The Problem Of Language In All Quiet On The Western Front Essays

The Problem of Language in "All Quiet on the Western Front" German Literature The Problem of Language in "All Quiet on the Western Front" For it is no easy undertaking, I say, to describe the bottom of the Universe; nor is it for tongues that only babble child's play. (The Inferno, XXXII, 7-9.) Erich Maria Remarque's All Quiet on the Western Front, a novel set in World War I, centers around the changes wrought by the war on one young German soldier. During his time in the war, Remarque's protagonist, Paul Baumer, changes from a rather innocent Romantic to a hardened and somewhat caustic veteran. More importantly, during the course of this metamorphosis, Baumer disaffiliates himself from those societal icons--parents, elders, school, religion--that had been the foundation of his pre-enlistment days. This rejection comes about as a result of Baumer's realization that the pre-enlistment society simply does not understand the reality of the Great War. His new society, then, becomes the Company, his fellow trench soldiers, because that is a group which does understand the truth as Baumer has experienced it. Remarque demonstrates Baumer's disaffiliation from the traditional by emphasizing the language of Baumer's pre- and post-enlistment societies. Baumer either can not, or chooses not to, communicate truthfully with those representatives of his pre-enlistment and innocent days. Further, he is repulsed by the banal and meaningless language that is used by members of that society. As he becomes alienated from his former, traditional, society, Baumer simultaneously is able to communicate effectively only with his military comrades. Since the novel is told from the first person point of view, the reader can see how the words Baumer speaks are at variance with his true feelings. In his preface to the novel, Remarque maintains that "a generation of men ... were destroyed by the war" (Remarque, All Quiet Preface). Indeed, in All Quiet on the Western Front, the meaning of language itself is, to a great extent, destroyed. Early in the novel, Baumer notes how his elders had been facile with words prior to his enlistment. Specifically, teachers and parents had used words, passionately at times, to persuade him and other young men to enlist in the war effort. After relating the tale of a teacher who exhorted his students to enlist, Baumer states that "teachers always carry their feelings ready in their waistcoat pockets, and trot them out by the hour" (Remarque, All Quiet I. 15). Baumer admits that he, and others, were fooled by this rhetorical trickery. Parents, too, were not averse to using words to shame their sons into enlisting. "At that time even one's parents were ready with the word 'coward'" (Remarque, All Quiet I. 15). Remembering those days, Baumer asserts that, as a result of his war experiences, he has learned how shallow the use of these words was. Indeed, early in his enlistment, Baumer comprehends that although authority figures taught that duty to one's country is the greatest thing, we already knew that death-throes are stronger. But for all that, we were no mutineers, no deserters, no cowards--they were very free with these expressions. We loved our country as much as they; we went courageously into every action; but also we distinguished the false from true, we had suddenly learned to see. (Remarque, All Quiet I. 17) What Baumer and his comrades have learned is that the words and expressions used by the pillars of society do not reflect the reality of war and of one's participation in it. As the novel progresses, Baumer himself uses words in a similarly false fashion. A number of instances of Baumer's own misuse of language occur during an important episode in the novel--a period of leave when he visits his home town. This leave is disastrous for Baumer because he realizes that he can not communicate with the people on the home front because of his military experiences and their limited, or nonexistent, understanding of the war. When he first enters his house, for example, Baumer is overwhelmed at being home. His joy and relief are such that he cannot speak; he can only weep (Remarque, All Quiet VII. 140). When he and his mother greet each other, he realizes immediately that he has nothing to say to her: "We say very little and I am thankful that she asks The Problem Of Language In All Quiet On The Western Front Essays The Problem of Language in "All Quiet on the Western Front" German Literature The Problem of Language in "All Quiet on the Western Front" For it is no easy undertaking, I say, to describe the bottom of the Universe; nor is it for tongues that only babble child's play. (The Inferno, XXXII, 7-9.) Erich Maria Remarque's All Quiet on the Western Front, a novel set in World War I, centers around the changes wrought by the war on one young German soldier. During his time in the war, Remarque's protagonist, Paul Baumer, changes from a rather innocent Romantic to a hardened and somewhat caustic veteran. More importantly, during the course of this metamorphosis, Baumer disaffiliates himself from those societal icons--parents, elders, school, religion--that had been the foundation of his pre-enlistment days. This rejection comes about as a result of Baumer's realization that the pre-enlistment society simply does not understand the reality of the Great War. His new society, then, becomes the Company, his fellow trench soldiers, because that is a group which does understand the truth as Baumer has experienced it. Remarque demonstrates Baumer's disaffiliation from the traditional by emphasizing the language of Baumer's pre- and post-enlistment societies. Baumer either can not, or chooses not to, communicate truthfully with those representatives of his pre-enlistment and innocent days. Further, he is repulsed by the banal and meaningless language that is used by members of that society. As he becomes alienated from his former, traditional, society, Baumer simultaneously is able to communicate effectively only with his military comrades. Since the novel is told from the first person point of view, the reader can see how the words Baumer speaks are at variance with his true feelings. In his preface to the novel, Remarque maintains that "a generation of men ... were destroyed by the war" (Remarque, All Quiet Preface). Indeed, in All Quiet on the Western Front, the meaning of language itself is, to a great extent, destroyed. Early in the novel, Baumer notes how his elders had been facile with words prior to his enlistment. Specifically, teachers and parents had used words, passionately at times, to persuade him and other young men to enlist in the war effort. After relating the tale of a teacher who exhorted