Map of World Hotspots

Map of World Hotspots Most of the worlds  volcanism  occurs on plate boundaries. Hotspot is the name for a center of volcanism that is exceptional. Map of World Hotspots Click the image for the full-size version. Image courtesy Gillian Foulger According to the original theory of hotspots, from 1971, hotspots represent mantle plumes- blobs of rising hot material from the base of the mantle- and make up a fixed framework independent of plate tectonics. Since that time, neither supposition has been confirmed, and the theory has been greatly adjusted. But the concept is simple and appealing, and the majority of specialists are still working inside the hotspot framework. Textbooks still teach it. The minority of specialists seeks to explain hotspots in terms of what I might call advanced plate tectonics: plate fracturing, counterflow in the mantle, melt-producing patches and edge effects. This map shows the hotspots listed in an influential 2003 paper by Vincent Courtillot and colleagues, which ranked them according to a set of five widely accepted criteria. The three sizes of symbols show whether the hotspots had high, medium or low scores against those criteria. Courtillot proposed that the three ranks correspond to an origin at the base of the mantle, the base of the transition zone at 660 kilometers depth, and the base of the lithosphere. There is no consensus on whether that view is valid, but this map is handy for showing the names and locations of the most commonly mentioned hotspots. Some hotspots  have obvious names, like Hawaii, Iceland and Yellowstone, but most are named for obscure ocean islands (Bouvet, Balleny, Ascension), or seafloor features that in turn got their names from famous research ships (Meteor, Vema, Discovery). This map should help you keep up during a talk aimed at specialists.

Galley or Corridor Kitchen Layout

Galley or Corridor Kitchen Layout The galley or corridor kitchen layout is one of the standard kitchen layouts that decades of ergonomic research developed. This layout is the most efficient layout for a thin kitchen space. A galley kitchen consists of work space on two opposing walls. There is a single traffic lane between them. There is an opening on one or both ends. A galley kitchen can be as long as you want. You will just need to divide the kitchen into different work sites. The best width for a galley kitchen is 7 to 12 feet. Kitchens over 10 feet wide can utilize the U-shaped kitchen layout. Galley Kitchen Benefits Great for rectangular spaceEfficient for a small kitchen spaceCan adjust to any lengthCan easily divide the kitchen into multiple work sites Galley Kitchen Drawbacks Through traffic can cause congestionNot efficient for large kitchensNot good for multiple cooksDoes not work well for open floor plans Placing the Work Triangle The basic kitchen work triangle can be placed anywhere along the length of the galley kitchen provided you keep the elements grouped together. An equilateral triangle works best with two elements on one wall and the third centered between them on the opposite wall.

