Perceptual Deficits and the Inability To Receive Sensory Information Essay

Perceptual Deficits and the Inability To Receive Sensory Information - Essay Example Besides enabling inter-hemispheric interaction, the corpus callosum has also been demonstrated to be essential in the process of attention1. From the hemispheres, the lateral geniculate bodies relay sensory signals to the occipital lobes, which is the primary visual cortex. Here, an initial analysis of the image is done and the composed image of the retinal signal is sent to higher centers of processing for further interpretation (Glickstein p.118-127). Although, perception can also be achieved by olfaction, audition as well as visual, each of this sensory information follows different modalities. Visual perception can be object of space, face (with the involvement of internal factors), or top-down perceptional operations in identifying objects in varying perspectives (Cabeza, 1997). Each of these tends to activate different sub sections of the brain functions. For instance, Cabeza (1997), explained that object occipito-parietal pathways, while top-down perceptual processing (i.e. when objects are in varying and unusual views) involves frontal, parietal and anterior cingulated regions. Furthermore, object processing is said to be left lateralized, while face processing tend to be right lateralized or bilateral (Cabeza, 1997a). Cabeza (1997b), argue that perception and at times, identification also depend, to a large extent, on the retrieval of information relevant in the particular perception. Bruner (1970), believes that memory and perception cannot be separated. Along this line, Begley et al (1986) explained that the brain could store huge amount of information with different areas storing facts, such as names, images and events, necessary for perception and identification (p.48-54). In this regard, Cabeza (1997b) said the prefrontal lobe play a crucial role in retrieving stored information, while the right inferior parietal cortex is involved in recognition and recall. The cerebellum, traditionally believed to play just motor cortex functions has been demonstrated to be involved in cognition (intelligence, processing speed, cognitive learning skills, visual spatial processing, recall etc) and perceptual functions (1997b). Such is the complexity of the human brain functioning involved with processing sensory information, perception and identification. Some of the most compelling evidences for the functional neuroanatomical divisions of the brain functions involved with perception and processing sensory signals have been provided by patients with specific cognitive impairments following localized brain injury (Aguirre and Mark, 1999). Over the last century several dozens of patients have been reported to exhibit inability to carry out one cognitive function or the other. Such impairments have varied widely depending enormously on the part of the brain concerned and the function carried out by that part of the brain. This has engaged the minds of several researchers,

LANDSCAPE REHABILITATION Essay Example | Topics and Well Written Essays - 4000 words

LANDSCAPE REHABILITATION - Essay Example Currently, the area is filled with water and disused from the excavations and the pits. The pits on the site have served as a dumping area for wastes for many decades and would require restoration. The restoration of the site will include removal of the excess water in the pits, filling the pits and planting appropriate plant species to improve the soil stability. The Strategic Context The Formulated Objectives i. To provide of an expert report on the means to rehabilitate Blackpool working area. The plan would provide procedures to realize a full reclamation and maintenance of the region. ii. To explain and the principles behind each technique employed in the process to foster understanding amongst the planets. The explanations would advise on the appropriate criterion by identifying the merits and demerits of each criterion and need for its implementation (Liddle, 1997). iii. To utilize the conventional models of reclamation on degenerated environments. http://www.mindat.org/gphoto s/0357418001078092838.jpg Setting of the Site The Plan Layout Retrieved on April 24th 2012 http://www.epd.gov.hk/eia/register/report/eiareport/eia_0552001/report/vol1/vo_1.htm Site Plan and Design Design Considerations The Landscape Plan Goals To provide a strategic context for the plan would require the inclusion of created and approved objectives. The planners must also consider the incorporation of the local community in the selection of the site to use and the necessary facilities. To provide the feasibility framework for the rehabilitation will demand a plan for the site layout and the approved locations for landscaping, the phases of work and the procedures. The wildlife considerations will target the increment of the plants’ species diversification. The variation will additionally increase the number of the native animals’ populace that the Blackpool mining site can tolerate. Eventually, the other concern worth incorporation is the preference of the users. This consideration will define the entry point of the site and the order of entry and an arbor structure will be located at the entrance (Heywood & Carver, 2006). The Physical Reclamation Design This plan targets the creation of a conducive environment for the public into the Blackpool and creates a woodland feel within the urban setup. Plants should be located and accumulated to direct views and provide avenues in the space between the rehabilitated site and the Clay Works. The plants should be installed in natural arrangements. The plan should avert straightforward rows or formal procedures of planting trees. Limited groupings of similar plant species should offer the reigning pattern (Hawke & Jose, 1995).The planners have to consider reason for rehabilitation to provide a tentative guideline. The need for rehabilitation should direct the rehabilitating team on the areas to emphasize on with respect to the objectives. The availability of resources has to be addressed and considered as one of the critical facets for the success of the rehabilitation process. There has to be adequate finances to fund the process by hiring or purchasing the heavy machinery and tools together with the plant operators employed. The personnel involved in the rehabilitation process have to be competent and conversant with the geological and environmental issues. The ownership of the land is essential for consideration because the ownership

Speech Writing Essay Example for Free

Speech Writing Essay ASSESSMENT OF SPEAKING AND LISTENING SKILLS IN ENGLISH (ASL) CCE (Continuous and Comprehensive Evaluation) the flagship project of CBSE has clearly outlined the significance of speaking and listening skills as part of co-scholastic areas of achievement by every learner and also stresses the clear integration of evaluation of speaking and listening skills as a part of the curriculum transaction. The formative assessment of these two skills along with other skills have been formally provisioned under CCE . But in the absence of Summative Assessment, we have not positioned the learner’s proficiency in Speaking and Listening thereby leading to a wash back effect of very little or no importance given to Speaking and Listening Skills in many classrooms . As a result a large population of students passes out of schools with inadequate competence in expressive communication skills. As good communication skills raise the self esteem of a student, CBSE essentially desires that the students acquire proficiency in it by the time they leave the portals of the school. In the present day global markets, speaking and listening are considered to be the essential skills of real life. Since CBSE has the onerous responsibility of assessing scholastic and co-scholastic achievement levels of students in over 12000 schools affiliated to it , it has been felt for a long time that CBSE must focus on assessing speaking and listening skills for qualification as Summative Evaluation as much for Formative Assessment . Considering this, CBSE proposes to give weightage in Formative and Summative assessments in ASL (Assessment of Speaking and Listening Skills). This weightage is clearly specified in the 2014 curriculum document uploaded in the CBSE Academic website. Guidelines for teachers to assess Speaking and Listening Skills in the term-end examination: LISTENING The Listening Comprehension section tests the candidate’s ability to listen for basic interpersonal, instructional and academic purposes. A number of sub-skills need to be developed in the every day classroom transaction. Given below are some of the sub-skills of listening which need to be assessed in the formative and summative assessments: i. i. iii. iv. v. vi. vii. Listening for specific information Listening for general understanding Predictive listening Inferential listening Listening for pleasure Intensive listening Evaluative listening 1|Page Role of Assessor: An assessor is a person who is assigned the job of assessing a candidate’s performance in any of the skills that is to be assessed. For the purpose of the Summative Assessment, an assessor will be a t eacher who would also be an examiner or an interlocutor who will conduct the examination and do the assessment if skills. It is extremely important to keep in mind the factors listed below as they can significantly influence the expected outcome of the Listening Test. Therefore, due care and attention must be given to each of the following: ? ? ? ? ? ? Size of the room Seating arrangements Acoustics of the room Equipment used Quality of the recording of the Listening Input Quality of the oral rendering of the Listening Input (in case it is to be read aloud by the Examiner), in terms of volume, clarity, enunciation, intonation, pace etc Test Administration: For the Assessor (Teacher) 1 2 3 4 5 6. Select the time and date of the assessment. Plan the seating arrangements in advance. Decide exactly as to how much time is to be reserved for instructions or any possible interaction regarding clarifications etc and for the actual test. Make the announcement giving General Instructions directed to the Candidate before the recording is played/before the reading of the text. Adhere strictly to the time specified for each of the three phases of the Test (Pre-listening, While Listening and Post-Listening) The general instruction given below should be followed while conducting the test. The Listening Test The Listening test comprises of a variety of task. These tasks are graded according to the length of the task and the difficulty level. Schools may download the sample tasks and reorganize them in two parts transcripts and the marking scheme for the interlocutor or the assessor and the worksheets for the students on which student swill write answers. General Instructions for Students You are not allowed to ask questions or interrupt the Assessor at any point. 