his students to enlist, Baumer states that "teachers always carry their feelings ready in their waistcoat pockets, and trot them out by the hour" (Remarque, All Quiet I. 15). Baumer admits that he, and others, were fooled by this rhetorical trickery. Parents, too, were not averse to using words to shame their sons into enlisting. "At that time even one's parents were ready with the word 'coward'" (Remarque, All Quiet I. 15). Remembering those days, Baumer asserts that, as a result of his war experiences, he has learned how shallow the use of these words was. Indeed, early in his enlistment, Baumer comprehends that although authority figures taught that duty to one's country is the greatest thing, we already knew that death-throes are stronger. But for all that, we were no mutineers, no deserters, no cowards--they were very free with these expressions. We loved our country as much as they; we went courageously into every action; but also we distinguished the false from true, we had suddenly learned to see. (Remarque, All Quiet I. 17) What Baumer and his comrades have learned is that the words and expressions used by the pillars of society do not reflect the reality of war and of one's participation in it. As the novel progresses, Baumer himself uses words in a similarly false fashion. A number of instances of Baumer's own misuse of language occur during an important episode in the novel--a period of leave when he visits his home town. This leave is disastrous for Baumer because he realizes that he can not communicate with the people on the home front because of his military experiences and their limited, or nonexistent, understanding of the war. When he first enters his house, for example, Baumer is overwhelmed at being home. His joy and relief are such that he cannot speak; he can only weep (Remarque, All Quiet VII. 140). When he and his mother greet each other, he realizes immediately that he has nothing to say to her: "We say very little and I am thankful that she asks The Problem Of Language In All Quiet On The Western Front Essays The Problem of Language in "All Quiet on the Western Front" German Literature The Problem of Language in "All Quiet on the Western Front" For it is no easy undertaking, I say, to describe the bottom of the Universe; nor is it for tongues that only babble child's play. (The Inferno, XXXII, 7-9.) Erich Maria Remarque's All Quiet on the Western Front, a novel set in World War I, centers around the changes wrought by the war on one young German soldier. During his time in the war, Remarque's protagonist, Paul Baumer, changes from a rather innocent Romantic to a hardened and somewhat caustic veteran. More importantly, during the course of this metamorphosis, Baumer disaffiliates himself from those societal icons--parents, elders, school, religion--that had been the foundation of his pre-enlistment days. This rejection comes about as a result of Baumer's realization that the pre-enlistment society simply does not understand the reality of the Great War. His new society, then, becomes the Company, his fellow trench soldiers, because that is a group which does understand the truth as Baumer has experienced it. Remarque demonstrates Baumer's disaffiliation from the traditional by emphasizing the language of Baumer's pre- and post-enlistment societies. Baumer either can not, or chooses not to, communicate truthfully with those representatives of his pre-enlistment and innocent days. Further, he is repulsed by the banal and meaningless language that is used by members of that society. As he becomes alienated from his former, traditional, society, Baumer simultaneously is able to communicate effectively only with his military comrades. Since the novel is told from the first person point of view, the reader can see how the words Baumer speaks are at variance with his true feelings. In his preface to the novel, Remarque maintains that "a generation of men ... were destroyed by the war" (Remarque, All Quiet Preface). Indeed, in All Quiet on the Western Front, the meaning of language itself is, to a great extent, destroyed. Early in the novel, Baumer notes how his elders had been facile with words prior to his enlistment. Specifically, teachers and parents had used words, passionately at times, to persuade him and other young men to enlist in the war effort. After relating the tale of a teacher who exhorted his students to enlist, Baumer states that "teachers always carry their feelings ready in their waistcoat pockets, and trot them out by the hour" (Remarque, All Quiet I. 15). Baumer admits that he, and others, were fooled by this rhetorical trickery. Parents, too, were not averse to using words to shame their sons into enlisting. "At that time even one's parents were ready with the word 'coward'" (Remarque, All Quiet I. 15). Remembering those days, Baumer asserts that, as a result of his war experiences, he has learned how shallow the use of these words was. Indeed, early in his enlistment, Baumer comprehends that although authority figures taught that duty to one's country is the greatest thing, we already knew that death-throes are stronger. But for all that, we were no mutineers, no deserters, no cowards--they were very free with these expressions. We loved our country as much as they; we went courageously into every action; but also we distinguished the false from true, we had suddenly learned to see. (Remarque, All Quiet I. 17) What Baumer and his comrades have learned is that the words and expressions used by the pillars of society do not reflect the reality of war and of one's participation in it. As the novel progresses, Baumer himself uses words in a similarly false fashion. A number of instances of Baumer's own misuse of language occur during an important episode in the novel--a period of leave when he visits his home town. This leave is disastrous for Baumer because he realizes that he can not communicate with the people on the home front because of his military experiences and their limited, or nonexistent, understanding of the war. When he first enters his house, for example, Baumer is overwhelmed at being home. His joy and relief are such that he cannot speak; he can only weep (Remarque, All Quiet VII. 140). When he and his mother greet each other, he realizes immediately that he has nothing to say to her: "We say very little and I am thankful that she asks

Short and Long Vowel Lesson Plan

