The Trial of Mumia Abu-Jamal essays

The Trial of Mumia Abu-Jamal essays In class, we recently watch a movie on convicted cop killer Mumia Abu-Jamal. While the movie was informative, I couldn't help but being a little troubled by it. I began wondering why this man was so dangerous and yet so many people were standing up for him. In order to gain a better understanding of the situation, I visited www.danielfaulkner.com in order to get the other side of the story. I knew I would find some discrepancies between the sides telling their views. I thought these differences would be minimal at best but I was shocked to find out how dissimilar the two viewpoints were. The movie we saw in class was very pro-Mumia. In it, various people talked about the trial, from the witnesses to the attorneys to Mumia Abu-Jamal himself. Throughout the movie, the narrator continually bashed the facts given by the police and the prosecuting attorney Joseph McGill. Whenever they stated a point, the next statement from the narrator was either negative or attempted to prove their statement wrong. However, when the defense attorney Anthony Jackson or any witnesses stated a point beneficial to Mumia, the narrator quickly agreed with their point. Also, these witnesses in the movie were all in support of Mumia Abu-Jamal even though some have changed their stories on a number of occasions. When Mumia himself talked, the narrator backed up his points by use of footage or supporting him further through the testimonies of the other witnesses or Anthony Jackson. Throughout the movie, all points were made clear by both sides. However, the narrator was biased towards o ne side and therefore, got a plethora of opinions instead of the facts surrounding this situation. Overall, the movie disappointed me. After watching the movie and visiting the web site, I have come to the conclusion that Mumia Abu-Jamal is guilty of killing Officer Daniel Faulkner. The movie, to me, gave only one side of the story and heavily favored Mumia Abu-J...

Conjugating the French Verb Rire (to Laugh)

Conjugating the French Verb Rire (to Laugh) In French, the verb  rire  means to laugh. Its a fun and simple word and, hopefully, youll have plenty of opportunities to use it while studying French. The key to using  rire  properly in sentences is learning the most common conjugations so you can use it in the present, past, and future tenses. This lesson will show you how thats done. The Basic Conjugations of  Rire Rire may be a short word, but its also an irregular verb. This means that it does not follow the same pattern for the infinitive endings as most other French verbs. However, it is similar to sourire (to smile), so you can study the two together to make each a little easier. To start any conjugation, we need to identify the verb stem. In this case, that is simply   ri-. With that, youll add the various endings that match the subject pronoun as well as the tense of the sentence. For example, I am laughing is  je ris  and we laughed is  nous riions. Present Future Imperfect je ris rirai riais tu ris riras riais il rit rira riait nous rions rirons riions vous riez rirez riiez ils rient riront riaient The Present Participle of Rire In French, the  present participle  is most often formed by adding -ant  to the verb stem. Rire  follows this rule to form  riant. Rire  in the Past Tense Rather than use the imperfect to indicate the past tense of laughed, you can use the passà © composà ©. To form it, you will need the auxiliary verb avoir and the very short past participle ri. It is rather easy to construct this common form of the past tense. For example, I laughed is  jai ri  and we were laughing is  nous avons ri. Notice how  avoir  is the only word that needs to be conjugated and that it is in the present tense. This is because the past participle indicates that the action has already happened. More Simple Conjugations of Rire The verb conjugations above are most common, but you may need to know more forms of  rire  as you become more fluent in French. For instance, if theres a doubt as to whether someone is laughing, you can use the subjunctive verb mood. In a similar fashion, if someone wont laugh unless something else happens, use the conditional verb mood. There may also be times when youll encounter either the passà © simple  or  the imperfect subjunctive. These are, however, most often found in formal French, particularly literature. Subjunctive Conditional Pass Simple Imperfect Subjunctive je rie rirais ris risse tu ries rirais ris risses il rie rirait rit rt nous riions ririons rmes rissions vous riiez ririez rtes rissiez ils rient riraient rirent rissent When you wish to use  rire  in short commands or requests theres no need to include the subject pronoun. This is called  the imperative verb mood  and rather than saying  tu ris, you can simplify it to  ris. Imperative (tu) ris (nous) rions (vous) riez