1 2 3 You are being tested on your Listening Skills. You will hear a set of recordings of the Listening Input or listen to a reading of the Listening Input. Each of the recording will be played twice. In case there is an oral rendering of the Listening Input, it shall take place twice. 2|Page 4 5 6 7 8 9 10 You are required to answer a set of questions based on each of the Listening Inputs. The test consists of 4/sections. You are required to attempt all 4 sections of the test. Familiarize yourself with the questions on the Worksheet. It will help you to answer them later on. After you have listened to the input, you will be given specified minutes to answer the questions on your worksheet You may answer the questions on your Worksheet while listening. Do not interact/comment until you have moved out of the Examination Room Assessment of Listening The marking key is prepared before the test is administered. It will take about a period of 30-35 minutes to conduct a listening test. At the end of the test, the answer scripts should be collected and marked. It is objectives type of marking. Hence, it is suggested that scripts may be marked on the same day. SPEAKING Speaking skill has acquired a very important place in the communication skills. Like listening skills – a number of subskills of speaking need to be consciously developed amongst students. Some of the sub-skills are given below which can be assessed. 1. 2. 3. 4. 5. 6. 7. speaking intelligibly using appropriate word stress, sentence stress and intonation patterns. narrating incidents and events, real or imaginary in a logical sequence. presenting oral reports or summaries; making announcements clearly and confidently. expressing and arguing a point of view clearly and effectively. taking active part in group discussions, showing ability to express agreement or disagreement, summarising ideas, eliciting the views of others, and presenting own ideas. expressing and responding to personal feelings, opinions and attitudes. articipating in spontaneous spoken discourse in familiar social situations. General Instructions 1 The total administration time for the speaking test is approximately 10-12 minutes 2 3 4 The speaking test will be conducted for two students at a time. There will be a single teacher to function as the Interlocutor and Assessor. The Interlocutor/ Assessor s hould be a qualified English Teacher The Speaking Test: Role of Assessor: 1. The (Assessor) should ensure that the room is quiet and has good acoustics. 3|Page 2. The tone, manner and body language of the Interlocutor should be relaxed, encouraging and pleasant. Care should be taken to make the candidates feel at ease. 3. Students must not be discouraged from making a fresh start in case they are unable to do so at the first attempt. 4. The Assessor needs to be flexible, sympatric and reassuring in her/his demeanour. 5. The Assessor should also be a proficient user of the language in order to conduct the speaking test successfully. For e. g . the interlocutor should be skilled in Elicitation techniques. For e. g. Yes/No questions should generally be avoided. 6. Alternatively questions such as Explain how/Why Tell me what you think of. 7. Ideally, the Assessor should award marks after the candidates have left the Examination Room. If necessary, notes can be made discreetly to be later in the scoring so that it does not make the candidates unduly tense and self-conscious. The Speaking test is divided into three sections as given below: I General Introduction The Interlocutor converses with the two candidates. Simple warm up questions based on the candidates’ names, place of residence, leisure preferences etc are asked. II Mini Presentation In this section the Interlocutor gives each candidate the choice to pick up a Role Card or a Cue Card with a topic written on it. The candidates are given 1 minute to prepare. The assessor should be ready with sheets of paper and pencil. Candidates may organize their thoughts and ideas. Prior to the day of the speaking test, as an assistance to students to prepare for the presentations, a teacher can give a choice of 20 to 30 topics in class to students so that they can prepare the topics and organise their ideas on each topic . Similar topics can be given in the formal testing . Please note that candidates are not allowed to write full length answers. They may jot down points only in the sheets given by the Interlocutor. Therefore, pencil and paper should be provided on the table. Students are not allowed to carry pen, paper or mobile in the examination room. After one minute, each student will be given 2 minutes each to present his/her ideas. In case, a student is unable to speak during /for the allotted time, the (Assessor) may ask some rounding off questions. III Pair Interaction The third section of the test is for 3 minutes. Both candidates are given a verbal or visual stimulus and asked to respond to it Both the candidates are given a total of 3 minutes to interact. Both of them will talk together. Closing 4|Page The closing is for 1 minute duration only. In case a student has not been able to speak or has been unable to speak owing to nervousness, the dominance of the second candidate or any other factor, then, the (interlocutor) may use the 1 minute to give a fresh opportunity to that student. Note: In the Summative II assessment it has been proposed to record the candidates’ performance in the MP 3 players/ recorders, so as to validate and make the test reliable and fair. Assessment of Speaking Assessors should familiarise themselves with the assessment scale of speaking. While the students are giving their presentation, assessors may refer to descriptors. It is they may share these indicators with the students while formative assessment tasks are given. As the test will be conducted for two students at a time, it is advised that two to three teachers sit in separate rooms to conduct the assessment of students of one section at a time. Hence 48 students can be assessed simultaneously within one and half hours, in three batches of 16 students each. Assessors are advised to pay due attention to and familiarize themselves with the design of the test items. The sample test items are given here as Annexures here. Similar test items can be framed according to the need and level of students. The descriptors are given below for reference: Interaction ? 5. Can initiate logically develop simple conversation on familiar topics Can take turns appropriately ? 4. Interaction is adequately initiated and developed Can take turn but needs little prompting ? 3. Develops interactions adequately makes however minimal effort to initiate conversation Needs constant prompting to take turns ? 2. Contributions are often unrelated to those of the other speaker ? 1. Contributions are mainly unrelated to those of other speaker Shows hardly any initiative in the development of conversation Very limited interaction 1 Insufficient accuracy in pronunciation; many grammatically errors Communicatio n is severely affected ? ? ? ? ? Generally passive in the development of conversation ? Pronunciation ? Can pronounce correctly articulate clearly ? 4 Mostly ? correct pronunciation clear articulation Can be clearly understood ? most of the time; very few phonological errors ? Is always comprehensibl e; uses appropriate intonation ? 3 Largely correct ? pronunciation clear articulation except occasional ? errors Some expressions cause stress without compromising with understanding of spoken discourse. ? 2 Frequently unintelligible articulations Frequent phonol ogical errors Major communication problems ? ? 5|Page Fluency Coherence 5 ? Speaks fluently almost with no repetition minimal hesitation ? Develops topic fully coherently ? 4 Speaks without noticeable effort, with a little repetition Demonstrates hesitation to find words or use correct grammatical structures and/or self correction Topics not fully developed to merit Can express with some flexibility and appropriacy on most of the topics Demonstrates ability to use complex forms and sentence structures most of the time; expresses with adequate vocabulary to express 3 Is willing to speak at length, however repetition is noticeable Hesitates and/or self corrects; occasionally loses coherence Topics mainly developed, but usually not logically concluded Communicates with limited flexibility and appropriacy on most of the topics Sometimes uses complex forms and sentence structures; has limited vocabulary to/describe/exp ress new points ? ? 2 Usually fluent; produces simple speech fluently, but loses coherence in complex communication Often hesitates and/or resorts to slow speech Topics partly developed; not always concluded logically Communicates with limited flexibility and appropriacy on some of the topics Complex forms and sentence structures are rare; exhibits limited vocabulary to express new ideas ? Noticeably/lon g pauses; rate of speech is slow Frequent repetition and/or self correction Links only basic sentences; breakdown of coherence evident Demonstrates almost no flexibility, and mostly struggles for appropriate words Uses very basic vocabulary to express viewpoints. ? ? ? ? ? ? Vocabulary Grammar ? Can express with some flexibility and appropriacy on a variety of topics such as family, hobbies, work, travel and current events frequently uses complex forms and sentence structures; has enough vocabulary to express himself/herself ? ? ? ? ? ? ? ? ? 6|Page ASSESSMENT Grand Total Sr. No. Name of Student Interaction Pronunciation Fluency Coherence Vocabulary and Grammar Total 20 ? can we just write (5) 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 11 12 13 7|Page 14 15 16 17 18 19 20 21 22 23 24 25 26 Signature of the Assessor 8|Page Set – I Assessment of Listening Skills Sample Tasks Class IX LISTENING Instructions: a) There are 10 questions in this set. Answer all the questions b) In the first part you will listen to five short extracts. As you listen to each one, answer the questions in your answer sheet. c) Before you begin to listen, read the questions quickly and get familiar with the questions. 