Short and Long Vowel Lesson Plan Often times students have a hard time differentiating short vowels from long vowels, and there are certain things teachers can do to help them master this skill. A solid lesson plan to teach this topic is an important first step, and this one might be exactly what you need. This vowels  lesson plan  is designed to help students recognize and remember vowels, as well as be able to produce the sounds of both a short vowel and a long vowel. Materials Songs for teaching grammarLetter cards for teaching vowels Learning the Differences The first step to mastering the vowel sounds is to understand the difference between both short and long vowels. Long vowels are the easiest of the two for students to learn because they have the same sound as their name. For example, the long o sounds like the o in the word ocean, and the long a sounds like the a in the word acorn. Short vowels are much more challenging for students to understand because they sound very similar to one another. For example, the short i in the word big sounds very similar to the short e in the word beg, and the short o in the word cop sounds similar to the short u in the word cup. Children need to be able to recognize and produce these sounds before they are able to learn the rules for reading and spelling them. Short Vowels: Short vowels have a curved symbol above them ÄÆ', Ä•, Ä ­, Ã… , Ã… ­. Here are a few examples of a short vowel: bun, bop, bed, bin, bat. Long Vowels: Long vowels have a straight line above them Ä , Ä“, Ä «, Ã… , Ã… «. Here are a few examples of a long vowel: face, even, lie, toe, use. Procedure for Lesson Follow this procedure to ensure students understand how to recognize and pronounce each vowel in the alphabet. Review the letter names a, e, i, o, and u. Discuss that the letter y is sometimes used as a vowel. This might be confusing for students to understand at first.Display each vowel letter card and ask students what vowel they hear when you say the following words: baby, beef, ride, rose, unicorn. Explain to students that it is easy to hear the vowels in the words that say their name, these vowels are the long vowels.Call upon students to come up and take turns drawing a straight line over each vowel that you go over together. For example, write the letter a on the board and call upon a student to draw a straight line over the a and say, A long a sounds like the word ape. Do this for each vowel.Teach students the long vowel song to help them remember. Often using creative learning experiences, like song, can better engage students in the lesson and help them retain the information more easily and for longer periods of time.  Next, go over short vowels. Display each letter card on the b oard and explain that sometimes vowels dont say their name and have a different sound. Ask students what vowel they hear when you say the following: apple, bed, pig, frog, bug. Call upon students to come up and take turns drawing a curved line over each vowel that you go over together. For example, write the letter a on the board and call upon a student  to draw a curved line over the a and say A short vowel sounds like ah in alligator. Continue to do this for each vowel sound.Next, teach the students the short vowel song to help them remember. You might try alternating the two songs - the short and long vowel songs - to keep students thinking and challenge them more.To help students remember short and long vowels continue to practice the songs each day until they have memorized them. If your students have an online learning portal, you might consider video taping their best performance to post. This way, you can share the film with parents, and also use it as a tool to remind students of the lyrics if they start to forget.   Edited by  Stacy Jagodowski

Hamlet's feigned madness and Ophelia's real madness Essay

Hamlet's feigned madness and Ophelia's real madness - Essay Example Hamlet displays a number of weird behaviors during the play. He defies the ghost orders of killing Claudius for a number of reasons (1.1.12). According to the Roman and Greek revenge tragedies, it is unusual to kill a king and spare the queen. Hamlet does not have enough anger in him to revenge for murder, but he angers it with enough compassion to spare his mother’s incest actions. He delays inflicting and suffering death because posing on death’s edge guides him to a sequence of highly illuminating insights and moments that he shares with the audience. Hamlet wants to be sure that Claudius is completely guilty before he decides to revenge his father’s death. He unfortunately gets proof that happens to be a trap (1.5.40). Claudius arrest Hamlet and takes him out of the country. When Hamlet finally decides to commit the act, he ends up killing the wrong man by the name Polonius (4.1). It is significant to note that Hamlet is particularly discontented and melancho ly with Denmark’s state of affairs and in his family. He feels betrayed and disappointed that his mother married his uncle so early after his father dies. His words, when talking about his mother, frequently indicate his distrust of and repulsion with women generally. During various scenes in the play, he considers dying and contemplates suicide. Nevertheless, regardless of all of the things with which Hamlet admits dissatisfaction, it is noteworthy that he should think about these issues only in philosophical and personal terms. The madness that Hamlet displays starts as anguish for his father’s death. Out of distress, he wishes that his flesh would melt and turn into dew. He undergoes many emotions when his mother chooses to marry Claudius,... The paper tells that the difference between Hamlet and other plays about revenge is that, in Hamlet the viewer never sees the revenge happening. The play does not show the audience the expected; rather it continually postpones the revenge of Hamlet. The delay is because Hamlet attempts to gain more certain knowledge concerning what he is doing. In Hamlet, certainty together with emotions, psychology and ethics affect actions. Hamlet himself seems to doubt the notion that it is probable act in a purposeful and controlled way. He prefers to act violently, blindly and recklessly when he chooses to do so. The argument is whether Hamlet is truly mad or just acting. Hamlet’s madness is among the various unanswered questions that the play raises, an impossible mystery. All the same, the intricacy and sheer uncertainty of Hamlet's mental state and inconsistent behavior is undeniable and appears to speak to the overall doubt and uncertainty atmosphere of the play. The clear descent of Ophelia into madness, and later drowning, is fairly of a dissimilar issue. Critics agree that Ophelia goes mad due to the constant abuse from Hamlet. She cracks under the burden of patriarchal forces that has significant implications for the portrayal of sex and gender in the play. It is not a mistake that it is impossible for the audience to know the real mental state of Hamlet. The uncertainty of the audience reflects the common doubt and ambiguity that characterizes the whole play.