Analysis writing Essay Example | Topics and Well Written Essays - 750 words

Analysis writing - Essay Example Eventually the dwarf is admitted to the monastery, never to return to his family. This essay examines ‘Keeper of the Virgins’ in terms of underlining metaphors that extend the story from one simply about a dwarf, to a story that relates to a broad spectrum of humanity. One of the early considerations in the story is the nature of the dwarf. The author spends a modicum of time establishing character elements for the dwarf. In this way, the text writes, â€Å"he had broadened his interests to taking in the whole planet† and â€Å"He wrote poetry and prose, and sent it to newspapers, even though a word of it had never been published† (Al-shakyh, p. 9). In addition to establishing the dwarf’s characterization, these notions extend the dwarf’s struggle to one not simply unique to his situation, but to that of many individuals. In this way, the dwarf is partially positioned as an individual struggling to achieve recognition or a place in society. Th is metaphor is extendable to the dwarf’s very position as a dwarf. Just as many members of society feel they are small compared to more powerful people, so does the dwarf metaphorically symbolize this feeling of much humanity. As the story progresses there is the recognition that one of the central components of the plot is the dwarf’s daily journey to the covenant and his waiting outside. It is difficult to determine the dwarf’s exact intentions for making this journey and simply sitting outside the covenant. The dwarf’s family postulates that he simply is looking for an adventure. The nuns think his presence is slightly odd and make jokes about him. It seems, however, that the story’s intentions in exploring this notion are to establish meditative and spiritual elements. Consider when the story states, â€Å"He would sit in the generous shade of the sycamore tree, or lie on a blanket he had brought with him beneath its spreading branches, starin g at the convent walls† (Al-shakyh, p. 9). While the story is Lebanese, there is seemingly an in-direct reference to the Buddhist myth of the Bodhisattva sitting under a tree and reaching enlightenment. In this situation, the dwarf seemingly has sought the convent as a means of achieving enlightenment and a heightened state of purity or essence. One additionally considers the frequent reference to states of purity. For instance, the story title ‘Keeper of the Virgins’ speaks to the nature of purity. The nurses are also frequently characterized as pure and holy. Ultimately, then the dwarf’s visit outside the convent is a central metaphor of a similar seeking of purity and enlightenment among all members of humanity. A final consideration within the text is the dwarf’s final entrance into the convent. There are a number of metaphorical considerations within this occurrence. While the dwarf is depicted as deeply wanting to enter the convent his intentio n is kept partially vague. In this way, it seems to a degree the dwarf’s entrance into the convent is a metaphor for a significant transition period in his life. One considers that the dwarf’s family is upset about his entrance into the convent and his refusal to leave. The story states, â€Å"The one night the dwarf failed to return home. His mother wept loudly† (Al-shakyh, p. 11). While the dwarf’s mother is upset about his refusal to return home, on a broader scale one recognizes that the dwarf has achieved a level of

HG Wells, From the war of the worlds (1898) and All you zombies Essay

HG Wells, From the war of the worlds (1898) and All you zombies - Essay Example On the other hand, All you Zombies seems to revolve around the idea of time. Both the two stories are written in a rather journalistic style. As for the case of The war of the Worlds, the almost factual description of the invasion of the aliens helps to provide some logic to the story. Both the two stories have adopted the first person narration style with the narrators giving a firsthand account of most of the proceedings, a style that further enhances the provision of a fairly wide perspective of the unfolding of events. In the War of the worlds, the aliens first appear in the country in the form of space-going simulated cylinders which when opened they seemed to emit some octopus-like creatures which would also pull in some human beings (Wells, 1988). This leads to the commencement of a war between the army and the Martian’s three legged fighting machines referred to as the tripods that used a combination of a ray of heat and certain chemical components. However, the aliens prove to be more powerful than the army whom they defeat with ease before proceeding to attack the communities surrounding they crater where the cylinders first landed. Being a follower of a Darwinian supporter, Wells seems to display some element of support for the theory’s assumption of the existence of some natural forces of selection in the evolution of organisms. The illustration of the battle that ensues between the army and the aliens from mars can be pointed as a struggle that is almost similar to the theory of natural selection. The fittest in this context are the Martian aliens who are able to outdo the human race due to their development of far more superior intelligence exhibited by their ability to produce highly developed weapons than those of mankind. On the same note, the invasion by the aliens in the war of the worlds seems to explain the ever continuing process of evolution. The narrator depicts the Martian aliens as possessing rather overdeveloped brains c omplemented by a reduced ability to make use of their emotions. In the human context, this therefore implies that in just the same case, the human brain may develop to the extent that it surpasses the rate of overall body development. Thus, mankind will remain to be more of a thinking man rather than an action based creature that would therefore rely on other mechanical devices just as the Martian three legged creature. In All you Zombies, time travel paradoxes seem to be a persistent technique in the plot of the story. In such techniques, more often characters within the story can meet themselves in time or inadvertently change the course of history in such a manner that their trip back to their original time is almost impossible. The story takes place in an unspecified future where space travel is a fact of life and attitudes toward sex and prostitution are very different from what they are today. In the story, the central character is a member of a certain group of time policemen disguising himself as a bartender with the aim of gaining the services of a sob story writer. The customer incidentally reveals the story of his life to the bartender explaining that he was born a girl before later getting pregnant and while giving birth, the doctor asserts her that she was a hermaphrodite. Since there were some complications while giving birth, she had to be removed her female organs which therefore made her