Determinants of Plasma Retinol and Beta-Carotene Levels Statistics Project

Determinants of Plasma Retinol and Beta-Carotene Levels - Statistics Project Example The statistical analysis demonstrated that for this showed that sex was significant at the .000 level. Additionally, the research should that the strength of the connection was .045. Regarding the first hypotheses, the research showed conclusively that the null hypothesis could be rejected. As such, the research hypothesis -- Sex would not have the same impact on the occurrence of Plasma Retinol (ng/ml) levels as it does on Plasma beta-carotene (ng/ml) levels – was accepted. Regarding the second hypothesis, the research showed that the null hypothesis could not be rejected and that research hypothesis that a correlation exists between the occurrence of Plasma Retinol (ng/ml) and Plasma beta-carotene (ng/ml) in the body could be rejected. The first test that was carried out was a regression analysis. This regression analysis examined the correlation between sex and plasma Retinol (ng/ml) levels. As noted, this test demonstrated that there was a significant correlation between the two variables. The second test that was carried out was also a regression analysis. This test instead examined the connection between sex and plasma beta-carotene (ng/ml) in the body. This test demonstrated that there was not a significant connection between the variables. Finally, the third test that was carried out was an independent samples t-test. This test examined whether or not a correlation existed between plasma retinol (ng/ml) levels and Plasma beta-carotene (ng/ml). This research showed that a connection did not exist between these two

Microevolution Essay Example | Topics and Well Written Essays - 750 words

Microevolution - Essay Example Competition in the wild is the ultimate solution to survival. Animals with unique features survive while those with unwanted features die. Iguanas that could not survive the evolution process had no option but to die. Iguanas had to attach themselves to their parents to protection until they were mature. They adapted to feeding cacti and flowers in the wild. Competition among organisms in the same environment eliminates the weaker generation from the society. Darwin noted that the tortoises in Galapagos Island were distinctive in their particular manner. They were very distinct, and individuals could quickly tell the island of origin. There is a close relationship between the land iguanas and the finches.That sets in another theory whose postulation supports why land iguanas are dominant in Laguna de Manialtepec, South Mexico (Darwin&Quammen, 12). The choice of food eaten by organisms and the time food takes to reach the gastrointestinal tract of the iguanas is vital in the evolution of the animal. Natural foods are broken down for energy, nitrogen, calcium among other crucial minerals. The system of the iguana's processes high-quality foods. According to Darwin, not all organisms have equal chances in the fight for survival (Darwin&Quammen, 23). The plants that have adapted to the environment are healthy and have a better chance of surviving. The fittest animals survive harsh conditions. Land iguanas reproduce to their full potential and adapt to the conditions of Laguna de Manialtepec.