Nursing administration Research Paper Example | Topics and Well Written Essays - 4500 words

Nursing administration - Research Paper Example Several studies have demonstrated the usefulness of Magnet status. Buffington, et al (2012) studied factors in nurses retention and reported they left due to lack of support and recognition. Laschinger, Leitev, Day & Gilin (2009) reported that leaving of experienced nurses caused secondary turnouts due to workforce pressure, and caused lack of job satisfaction. Magnet status takes care of these problems by building an overall professionally sound organisation. The Magnet recognition is a time consuming detailed process involving organizational efforts to develop required systems, procedures and practices. It involves comprehensive development on the part of the organization as well as its units. After detailed appraisal if the organization meets the requirements, site visits are planned followed by public comment. The original Magnet ® research study conducted in 1983 found that those organizations that were successful in recruiting and retaining nurses during the shortages of nurses faced in the 1970s and 1980s had certain characteristics which differentiated them from other organizations. These fourteen characteristics remain known as the ANCC Forces of Magnetism which form the basis of the conceptual framework of ANCC recognition and maintenance of Magnet ® status. These forces of Magnetism available at the website (http://www.nursecredentialing.org/ForcesofMagnetism.aspx) are attributes or outcomes that exemplify or form the basis of nursing excellence. Expression of full forces of magnetism implies high quality professional environment in the organization at every level, where the nursing is guided by a strong and visionary nursing leader. This leader is a senior functionary who advocates and supports excellence in nursing practice, and in turn is also responsible for the continued m aintenance of the organizations Magnet ® status. The Magnet ® recognition program has three basic goals and

Nanoparticles Obtained by Using Different Gelation Solution

Nanoparticles Obtained by Using Different Gelation Solution 3. RESULTS AND DISCUSSION 3.1 Size of nanoparticles obtained by using different gelation solution 3.1.1 Size of different alginate-based nanoparticles at fixed enzyme and Polyoxyethylene sorbitan mono-oleate (surfactant) concentration Various alginate based nanoparticles were prepared by using different gelling solutions as given in method . The size of nanoparticles determined by DLS is given in table-1. Table-1: Showing size and intensity of nanoparticles at single concentration of surfactant used and enzyme immobilized S. No. Surfactant Conc. (mM) Enzyme Conc. (mg/mL) Cross-linking agent Peak size, diameter (nm) [Day 0] Intensity (%) Peak size, diameter (nm) [Day 3] Intensity (%) 1. 8.203 2.5 BaCl2 89.437 90.6 97.83 74.4 2. CaCl2 87.883 94.3 161.6 54 3. SrCl2 69.193 75.2 91.38 62 4. NiCl2 421.833 100 537.6 75.5 Size was measured on the same day as the preparation of alginate based nanoparticles and there was uniformity in size distribution of the peak diameter which is shown in figures-1, 2, 3 and 4. Figure 1: Size distribution of Ba-alginate nanoparticles: A) on same day and B) after three days. Figure 2: Size distribution of Ca-alginate nanoparticles: A) on same day and B) after three days. Figure 3: Size distribution of Sr-alginate nanoparticles: A) on same day and B) after three days. Figure 4: Size distribution of Ni-alginate nanoparticles: A) on same day and B) after three days. It could be seen that when size was determined on the same day (Day 0), uniformity was observed in the peak diameter. However, when size was determined after 3 days from the development of nanoparticles, the size was found to increase and the distribution was random. This happens due to Oswald ripening. 3.1.2 Size of different alginate based nanoparticles at varying surfactant concentration Different alginate based nanoparticles were developed without enzyme immobilization at different concentrations of surfactant ranging from below critical micelle concentration value to its double as given in Method . The size of nanoparticles is depicted in table-2. Table-2: Showing size and intensity of nanoparticles at different concentrations of surfactant used (no enzyme immobilized) S. No. Surfactant Concentration (mM) Cross-linking agent Peak size, diameter (nm) [Day 0] Intensity (%) 1. 0.006 BaCl2 CaCl2 SrCl2 NiCl2 104.5 70.01 165.9 135 53.7 57.9 61 79.5 2. 0.012 BaCl2 CaCl2 SrCl2 NiCl2 384.5 150 463.7 193.5 94.3 100 100 100 3. 