0 Marks Part I 1. Transcript of the police announcement: Here is an announcement by a police officer on a local city channel. This is regarding an alleged criminal who is evading the arrest. Anyone who has a clue can come forward and inform the police at 100. So, here is the descriptionThe criminal has a broad face with a thick moustache and a be ard. Which one of the following faces are they describing? A B C D Tick the correct answer: A. B. C. D. Ans: C ____ ____ ____ ____ 2. Here is another situation, listen to it carefully. This is about the garden of Suresh. Transcript Suresh does not want people walking around in his vegetable garden that he has nurtured with great care. What sign board should he put up? 9|Page B C D Tick the correct answer A. B. C. D. Ans: C ____ ____ ____ ____ 3. Monu wants a penpal. Listen to his description of himself and fill in the columns given below: Transcript: Hi! My name is Monu and I’m from India. I live in Raipur near a lake. Since I have always lived here, I love water sports. I am twelve years old and love reading about plants and animals that live in the water. My box number is P. O. Box 002200. Fill in the blanks: Age Nationality . Here is the dialogue between Amit and Anand who have just completed their schooling. They are talking about some of the organizations which offer scholarships to students for different purposes. Amit is research minded and keen to take up a career in agriculture, which organization of the world would he apply to? Transcript: Listen to the dialogue and write your answer: Amit: I h eard about a Tall Clubs International that gives a scholarship of 1000/- per month to men above 6 feet and women above 5 feet 10 tall. Interesting†¦.. Anand: Oh! really, my height is only 5 so I am not eligible. Jokes apart, I have found a society â€Å"CV Raman Society† that awards scholarships to students who have interest in Science Technology. Amit: No, I don’t have any interest in Science Technology. I want to pursue a career in agro industry. Anand: So, in that case, The National Paotato Council has a number of scholarships for students who want to work for agro industries. Amit: But does it award scholarships to undergraduates? 10 | P a g e Anand: Yes, it does. There is another one that gives 500/- per mother to graduates or undergraduates, I will have to find out the field for which it gives. Amit: Thank you, please let me know which organizations award the scholarships. Ans: Amit will opt for___________________ Transcript: 5. Joy wants to live in a village near the city. It should be a small house with low doors and ceilings. He would prefer it to be located near the sea. Which house would you recommend for him? A B C D Tick the correct answer A. B. C. D. Ans: B ____ ____ ____ ____ Part II Instructions: a) You will now listen to the talk by Dr. Praveen Chawla on healthy foods. b) There are five questions to be answered. Read the questions quickly before you listen to the talk c) Now listen to the talk nd write your answers ‘Nature has given us everything that our body needs. If we take care we can avoid pills. Did you know that Mushrooms not only make tasty dishes but are a rich source of Vitamin D so essential for healthy bones? Regular consumption of mushrooms aids in better hearing power too. You must have heard of the Banana smile. Believe it or not this fruit can actually put a smile on your face. It contains tryptophan, a protein which once digested converts into a chemical neurotransmitter called serotonin which is a very important mood regulating chemical and works like an antidepressant. 11 | P a g e Broccoli has also come to be called a disease busting vegetable. It can prevent cancer. About 2000 years ago the curative powers of Ginger for all stomach related problems were discovered. It helps digestion, cures nausea and prevents bowel tumours Cheddar cheese is a very rich source of calcium and phosphate. These strengthen bones and muscles and reduce risk of osteoporosis. Grapes, which look so much like the lobules in the lungs, are rich in proanthocyanidin a chemical which helps circulate fresh oxygen to the blood stream thereby reducing the risk of cancer and also reduce the severity of asthma. If you cut a tomato into half, you will notice that it has four chambers just like our heart. Tomatoes are a great source of lycopene, a plant chemical that reduces the risk of heart disease and several cancers. This also helps lower the unhealthy effects of LDL cholesterol. The gnarled look of a walnut, mimicking the appearance of a human brain, is perhaps the only fruit rich in Omega -3 and fatty acids tends to ward off dementia and to some extent Alzheimer’s disease. (286 words) I. Fill in the blanks with a word or phrase 6. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ are rich in Vitamin D and help in good hearing. 7. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ood regulating chemical can make you feel happy. Ans: Banana 8. Broccoli keeps away †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Ans: 1. Mushrooms 2. Banana 3. Cancer II. Tick the most appropriate answer from the choices given below: 9. The food containing lycopene which reduces heart attack risk is A. grape B. tomato C. cheese D. walnut Ans: B. tomato 10. In the talk, Dr is advising people to A. eat a balanced diet B. be happy; live healthy C. live close to nature D. eat healthy food Ans: D. eat healthy food Closing This is the end of your listening skill assessment. Check your answers. (2 minutes) Hand over your answer sheet to the assessor. 12 | P a g e Set – II Assessment of Listening Skills Sample Tasks Class IX LISTENING Instructions: a) There are ten questions in this test. b) Answer the questions as you listen to the scripts. c) you will listen to four shorts extracts. As you listen to each one, answer the questions. I. Now listen to the news report and write correct answer 10 Marks Transcript 1. Kathmandu, May 14: Thirteen Indians were among the 15 people killed when their 20-seater aircraft slammed into a cliff in western Nepal, less than seven months after 10 Indian tourists were killed in an air accident. Six people miraculously survived the crash. A. B. C. D. Ans. B There was an explosion before the crash The crash was a consequence of collision with a cliff There have been several air crashes in the recent past Indians always die in the air crashes in and around Nepal Transcript 2. E mailing has enabled us to communicate messages to one another at a very fast pace. However, there are times when we have to post important letters and documents by surface or air mail. The postal department is very slow. Listen to the comment by an officer to his colleague. What option do you think the speaker would NOT opt for? A. B. C. D. Ans. C e-mail air mail postal department surface mail Transcript 3. City dwellers often depend on cars, buses or metros to travel from one place to another. Bicycles used to be a popular mode of travel once. I think we need to popularise them once again if we need to tackle the pollution problem. The speaker advocates the use of †¦ Now; listen to an environment activist who is talking to one of his friends. A. cars B. buses C. bicycles D. metros Ans. C 13 | P a g e Transcript 4. ‘The Mars rover Curiosity landed on the Martian surface to begin a two-year mission, seeking evidence that the Red Planet once hosted ingredients for life,’ Nasa said. Mission controllers at the Jet Propulsion Laboratory near Los Angeles burst into applause and cheered as they received signals relayed by a Mars orbiter confirming that the rover had survived a make-or-break descent and touched down within its landing zone. What is the news report about? A. B. C. D. Ans. B invention of Curiosity landing of Curiosity happiness at the Jet Propulsion Laboratory possibility of living on Mars Transcript 5. A V-chip has been developed. In addition to spelling out the age-based ratings, letters will be displayed to warn parents if a show contains violence or other objectionable content. A group of major networks and producers have agreed to go along with the system, but NBC will not. What does the V-chip do? A. B. C. D. It allows the cable company to monitor what TV programs you watch It turns your TV into a virtual reality computer. It allows parents to block out certain programs, so their children cannot watch them. It reduces the use of the remote control device Ans. C II Now you will listen to a long text a) Before you listen to the talk, read the questions for 1 minute. b) Your will listen to a talk about Tigers. Transcript: Tigers are being loved to death. Tourists desperate for a glimpse of a tiger are damaging habitat and harassing tigers. This by no means decides that tiger tourism or wildlife tourism is a bad thing. Wildlife tourism has a lot of advantages. Wildlife tourism helps people of the area who get employ in tourism. In this way, wildlife is valued, rather than poached, or encroached upon. Wildlife also inspires the people who see it. For many, a dramatic view of one of the world’s great beasts — a tiger, a leopard, a whale — is a life-changing experience. Such a sighting makes people aware of the fragility of the planet and the folly of our short-term thinking. Above all, it prompts people to step back from our traditional species chauvinism. Wildlife tourism is similarly equivocal. When carried out with wisdom and responsibility, it is the best possible news for the creatures and the people of the area, and for the people doing the touring. Wildlife tourism can sometimes, with the best of intentions, be stupid, greedy and destructive. 14 | P a g e An adjustment of practice in India’s wildlife tourism is a good thing. It is not tourists that are killing off tigers: it is, above all, the world’s ever-increasing human population, and its incontinent need for room to live in. 231 words) A. State whether the following statements are true (T) or false (F) 6. People’s fascination with the tigers is causing them harm. 7. Wildlife tourism should be banned. 8. Tigers tourists are destroying their living places. Ans: TRUE Ans: FALSE Ans: TRUE B. Fill in the blanks with a word or phrase. 9. Wildlife tourism helps in †¦Ã¢â‚¬ ¦ . 10. Ans: employing people/ generating employment Wise and responsible behaviour is expected from tourists who go for wild life sightings Ans: human population. 15 | P a g e Set I Assessment of Speaking Skills Sample Tasks Class IX SPEAKING Instructions: ) The speaking test will be conducted for two students at a time. b) Students should not have pen, paper, mobile phone etc. c) The teacher will be an interlocutor and an assessor both. I. GENERAL INTRODUCTION (1 min) (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Hope you are looking forward to this brief interaction. Student A: Yes -/ I am Interlocutor: And what about your? (Looking at student B) Student B: Interlocutor: What do you do in your spare time? To Student B) Student B: Interlocutor: And how about you? (To student A) Student A: -Interlocutor: What makes you special? (To student A) Student A: -Interlocutor: What about you? (To Student B) Student B: -Interlocutor: What do admi re in other people? (To student A) Student A: -Interlocutor: How about you? (To Student B) Student B: Interlocutor: Thank you, this is the end of the first part of the test. II MINI PRESENTATION (1 min Preparation+ 2 each min each for the students= 5 min) 0 Marks Now, in this part of the test, candidates are given a topic with some points. They have a minute to prepare on the given topic and two minutes for the presentation. 