Sociology - The Comparative Method Essay Example for Free

Sociology The Comparative Method Essay Sociologists have embraced what is known as the comparative method as the most efficient way to expose taken-for-granted truths or laws that people have adopted. But what is this comparative method and how does it work? Are there any advantages/disadvantages to exposing these false truths. What forms or variations of the comparative method exist? In the pages to follow I will attempt to give you some insight and understanding of what the comparative method is, and how it works. The comparative method, simply put, is the process of comparing two things (in our case societies, or the people that make up society) and seeing if the result of the comparison shows a difference between the two. The comparative method attempts to dereify (the process of exposing misinterpreted norms. Norms that society consider natural and inevitable characteristics of human existence) reified (the human created norms or truths) beliefs. Obviously there are various ways in which a nomi (a labeled, sometime constructed, norm or truth) can be exposed. Which form of the comparative method should one use however? The answer, whichever one applies to the truth in question. For example, you certainly would not do a cross-gender form of comparison if you wished to expose whether or not homosexuality has always been feared and looked down upon by most people throughout history. No, rather you would perform a historical comparison of two or more different societies to see if these beliefs always existed, or, whether or not this is a newly constructed belief. Lets look at little more closely at the above mentioned historical comparison and see how the comparative method works with a specific example. There is no question that in todays western society there is a lot of fear and trepidation towards people who are labeled homosexual. The question we will attempt to answer however is whether or not it has always been like this and is this a universal truth. In ancient Greek societies people had a very different opinion of men that slept with men. For example, it was considered quite an honor for a family with a young boy under the age of 10, to be given the privilege on an older man of high society taking their son into his house. The young boy would go and live with this older man. The older man would have sex with the young boy on a regular basis until the boy developed facial hair. It was not until then that the boy was considered a man. Society thought that an older mans, of great reputation, semen would help the boy develop into a fine young man. Once the boy developed the facial hair, the sex between the two would stop. The older mans job was finished. Obviously this would be considered an atrocious and disgusting act these days. The older man in this case would certainly go to jail for the crimes that he had committed. However, in Ancient Greece this was not only considered perfectly normal, but as I already stated, it was an honor and a gift that not every boy was lucky enough to be given. Therefore, we can conclude from this comparison that homophobia, as we know it, is not a natural truth, nor is it a universal belief. Rather it is a socially constructed belief that many people have taken for granted as an inevitable part of human existence. It is important at this point to clarify something however. It is said that the role of the sociologist is a descriptive one as opposed to a prescriptive one. That is to say that the sociologist should describe the various practices, customs and structures that exist in various societies rather than suggest to people which one is actually the correct belief or the real truth. Cross-gender comparisons is another commonly used comparison used to reveal socially constructed truths. In Carol Gilligans book In a different voice we find a fine example of a cross-g ender comparison. She states that most people believe that the majority of people, both men and women, view morale issues in the same way. However, through empirical data collection, Carol Gilligan concludes that this is not most often the case. Rather, she states that men tend to approach moral issues quite differently than women. Where as men view morale issues with a dont interfere with my rights view, women focus more on the responsibility end of the morale involved. Thus we can conclude, thanks to the comparative method, that the constructed truth that all people view morale issues the same is not a correct one. Another quick example of a cross-gender comparison would be that of the house-wife. Still today most men view the role of the married woman as one that involves being a house-wife, in the traditional sense of the term. However, women today certainly would not view themselves in the same manner. The data collected from a comparison such as this could help to dereify this socially constructed truth. Cross-class comparisons is also a comparison commonly used when attempting to expose constructed truths between two classes. i.e. lower-class, upper-class, middle-class. For an example I refer to my lecture notes. Our professor gave us a fine example of a cross-class comparison involving his own life. He was from a middle-class family and attended a public school where he got involved with various kids from the middle and lower class. He grew up in this type of environment and accepted it as the his life as the way society was. To him, there was not another lifestyle. This was life. Several events occurred and because of these events our professor was moved, by