Group Response Techniques Essay Example for Free

Group Response Techniques Essay Active student responding is a critical component of effective instruction in class room . One low tech strategy developed to facilitate active student responding during group instruction involves the use of response cards . Typically this approach involves the teacher asking questions during instruction and having each student write down his / her answers on the response cards and then display those responses for the teacher feedback and corrective action. This paper is to evaluate that response cards is a more effective group response technique than the hand raising technique and other techniques. During hand raising , a student who raised his/her hand is called upon to answer the question posed by the teacher . During response card techniques , each student is asked to display his/her answer on the response card provided to him/her . The frequency of active student response was higher with the response cards than the hand raising technique Introduction Group response techniques are those techniques through which a group of students or Participants can answer to a question rather than individually in a classroom activity or session. Students are considered to be actively engaged in a class room session when they respond in a group , and its a sign that they are likely to learn the material being taught to them . The teacher can observe the students response to get a immediate feedback about whether the majority of students in the class are able to truly understand the academic content . There are three group response techniques 1. Response Cards 2. Choral Response 3. Hand raising Response cards: In this technique students respond as a group by displaying their response cards which displays their answers to the question posed by the teacher. Choral response: In this technique the students in a class or group respond orally in unison to the question posed by the teacher . Hand raising: In this technique, the teacher asks the question before calling upon an individual student who raised his/her hand. Why only response cards is preferred ? The use of response cards is one strategy that has shown promising initial results for increasing the frequency of active student response and sequent academic achievements during large group instructions . Response cards are reusable cards held up simultaneously by each student to indicate his or her answer. In this paper we will study about response cards in comparison with hand raisings , We will be comparing the factors like: (a) frequency of active student response (b) accuracy of student responses (c) teacher presentation rate Response cards As told earlier, Response cards is one type of group response techniques in which students respond as a group by displaying response cards which displays their answers to the question posed by the teacher. There are two response card formats. 1. cards with pre printed response choices 2. cards on which students write their response The teacher should introduce response cards by explaining and demonstrating their use and importance , letting the students to practice the response procedure so that they get familiar and proficient in using them . The teacher should maintain a quick , lively pace through the lesson , providing clues to the students about when to use response cards appropriately. Some students may inevitably display a wrong answer, then the teacher/instructor should focus on and provide feedback for the majority response Performance feedback: In giving feedback, the teacher should give information about whether the majority class response is correct , and immediately provide the correct response and supporting explanation if a significant number of students answered incorrectly . Those items missed by many students should be presented again later in the lesson to ensure that students have learned the material after corrective feedback. The instructor should also praise students periodically for appropriate and prompt use of the group response format. Additionally, The teacher should acknowledge and validate answers that differ from the instructor’s but could still be considered correct. Survey A study has been conducted in fifth grade classroom in an elementary school . There were 13 boys and 11 girls in the class, five students were selected for observation after consultation with their regular teacher . The target 5 students have been divide into two groups of 3 and 2 students each (sometimes this type of division can be considered as triangulation) ,and the student in each group were observed on the alternating trails . The class room is equipped with an overhead projector and screen . The questions to be asked are screened on the screen using projector . Using projector and screen had made the process of questioning the students more easier than the conventional way of questioning. The study involves two sessions: 1. HAND RAISING TECHNIQUES SESSION During Hand raising sessions the teacher poses a set of questions to the students, one of the students who raise their hand is called upon to give the response. In this technique only one student is involved in giving the response while the other students sit idle in the class . The teacher provides a praise for each correct response (e. g. , â€Å"Excellent [student’s name] ,The sun is a star. †) and a corrective feedback for incorrect response(e. g. ,† No, the answer is the sun, The sun is a star. †) The feedback procedure controls the number of times the students write/hear the correct answer to each instruction. 