16 | P a g e Students are given the following sets of inputs on cards or papers. Three options are given. Only one option has to be used at a time. Interlocutor: (To both A and B) Here is your topic. Both of you prepare your presentation on it. You are given one minute for preparation. Please use pencil and paper for writing points. After one minute I am going to ask you to present your views on the topic. I can ask anyone of you first. So be prepared and get ready. (Interlocutor hands over one card with cues to both A B) I. 1. 2. 3. Mobile phones in school Security Multiple uses Distraction If the student is not able to speak at length the teacher could ask rounding off questions ? Do you think mobile phones should be allowed in school? ? Give two advantages of carrying a mobile phone to school. ? Do you think advantages outweigh the disadvantages? II. Changing Concepts and Methodologies of Teaching-learning in India 1. Examination Pattern 2. Variety of Subjects 3. Assessment Parameters If the student is not able to speak at length the teacher could ask rounding off questions ? Do you like this present system of evaluation? ? Do you learn better when you are stress free? ? Do you think some students take this system very casually? III. An incident/person/book that changed my life. 1. What it is 2. What it is about 3. How it affected me If the student is not able to speak at length the teacher could ask rounding off questions ? What was that specific quality that remained with you? ? What did you learn? ? How would you like to be now? III PAIR INTERACTION (3 mins) Interlocutor: In this part of the test the candidates A and B will discuss the given topic together . The interlocutor can refer to the assessment scale while the candidates are discussing together. Students respond to visual/ verbal stimulus. 1. Changing roles of women- a multitasker, works in office, answers phone calls, always under pressure of work. Working at home additional. 17 | P a g e 2. Growing Pollution, all kinds of pollution water, air and tourism pollution. 3. Discipline issues in schools are now becoming a serious concern. As responsible citizens discuss i. ii. iii. Kinds of indiscipline issues Reasons for growing indiscipline Advice / solutions to your fellow students. Closing (1 min) Thank you very much. That was the end of your test. The interlocutor retrieves the pencil and paper . 18 | P a g e Set II Assessment of Speaking Skills Sample Tasks Class IX SPEAKING Instructions: a) The speaking test will be conducted for two students at a time. b) Students should not have pen, paper, mobile etc. c) The teacher will act as an interlocutor (who is involved in a conversation) as well as an assessor who will also give marks to the candidates. 10 Marks I GENERAL INTRODUCTION (1 min) The Interlocutor makes the students feel comfortable) Interlocutor: Hello! Good morning, I am -. May I know your name please? Student A: My name is -/ I am Interlocutor: And yours? (Looking at student B) Student B: Interlocutor: Where do you live? (To student B) Student B: Interlocutor: How about you? (To student A) Student A: -Interlocutor: What do you do in your leisur e? (To student A) Student A: Interlocutor: And what do you do in your free time? To student B) Student B: Interlocutor: What hobby would you like to cultivate? (To student A) Student A: -Interlocutor: How about you? (To student B) Student B: 19 | P a g e II MINI PRESENTATION: In this part of the test teacher will give 1 minute to prepare and 2 minutes each to both students to present (5 min) Oral examiner can frame any inputs; the following two frames are suggested: (1) To student B, describe something that you own and you value it tremendously. You have 1 minute to prepare and 2 minutes to present. ? ? ? Where did you get it from? How long have you had it? What do you use it for? Why is it so important for you? If the student is not able to speak at length the teacher could ask rounding off questions ? ? ? Did you buy it/ was it a gift? Would it be easy to replace it? Is it valuable in term of money? (2) To student A: You will be given one minute to prepare on your most memorable journey you will have 2 minute to describe your journey. (Each student is given 2 minutes to present) For student A ? ? ? ? Where did you travel to? What was the highlight of your visit? monument/temple/park/relatives) Which place would you like to visit next? Why are journeys relaxing? If the student is not able to speak at length the teacher could ask rounding off questions ? Was it a trip organized by the school? ? Did you go with the family? ? Was it a place you had never seen before? ? What fascinated you? Ask student B to ask a question. To student A: (Repeat) (2) Qualities that I value in a friend For student B ? ? ? ? Qualities I like in a friend Why do I consider these qualities important How many of these qualities do I have What is that one quality that I would like to inculcate If the student is not able to speak at length the teacher could ask rounding off questions ? Do you have a lot of friends? ? Why did you pick on them? ? Why do your friends care for you? Ask student A to ask a question 20 | P a g e (3) Changing role of women ? ? ? ? Varied jobs Working mothers Financial security Economicsocial independence If the student is not able to speak at length the teacher could ask rounding off questions ? ? ? Do women in your family work outside the house? Do you appreciate women working? Why? Do you think the advantages outweigh the disadvantages? III PAIR INTERACTION (3 mins): Instructions: a) Teacher to both students A and B Look at the visual carefully. Talk together for 2 minutes. Students are given 1 minute to think and prepare. And then their respond to visual/ verbal stimulus. (1) Child Marriage (2) Growing Obesity 21 | P a g e Verbal Stimulus (3) How do you imagine life in cities in the future? The interlocutor can give the following hints: ? Work ? Leisure/Entertainment ? Travel (4) What responsibilities do you think individuals have towards the environment? The interlocutor can give the following hints: ? Life style ? Shopping ? Finance IV Closing (1 min) Thank you very much. That was the end of your test. The interlocutor retrieves the pencil and paper. 22 | P a g e Set – I Assessment of Listening Skills Sample Tasks Class XI LISTENING Instructions: a) You will listen to the librarian of a new town library talking to a group of people who are visiting the library b) Before you listen to the talk, look at the plan of the Town Library given in your answer sheet. 1. As you listen, answer questions 1 – 5 in not more than one or two words. 20 Marks Transcript: Good morning, dear students. Now we are at the entrance to the town library. My name is Anita, and I’m the chief librarian here, and you’ll usually find me at the desk just by the main entrance here. So I’d like to tell you about the way the library is organized, and what you will find where. All of you have a plan in front of you. Well, as you see my desk is just on the right as you enter, and opposite this the first room on your left has an excellent collection of reference books. Here is the place where people can read or study peacefully. Just beyond the librarian’s desk on the right is a room where we have an up- to- date periodicals section. This houses the newspapers and magazines. This room also has a photocopier in case you want to photocopy any of the articles. If you carry straight on you’ll come into a large room and this is the main library area. There is fiction in the shelves on the left, and non-fiction materials on your right, and on the shelves on the far wall there is an excellent collection of books relating to local history. We hope to add a section on local tourist attractions too, later in the year. As you walk through the far door in the library just past the fiction shelves, there is a seminar room. This room can be booked for meeting or talks. The next door leads to that is the children’s library, which has a good collection of stories and picture books for youngster below eleven. Then there’s a large room to the right of the library area – that’s the multimedia collection, where you can browse through and borrow videos and DVDs. We also have CD-Roms you can borrow to use on your computer at home. It was originally the art collection but that’s been moved to another building. And that’s about it – oh, yes before I forget; there’s also the Library Office, on the left of the librarian’s desk. Ok, now I hope you all are fairly well acquainted with the layout of the library. (360 words) 23 | P a g e Instructions: You will listen to two short extracts. As you listen, tick the correct answer. Transcript: 11. The tiger population has dipped from thousands to few hundreds. Look at the graph depicting the tiger world population which is very dismal. It reflects a dramatic fall in the tiger population. Identify the graph. Tick your answer. A. B. C. D. A Ans: D B C D 1 mark 12. Now look at the Pie chart of populations of English native speakers. The pie chart reveals that the USA by far had an overwhelming majority. This was followed by the United Kingdom. Australia seemed to have the least numbers of English native speakers. Choose the pie chart which reflects the situation of native speakers of English. B A C D A B C D Ans: D 24 | P a g e 4 Marks 1. Before listening to the narration by one of the campers please read the question 1 – 4 given in your answer sheet. Listen to the narration and with the words that you hear. Transcript: One day in 1924, five of us who were camping in the Cascade Mountains of Washington saw a group of huge apelike creatures coming out of the woods. We retreated in terror and locked urselves in our cabin. The creatures pelted rocks against the walls of the cabin. All of us inside were quaking in our shoes. 8. 9. 10. 11. The number of campers†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Place of camping†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Intimidated by†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Method of attackâ⠂¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4. pelted rocks Ans: 1. Five 2. Cascade Mountains 3. huge apelike creatures 2. Here is a dialogue between Neetu Kumar and the receptionist. Neetu Kumar is fixing a doctor’s appointment. Listen to this dialogue and answer the questions given in your sheet. Transcript: Receptionist: Good morning, KVG Hospital. How can I help you? Neetu: I am Neetu Kumar. I’d like an appointment with your cardiologist, Dr Suresh Reddy, please. R: For when would you like the appointment? N: For tomorrow? R: Please hold the line. I’ll check if I can fit you in tomorrow. N: Sure, thanks. R: Thanks for holding. I’m afraid Dr Suresh is fully booked tomorrow. Would you like to see our other cardiologist Dr Dinesh Mehra instead? N: I’m sorry, but we’d prefer to see Dr Reddy. R: That’s all right. In that case, would you like an appointment with him for the day after? N: That’d be fine. R: Would 12 noon suit you, Ms Kumar? N: Sure. R: Could I have the patient’s name and age? N: It’s Mrs Prema Kumar. She’s 65. R: Is this her first visit to KVG? 25 | P a g e N: Yes. R: Are you consulting Dr Reddy on your physician’s advice? N: No, a friend of mine suggested we see him. R: OK, I’ve put you down for 12 noon, Friday, 15 September. Please be here by 11. 