his parents, to a private school. This private school and the new society that accompanied it resulted in a form of culture shock for him. All of a sudden he was placed in a new world, a world that he never even knew existed. As you can see, our professor socially constructed the view that society was like the one that he lived in when he went to his public school, hung around with middle and lower-class friends, and did what middle and lower-class kids did. When he was afforded the chance to compare that type of lifestyle to one of the upper-class he dereified his constructed view and his eyes opened to a new reality and a new view of the way society was. Another major comparative form is that of the cross-generational. This one is fairly straight forward. The name basically says it all. In fact, its much like the historical comparison method but on a much smaller scale. I believe that in order for it to be termed cross-generational, the generations that are being analyzed have to be living at the same time. Otherwise it becomes a historical comparison. Karen Anderson gives an example of a cross-generational comparison in her book Sociology : A Critical Introduction (1996, pg. 12). Canadians pride themselves on their tolerance and lack of prejudice. But we do not need to look very far into our history to find examples of taken-for-granted understandings that have led to discriminatory and prejudicial treatment. Some segments of the population have been classified as undesirable and thus as unwanted or undeserving outsiders Anderson is pointing out that the constructed view in Canada is that we pride ourselves on the fact that we have very little prejudice in Canada. She goes on to point out that this is not at all the case. She gives the example of Canadas history of immigration. She discusses the fact that a lot of Chinese people were allowed to immigrate to Canada, much to the dismay of current residents and already established European immigrants, during the time when the transcontinental railroad was being built. Sir John A. Macdonald was the Prime Minister at this time and defended his reputation by telling the people of Canada, who were very disturbed by his actions, that the Chinese immigrants would live in Western Canada just temporarily. To reassure the people further Macdonald said no fear of a permanent degradation of the country by a mongrel race. This would be considered horrific these days. Most Canadians would not even realize that their country was very closed to the idea of the immigra tion of certain types of people. The social idea that Canada is, and always have been, a very tolerant country is exposed as a false, constructed truth through this cross-generational comparison. Finally we come to the last major comparative form. That of the cross-cultural. Cross-cultural comparison consists of comparing two societies or cultures in an attempt to reveal and expose some socially constructed truths in order to prove that they are not universal but rather they are relative to each society. There are literally thousands of differences between almost every culture that people would be surely shocked to learn of. For the next example I will show how the cross-cultural comparative method dereifies some of the constructed so-called universal-truths that people in our society may have. India differs in its customs considerably from that of Canada or Northern America. For example, in Western Civilization families sit together when they attend church, in India this is not acceptable at all. Men and women must sit on opposite sides of the church. Men and women in India for the most part will not eat together, whereas in Western civilization it is a common practice and is actually looked upon as a good time for a little family bonding. In India it is considered rude to eat with both hands at the table. The right had is solely used for eating and the left for drinking. Obviously we have a completely different practice in Western society. Another shock that a Westerner might face if he/she were to travel to India would be the fact that it is still considered a major social impropriety for a man to even touch a woman in public. In North America public displays of affection can been seen everywhere. . (Stott, John. Down To Earth. 1980. Pg. 12-15) These are all prime examples of Western universal truths that are exposed when compared to another culture. One of the major benefits for exposing these truths through the comparative method is the fact that dereifying accepted truths leads to a decrease in ethnocentrism. Ethnocentrism is the act of interpreting all societies through ones own cultural lenses and believing that there idea of truths are the only correct ones. This could lead to the imposing of ones own beliefs onto other societies. In other words, comparing, exposing, and dereifying helps educate and eliminate ignorance when it comes to social truths. However, there is a danger to exposing social constructs. It could lead to one taking on the perceptive of a radical relativist (all truths are correct) or a nihilistic view (the belief that all truths are relative and therefore there are no truths). Obviously this is a very negative, and possibly a destructive, way of thinking. As you can see, the comparative method is an essential part of a sociologists practice. Without it there would be a lot of confusion and misunderstanding between people and societies. Hopefully I have shown by example the various forms of the comparative method and how each of them applies to society and how they attempt to expose falsities.