2. RESPONSE CARD SESSION Presentation and question asking procedures during the response card sessions were identical to those during the Hand raising sessions. For each student a laminated card is provided on which he/she has to write his/her response to the teachers question. After visually scanning all of the response cards held up by the students, the teacher provides a praise or a corrective feedback. If every one’s response in the class is correct the teacher addresses the feedback to whole class(e. g. , â€Å"Good class, water vapor in the atmosphere is a gas. †) and if some of the student responses are wrong the teacher addresses a feedback to the class (e. g. , â€Å" I see that many of you have gas as the answer . That is correct. Water vapor in atmosphere is gas. â€Å") and if no one gives correct response the teacher addresses a corrective feedback to the class ( e. g. , â€Å" I don’t see the correct answer . The correct answer is gas . Water vapor in atmosphere is a gas. †). As in Hand raising phases the feedback procedure controls the number of times the students write/hear the correct answer to each instruction in response card phase also . Results of the study During HR (hand raising) ,the average number of times the target student raised his/her hand was 9. 9 . The number of responses by the target student during HR averaged 1. 5 per session (the period of questioning) , when RC (response cards) were used , each target student responded to the teacher’s question an average of 21. 8 times per session, that’s a 14 fold increase . Overall, the students as a group orally responded 53 times to 1,103 questions posed in Hand raising phase and 68 times to 1,103 questions posed in the response card phase. So the frequency of the active students response was determined to be higher with response cards than with Hand raising technique. The accuracy of student responses during HR and RC are 92% and 93% respectively. Problems associated with response card techniques Q. When we use response cards in a class , we may notice that some students copy the responses from their neighbors’ cards instead of thinking of their own answers. What should we do then? Response cards provide children with a means of getting actively involved in the lesson. Therefore, children should not be discouraged from looking at each others cards, even if they appear to be copying the response of other students . Rather, the teacher should interpret this student behavior as a possible sign that the child may be confused about the task or may not yet have a firm grasp on the material being presented. In their instance, the instructor can make arrangements to provide the child with additional instruction and guidance as needed . Another problem associated with response cards is , the student may not be very sure of the spellings in his/ her response , so sometimes they try to hide their response instead of showing them up . So students shouldn’t be charged against such kind of mistakes. It should be made clear well before the question is posed that they wouldn’t be held against for such kind of mistakes . Instead ,their answers should be validated in spite of any spelling or grammatical mistakes . And in order to reduce the spelling difficulties , the instructor could : (1) Have students ‘pre practice’ the spelling of new vocabulary words prior to the lesson . (2) Post unfamiliar spelling terms on the board/ screen for students to refer to as they write their responses. (3) Encourage students to try their best in spelling their responses but reassure them that misspellings will not be counting against them. Discussions 1) Response cards allow the teacher to teach facts and definitions more effectively than any other group response techniques. 2) The rate of students’ academic content learning ability is more in RC than other techniques . 3) This technique is more reliable in increasing the frequency of active student response. 4) Response cards are less disruptive and stays more on task unlike hand raising technique. 5) The disadvantage of not being called upon in hand raising techniques is not present in response cards. So every student gets involved in the class. 6) There is more fun involved in this technique than the other techniques , so students will actively participate in the class instead of sitting idle . Response card techniques is replicable by any teacher as it involves no difficulty in implementing it in the class rooms. In fact they provide better results than other group response techniques . But the teachers shouldn’t handle the students in a rigor manner . Strictness , Harshness, Severity should be ruled out while dealing with students. Students preferences During the end of the study, personal interviews are conducted for students and many students said they preferred response card over hand raising as the response card helped them in learning more academic content than Hand raising did. Conclusion The study has proved that the use of response cards is most effective than other group response techniques because it has got more advantages than the other techniques illustrated in the paper and also it helps the students in increasing the learning ability , and makes more students to involve in the class room sessions more actively. References Heward. W. L (1996). Three low tech strategies for increasing the frequency of active student response during group instruction In R. Gardner ,D. M. Sainato,J. OCooper,T. E. Heron,W. L. Heward,J. W. Eshelman,T. A. Grossi (Eds) Behavior analysis in education :focus on measurably superior instruction(pp. 283-320). Pacific Grove ,CA:Brooks/Cole Journal of applied behavior analysis, 1994, spring ,R. Gardner, W. L. Heward, T. A. Grossi Teaching of psychology, Taylor and Francis group, Routledge publishers Meta analysis and research on response cards: Effects on test achievements, Randolph journal of positive behavior interventions. 2007,9:113-238