30. N: Thanks! R: You’re welcome. Can I have your phone number, please? N: 9940109932 R: Thank you, Ms Kumar, have a nice day! Task Fill in the information in the appointment book. 12. 13. 14. 15. 16. 17. 18. 19. 20. Doctor ________________________ Day and date __________________________ Time ________________________________ Name of atient _________________________ Age _______________________ Referral Yes/No If Yes, doctor’s name ____________________________ Contact person __________________________ Contact phone number ___________________________ 26 | P a g e Set – I Assessment of Speaking Skill Sample Task Class XI I GENERAL INTRODUCTION (1 min) 10 Marks (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Student A: My name is -/ I am Interlocutor: And yours? (looking at student B) Student B:Interlocutor: How would you describe yourself? to student B) Student B: Interlocutor: What about you? (to student A) Student A: Interlocutor: What is that one thing that you would like to change in yourself? (to student A) Student A:-(The interlocutor/assessor gives instructions for the mini presentation. ) II MINI PRESENTATION In the mini presentation, students are expected to speak for two minutes on a given topic. The interlocutor gives them pencil and paper to write points. They are not supposed to write complete answers. (1 min Preparation+ 2 each min for students= 5 min) The input cards are given to the students. Any one out of the four can be given to the pair. The Interlocutor may ask any student A or B begin first. After one student has finished his or her presentation, the student should be asked to ask a question on the mini presentation. The same process should be repeated with the other student also. a. What skill would you like to learn most in the future? Why? (1) My choice of a career ? ? ? Why is it important? How do you hope to achieve your goal? How do you think would you be a productive member of the society? If the student is not able to speak at length the teacher could ask rounding off questions 27 | P a g e ? How did you decide on your choice? Do you have other options? (2) What would you preferlife in Rural or Urban area? ? ? ? Choice Three reasons Difference If the student is not able to speak at length the teacher could ask rounding off questions ? Have you been exposed to both the life styles? ? How is it different? (3) Advantages of co education ? ? ? Society consists o f men and women Rapport is built Helps in adult life If the student is not able to speak at length the teacher could ask rounding off questions ? ? What do you prefer? Why? Does it add to your comfort? (4) A book that I enjoyed reading ? ? Why did you pick up the book? How long did you take to read it? Genre of the book If the student is not able to speak at length the teacher could ask rounding off questions ? What kind of books do you enjoy? ? Have you heard or of seen a book that has been filmed? III PAIR INTERACTION (3 mins) Students respond to visual/ verbal stimulus. Students AB look at the picture and talk together to describe it. (1) Rag Pickers 28 | P a g e Teacher could ask prompt question: 1. 2. What are the environmental hazards if the waste is not managed in time and properly? What kind of a holiday would you prefer? Students look at the pictures and choose one, then talk together? Teacher could ask a prompt question. 3. ? ? ? Studying abroad High cut offs Easy money from parents Brand value and status symbol 4. Changing Values ? things that give status to people in your country ? changes since your parents’ time ? Reasons for changes IV Closing (1 min) 29 | P a g e Assessment of Listening Skills Class XI Set – II 20 Marks Instructions: a) Before listening to the passage on Tsunami read the questions. (1 min) b) Listen to the passage on Tsunami that caused devastation in Japan. While you listening complete the blanks. Transcript: The tsunami that hit Japan on March 11, 2011 has been labelled the countrys worst tragedy since World War II. The 8. 9-magnitude earthquake that hit north-eastern Japan and the 23-feet tsunami it triggered has left a trail of devastation in its wake. After the Ferocious Friday some numbers continue to haunt: tens of thousand dead; even more missing; 4,50,000 rendered homeless. The Japanese are familiar with natural disasters and are trained in handling a calamity and ways of evacuation. Statistics speak of a tremor occurring somewhere in the country about every five minutes with annually there being up to 2,000 quakes. But no amount of preparation proved enough for the recent calamity of colossal proportion. Natures fury swept aside every safeguard in place. Many perished in split seconds and those who escaped the wrath pleaded for aid in every possible way. The catastrophe has lead to an outpouring of grief from around the world. The quake-tsunami double blow wrecked parts of a beautiful country and scarred lives. It couldnt, however, crack the inherent willpower or destroy the strength of character of its beautiful people; the people who have stayed admirably calm under chaos and begun regrouping forces to rebuild what they have lost. Most eyewitness accounts from the affected zones spoke about residents experiencing power outages, shortage of drinking water and food but there being no panic, arson or emotional breakdown, as reported from other countries where similar disasters have struck. It’s temperament reflecting a society that cares for its neighbour. It was not the countrys technical competence which endeared, it was its people. They displayed dignity, discipline and a genuine desire to assist. (274 words) While you listen to the passage, tick the correct option 1. The tsunami of 2011 has been labelled the †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. . the countrys worst tragedy since World War II. b. the countrys worst natural calamity c. the countrys worst earthquake d. the country’s worst economic disaster Ans: b. the countrys worst natural calamity 30 | P a g e 2. The Japanese are familiar with natural disasters because†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. a. there is a tremor in the country about every five minutes b. they have nerves of steel and presence of mind c. they are technologically advanced and can cope with disasters d. they are used to being hit by a tsunami Ans: a. there is a tremor in the country about every five minutes B. Fill in the blanks 3. The quake-tsunami wrecked the beautiful country and scarred lives but it couldnt destroy †¦.. 4. The Japanese experienced shortage of drinking water and food but they did not resort to†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5. What endears the Japanese to the world is their †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Ans: 3. the strength of character/ the will power 4. unlawful means/ panic, arson or emotional breakdown 5. dignity, and discipline II. 1. Listen to James talk about his routine, and fill in the blanks given in your answer sheet: Transcript I guess I should tell you about what I do everyday. First, everyone has to get up at 5:30 A. M. The silly old rooster amed Harry loves to wake us up. Next, we have to make our beds and tidy up the cabin before our camp counsellor, Jeff, comes to inspect the place. Then, we have breakfast around 6:30 A. M. After that, we have some free time, so Ive been going down to the nearby stream to fish for a couple of hours. But yesterday, the only thing I caught was a n old shoe and a tree branch. Great catch, huh? Then when I was trying to swat a mosquito buzzing around my head, I slipped and fell in the stream and lost my fishing pole. That ended my fishing career. 6. 7. 8. 9. James is woken up by. The first thing that James does is†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ He eats breakfast at about †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ James talks of two mishaps when he went†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2. Listen to the town planner describes the road. Which one is he talking about. Transcript Many types of road exist around the world. We are looking for well laid out thoroughfare which will be aesthetically laid out with a canopy of trees. 31 | P a g e A B C D Ans. C 3. Match the graphs to the correct definitions Transcript 10. 11. 12. 13. Ans: 1. 2. 3. 4. Sales fell steadily through over the year. Sales rose steadily over the year Sales increased sharply from June. Sales bottomed out in May C A B D A B C D 32 | P a g e 4. Match the images with the correct descriptions B C D Transcript 14. 15. 16. 17. Ans: a. b. c. d. 5. Youngman with dark glasses and a happy face Good-looking young man with black eyes Young man with glasses and a beard Old man with curly hair and glasses D A B C Listen to the telephonic conversation and fill in the blanks Transcript F: Hello Mrunal, Mira here. M: Hi Mira, how are you doing? F: I’m good but busy as always. Actually, I’m completing a project with Wipro. In fact I wanted to talk to you as I’m looking for an assistant – any ideas? M: Is it the database project? F: No, it’s about developing our brand. M: I see. Do you know what kind of person you are trying to find? F: The person needs excellent qualifications – it’s more the creative side of things. Moreover we need the person to be involved in. M: You could give Neera a call. She’ll help you as she’s doing all kinds of consultancy work. Currently she’s an advisor to a couple of large companies I believe. I can email you her details if you like. F: Great, thanks Ans a. b. c. d. 33 | P a g e a project an assistant creative / involved neera 18. Mrunal was busy completing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 19. Mrunal wanted to Mira to help him find †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 20. Mrunal wanted the person who was†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Closing 34 | P a g e Assessment of Speaking Skill Set II Class XI 10 Marks I GENERAL INTRODUCTION (1 min) (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Student A: My name is -/ I am Interlocutor: And yours? (looking at student B) Student B: Interlocutor: What do you do in your leisure time (To student B) Student B: -Interlocutor: What other hobby would you like to develop? To student A) Student A: -Interlocutor: what would you like to develop? (To student B) Student B: Interlocutor: who is your favourite actor? (To student A) Student A: -Interlocutor: And yours? (To student B) Student B: II MINI PRESENTATION (1 min Preparation + 2 each min for both the students= 5 min) 1. Your school is planning to organize an adventure camp during summer vacations. The Secretary of the School Adventure Club has offered the following three choices. As a member of the club which place would you prefer? Give reasons for your choice. (Interlocutor gives different input card to both students. Four samples are given) ? ? ? Seven day swimming camp at lake Bhimtal Four day trekking camp at Pehalgam, Srinagar Five day river rafting camp at Rishikesh 35 | P a g e 2. Talk about a book you have read recently ? ? ? Why did you decided to read that book? How long did it take to finish the book? What genre of book it was? 3. Talk about your favourite news channel. ? ? ? 4. ? ? ? ? III How often you use this news source Why do you use this channel What other sources you use E-learning. Autonomous learning Adds variety Gives choices Clarifies concepts PAIR INTERACTION (3 mins) Students respond to visual/ verbal stimulus. Students look at the pictures and talk together for three minutes 1. Elderly –sad and lonely, neglected by their family members. Dependent on others for their physical needs. Money not adequate to meet the expenses of medicines. 36 | P a g e 2. E-revolution in India. Awareness in villages about computers. Government has brought out e-tablets which are cost-effective Energy Saving devices in new computers. Closing 37 | P a g e