0.024 BaCl2 CaCl2 SrCl2 NiCl2 339.2 71.03 49.65 127.5 52.8 50.9 69.3 62.8 It has been observed from the table that as the concentration of surfactant increases, the size and shape become more regular. Below the critical micelle concentration of the surfactant, uneven and irregular shaped particles were formed. This observation is validated by the size determination of the nanoparticles using dynamic light scattering at different concentrations of the surfactant as shown in figures 5, 6, 7 and 8. Figure 5: Size distribution of Ba-alginate nanoparticles: A) at below CMC (0.006mM) B) at CMC (0.012mM) and C) above CMC (0.024mM) of the surfactant. D) Plot of the peaks of alginate nanoparticles obtained against three different concentrations of surfactant used. Figure 6: Size distribution of Ca-alginate nanoparticles: A) at below CMC (0.006mM) B) at CMC (0.012mM) and C) above CMC (0.024mM) of the surfactant. D) Plot of the peaks of alginate nanoparticles obtained against three different concentrations of surfactant used. Figure 7: Size distribution of Sr-alginate nanoparticles: A) at below CMC (0.006mM) B) at CMC (0.012mM) and C) above CMC (0.024mM) of the surfactant. D) Plot of the peaks of alginate nanoparticles obtained against three different concentrations of surfactant used. Figure 8: Size distribution of Ni-alginate nanoparticles: A) at below CMC (0.006mM) B) at CMC (0.012mM) and C) above CMC (0.024mM) of the surfactant. D) Plot of the peaks of alginate nanoparticles obtained against three different concentrations of surfactant used. 3.1.3 Size of different alginate-based nanoparticles at varying enzyme concentrations but fixed surfactant concentration Nanoparticles of various sizes and shapes were made by varying the concentrations of enzyme which was immobilized in the alginate matrix as described in Method. The different sizes obtained against differently immobilized enzyme concentrations are shown in table-3. Table-3: Showing size and intensity of nanoparticles at different concentrations of enzyme immobilized against a constant surfactant concentration S. No. Surfactant Conc. (mM) Enzyme Conc. (mg/mL) Cross-linking agent Peak size, diameter (nm) [Day 0] Intensity (%) 1. 8.203 1 BaCl2 CaCl2 SrCl2 NiCl2 79.11 110.7 66.48 61.79 53.3 77.2 51 58.4 2. 2.5 BaCl2 CaCl2 SrCl2 NiCl2 89.437 87.883 69.193 421.833 90.6 94.3 75.2 100 3. 5 BaCl2 CaCl2 SrCl2 NiCl2 65.78 146.5 70.09 138.2 51.1 83.3 43.5 58.2 4. 7.5 BaCl2 CaCl2 SrCl2 NiCl2 81.18 218.8 83.91 65.84 54.6 91.4 63.2 80.6 Figures 9, 10, 11 and 12 show the changing size of the nanoparticles with change in the concentration of enzyme immobilized in alginate matrix. A comparative graphical plot has also been incorporated to display the change in size against varying enzyme concentration for each of the cross-linking agents. Figure 9: Size distribution of Ba-alginate nanoparticles: A) at 1mg/mL B) at 2.5mg/mL C) at 5mg/mL and D) at 7.5mg/mL of enzyme concentration encapsulated in alginate nano-beads. E) Plot for the variation of peak size against changing enzyme concentration. Figure 10: Size distribution of Ca-alginate nanoparticles: A) at 1mg/mL B) at 2.5mg/mL C) at 5mg/mL and D) at 7.5mg/mL of enzyme concentration encapsulated in alginate nano-beads. E) Plot for the variation of peak size against changing enzyme concentration. Figure 11: Size distribution of Sr-alginate nanoparticles: A) at 1mg/mL B) at 2.5mg/mL C) at 5mg/mL and D) at 7.5mg/mL of enzyme concentration encapsulated in alginate nano-beads. E) Plot for the variation of peak size against changing enzyme concentration. Figure 12: Size distribution of Ni-alginate nanoparticles: A) at 1mg/mL B) at 2.5mg/mL C) at 5mg/mL and D) at 7.5mg/mL of enzyme concentration encapsulated in alginate nano-beads. E) Plot for the variation of peak size against changing enzyme concentration. From the various figures of nanoparticles, it could be seen that the average peak size of nanoparticles increase with increasing concentration of enzyme for Barium, Calcium and Strontium. However, in case of Nickel, the size is maximum at 2.5mg/mL concentration of enzyme and it decreases for higher concentrations of enzyme. 3.1.4 Size of different alginate-based nanoparticles at different pH for fixed enzyme and surfactant concentrations Nanoparticles of different sizes and forms were prepared by varying the pH of the buffer solution as described in Method. The peak size diameter of the nanoparticles synthesized is given in table-4. Table-4: Showing size and intensity of nanoparticles at different pH of buffer for enzyme immobilized in alginate matrix against a constant surfactant concentration S. No. Surfactant Conc. (mM) Enzyme Conc. (mg/mL) pH of Buffer Cross-linking agent Peak size, diameter (nm) [Day 0] Intensity (%) 1. 