The War in America :: essays research papers fc

The War in America Vietnam is a small Asian country, 9000 miles away from the United States. Yet America felt that its national interest were threatened strong enough to fight a war over there. Their fear was caused by the spread of communism at that time. The role of communism was extremely important in this conflict. The United States had to enter the war to stop the spread of communism in Asia since the North Vietnam were communist. If North Vietnam converted Vietnam into a communist country, it could become very powerful and go on to persuade other countries to become communist. The U.S. believed that Vietnam could become powerful, and it was willing to go through anything to stop that, including sending millions of US troops to Vietnam and watching them die live on TV, and this greatly effected the American culture and society. The Vietnam War changed the lives of many people. "By the end of 1965, 184,314 troops were in Vietnam" (Alterman 11). "Within a year, the number had grown to 385,000"(Alterman 11). Back in America, they were suffering as their sons died overseas. All this effected American society greatly. Moms were losing sons, sisters were losing brothers, and children were losing dads. The Vietnam War had a horrible outcome. â€Å"More than 47,000 Americans were killed in action, 11,000 died of other causes, and 303,000 were wounded†(Alterman 11). As more Americans continued to leave for Vietnam, the American people responded with disappointment and that caused the American society to lose faith in the government. At this time a series of protests took place across the nation. Students and professors began to organize teach-ins on the war at university all across America. This really showed how the war had effected America society, causing protests, and marches. When President Johnson sent in the first combat troops, and ordered the bombing of North Vietnam in 1965, the antiwar movement in the US grew even larger. "Many Americans felt cheated and betrayed by Johnson because they had considered him as a peace candidate in 1964"(Thomas and Vistica 24 ). â€Å"One of The first anti-war protest was the Washington, 20,000-person marchâ€Å"( McMahon 303). Opposition to the war also caused students to resist the draft. They refused to be selected for the military because they thought the war was wrong. Many 19-year-old boys were dying. College students received deferments, or postponement of military services, because of their occupation.

Art History Museum Paper Essay

The Statue of Kaipunesut dates back to the fourth dynasty in the Old Kingdom of Egypt. It was excavated at Saqqara, a vast burial ground. This specific piece was located at the mastaba of Kaemheset, which was Kaipunesut’s brother. It was carved out of acacia wood which is a native timber of Egypt. The native wood did not create the highest standard of sculpture because it was knotty and fibrous which made it difficult to use. The wood was usually painted with bright colors; the body was most likely a reddish/brown color. Although most of this sculpture was preserved, the paint wore off long ago. His belt has his name and â€Å"Royal Carpenter† inscribed which suggested his occupation. It is possible that he was involved with making his own wooden statues. Sculptures based on royalty was made with hard stone to last forever while others of less importance were sculpted with various materials that were not necessarily meant to last. This sculpture is in the round and closed. It has no back rest or support. There are no spaces in the body and the arms are very close to the sides. The pose was very formal with weight put on both legs and facing a frontal direction. The figure is stylized. His face has very large, semicircular eyes and elongated lips. Also, he has broad shoulders and a very thin waist. His fist also appears to be very large. His belt and drapery is form fitting but very rigid and does not flow freely. His body is proportional and appears to follow a grid. This might be because of the times when the king or pharaoh demanded perfection. The calf is bulky and does not show definition. The knee appears somewhat organic but is stylized at the same time. Kaipunesut is in a very rigid standing position. His hands are clenched and his arms are straight down on his sides. One of his legs is in front of the other and both knees are locked. This type of formal pose was very common in sculptures during this ti me and went on for a while afterwards.