General Reasons For Plastic Surgery Media Essay

General Reasons For Plastic Surgery Media Essay When the word plastic surgery is heard or used, people immediately think of body changes or enhancements and want to know what has been done. This is especially so in the case of women due to the focus and featuring of the female face and body in magazines and fashion shows. Plastic surgery is performed all over the world where we have women who are in need of bodily transformations and where the procedures are available. There is a high prevalence of this in the US and Europe, and through globalization the image of the enhanced western woman has been spread far and wide. Because of this, we find women aspiring to this model or just an enhancement to make her look better than her compatriot. This phenomenon has also spread to the Middle Eastern countries and can be found from Lebanon, Syria and others to the UAE. There are many reasons which will be explained why women in this region, and the UAE resort to this treatment despite the fact that it is prohibited in the religion of Islam . In simple terms, plastic surgery can be seen as an operation to change, shape or mould a persons features as you would do with plastic. However, on a more sophisticated basis, plastic, reconstructive, and cosmetic surgery refers to a variety of operations performed by doctors and undertaken by patients in order to repair or restore body parts to look normal again, or to change or enhance a body part to look better than before and thus draw more attention. All of these types of procedures are highly specialized and require accurate skills and training to perform them. The operations require the careful preparation of a persons skin and tissues, followed by precise cutting. Afterwards , stitching needs to be accurately done to leave minute traces of scar tissue. Due to cutting-edge technology in the form of instrumentation and procedures, plastic surgery is more advanced today than before (Magleby 2008;Surgery Encyclopedia 2010). General Reasons for Plastic Surgery: The three types of surgery performed use similar types of techniques and approaches. However, they all have different reasons attached. In the case of plastic surgery it is mainly used to treat defects after birth as well as enhance the skin whereby blemishes, acne scars, growths or birthmarks could be removed. Cosmetic surgery is just to make a person look younger or enhance the appearance. Reconstructive surgery is mainly used for the reattachment of body parts that got detached in an accident or in war or to add body parts that were missing at birth or were removed by surgery (Surgery Encyclopedia 2010;Skin grafts are also used for severe burn victims as shown in the case of a Palestinian child with severe burns who were sent to the UAE (Palestine Childrens Relief Fund 2006). Specific Types and uses of Plastic Surgery: Plastic surgery:- it involves surgical procedures of the skin. Here the popular ones are the shaping of ears, acne scars and removal of tattoos. Also, the famous excess removal of abdominal fatty tissue (tummy tucks) are common. Cosmetic surgery:- this is done on the face for enhancement and beautification. This is used to enhance facial features or correct a disfigurement. In children cleft lips or palates are cosmetically rectified. For adults it is mostly about shaping and modeling noses and lips. Sagging bags under eyelids are also done as well as the well-known facelifts. Then there are also the cases of breast enhancements- either increase or decrease the size of it. For a breast increase, implants are used and for reduction, excess fat and tissue are removed (Leslie 2009; Surgery Encyclopedia 2010; Corder 2007). Reconstructive surgery: most of the cases treated are accident and burn victims. In the case of accidents it is related to the rebuilding and reconstructing of broken bones and limbs and involves skin transplantations and skin grafts as well. It includes the cases of reattachment of severed fingers , toes or arms, provided these limbs are taken to the hospital quickly. At other times, artificial limbs are attached to the body or implants are made such as teeth, knee, elbow and hip joints (Surgery Encyclopedia 2010) Is plastic surgery spreading or not? Plastic surgery is definitely on the rise and there just does not seem to be an end to it in the near future. It has always been popular in the US, especially among films tars and other celebrities and the media thrives on this. Unfortunately for people, but good for the doctors performing it, more and more people aspire for certain looks and undergo surgery. The American Society for Aesthetic Plastic Surgery reports that over 10.2 million cosmetic surgical and nonsurgical procedures were performed in the United States in 2008 (Batool 2009;Cosmetic Plastic Surgery Statistics 2009; Leslie 2009). Statistics of Plastic Surgery in the US (2008) Plastic surgery in the UAE Even in the Middle East, plastic surgery is highly sought after. In nearby Lebanon (Lee 2008) and Syria ( Syrians seekà ¢Ã¢â€š ¬Ã‚ ¦2009) it is big business , as well as in Iraq (Santana 2010). In Iraq one doctor reports 20 cosmetic surgeries a week (Santana 2010). In the UAE most of the women are influenced by looks of models and celebrities or artists. Although prices are said to be high (Corder 2007) , plastic surgery is still accepted and embraced by many people, men and women, but more women than men. Onlinesurgery (2009) reports an increase in UAE plastic procedures and reasons given are numerous, but the most important one is aesthetics and beauty. Because of the number of procedures undertaken and the demand by locals and women in the region, there has been an enormous increase in the number of plastic surgeries that opened in the UAE, notably the most in Dubai. Underwood (2009) on the contrary thinks that cosmetic surgery is a gamble. This is in relation to reports that man y plastic surgeries in Dubai are advertising plastic surgery along with a hotel recovery period and the argument is that the cost combined with a hotel stay will be too high. One surgery directory shows 21 clinics for plastic surgery (Cosmetic Surgery UAE Dubai Directory). Dr.Toledo (2008) a practicing surgeon in Dubai reports that accurate statistics for the UAE are not available, but according to him there is enough business in this field and it is still on the increase. Magleby (2008) reports that the UAE has its own rush for cosmetic surgery brought on as reported by one doctor by womens fear that their husbands might leave them for a younger women .According to this report, the most common group seeking plastic surgery are between the ages 20 and 65. Plastic Surgery and Islam Gleason (2010) asserts that in the US and the Western world, plastic surgery is an everyday affair and acceptable. According to her, there are many questions being asked about plastic surgery and how acceptable it is according to the religious beliefs of Islam. This surgery is widely, but not completely rejected: according to Islam, plastic surgery purely for beautification and to look attractive is contrary to Islamic laws. It is as if the creation and handiwork of Allah (God) is condemned and unacceptable. It is the belief that the human body is given as a gift, and changing this nature which was created by Allah is a sin inspired by Satan. A second argument is whether human beings are allowed to make changes to the God-given body. It is Islamic belief that humans were created in the image of Allah and happiness should be the order of the day for Allahs children. Therefore if there is some bodily deformity, then plastic surgery can be accepted, as long as the reason is valid. Thus, cosmetic surgery just because someone is unhappy about how Allah created him or her, is forbidden (Islam 2010; Islamonline 2002; Uloom 1999). The Hadiths in Islam reads: Cursed is the woman who artificially lengthens her (or some- one elses) hair, and the woman who asks for artificially lengthening her hair, the one who plucks hair from her face and the one who gets her hair plucked, the one who tattoos and the one who asks to be tattooed, the women who pluck hair and those who get their hair plucked, and the women who make spaces between their teeth for beautification changing what Allah has created. And in the end all these were said to have one common trait characterizing them as far as their intentions are concerned: changing what Allah has created. (Shawqi,1987). Why do people in the UAE undergo Plastic Surgery? There are many reasons why Emirati women and others in the UAE resort to plastic surgery. The main reason is psychological. This connects with their self-esteem, especially married women who fear that their husbands might take a younger looking wife (Magleby 2008). According to Magleby (2008), one surgeon related that surgeons sometimes need to play the role of psychologists in the case of depressed patients who are unhappy with their looks. Many a time women have unrealistic expectations: an obese person wants liposuction to turn her into a slender person, while another expects a facelift to work a miracle and turn an older face into a youthful one. Most of the time, the results are not as were expected. There is also a wide belief that if a person is contended with her looks, then she will be a more relaxed person. Another reason is good looks these are also often equated then with happiness and if one is