 89. 32 2. 89 FINDINGS 1. The calculated t’ value 0. 55 is very much lesser than the critical value 1. 99 at 0. 05 level of significant. This implies that the difference in the achievement of Control group and Experimental group is not significant. 12 2. The calculated t’ value 17. 35 is very much greater than the critical value 1. 99 at 0. 05 level of significant. This implies that the difference in the achievement of Control group and Experimental group is significant. 3. The calculated t’ value 13. 8 is greater than the critical value 1. 99 at 0. 05 level of significant. This indicates that the difference in the achievement of Control group and Experimental group is significant in the learning objective Knowledge level. 4. The calculated t’ value 23. 58 is greater than the critical value 1. 99 at 0. 05 level of significant. This indicates that the difference in the achievement of Control group and Experimental group is significant in the learning objective Understanding level. 5. The calculated t’ value 16. 05 is greater than the critical value 1. 99 at 0. 05 level of significant.This indicates that the difference in the achievement of Control group and Experimental group is significant in the learning objective Application level. 6. The calculated t’ value 4. 74 is greater than the critical value 1. 99 at 0. 05 level of significant. This indicates that the difference in the achievement of Control group and Experimental group is significant in the learning objective Skill level. 13 7. The calculated t’ value 0. 221 is very much lesser than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement of Boys and Girls is not significant. . The calculated t†™ value 0. 635 is lesser than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement Rural and Urban area students is not significant. 9. The calculated t’ value 3. 11 is greater than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement of students having with computer knowledge and without computer knowledge is significant. 10. The calculated t’ value 1. 94 is lesser than the critical value 2. 02 at 0. 05 level of significant.This indicates that the difference in the achievement of Day Scholar and Hosteller students is not significant. 11. The calculated F’ value 0. 555 is lesser than the Critical value 3. 23 at 0. 05 level of significant. It implies that the difference in the achievement of the Student of various groups, based on their Parental Education is not significant. 12. The calculated F value 1. 08 is lesser than the Critical value 2. 48 at 0. 05 level of significant. It implies that the difference in the achievement of the Student of various groups, based on their Parental Occupation is not significant. 4 13. The calculated t’ value 4. 59 is greater than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement of extroversion and introversion personality type students is significant. 14. The calculated t’ value 3. 07 is greater than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement of sensing and intuition personality type students is significant. 15. The calculated t’ value 3. 8 is greater than the critical value 2. 02 at 0. 05 level of significant.This indicates that the difference in the achievement of Thinking and Feeling personality type students is significant. 16. The calculated t’ value 3. 7 is greater than the critical value 2. 02 at 0. 05 level of significant. This ind icates that the difference in the achievement of Judging and Perceiving personality type students is significant. 17. The calculated t’ value 14. 8 is very much greater than the critical value 1. 99 at 0. 05 level of significant. This implies that the difference in the achievement of Control group and Experimental group students is significant. Summary of the FindingsThe major finding of the study reveals that Experimental method of teaching more effective than the Traditional method in teaching Chemistry. In other words teaching Chemistry by using CAI is more effective. There is no significant difference between the Control group and Experimental group in the pre-test. But in the post-test the Experimental group performed better than the Control group. 15 Conclusion From the above study, the investigator has an idea that CAI provides greater opportunities for the students to learn. It is better than the traditional method of learning.It brings a new kind of experiences for t he students in Higher Secondary Schools. Therefore, the investigator desires that more number of Educational institutions should teach Chemistry by using CAI and make the process of teaching and learning more effective. References Aggarwal,Y. R. , (1998), â€Å"Statistical Methods†, Sterling Publications Pvt. ltd. , New Delhi. Best J. W. , (2003), â€Å"Research in Education†, Ninth Edition, Prentice Hall of India, New Delhi. Gupta and Jangir (1998), Cell Biology – fundamental and applications, Published Agro Botanica, Bikaner. Kent, W. A. Lewis, R. (1994), Computers Assisted Learning in the Humanities and social sciences, Blackwell scientific publications, London. Lewis R. , (1997), Trends in computer assisted education, Blackwell scientific Publications, London. Mangal S. K. , (2005), â€Å"Statistics in Psychology and Education†, Second Edition, Prentice Hall of India, New Delhi. Mridula D. Ranade (2001), â€Å"Science Teaching through Computer Assist ed Instruction: Research Findings and Insights† SNDT Women’s University, Pune, India. Percival Fred (1994), â€Å"A handbook of Educational Technology†, Cogan pages Publishing House, London.

Contrast in Conrad’s “Heart of Darkness”

Conrad uses contrast in his novel â€Å"Heart of Darkness†. Conrad would use contrast to convey meaning in his writing. Not only did contrast help convey meaning, but he also used it to show feelings. Of the many contrast in â€Å"Heart of Darkness† the difference of light and dark and the difference between the Thames River and the Congo River are the most obvious. The biggest contrast in â€Å"Heart of Darkness† is the difference between light and dark. London represents the light. London is in civilization, and if London represents the light, then civilization also has a big thing to do with light.The light represents everything that everyone has learned in their life, whether it was through experiences or through other peoples mistakes. On the other side there is the darkness. Africa is the main representation of darkness. Africa was uncivilized territory that everyone wanted to explore, but the darkness frightened people. Everything that happened in the dark ness, â€Å"cannibals† and â€Å"savages† prowled the darkness, awaiting travelers. Africa is the â€Å"heart of darkness†. The contrast of the Thames River and the Congo River is also big in the story.The Thames is characterized as calm. Like the light the Thames represents good. The light from London makes sure the river is seen and nothing is cryptic about the river. On the other hand, the Congo is a dark, cryptic river. It is a place of evil. The contrast of these two rivers is the difference between the good and the evil, and light and dark. The Thames is peaceful and tranquil; it symbolizes light and civilization. The Congo is wild and barbaric; it symbolizes the dark and everything uncivilized and frightening.