K+12 Curriculum

A Brief Overview of Progressive Education During most of the twentieth century, the term â€Å"progressive education† has been used to describe ideas and practices that aim to make schools more effective agencies of a democratic society. Although there are numerous differences of style and emphasis among progressive educators, they share the conviction that democracy means active participation by all citizens in social, political and economic decisions that will affect their lives. The education of engaged citizens, according to this perspective, involves two essential elements: (1). Respect for diversity, meaning that each individual should be recognized for his or her own abilities, interests, ideas, needs, and cultural identity, and (2). the development of critical, socially engaged intelligence, which enables individuals to understand and participate effectively in the affairs of their community in a collaborative effort to achieve a common good. These elements of progressive education have been termed â€Å"child-centered† and â€Å"social reconstructionist† approaches, and while in extreme forms they have sometimes been separated, in the thought of John Dewey and other major theorists they are seen as being necessarily related to each other. These progressive principles have never been the predominant philosophy in American education. From their inception in the 1830s, state systems of common or public schooling have primarily attempted to achieve cultural uniformity, not diversity, and to educate dutiful, not critical citizens. Furthermore, schooling has been under constant pressure to support the ever-expanding industrial economy by establishing a competitive meritocracy and preparing workers for their vocational roles. The term â€Å"progressive† arose from a period (roughly 1890-1920) during which many Americans took a more careful look at the political and social effects of vast concentrations of corporate power and private wealth. Dewey, in particular, saw that with the decline of local community life and small scale enterprise, young people were losing valuable opportunities to learn the arts of democratic participation, and he concluded that education would need to make up for this loss. In his Laboratory School at the University of Chicago, where he worked between 1896 and 1904, Dewey tested ideas he shared with leading school reformers such as Francis W. Parker and Ella Flagg Young. Between 1899 and 1916 he circulated his ideas in works such as The School and Society, The Child and the Curriculum, Schools of Tomorrow, and Democracy and Education, and through numerous lectures and articles. During these years other experimental schools were established around the country, and in 1919 the Progressive Education Association was founded, aiming at â€Å"reforming the entire school system of America. â€Å" Led by Dewey, progressive educators opposed a growing national movement that sought to separate academic education for the few and narrow vocational training for the masses. During the 1920s, when education turned increasingly to â€Å"scientific† techniques such as intelligence testing and cost-benefit management, progressive educators insisted on the importance of the emotional, artistic, and creative aspects of human development–â€Å"the most living and essential parts of our natures,† as Margaret Naumburg put it in The Child and the World. After the Depression began, a group of politically oriented progressive educators, led by George Counts, dared schools to â€Å"build a new social order† and published a provocative journal called The Social Frontier to advance their â€Å"reconstructionist† critique of laissez faire capitalism. At Teachers College, Columbia University, William H. Kilpatrick and other students of Dewey taught the principles of progressive education to thousands of teachers and school leaders, and in the middle part of the century, books such as Dewey's Experience and Education (1938) Boyd Bode's Progressive Education at the Crossroads (1938), Caroline Pratt's I Learn from Children (1948), and Carlton Washburne's What is Progressive Education? 1952) among others, continued to provide a progressive critique of conventional assumptions about teaching, learning and schooling. A major research endeavor, the â€Å"eight-year study,† demonstrated that students from progressive high schools were capable, adaptable learners and excelled even in the finest universities. Nevertheless, in the 1950s, during a time of cold war anxiety and cultural conservatism, progressive education was widely repudiated, and it disintegrated as an identifiable movement. However, in the years since, various groups of educators have rediscovered the ideas of Dewey and his associates, and revised them to address the changing needs of schools, children, and society in the late twentieth century. Open classrooms, schools without walls, cooperative learning, multiage approaches, whole language, the social curriculum, experiential education, and numerous forms of alternative schools all have important philosophical roots in progressive education. John Goodlad's notion of â€Å"nongraded† schools (introduced in the late 1950s), Theodore Sizer's network of â€Å"essential† schools, Elliott Wigginton's Foxfire project, and Deborah Meier's student-centered Central Park East schools are some well known examples of progressive reforms in public education; in the 1960s, critics like Paul Goodman and George Dennison took Dewey's ideas in a more radical direction, helping give rise to the free school movement. In recent years, activist educators in inner cities have advocated greater equity, justice, diversity and other democratic values through the publication Rethinking Schools and the National Coalition of Education Activists. Today, scholars, educators and activists are rediscovering Dewey's work and exploring its relevance to a â€Å"postmodern† age, an age of global capitalism and breathtaking cultural change, and an age in which the ecological health of the planet itself is seriously threatened. We are finding that although Dewey wrote a century ago, his insights into democratic culture and meaningful education suggest hopeful alternatives to the regime of standardization and mechanization that more than ever dominate our schools.