Shamanism and the Indigenous Peoples of Siberia Essays -- Cultural Ant

Shamanism and the Indigenous Peoples of Siberia Shamanism plays a role within most tribal communities of the indigenous peoples of Siberia. Within the community the shaman has many roles; one of his[1][1] main roles is that of a healer. The function of the shaman is closely related to the spirit world (Eliade 71). A shaman uses ecstatic trance to communicate with spirits. Spirits are integral to a shaman’s ability to heal within his community. â€Å"Shamanic activity is generally a public function† (Grim 11-12). Shamans are highly respected members of the community. â€Å"Shamans are of the ‘elect’;† recognition of a shaman can only be bestowed by the entire community (Eliade 7, 17). Without the community, a shaman is not a shaman and cannot function as such. An example of this situation would be vocational or self-made shamans, who are not chosen by the community, ancestry, or the underlying ‘numinous encounter’ to shamanize. The entire community does usually not recognize vocational shamans; they are not as effective as shamans and even viewed as frauds (Grim 45).[2][2] Therefore not anyone can be a shaman. â€Å"It is to the . . . shaman that tribal peoples turn for aid in dealing with the urgencies of life† (Grim 8). Due to the harsh Arctic environment, the shamanism of the indigenous peoples of Siberia is closely related to the struggle for existence in their world. The shaman is sought to aid the community in surviving by curing the sick and attacking or destroying evil spirits, among other roles (Hinnells 293-294). Within the community, the shaman has multiple roles including priest, magician, medicine man, mystic, poet and psychopomp (Eliade 4). One of his main roles is that of medicine man or healer. Accordin... ...d A Serpent’s Skin and A Bears Fur.† The Sun Maiden and the Crescent Moon: Siberian Folk Tales. Interlink Books. New York: 1991. 88-91. Waida, Manabu. â€Å"Problems of Central Asian and Siberian Shamanism.† Numen 30.2 (1983): 213-239. Notes: [1] ( The masculine pronoun is used throughout to describe the shaman. It is noted that not all shamans were males; in some tribes the majority of shamans (shamanesses) were female. However the masculine case is used from simplicity, since the gender role of the shaman is not being discussed in this case.) [2] For further discussion of numinous, see page 3 of this paper. [3] a main aspect of a shaman’s entrance into ecstatic trance [4] Most of this source covers the Ojibway Indians of the Great Lakes Region. However, Siberian Shamanism is used as a classical model from which Ojibway shamanism is derivied (56).

Orgins of the werewolf

Proposal Have you ever wondered where the word Werewolf comes from? The word is a contraction of the Anglo-Saxon word were (which means â€Å"man†) and wolf werewolf, manhole. My documentary revolves around the origin of the werewolf legends. The documentary takes the point of view that there may be more fact to the so-called legends than is commonly accepted. Good Morning ladles and gentlemen and welcome to my presentation. I am here today to give reasons as to why you should support my documentary.I Implore you to choose my documentary because there aren't many documentaries on this particular subject and ones that are, portray a stereotypical viewpoint. I believe that the topic of werewolves Is very Interesting. Because the general consensus on the topic of werewolves Is one of disbelief and Ignorance. The werewolf is mentioned throughout many different cultures such as: Egypt, Greece, China, the Romans, the Persians and Native American folklore. Throughout history they hav e been portrayed as evil, bloodthirsty killers. There are many efferent movies and books on werewolves including: â€Å"The Wolfram†, â€Å"Cursed† and â€Å"Wolf†.These movies portray these fascinating creatures as evil bloodthirsty monsters. In reality there have been sightings throughout the world. The Beast of Bray Road (or the Bray Road Beast) is a cryptic, or criminological, creature first reported in 1949 on a rural road outside of Leghorn, Wisconsin. The same label has been applied well beyond the initial location, to any unknown creature from southern Wisconsin or northern Illinois and all the way to Vancouver Island, Canada, that is ascribed as having similar characteristics to those reported in the initial set of sightings.Bray Road itself is a quiet country road near the community of Leghorn, Wisconsin. In the documentary the narrator, David Attenuator's would interview people who've claimed to have seen the â€Å"Bray Road Beast†: Lorraine Un dersize, a bar manager, reported clearly seeing the beast on the side of the road In 1989, and claimed It had fangs, grey-brown hair and pointed ears, Scott Bray, a dairy farmer, reported spotting strange dog on his property near Bray Road In 1989, Russell Gets, also reported spotting the beast emerge from an overgrown area to stand on Its hind feet.Heather Bowie and friends who In 1990 were chased by the beast near Loveland Road and Mike Teen, a dairy farmer, reported seeing the creature near Bray Road In 1990. Would also use voice over and spooky music to Infer that topic Is meant to be scary. I plan to have a determination In which the narrator and camera man would try and locate a werewolf at which time suspenseful music will play. The camera man will allow the narrator through a dense forest with shadowy, murky lighting.An atmosphere of suspense will be created. The camera is positioned 2 meters behind revealed. The audience is positioned so that a feeling of anxiety is created . I propose the documentary should air on SUBS, at night time because these creatures normally emerge from the darkness. Again I urge you to select my documentary because there aren't many documentaries out there about this subject and the aim of the documentary is to reach as many people as possible to explode click ©d and conventional thought.