8.203 2.5 5.36 BaCl2 CaCl2 SrCl2 NiCl2 178.9 256.1 292 349.1 84.6 88.9 71.9 100 2. 7.04 BaCl2 CaCl2 SrCl2 NiCl2 89.437 87.883 69.193 421.833 90.6 94.3 75.2 100 3. 10 BaCl2 CaCl2 SrCl2 NiCl2 254.9 608.2 205.1 496 84.8 57.6 78.7 100 Figure 13: Size distribution of Ba-alginate nanoparticles: A) at pH 5.36 B) at pH 7.04 and C) at pH 10 of the buffer of alginate matrix. D) Plot shows the variation of peak size against changing pH. Figure 14: Size distribution of Ca-alginate nanoparticles: A) at pH 5.36 B) at pH 7.04 and C) at pH 10 of the buffer of alginate matrix. D) Plot shows the variation of peak size against changing pH. Figure 15: Size distribution of Sr-alginate nanoparticles: A) at pH 5.36 B) at pH 7.04 and C) at pH 10 of the buffer of alginate matrix. D) Plot shows the variation of peak size against changing pH. Figure 16: Size distribution of Ni-alginate nanoparticles: A) at pH 5.36 B) at pH 7.04 and C) at pH 10 of the buffer of alginate matrix. D) Plot shows the variation of peak size against changing pH. From figures 13 and 14, it can be clearly seen that size of the nanoparticles is the smallest at pH 7 and largest at pH 10 for BaCl2 and CaCl2. In case of figure 15, size is smallest at pH 7 but largest at pH 5.36 for SrCl2. However, in case of figure 16, size increases in ascending order from pH 5.36 to pH 10 for NiCl2. 3.2 Determination of membrane structure of the nanoparticles using infrared spectroscopy The characteristic bands for different regions of sodium alginate and its overlay with the nanoparticles developed through Method using BaCl2, CaCl2, NiCl2 and SrCl2 solutions as cross-linking agents are shown in figure 17. Figure 17: FT-IR results of alginate nanoparticles showing intensity bands From figure 17, it is clear that all peaks have shifted downfield. This results in stretching of the bonds between various functional groups and so bond length of increases. Spectroscopic analyses of the alginate-based nanoparticles were based on three distinctive regions of intensity and frequency. The spectroscopic peaks obtained from the graph and their relative assignment to various regions or vibrations or stretching are given in table-5. Table-5: FT-IR Transmittance bands (cm-1) of alginate-based nanoparticles Barium Nanoparticle Calcium Nanoparticle Strontium Nanoparticle Nickel Nanoparticle Assignment 720 886 908 1024 1038 1072 1118 1154 1286 1378 1464 1610 1626 1734 2346 2852 2922 2956 3436 3448 720 886 908 964 994 1024 1072 1118 1152 1284 1378 1408 1452 1464 1600 1608 1690 1728 2346 2852 2922 2956 3434 3450 670 718 832 886 892 906 952 1094 1250 1294 1350 1378 1450 1460 1638 1724 2344 2362 2852 2922 2954 3442 3676 3690 3770 3806 3822 3906 676 710 902 952 1018 1154 1298 1318 1350 1406 1438 1460 1482 1548 1642 1962 2346 2852 2920 2960 3010 3430 3806 3904 ÃŽ ½ (CO), ÃŽ ½ (CC), ÃŽ ´(COH) ÃŽ ½ (CO), ÃŽ ´ (CCO), ÃŽ ´ (CC) ÃŽ ½ (CO), ÃŽ ½s (CC) ÃŽ ½ (COC), ÃŽ ½ (OH) ÃŽ ´ (OH), ÃŽ ´ (CH), Ï„ (CH), ω (CH). ÃŽ ½s (COO) Amide II Amide I ÃŽ ½s (CH2) ÃŽ ½a (CH2) ÃŽ ½: stretching; ÃŽ ´: bending; Ï„: twisting; ω: wagging; s: symmetric; a: asymmetric The carbohydrate region is present between frequencies 1200-800 cm-1 as is shown in figure 19. Coupling of ÃŽ ½ (C – O) + ÃŽ ½ (C – C) + ÃŽ ´ (C – O – H) vibrations give the carbohydrate region. The mean peak for Barium and Calcium was observed at 1072 cm-1 while for strontium it was observed at 1094cm-1. The overall FT-IR spectra of the different alginate-based nanoparticles are shown in figure 18.The protein region is present between 1700-1480 with bands centered near 1640 cm-1. Asymmetric stretching bands of carboxylate group (ÃŽ ½a COO) were observed near 1600 cm-1 for the various nanoparticles and symmetric stretching band of carboxylate group were centered near 1462 cm-1. In infrared spectra the methylene groups show asymmetric stretching (ÃŽ ½a CH2) near 2922 cm-1 and symmetric stretching (ÃŽ ½sCH2) near 2852 cm-1. OH and NH stretching (3000-3600 cm-1) with peaks at 3436 cm-1 (for Ba), 3434 cm-1 (for Ca), 3442 cm-1 (for Sr) and 3430 cm-1 (for Ni). N.B. Results of FT-IR spectra of D-series nanoparticles are awaited. Figure 18: FT-IR spectra of A) Ca-alginate nanoparticles B) Ba-alginate nanoparticles C) Sr-alginate nanoparticles and D) Ni-alginate nanoparticles Figure 19: FT-IR spectra for carbohydrate region (1200-800cm-1) of A) Ca-alginate nanoparticles B) Ba-alginate nanoparticles C) Sr-alginate nanoparticles and D) Ni-alginate nanoparticles Figure 20: FT-IR spectra for protein region (1700-1480cm-1); asymmetric and