attractive, then people accept you more easily and men find you more appealing. Many women want to copy the looks and enhancements of film stars and other celebrities and undergo surgery for eye, lip and breast enhancements. Singer Nancy Ajram, from Lebanon, is a well-known Middle Eastern, who underwent lots of surgical procedures, and Lebanon is seen as the plastic surgery capital of the Middle East (Santana 2010). A surgical makeover is high on many womens wish-list and women in the UAE and elsewhere in the Middle East seek nose-jobs to fit the looks of an Arab: some like a long- looking nose, while others with too long a nose wants it shortened (Magleby 2008). Other people depend on good looks to advance their career-prospects and some jobs like journalism, front-desk work, and TV presenting, to name a few, demand a good face. Risks and mishaps of Plastic Surgery Plastic surgery for cosmetic enhancement, is not without any risks attached. There have been many reported cases of mishaps and even deaths that occurred in the UAE and in other parts of the world. Magleby (2008) reports that prospective clients for this procedure should check out a doctors credentials before surgery and should only use board-certified surgeons. Many things can go wrong during surgery or afterwards and some patients die while undergoing surgery or suffer from deformation after the operation (How to chooseà ¢Ã¢â€š ¬Ã‚ ¦2010). Abdullah (2007) mentions a case in Dubai where a woman died after liposuction , leading to a police investigation, and this serves as a warning on choosing a surgeon. The UAE Ministry of health has warned the public against dodgy clinics using low-quality chemicals (Time Out Dubai 2009). In another case, the Dubai police raided a flat in Deira (Dubai) and shut down an unlicensed clinic where untrained, so-called surgeons performed surgery under unhygienic and unprofessional conditions. This clinic offered low-cost procedures for treatments of Botox to enhance lips and cheeks as well as other procedures- here the risks are clearly to be seen. In January, the Health Authority-Abu Dhabi issued a statement saying that they would publish guidelines for beauty clinics to control sand prevent such incidents (Menon 2010). In another case, a doctor who was dismissed from the board of surgeons in the US for malpractices and harm caused to patients, opened a practice in Dubai, and was later arrested by the police by operating there under a false name. This clearly shows some of the risk involved in plastic surgery (Telegraph 2010). Conclusion: Plastic surgery, the enhancement process by means of surgery has many different forms and benefits. It is very beneficial where someone is in need of physical enhancement due to a malformed body part or where a limb has been severed or was destroyed. In the case of cosmetic surgery it serves to mostly shape and enhance the persons personal looks and body shape. Millions of women worldwide and in the UAE favour this procedure. The women who subject themselves to the cosmetic surgery would like to look younger, or have a better facial or bodily look. Plastic surgery for purely better looks are frowned upon in the Islamic religion, however, women in the Middle East still do this and justify their actions. This surgery also does not come without risks and people have died, especially under the hand of unprofessionally qualified surgeons. Many instances of malpractices in the UAE have been uncovered and warnings and advice have been given in connection with plastic surgery. Despite all of the things mentioned, plastic surgery still carries on as women keep on searching for better looks.

Internal Combustion Engines Essay -- Engine Cars Mechanics Essays

Internal Combustion Engines An internal-combustion engine is a heat engine that burns fuel and air inside a combustion chamber located within the engine proper. Simply stated, a heat engine is an engine that converts heat energy to mechanical energy. The internal- combustion engine should be distinguished from the external- combustion engine, for example, the steam engine and the Stirling engine, which burns fuel outside the prime mover, that is, the device that actually produces mechanical motion. Both basic types produce hot, expanding gases, which may then be employed to move pistons, turn turbine rotors, or cause locomotion through the reaction principle as they escape through the nozzle. Most people are familiar with the internal-combustion reciprocating engine, which is used to power most automobiles, boats, lawn mowers, and home generators. Based on the means of ignition, two types of internal-combustion reciprocating engines can be distinguished: spark-ignition engines and compression-ignition engines. In the former, a spark ignites a combustible mixture of air and fuel; in the latter, high compression raises the temperature of the air in the chamber and ignites the injected fuel without a spark. The diesel engine is a compression-ignition engine. This article emphasizes the spark-ignition engine. The invention and early development of internal-combustion engines are usually credited to three Germans. Nikolaus Otto patented and built (1876) the first such engine; Karl Benz built the first automobile to be powered by such an engine (1885); and Gottlieb Daimler designed the first high-speed internal- combustion engine (1885) and carburetor. Rudolf Diesel invented a successful compression-ignition engine (the diesel engine) in 1892. The operation of the internal-combustion reciprocating engine employs either a four-stroke cycle or a two-stroke cycle. A stroke is one continuous movement of the piston within the cylinder. In the four-stroke cycle, also known as the Otto cycle, the downward movement of a piston located within a cylinder creates a partial vacuum. Valves located inside the combustion chamber are controlled by the motion of a camshaft connected to the crankshaft. The four strokes are called, in order of sequence, intake, compression, power, and exhaust. On the first stroke the intake valve is opened w... ... energy within the muffler before the exhaust gases are permitted to escape. The power capacity of an engine depends on a number of characteristics, including the volume of the combustion chamber. The volume can be increased by increasing the size of the piston and cylinder and by increasing the number of cylinders. The cylinder configuration, or arrangement of cylinders, can be straight, or in-line (one cylinder located behind the other); radial (cylinders located around a circle); in a V (cylinders located in a V configuration); or opposed (cylinders located opposite each other). Another type of internal- combustion engine, the Wankel engine, has no cylinders; instead, it has a rotor that moves through a combustion chamber. An internal-combustion engine must also have some kind of transmission system to control and direct the mechanical energy where it is needed; for example, in an automobile the energy must be directed to the driving wheels. Since these engines are not able to start under a load, a transmission system must be used to "disengage" the engine from the load during starting and then to apply the load when the engine reaches its operating speed.

Construction Of The Great Pyramid Essay -- essays research papers

Of the three theories on how the Great Pyramid was built, in descending order of acceptability, the most suitable theory is Clifford Wilson’s followed by Joseph Davidovits’ and Erich Von Dà ¤niken’s argument. Clifford Wilson’s theory is the best because he illustrates how the pyramids were built and provides the evidence to prove his theory, however; this is unlike Joseph Davidovits’ theory because Davidovits does not fully answer questions that arise concerning his theory. The three theories have similar points, but contain very different ideas on the construction of the Great Pyramid. This is obvious in Clifford Wilson’s argument where he is repeatedly disproving Von Dà ¤niken’s theory that the â€Å"gods† created the pyramids, whereas in Davidovits theory the pyramids were simply casted by means of chemically mixing Natron, aluminum and silicon to produce artificial rock. These three individuals express different ideas on t he building of the building of the Great Pyramid. Clifford Wilson has the most acceptable theory compared to the other two individual’s arguments. In Clifford Wilson’s theory, he suggests that the pyramids were built with the â€Å"heave-ho† method. With the use of sleds made from wood that is easily imported from Phoenicia and rope, it is an acceptable theory on how the Great Pyramid was built. Wilson has also seen workers, using a single rope and pulley, move stones as the supervisor chants out instructions. One question that arises is how the builders were able to lift the stones into place. Wilson explains that during the construction of the pyramid, a ramp made of earth could be increased as the height of the pyramid increased. Once outer limestone blocks are fitted into place the earth could simply be removed. Clifford Wilson clearly verifies his theory with specific details, which displays that his theory is the most logical and suitable explanation of the construction of the Great Pyramid. Although Clifford Wilson’s theory is the best, there are still a few weaknesses throughout his argument. Wilson suggests that by using a system of pulleys, levers and ropes its is possible to construct the pyramid. With recent studies, it has been shown that if using a lever system as Wilson suggests, the fulcrum’s height must be increased, and at certain heights, the whole lever can become unstable. Another problem that is brought up is with the use of... ...nce. Von Dà ¤niken’s theory is clearly the worst when compared to the other two arguments, and this is particularly due to incorrect data. Even though Von Dà ¤niken’s theory is the poorest in quality, he still brings up important ideas that need to be examined. For example, the Egyptians knew the distance between the sun and the earth, and the geographical locations of other continents. This information could have been thought up, but it is more realistic to consider that Egyptians did have contact with extra-terrestrials. Despite Von Dà ¤niken’s bad theory , he still brings up key issues, but generally his theory is of no use because of the lack of significant data. Of the three theories, Clifford Wilson’s theory remains the most acceptable because he illustrates how the pyramids were built and provides the evidence to prove his argument. Joseph Davidovits on the other hand, does not fully answer questions that arise concerning his theory. Von Dà ¤niken’s theory contains incorrect and irrelevant data that makes his theory the worst when compared to the other two arguments. In conclusion, Clifford Wilson had many effective points that disproved many Davidovits’ and Von Dà ¤niken’s points.