Bio 101 Review Questions

Review Questions 1. The organic molecule produced directly by photosynthesis is b) sugar 2. The photosynthetic process removes E) carbon dioxide from the environment. 3. The process of splitting water to release hydrogen and electrons occurs during the _____ process. a) light dependent 4. The process of fixing carbon dioxide into carbohydrates occurs in the ____ process. b) light independent. 5. Carbon dioxide enters the leaf through b) stomata. 6. The cellular transport process by which carbon dioxide enters a leaf (and by which water vapor and oxygen exit) is ___. ) Diffusion 7. Which of the following creatures would not be an autotroph? c) fish 8. The process by which most of the world's autotrophs make their food is known as ____. b) Photosynthesis 9. The process of ___ is how ADP + P are converted into ATP during the Light dependent process. c) chemiosmosis 10. Once ATP is converted into ADP + P, it must be ____. b) recharged by chemiosmosis 11. Generally speaking, the longer th e wave lenght of light, the ___ available energy of that light. a) smaller 12.The section of the electromagnetic spectrum used for photosynthesis is ___. d) visible light 13. The colors of light in the visible range (from longest wavelength to shortest) is ___. a) ROYGBIV 14. The photosynthetic pigment that is essential for the process to occur is ___. a) chlorophyll 15. When a pigment reflects red light, _____. d) red light is reflected, all others are absorbed 16. Chlorophyll a absorbs light energy in the ____color range. e) b and c 17. A photosystem is ___. b) a collection of photosynthetic pigments arranged in a thylakjoid membrane. 8. The individual flattened stacks of membrane material inside the chloroplast are known as ___. c) thylakoids. 19. The fluid-filled area of the chloroplast is the ___. b) stroma 20. The chloroplast contains all of these except ___. e) endoplasmic reticulum 21. The chloroplasts of plants are most close in size to __. d) bacteria in the human mouth 22 . Which of these photosynthetic organisms does not have a chloroplast? c) cyanobacteria 23. The photoelectric effect refers to ____. c) emission of electrons from a metal when struck by any wavelength of light. 24.Light of the green wavelengths is commonly absorbed by which accessory pigment? b) chlorophyll b 25. The function of the electron transport proteins in the thyakoid membranes is ___. c) Pumping of hydrogen into the thylakoid space for later generation of ATP by chemiosmosis. 26. ATP is known as the energy currency of the cell because ____. a) ATP is the most readily usable form of energy for cells. 27. Both cyclic and noncyclic photophosphorylation produce ATP. We can infer that the purpose of ATP in photosynthesis is to c) supply energy that can be used to form a carbohydrate. 8. The role of NADPH in oxygen-producing photosynthesis is to ____. b) supply carbon to the carbohydrate 29. The dark reactions require all of these chemicals to proceed except ___. e) oxygen 30. Th e first stable chemical formed by the Calvin Cycle is _____. c ) PGA 31. The hydrogen in the carbohydrate produced by the Calvin Cycle comes from ___ b) NADPH 32. The carbon incorporated into the carbohydrate comes from ___. c) carbon dioxide 33. C-4 photosynthesis is so named because _____. b) it produces a four carbon compound as the first stable products of photosynthesis.