symmetric COO stretching of A) Ca-alginate nanoparticles B) Ba-alginate nanoparticles C) Sr-alginate nanoparticles and D) Ni-alginate nanoparticles 3.3 Determination of shape and size of alginate-nanoparticles using SEM DLS method is not a perfect technique for the determination of size of nanoparticles. So SEM studies are undertaken to have accuracy in size measurement. Figure 21: SEM picture of A) Ba-alginate nanoparticles B) Ca-alginate nanoparticles C) Sr-alginate nanoparticles and D) Ni-alginate nanoparticles (same scale for all images). For SEM-imaging of alginate based nanoparticles prepared using various geling conditions, the samples were gold coated as described in Method. Average size of barium-alginate nanoparticles was 86.8 nm (diameter) and the shape of the beads formed after enzyme encapsulation were spherical. Spherical shaped beads were also formed in case of calcium-alginate nanoparticles with average size of 51.4 nm (diameter). Strontium-alginate nanoparticles also had spherical shaped bead formation with average diameter of 45.3 nm. In case of nickel-alginate nanoparticles, the majority of the particles were rod-shaped with average height of the rods being 310.8 nm. Also, some minor beads were formed having spherical shape and average diameter of 102.3 nm. 3.4 Measurement of UV-visible spectra The UV-visible spectral determination of absorbance of the alginate based nanoparticles was determined within 200-400nm baseline range. Figure 22: UV-visible spectra of Ba-alginate nanoparticles A) At CMC (w/o enzyme) B) At double CMC (w/o enzyme) C) At 1mg/mL enzyme concentration D) At 2.5mg/mL enzyme concentration E) At 5mg/mL enzyme concentration and F) At 7.5mg/mL enzyme concentration. Figure 22: UV-visible spectra of Ca-alginate nanoparticles A) At CMC (w/o enzyme) B) At double CMC (w/o enzyme) C) At 1mg/mL enzyme concentration D) At 2.5mg/mL enzyme concentration E) At 5mg/mL enzyme concentration and F) At 7.5mg/mL enzyme concentration. Figure 23: UV-visible spectra of Sr-alginate nanoparticles A) At CMC (w/o enzyme) B) At double CMC (w/o enzyme) C) At 1mg/mL enzyme concentration D) At 2.5mg/mL enzyme concentration E) At 5mg/mL enzyme concentration and F) At 7.5mg/mL enzyme concentration. Figure 24: UV-visible spectra of Ni-alginate nanoparticles A) At CMC (w/o enzyme) B) At double CMC (w/o enzyme) C) At 1mg/mL enzyme concentration D) At 2.5mg/mL enzyme concentration E) At 5mg/mL enzyme concentration and F) At 7.5mg/mL enzyme concentration. From the spectral figures 21, 22, 23 and 24 it can be clearly seen that the ÃŽ »MAX for the different alginate-nanoparticles is around 235nm. It can also be clearly seen that the protein content at 280nm increases with increase in the concentration of enzyme immobilized in the alginate matrix. The spectra of the alginate nanoparticles show peaks and stretching only within the UV range of 200-330 nm of the spectra and then the absorbance becomes constant. The nanoparticles which were made without the immobilization of enzyme at CMC and double CMC of Polyoxyethylene sorbitan mono-oleate had the least absorbance at 280 nm in all the different types of nanoparticles depicting the fact that no enzyme was encapsulated within them. 3.4.1 Variation of O.D. with protein content Figure 25: O.D. variation plot against varying protein content at 280nm for A) Ba-alginate nanoparticles B) Ca-alginate nanoparticles C) Sr-alginate nanoparticles and D) Ni-alginate nanoparticles. From figure 24, it can be seen that Nickel-alginate nanoparticles have the highest amount of protein immobilized within the matrix. While, the protein immobilized in Barium, Calcium and Strontium alginate nanoparticles are observed to have the similar amounts of protein immobilized in them. 3.4.2 UV-visible spectra for d-block element-based alginate nanoparticles The overlay of alginate nanoparticles developed from d-block elements is shown in figure 26. Figure 26: UV-visible spectra overlay for A) Na-alginate B) Co-based alginate nanoparticles C) Cu-based alginate nanoparticles D) Fe (II)-based alginate nanoparticles E) Fe (III)-based alginate nanoparticles F) Mn-based alginate nanoparticles G) Ni-based alginate nanoparticles and H) Zn-based alginate nanoparticles with no enzyme encapsulation. Figure 27 (a): UV-visible spectra for A) Na-alginate B) Co-based alginate nanoparticles C) Cu-based alginate nanoparticles D) Fe (II)-based alginate nanoparticles Figure 27 (b): UV-visible spectra for E) Fe (III)-based alginate nanoparticles F) Mn-based alginate nanoparticles G) Ni-based alginate nanoparticles and H) Zn-based alginate nanoparticles with no enzyme encapsulation.