OpenBTS

OpenBTS: A Way of Providing Internet Access to Developing CountriesAbstract The mobile network infrastructure of the twenty-first century is monolithic. It de facto closed and complex systems have few suppliers. They are mostly pre-internet protocol run, and their architectural concept keeps evolving. However, this evolution has not resulted in them being economical or flexible. Thus OpenBTS brings the empowerment that is needed to build and operate cellular networks. Given that the technologies and capabilities are necessary to make such systems is readily available. This paper will look at the OpenBTS. What it means, how it works, components needed to create it, how these components function about each other. Also, the paper will look at the cost involved in setting up OpenBTS and how viable it is in the developing nations.? OpenBTS: A Way of Providing Internet Access to Developing CountriesOpen Base Transceiver Station simply is known as OpenBTS is a GSM access point that is software based. It allows the use of mobile phones that are GSM compatible with voice over the internet protocol. The software is categorized as open source by its developers Range Networks. Its public release as an open source software revolutionized the lower three layers of the GSM protocol stack (Iedema, 22). The OpenBTS is abbreviated by the C++, as free software, its controlled by the GNU Affero General Public License terms and conditions. How the OpenBTS works. OpenBTS operates by replacing the third layer of conventional GSM operational infrastructure. As opposed to GSM system that forwards calls through the radio resource management protocol via base stations that are external, OpenBTS has internal units that perform this function. OpenBTS uses SIP to deliver calls to VOIP soft switch and therefore bypasses the need to route the call to the operator's mobile switching center Burgess (David ; Samra, 13). The VIOP software is installed, and the OpenBTS are installed in one computer to form a cellular network that delivers calls to VOIP soft switch and therefore bypasses the need to route the call to the operator's mobile switching center. The VIOP software is installed, and the OpenBTS are installed in one computer to form a cellular network that is self-sufficient. However, it also possible to configure several OpenBTS units to share a common VOIP switch to form a network.Other components of GSMGSM components can be divided into four areas. These are the MS (Mobile Station), BSS (Base-Station Subsystem, NSS (Network and Switching Subsystem) and OSS (Operation and Support Subsystem. These four elements within the GSM network operate together as one unit, and therefore users never realize the difference that exists in the System (Iedema, 32). The components would take the below shape regarding a diagram representation.The MS or mobile stations also known as the cell or mobile phones and is the part of the GSM network that is seen and operated by the users. Technological innovation has improved the size and functionality of this part of the network over the years. The mobile station has two elements that help it carry out its functions. These are the Hardware, and the Subscriber Identity Module often referred to as the SIM (David & Samra, 13). The SIM contains the user's information that the network uses to identify them and the IMSI which is the International Mobile Subscriber Identity (IMSI). The hardware contains the devices that are used to generate data and transmit it. It also contains the International Mobile Equipment Identity which is an international identification used to trace stolen phones. The BSS or Base Station Subsystem has two sections, the Base Transceiver Station (BTS) and the Base Station Controller (BSC). The BTS communicates with the mobile through an Um interface and associated protocols (Iedema, 24). The BTC provides radio resources that communicate with and control through an Abis interface. The NSS or Networking Switching Subsystem is the core element of the GSM network, and it contains several elements. These elements are Mobile Services Switching Centre which acts as the switching node and enables functions such as registration, authentication, and call location among other functions to be performed. The Home Location Register element contains the administrative information used to register the user to the network and direct calls appropriately. The Visitor Location Register contains information that allows individual users to access the services that they request. The Equipment Identity Register, checks for the International Mobile Equipment Identity to verify if the particular equipment is allowed to accesses the services. Authentication Center provides the link between the SIM card and the network through a key that helps in radio connection. The Gateway Mobile Switching Center is responsible for obtaining Mobile Station Roaming Number that helps in call termination.The other element of the GSM network is the OSS (Operation and Support Subsystem). It's the component that connects the NSS and BSC. The GSM network is controlled and monitored by this element. It also used to monitor traffic load that goes through the BSS. The connection between OpenBTS and other GSM network components OpenBTS can be connected to GSM through software or hardware. The software elements are the GNU Radio and the Asterisk. This is a software suite that has several modules that are combined with minimal hardware and used in implementing radio systems in personal computers. It's an interface that is graphical with blocks that represent stages through which data flows. This graphical representation is achieved through the use of Python programming language (David ;Samra, 13). The asterisk is the communication server that provides the capability that enables BTS to route calls accurately, perform correct registration and authentication processes in the GSM networks. The asterisk enables the network to read the Subscriber Identity Modules as the SIP user, and their International Mobile Subscriber Identity as the SIP username. This is achieved by connecting the Asterisk PBX to the OpenBTS. The other way of connecting OpenBTS to GSM network is through the use of hardware such Motherboard Ettus Research Universal Software Radio Peripheral. Also, daughterboards RFX900 with VERT900 antennas and GSM terminals equipped with SIM cards is required. The connection is made through motherboard that can accommodate several daughterboards (David ; Samra, 13). The interface between the motherboard and the daughterboards is provided by USB cable that can transmit Radio frequency bandwidth.Cost of OpenBTS and other components Compared to the traditional cell networks, OpenBTS is low in cost as most of the components needed are easily available. The software and the equipment used to create an OpenBTS through GSM network are readily available in stores and online (Heimerl et al., 3). This has made OpenBTS cost effective as compared to the traditional landline network or the other cellular networks such satellite. The only challenge that OpenBTS faces are the availability of power in rural areas that are of the grid. The use of other sources of power could prove to be expensive and drive the cost of the network high especially in a developing country where income levels are low.Feasibility of OpenBTS in the rural areaThe feasibility of OpenBTS in providing internet access in the rural and remote area is great. Through the use of simple and easily available material, networks that can cover a radius of up to 15miles is easily created (Heimerl et al., 3). This would drastically improve the coverage area of these of grid areas that would otherwise be impossible to reach. Various advantages would come with Using OpenBTS to provide internet to the rural area. The cost of OpenBTS is low compared to other forms of such as satellite or landline. The equipment and technology required to build OpenBTS are affordable and readily available. However, there are also the cons of OpenBTS (David ; Samra, 13). Several regulations hinder the development and use of this technology. The process of getting approval to develop OpenBTS network can be tiresome in some countries. Also, the radius covered by OpenBTS network can be relatively small requiring the creation of multiple networks to cover wide areas. OpenBTS in Indonesia In Indonesia, the OpenBTS is provided by an American startup Endaga. The company operates the module through the Village Base Station which is mounted on the small box and mounted on metallic poles (Heimerl ; Brewer, 3). The equipment is powered by solar panels that are mounted on the same pole. The box is further fit with management software that performs billing and analytics functions. These stations combine the function of a traditional GSM equipment and programmable computer allowing them to provide more value. They provide both voice and data capabilities to the rural villages. After experiencing success with this innovation in two primary towns, Endaga is preparing to expand to other locations within the country and the continent. Conclusion For the two first century to truly be a century of technological advance, there must be an equal distribution of internet services. Both the rural and urban areas must be covered effectively by internet services. There has been concentration on the urban areas with the number of services providers in these areas going up. However, the rural and poor areas have been given little attention or at times completely neglected. Most developing countries in Africa and Asia lack essential internet connectivity. In the areas where the services are available, they are still expensive for many who are poor. The OpenBTS promises to solve the two-fold problem that many remote and poor areas are facing. Since it allows for firms to provide for cheap internet services, it will eliminate the problem of affordability. Also, it will also offer off-grid areas that lack power. Through innovation like the one that has been exhibited by Endaga, it is now possible to provide internet services in any area. It is now upon the various governments of the developing nations to ensure that right policies that will facilitate the development of the concept is in place.