Celias essays

Celias essays Celiac Disease is also known as Celiac Sprue It is basically the inability to digest gluten. Gluten is a protein in wheat, barley, rye and related grain hybrids such as triticale and kamut. When someone eats Gluten that has sprue, the body responds to Gluten as if it were an antigen. When Gluten is absorbed by the intestine, the body immune system has a response. This attack on the immune system causes the lining of the small intestine to swell. As a result the tiny hair like projections called villi suffer damage and destruction. This impairs the bodys ability to destroy vital nutrients the nutrients include all the fat soluble vitamins, essential fatty acids, basically all fats good and bad are not thoughrly digested. Potassium, cholesterol, iron, folic acid and zinc are also I f decreased. Sprue affects both adults and children; it can appear at any age. In one medical reference book they stated that it occurs equally in males and females. However in another study they stated that it affect twice as many females as males. Both studies revealed that it occurs 10- 15 years earlier in females. It is more common among relatives wich means it is hereditary if one family member has it then One out of ten other family members is likely to have it. An Antigen called HLA-B8 has been identified in eighty percent of the victims. The only information I could get on its Generic inheritance was that it is probably dominate with incomplete penetrance . My grandfather had Celiac Sprue and I would like to know if I have it . A person might have Sprue for awhile without getting sick severe stress, physical injury, an infection, surgery or childbirth can bring it on. One in every five hundred Americans is affected. One out of every Three hundred are affected in southern Ireland The first signs are usually diarrhea, weight loss, nausea, abdominal swelling, large pale foul smelling stool that floa ...