Semester Exam System Erd Essay Example

Semester Exam System Erd Essay Example Semester Exam System Erd Essay Semester Exam System Erd Essay Semester Examination System DBMS Lab Assignment Group III Srimanta Singh (004) Samik Saha (015) Prasenjit Gayen (016) 3rd yr. 1st sem. , Department of Computer Sc. Engg. Jadavpur University ASSUMPTIONS Data requirements: ? The major characteristics of the semester examination system are†¦Ã¢â‚¬ ¦.. The university has many departments which are identified basically by the department_id. Also the departments have a particular location (campus). ? Each department has teachers. Each teacher is assigned to teach a particular subject. He also has to make question paper and evaluate the answer script. WE have assumed that a teacher can take classes in different department but he will belong to a particular department. ? A particular department may offer few courses. One or more subjects may be same for different courses as well as departments. Same subject (name) in two courses or department is separately identified by the corresponding subject_id. ? Subject_id for a course of a department is unique. ? A student must register to appear in the exam. A registered student is considered as exam candidate. ? Exam can be of two types –regular and supplementary. In case of supplementary a candidate may not have to appear in all the subjects assigned to a particular semester. ? The exam controller section is the administrator of this whole examination system. ENTITY SETS USED IN E-R DIAGRAM For constructing a conceptual schema of this data base, the entity sets and the associated attributes are given below (as our specification of the E-R diagram)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ENTITY SETS 1. Student 2. Department 3. Teacher 4. Subject 5. Exam ASSOCIATED ATTRIBUTES Name, Roll No, Reg. No, Contact No Department_id, Name, Location Teacher_id, Name, Contact No, Status Name, Subject_id ,Course, Dept Exam_id, Roll No, Sub_id, Exam roll no. 6. Exam Candidate Semester, Year, Exam_id, Sub_id 7. Result 8. Routine Roll no, Exam_id, Sub_id, Grade, Date_of_publish Date, Time, Room No, Exam_id ? Student: Student enrolls in a course in a particular department, each student has a roll no by which they are identified uniquely, and each student also has a registration number. Each student has to enroll to appear in the examination as a candidate. A student also have also have contact number and address. ? Department: University has so many departments. Each department has a unique department_id, name. The departments have their respective location and contact number. ? Teacher Each department has many teachers. Each teacher has their corresponding teacher_id, contact no. , name and status. Each teacher is uniquely identified by the attribute teacher_id. Contact no. of the teachers may have multiple values. ? Subject: Each department offers many courses and each course consists of subjects. Here each subject have subject name, subject_id. The subjects are uniquely identified by their corresponding subject_id. Same subject can be taught in several departments but in that case the subject_id will be different. ? Exam : The whole semester examination system is organized in few exams. These exams are identified by the exam_id, semester and year in which the exam is taken. Exam may be of two types – regular and supplementary. Exam_id is the primary key of this entity. All attributes are atomic. ? Exam Candidate : Each student has to register his name for the examination. After registration for the exam he achieves the candidature for that particular exam. A candidate is uniquely identified by his exam roll no. It contains candidate name, roll no. , sub_id and exam_id. ? Result : Each exam must have their corresponding results. Result is also associated with the students. Thus the result of a student of a particular semester is identified using roll no, subject_id, exam_id. It also contains grade and date of publication of the result as attributes ? Routine : Each exam has a corresponding routine which consists of date, time, room no. and exam_id. RELATIONSHIP SETS FOR DATA BASE In our E-R diagram specified relationship sets and mapping cardinalities are described below: ? Has This is the 1-to-many binary relationship set between department and student entity sets. And the participation of the weak entity set. We also have a one-to-one binary has relationship between the exam and the exam results. ? Belongs to This is the 1-to-many binary relation ship set between DEPARTMENT and TEACHER sets. Because- for a particular department there are many teacher but for a teacher only 1 department is fixed. And the participation of the teacher entity sets in this relation ship sets is partial. ? Teaches This is the many-to-many binary relationship sets between teacher and subjects. Enrolls This is the one-to-one binary relationship sets between Student and Exam Candidate. Component attributes are: date, month, and year. ? Sits for This is a many-to-many binary relationship sets between the Exam Candidate and the Examination. ? Scheduled This is the relationship that holds between the examination and the exam routine. ? Holds This is a many-to-many binary relationship set between the department and the examination. ? ISA This is a relationship set that holds between the exam and the two category of exam-regular and supplementary. Of This relation holds between the exam and subjects as well as the subject and results. ? Gets This is the relationship sets between Exam Candidate and the Results. name dept. no. name belongs to department contact no. teacher teacher-id has of sub-id name roll no. student regd. no. contact no. dept. no. (fk) assigne d to teaches sem year exam-id exam sub-id (fk) ISA of subject name enrolls scheduled routine time room no date exam-id (fk) Sub-id regular sits for supplementary of has exam-id (fk) enrolled gets sub-id sub-id grade roll no. (fk) exam-id (fk) roll no. results Date published