Recognizing Differences Essay

The following information will discuss the difference between valuation, depreciation, amortization and depletion. It will also discuss is it appropriate to calculate depreciation using two different methods? What is valuation? â€Å"The process of determining the current worth of an asset or company† (www.investopedia.com). For example if you bought a car a year ago the value of the car will go down. The reason the value goes down is because you have wear and tear on the car so it is not worth as much, so the valuation is looking at the asset (the vehicle) and figuring out how much it is worth after being used. What is Depreciation? â€Å"A method of allocating the cost of a tangible asset over its useful life. Businesses depreciate long-term assets for both tax and accounting purposes† (www.investopedia.com). The three classes used for depreciation is land improvements, buildings and equipment. If a piece of equipment is bought by a company for two million dollars and the company expects it to be used for 10 years, it will be depreciated over 10 years. This means that every accounting year the company would expense $200,000.00 (assuming the company uses straight-line depreciation). What is Amortization? â€Å"The paying off of debit in regular installments over a period of time† (www.investopedia.com). Amortization is the allocation of only intangible assets, such as copyrights or patents. For example if a company buys a piece of equipment for $45 million dollars and the patent for this equipment is 15 years, this means that $3 million would be recorded as an amortization expense each year. What is depletion? â€Å"An accrual accounting method that companies use to allocate the cost of extracting natural resources such as timber, minerals and oil from the earth† (www.investopedia.com). There are two types of depletion; percentage depletion and cost depletion. When a company is depleting timber the IRS required that the cost method is used. The IRS then required the method that yields the highest deduction to be used for mineral property, and oil from the earth. Yes, it is appropriate to calculate depreciation  using two different methods. Compan ies use the straight-line method on its financial statements for their plant assets. Companies can then use the accelerated method on their income tax return. A company can also be depreciating their equipment for ten years for their financial statements and for their income tax return they can use seven years. References Investopedia (2014): Retrieved March 24, 2014 http://www.investopedia.com/terms/v/valuation.asp Investopedia (2014): Retrieved March 24, 2014 http://www.investopedia.com/terms/d/depreciation.asp Investopedia (2014): Retrieved March 24, 2014 http://www.investopedia.com/terms/a/amortization.asp Investopedia (2014): Retrieved March 24, 2014 http://www.investopedia.com/terms/d/depletion.asp

The Little-Known Secrets to Interview Essay Conclusion Samples

The Little-Known Secrets to Interview Essay Conclusion Samples The 30-Second Trick for Interview Essay Conclusion Samples Whether you are needed to compose an interview paper to receive admitted to the university you want to visit or to apply for your dream job, this is an important step! The interview is done as a way to determine an individual's opinion about a specific issue, event, etc.. Interview essay example is believed to be a form of an official conversation intended to gather particular info. Do not overlook the chance to order an inexpensive essay from the academic company online. The Number One Question You Must Ask for Interview Essay Conclusion Samples Socially, Michael cites he should learn how to contain his moods that have eventually cost him several friendships. Now, let's analyze several essays conclusion examples to receive a little more practical insight about it. An interview essay is gives you a notion of what an individual is like, and what type of opi nions that person holds regarding a specific topic or group of topics. Whether this information appears insufficient to conduct an ideal study, don't hesitate to contact online paper writers and receive a ready solution! Sure, you will find plenty of essay conclusion examples on the internet, but in case you really need to ace the ending of your paper, you should invest a little time and effort into attempting to comprehend what features make the last portion of any paper worth reading. Sure, you're writing the paper as it's an assignment, and you have to write it so as to pass your class. It could refer to any form of paper. Prepare yourself to face significant challenges in the event the topic of your paper is a famous or busy small business person. There are two methods to compose your paper. In summary, you might have a fantastic job interview when you get enough info, superior preparation and fantastic action. The procedure is slow thus the candidate has to show a lot of dedication as a way to be prosperous. Also make sure that you have a dependable system of recording the interview. Also, look closely at the emphatic punctuation within this sample (exclamation mark). The only element that produces a college entrance paper different from a career interview is the simple fact that the candidate's aim is to catch the interest of a university admission board as opposed to attempting to acquire work. If you're overloaded with the information that you don 't find out how to arrange, buy a personalized solution from online academic experts! The aim is to take a particular position on the subject. For the youth that are interested in starting a business he advised they should do the job for some moment. What Does Interview Essay Conclusion Samples Mean? This kind of interview essay works best when you would like to apply for employment. When you are finished, proofread your essay and refine it, if necessary. On occasion the best essays are written straight from the source. Now you are aware of how to compose an interview essay of many types. By writing an essay on interview, you have the occasion to fulfill the source in first person and ask the individual exactly what you would like to understand. In the majority of instances, you will be writing an interview essay to illustrate a dominant impression of the individual you're interviewing. The previous issue to observe is the best way to compose a conclusion for an expository essay. The debut of a very good interview essay should give a concept of what's the main question you wish to reply. The Demise of Interview Essay Conclusion Samples It is critical to remember that the interviewee is ambitious and aspires to construct a robot gadget that may travel to planet mercury. In regard to location, the interview happens in a secluded room away from any sort of distraction and noise. In this instance, the interviewer has managed to produce the right sitting position and distance in that she isn't too far or near the respondent. The 30-Second Trick for Interview Essay Conclusion Samples Conclusions An important analysis of the whole interview procedure reveals a thriving interview process that went well as a result of the communication skills of the interviewer and respondent. Next, it's essential to include the major tips that you have acquired from your interview. The verbal temperament of the interview in consideration usually means that listening skills are crucial to the general results of the interview procedure. Remember not to be too connected to the outline that you go in the interview carrying. It is preferable to answer this in a brief statement. If you're recording an interview, remember to use all the answers since they are, with no changes. Hence, if you would like to find these answers, you have to conduct an interview. You have a lot of options when you finish an interview. The Interview Essay Conclusion Samples Pitfall Individuals ought to be open and give comprehensive information whenever asked to achieve that. Words may be an incredibly helpful tool! Folks will need to visit interviews open minded and expect to react to unique questions regarding their life and career. Interviews are platforms by which organizations use to find a notion about someone.