What Simple Random Sampling Is and How to Do It

What Simple Random Sampling Is and How to Do It Simple random sampling is the most basic and common type of  sampling method  used in quantitative social science research and in scientific research generally.  The main benefit of the simple random sample is that each member of the population has an equal chance of being chosen for the study. This means that it guarantees that the sample chosen is representative of the population and that the sample is selected in an unbiased way. In turn, the statistical conclusions drawn from the analysis of the sample will ​be valid.​ There are multiple ways of creating a simple random sample. These include the lottery method, using a random number table, using a computer, and sampling with or without replacement. Lottery Method of Sampling The lottery method of creating a simple random sample is exactly what it sounds like. A researcher randomly picks numbers, with each number corresponding to a subject or item, in order to create the sample. To create a sample this way, the researcher must ensure that the numbers are well mixed before selecting the sample population. Using a Random Number Table One of the most convenient ways of creating a simple random sample is to use a random number table. These are commonly found at the back of textbooks on the topics of statistics or research methods. Most random number tables will have as many as 10,000 random numbers. These will be composed of integers between zero and nine and arranged in groups of five. These tables are carefully created to ensure that each number is equally probable, so using it is a way to produce a random sample required for valid research outcomes. To create a simple random sample using a random number table just follow these steps. Number each member of the population 1 to N.Determine the population size and sample size.Select a starting point on the random number table. (The best way to do this is to close your eyes and point randomly onto the page. Whichever number your finger is touching is the number you start with.)Choose a direction in which to read (up to down, left to right, or right to left).Select the first n numbers (however many numbers are in your sample) whose last X digits are between 0 and N. For instance, if N is a 3 digit number, then X would be 3. Put another way, if your population contained 350 people, you would use numbers from the table whose last 3 digits were between 0 and 350. If the number on the table was 23957, you would not use it because the last 3 digits (957) is greater than 350. You would skip this number and move to the next one. If the number is 84301, you would use it and you would select the person in the population who is assigned the number 301.Continue this way through t he table until you have selected your entire sample, whatever your n is. The numbers you selected then correspond to the numbers assigned to the members of your population, and those selected become your sample. Using a Computer In practice, the lottery method of selecting a random sample can be quite burdensome if done by hand. Typically, the population being studied is large and choosing a random sample by hand would be very time-consuming. Instead, there are several computer programs that can assign numbers and select n random numbers quickly and easily. Many can be found online for free. Sampling With Replacement Sampling with replacement is a method of random sampling in which members or items of the population can be chosen more than once for inclusion in the sample. Let’s say we have 100 names each written on a piece of paper. All of those pieces of paper are put into a bowl and mixed up. The researcher picks a name from the bowl, records the information to include that person in the sample, then puts the name back in the bowl, mixes up the names, and selects another piece of paper. The person that was just sampled has the same chance of being selected again. This is known as sampling with replacement. Sampling Without Replacement Sampling without replacement is a method of random sampling in which members or items of the population can only be selected one time for inclusion in the sample. Using the same example above, let’s say we put the 100 pieces of paper in a bowl, mix them up, and randomly select one name to include in the sample. This time, however, we record the information to include that person in the sample and then set that piece of paper aside rather than putting it back into the bowl. Here, each element of the population can only be selected one time.

Customer Relationship Management and Technology Essay

Customer Relationship Management and Technology - Essay Example In the same manner, they were also able to develop good relationships with their customers through the establishment of friendships and interactions. As a result, the retail industry revolves around the customer more than any other industry. Due to this, it is not enough to simply interact with the customers. Rather, they are expected to know them better These all changed, however with the growing chains and building malls and the continuous promotion of self-service. With these changes, more and more retailers have lost their contact with their customers. As a result, they are also simply losing the loyalty that the customers once entrusted upon them. Hence, more and more retailers are now trying to regain the loyalty they lost as they begin to value of their customers through programs incorporated within the idea of customer relationship management. Customer Relationship Management: An Overview Customer relationship management (CRM) can be defined as â€Å"a set of practices that provide a consolidated, integrated view of customers across all business areas to ensure that each customer receives the highest level of service† (Aryan Hellas Ltd. 2005). ... According to them, CRM involves the integration of marketing, sales, customer service, and the supply-chain functions of the organization to achieve greater efficiencies and effectiveness in delivering customer value. These definitions emphasise that CRM is a comprehensive set of strategies for managing relationships with customers that relate to the overall process of marketing, sales, service, and support within the organisation. The following are the important players who are essential to customer relationship management within the organization: 1. Customer Facing Operations – The people and the technology support of processes that significantly affects the experiences of the customers and the organization. These may include different kinds of media such as phone, IM, chat, email, web and even face to face interactions. 2. Internal Collaborative Functional Operations – these are the people and technology support of the processes at the back office. Their activities u sually affect the activities of those at the Customer Facing Operations which influence the establishment and maintenance of customer relationships. This usually includes: IT, billing, invoicing, maintenance, planning, marketing, advertising, finance, services planning and manufacturing. 3. External Collaboration Functions – These are the people and technology support of processes supporting a particular organization together with the enhancement of customer relationships which is then in turn, are affected by the organization’s relationship with their suppliers and/or vendors as well as other retailers outlets and/or distributors. This is considered the external network which supports the internal operations and customer facing operations. 4. Customer Advocates and