Baking Powder Versus Baking Soda

Baking Powder Versus Baking Soda Are you planning some holiday baking? If so, you can use your knowledge of kitchen chemistry to save a trip to the store if you run out of ingredients. One substitution that can be confusing is whether or not you can use baking powder and baking soda interchangeably. Both baking powder and baking soda are used to help baked goods rise, but they arent the same chemicals. The Deal With Baking Soda Baking soda is sodium bicarbonate. If you dont have baking soda, you can use baking powder, but you will need to add about twice as much because baking powder contains baking soda, but it also contains other ingredients. This substitution may affect the flavor of the food, not necessarily in a negative way. If the recipe calls for salt (sodium chloride), you may want to use slightly less. The Deal With Baking Powder Baking powder is sodium bicarbonate and potassium bitartrate. If you dont have baking powder, you cant substitute baking soda, but you can make baking powder using two parts cream of tartar and one part baking soda. For example, two teaspoons of cream of tartar plus one teaspoon of baking soda would give you three teaspoons of baking powder. Unless the recipes states otherwise, begin baking as soon as you have finished mixing the ingredients, since the chemical reaction that causes the rising starts as soon as wet and dry ingredients are mixed. Tell me more...

About physical therapy Personal Statement Example | Topics and Well Written Essays - 1000 words

About physical therapy - Personal Statement Example My father gave me a simple reply, â€Å"Because they need it.† My father was never a man of many words so I knew that I needed to seek the answer to my question from my cousin. His reply was to set the career path that I would eventually follow. He explained to me that the people in the clinic had all been physically injured either by playing sports, a work accident, or just a stroke of bad luck. Their injury damaged their body physically so they could not move like a normal person would. Pointing out the others who had their arms in slings or casts, and some people with amputated arms, he told me that â€Å"They all need help in learning how to move like a normal person. That is what I help them with.† Since we had time to spare before having to leave, I intently watched my cousin do his job. Trying to understand what exactly it was that he was trying to do for these people. When I asked him what he called what he was doing to them, he responded â€Å"Physical therapy†. I told myself that I would remember those two words because I wanted to be like my cousin when I grew up. So while I spent my time being a voracious reader, I made sure to read as many books as i could about the foundation of a physical therapists career aside from many other book genres that I liked to read. I made sure to spend as much free time as I could throughout my high school years observing my cousin in his workplace. Learning as much as I could and asking as many questions that I could about what he was doing to the patients. I will always be grateful to him for never tiring of answering the thousand and one questions that I kept asking him. I became such a regular fixture at his clinic that even the patients already knew me by name and some even considered me a friend already. When I was not observing at the physical therapy clinic, I spent whatever time I could doing volunteer work for the needy and less fortunate in my city. One of the places that I volunteered at